A Note from the Director:

As we head back to school, it is an ideal time to

think about ways to foster student success, both

academically and behaviorally. Research

consistently demonstrates a connection between

behavioral and academic success.

This issue of the ISRC Review provides resources

and strategies for establishing a positive, effective

behavioral support system in the classroom.

Effective behavioral support systems in the

classroom clearly define expectations for student

behavior, and teach these behaviors directly.

Further, classroom rules and expectations are both

stated positively and taught directly.

Acknowledgement of appropriate behavior is

another factor in developing and sustaining

behavioral improvement.

New data collection requirements abound, and the

behavioral arena is no exception. The ISRC has

been collecting data on students served to

demonstrate improved outcomes and measurable

impact of services. For an example of individual

student improvement, see Page 3.

On a “positive” note, we wish you and your

students an academically and behaviorally

successful school year.

Cheri Sinnott, LCSW

ISRC Director

Ad grandmother

Illinois Service Resource Center A T e c h n i c a l A s s i s t a n c e C e n t e r o f t h e I l l i n o i s S t a t e B o a r d o f E d u c a t i o n

S e r v i ng Ch i ld r en W i th A Hea r i ng Los s And Emotional/Behavioral Challenges

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Fall 2006 Edition

Review

Structure Positive Classroom For Back To School

Positive behavioral practices in the classroom can have a

strong impact on individual student behaviors. Planning

ahead can help foster an environment that encourages

appropriate behavior. Providing clear expectations and

teaching students appropriate behavior are essential

elements of a positive behavioral environment in the

classroom.

The following checklist will help you structure a

positive behavioral environment in the classroom:

• Classroom rules are stated in a positive manner

and clearly posted (avoid using “no” or “won’t”).

• Classroom expectations and routines are taught

directly (modeled and practiced).

• Expected student behaviors are clearly defined.

• Expected student behaviors are taught directly.

• Expected student behaviors are acknowledged

regularly (positively reinforced).

• Visual strategies are utilized to assist with

student comprehension.

Positive behavioral practices in non-classroom settings

are also essential to creating a comprehensive positive

behavioral environment. This consistency reinforces the

teaching of and expectations for positive behavior. One

way to accomplish this is to ensure that students are

acknowledged and/or rewarded for demonstrating

expected student behaviors in non-classroom settings.

Many schools are choosing to implement school-wide

positive behavioral approaches, such as Positive

Behavioral Interventions and Supports (PBIS).

In This Issue

Page 2. Behavior Specialist Recommendations

Page 3. Library Materials On Positive Behavior

Page 4. Family Involvement Key Component

ISRC Behavior Specialists Provide Technical Assistance Recommendations

Since 1993, ISRC Behavior Specialists have been providing on-site technical assistance to educational teams and

families of students with a hearing loss, who also exhibit behavioral challenges. Following is a list of frequently

identified recommendations:

1. Consistently and promptly recognize and reward desired behaviors In many situations, good/desired behaviors are ignored or taken for granted by adults. Children, especially

children with behavioral problems, should be given immediate feedback for appropriate behavior.

Consistency (do it every time) from teachers and parents is critical for success. When positive behaviors

are recognized, students begin to develop a more clear idea of behaviors that are expected of them.

2. State expected behaviors in a positive way

Tell students what they “should be doing” instead of what they are doing wrong.

3. Incorporate opportunities for praise and attention throughout the day Students with behavioral challenges often receive a ratio of 10 or more negative interactions for each

positive interaction. While it can sometimes be a challenge, try to “catch the student being good.” To

encourage positive behavior change, try to reverse the ratio, and provide 10 positive interactions for each

negative one. The ISRC has “clickers” available to borrow, which can be kept in a pocket and used to

count positive interactions throughout the day.

4. Home-School Communication There should be a consistent flow of communication between school and home with an emphasis on

consistency in behavioral interventions. Communication about what is successful (and what is not)

strengthens the abilities of both the family and educational team members to develop successful

interventions.

5. Social skills training/curriculum that includes opportunities to practice skills Many students have not had an opportunity to learn appropriate social skills outside of school. Social skills

training programs which include opportunities for modeling and role play are the most effective.

6. Use visual strategies to reinforce learning Visual reinforcements are essential for students with a hearing loss. For example, many students benefit

from individualized visual schedules. Visual aides can be created using a computer program such as

Boardmaker®, magazine pictures, drawings or digital photographs. The latter can be especially effective if

the student is included in the photo. Students can often understand concepts from pictures that are difficult

to understand from language, such as transition routines and social skills. Visual timers are also effective.

7. Consider sensory integration issues Many students have sensory integration issues that distract them and prevent them from attending to

learning. An Occupational Therapist may be able to help develop a “sensory diet” that can support a

student’s availability for learning.

8. Collect data on undesirable behaviors

One of the first steps in developing a Behavior Intervention Plan is to collect data on the undesirable

behavior. A tally chart with the hours of the day and the days of the week can help identify if there is a

time period in which the behavior is more prevalent. Data collection can also help identify other

environmental factors which may be having an impact on student behavior.

9. Gather information and resources Many of the students served by ISRC exhibit multiple challenges. The ISRC Resource Library has

information on a variety of topics, including hearing loss, behavior strategies, autism, AD/HD, visual

strategies, anger management, social skills, parenting and various special education topics.

- ISRC Review Page 2 -

ISRC Resource Library Includes Materials On Positive Behavior The following items may be borrowed from the ISRC Library with return postage included:

• Behavior smart! Ready-to-use activities, Antonia Ballare, Angelique Lampros

• BEST practices: behavioral and educational strategies for teachers, edited by H. Kenton Reavis

• Building positive behavior support systems in schools, Deanne A. Crone, Robert H. Horner

• Developing emotional intelligence: a guide to behavior management and conflict resolution in schools,

Richard J. Bodine, Donna K. Crawford

• Effective strategies for teaching appropriate behaviors to children with emotional/behavioral disorders, Robert Rutherford, Mary Quinn, Sarup Mathur

• How to maintain behavior, Karen Esveldt-Dawson and Alan E. Kazdin

• How to help students complete classwork and homework assignments, Timothy Heron, Brooke Hippler,

Matthew Tincani

• How to help students follow directions, pay attention, and stay on task, Sherry L. Milchick

• How to help students play and work together, Lee Kern, Gabriell Sacks

• How to select reinforcers, R. Vance Hall, Marilyn L. Hall

• Planning and implementing effective programs for school-aged children, Howard Muscott, Daniel

Morgan, Nancy Meadows

• Positive Behavioral Support in the Classroom: Principles and Practices, Lewis Jackson, Marion

Veeneman Panyan

• Progress without punishment: effective approaches for learners with behavior problems, Anne M.

Donnellan

ISRC Technical Assistance Results In Positive Behavior Change

The Illinois Service Resource Center (ISRC) has been participating in a common data collection and evaluation

platform with other Illinois Statewide Technical Assistance Center (ISTAC) agencies. This program allows

ISRC to gather information on individual student behaviors and track them for progress. The following graphs

show an individual student’s improvement from Baseline to the Time 2 gathering of data, after ISRC staff,

school staff and parents jointly developed effective intervention strategies.

Questionnaire: Student Behavior Tool Questionnaire: Student Behavior Tool

Behavior: Tantrums (Home) Behavior: Tantrums (School)

- ISRC Review Page 3 -

ISRC Staff

Cheri Sinnott, LCSW

Director

Dr. Steve Vaupel Behavior Specialist

Ezell Smith Behavior Specialist

Chris Mayworm, LCPC Consultant

Marilyn Medow, LCSW Social Worker

Dr. Jim Vanderbosch Clinical Psychologist

Alison Mansfield Data Specialist

Charles Snyder Data Specialist

Melissa Perez Administrative Asst.

Josh Pryor Administrative Asst.

Family Involvement Important

Component Of Behavioral Success

Research shows that family involvement is a key component of

individual student behavioral success in school. ISRC assists

with the facilitation of wraparound-type Home-School teams

for students with a hearing loss and intensive level behavioral

needs.

Use the following checklist to determine if families of your

students demonstrate a high level of involvement:

• The family uses similar behavior intervention strategies

to those used at school.

• There is an established mode of regular communication

between school and home that is being utilized.

• The family is able to communicate with the student.

• Family members are involved with planning, evaluation and support

Learn more about services and resources available from the ISRC

www.isrc.us

ISRC Behavioral Support Tips For HI Students

1. View flexibility and frustration tolerance as skills that children need to learn.

2. Use the TMPR model: Teach/explain what is expected. Next, Model, Prompt and Reinforce the expected behavior.

3. View inappropriate behavior as a teaching opportunity.

4. Attention based reinforcers are more effective than tangible rewards such as stickers or candy. Use opportunities for social interaction as a reward.

5. Minimize the message. Use short phrases to explain expectations.

6. The goal of behavior intervention is to teach the student new skills, vs. behavior management, which is an attempt to control the student’s behavior.

7. Give choices. This allows the student to maintain a sense of control. A choice to do math or miss recess is not a choice, but a punishment in nicer language. Allow the student to choose which five of the math problems he would like to complete.

8. When a child is confused, increase opportunities for success by providing the correct answer and then requesting that the child mimic it back.

9. Refusals and other inappropriate behaviors may be a reflection of low self-esteem.

10. Provide children with many opportunities to be successful. “Catch them being good.”

11. Assign a buddy/ peer mentor to work with the student.

12. Use movement as a strategy. Ask the student to “bring a note” to the teacher next door.

13. Describe expected behaviors in positive terms (student will take out his book vs. student will not refuse to take out his book).

14. When giving consequences for negative behavior, keep in mind that small consequences which are carried out are more effective than large consequences which do not take place. This tip is helpful for parents.

15. When edible prizes or reinforcements are provided that are not permitted to be consumed immediately, it may be helpful to provide a ticket or coupon which can be exchanged later for the edible item.

16. Predictability lessens anxiety. Students respond best to consistency and routine.

ISRC Levels of Technical Assistance (TA)

Universal • Training for HI Behavior Teams

• TA with developing standards aligned social emotional learning curriculum

• TA with achieving criteria for Exemplary Status for HI Behavior Support System

• TA for school staff who are unfamiliar with students with hearing loss (e.g., regular education teacher, new staff) and deaf culture, typical developmental delays, and need for modifications in the classroom (such as preferential seating, visual strategies, etc.)

Targeted

• TA for parents which may include individual/family short-term counseling services when no local resources are available

• TA for parents involved in situations (e.g., psychiatric hospitalization, suicide talk, etc.) that the family chooses not to share (confidential) with school staff

• TA for parents to help locate available local services (e.g., audiologist, counselor, TTY distributor, etc.) to meet student/family needs.

• TA for school staff when parents have indicated no need for home services.

• TA for parents when school staff have indicated no need for school services.

• TA for parents during summer home visits (school not in session).

Intensive • TA with development of individual student FBA/BIP

• TA with evaluations, hospitalizations

• TA with transition to more or less restrictive placement

• TA with establishment and facilitation of Home School Team

• TA for police/judge/probation officer/ORS Case Worker/psychiatrist when a deaf student is utilizing community services

www.isrc.us