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Responding to Problem Behavior
Effective Responses
ActivityOn the chart paper at your table, make a list of all the consequences you’ve used that are effective.
Be prepared to explain why they are effective.
Choose a person to share with the group.
Participant ExpectationsBe ResponsibleReturn promptly from breaks
Be an active participant
Use electronic devices appropriately
Be RespectfulMaintain cell phone etiquette
Listen attentively to others
Limit sidebars and stay on topic
Be KindEnter discussions with an open mind
Respond appropriately to others’ ideas
Honor confidentiality
Attention SignalPlease make note of time limits and watch your clocks!
Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait quietly.
Why are we here?
Rationale
Punitive systems have become widespread, yet are not exactly a good fit for PBIS schools.
Teachers need support to transition from these systems to tiered systems of interventions and continuums of responses.
What are Progressive Consequence Systems? Systems in which a student’s card (or any object)
is turned, pulled or moved for a problem behavior and increasing punishments are given at each step
Systems in which a student receives a “strike” or a “tally” for a problem behavior and a punishment is assigned for each notation
Can provide a quick way to communicate to a student that an error has occurred
Usually provides a planned response to the behavior that allows the teacher to continue with instruction and move forward as quickly as possible (Sprick, 2007)
Progressive Consequence Systems and PBISThere are some significant problems with
progressive consequence systems that make it difficult to support them as a practice.
PBIS is designed to be a framework that supports “research-based, best-practices.” Can we say with certainty that these systems are research and evidence based best practices that will work to change behavior over time?
Issue #1: Consistency is Inconsistent!
It is very difficult for teachers to be absolutely consistent in their own responses to every behavior and for teachers to be consistent with each other. It often results in teachers not moving a card when, according to the rules they should, or to give too severe a penalty for a repeated minor behavior. This dilemma between being overly harsh or overly lenient is confusing for students to know what the expectations actually are.
(Sprick, 2007)
Issue #2: Breach of Confidentiality
Often, students do not feel fairly and respectfully treated by having their challenges publicly displayed and attention called to their mistakes. If we look at this practice from the child’s perspective, we can’t help but wonder how it feels to always have a red or yellow card by your name. Students and families are publicly humiliated or embarrassed.
Would we do this with academic behaviors? “Laura, you missed that math problem-go flip your card!”
(Sprick, 2007)
Issue #3: Are We Changing Behavior?
There are rarely truly effective, logical consequences attached to the movement of the clip or card or the assignment of a strike or tally. In some cases, the actual moving of the clip or card is the only consequence to the student’s behavior. We know that behavior doesn’t change simply because a strike is given or a card is flipped.
(Shindler, 2008)
Objectives
Review the components of classroom management
Understand the difference between punishments and effective responses
Discuss methods to collect classroom behavior data that is discrete and maintains confidentiality
Design a pyramid of interventions that include a continuum of research-based responses at each level
Create reinforcement systems that are contingent upon appropriate behavior
PBIS and Classroom Management
What is Effective Classroom Management?
Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.
In the four domains of RtI, over which domain do we have the least amount of control?
Instruction Curriculum Environment Learner
Six Evidence-Based Practices to Ensure Positive BehaviorIt is smart to have a classroom management plan. Your overall plan should include:
Routines and procedures (structure!) Classroom expectations (posted and
referred to often) Methods for teaching expectations Procedures for encouraging positive
behavior Procedures for responding to problem
behavior (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
Responding to Problem BehaviorResponses vs. Punishments
Responding to Problem Behavior: Re-Thinking Consequences In traditional discipline, the word consequence
is often used to describe a punishment.
A consequence is any thing that occurs after a problem behavior has occurred (positive or negative).
Effective consequences, or responses to behavior, are those that result in the problem behavior changing over time.
Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.
Responding to Problem Behavior:The ABCs
Understanding the purpose of behavior comes from repeated observation of:
A: Antecedent: stimulus before the behavior
B: Behavior: observable and measurable act
C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior
Responding to Problem Behavior: Consequences Consequences are:
The outcome of the behaviorThe responses of adults and/or
peers to the behavior
Responses that reinforce behavior lead to repetition of the behavior.
Responding to Problem Behavior: ConsequencesTo understand the consequences of a behavior, observe what happens in the environment immediately after the behavior.
What is the pay-off?
What does the student get?
What does the student avoid?
Responding to Problem Behavior: Prevention/Teach/Respond Problem behavior cannot be changed by the
responses alone, because those only occur after the problem behavior and the possibility for intervention is reduced.
Effective classroom managers should focus first on strategies designed to prevent and modify behavior before it occurs. Prevention through routines and procedures Replacement through teaching expectations Reinforcement of desired behavior through positive
responses Effective, logical responses to problem behaviors
Responding to Problem Behavior: General Guidelines
Even with prevention and teaching strategies in place, problem behavior will occur and require an adult response.
The following guidelines ensure that these interventions are effective: Approach problem behavior as you would a
learning error Plan your responses to typical problems in
advance Teach students what to do differently Match level of intensity to the problem behavior. Consider context and student history Use the least intrusive intervention first
Responding to Problem Behavior: Logical Consequences Logical consequences are those that allow students to learn
from their mistakes while preserving their dignity. Goals of logical consequences:
To give children the chance to regain self-control To help children recognize the connection between their
actions and the outcomes of their actions To allow them to fix problems caused by their misbehavior
and to make amends To guide students in avoiding similar problems in the
future To preserve the dignity of the child and the integrity of
the group To keep children safe (Shindler, 2008)
Responding to Problem Behavior: Characteristics of Logical ConsequencesRespectful
The teacher’s words and tone of voice communicate respect for the student.
The focus is on the behavior rather than on the student’s character. EX. A child pushes another student and the teacher says, “Stop
pushing,” rather than, “Stop being a bully.”
Relevant The consequence is directly related to the problem behavior or
actions. EX. A group of children are working together and spend the time
talking about the weekend, rather than working. A logical consequence would be that those students do not work together for the rest of the day.
Realistic The consequence must be something the students can reasonably do
and that the teacher can monitor and manage. EX. A child writes on a desk, he would be asked to clean that desk.
What’s the Difference?Logical Consequences Punishment
Teach Control
Leave the student with a feeling of control
Leaves the student feeling helpless
Uses thinking words Uses fighting words
Provides choices within firm limits Demands compliance
Are given with empathy Is given with anger
Are tied to the time and place of the infraction
Is arbitrary
Are similar to what would happen to an adult in a comparable situation
Is arbitrary
Are never used to get revenge May be used to get revenge (“He had it coming”)
Teaches students to take responsibility for their choices
Results in the student focusing on the adult delivering the punishment rather than on their choices.
(Shindler, 2008)
Reworking Responses to Problem Behavior: Adult LanguageWhen responding to problem behavior, language should be respectful and focused on the behavior, not the student. The three main types are: Reinforcing Language: Identifies and affirms specific
behaviors that apply to all students (“I see lots of people remembering to push in their chairs before we line up.”)
Reminding Language: Offers support and information about what to do (“Show me…” or “Think about…” or “What will we need…”)
Redirecting Language : Clear, non-negotiable statement with instructions (“Use quiet voices,” or, “Hands down until the speaker is done talking.”)
(Wood, 2013)
Reworking Responses to Problem Behavior:
Contrasting LanguageResponse Punishment
LanguageLogical Language
Removal from the group, or time out
“Go to time out until you can behave in group appropriately!”
“When you act silly in group, it distracts me from teaching and others from learning. Would you like to stay with the group or go to the think time area where it is okay to make silly noises? It is your decision.”
Stay in classroom for lunch
“If you don’t stop goofing around and get your math done, no lunch for you!”
“This is the time we have scheduled for math. Lunch is the time scheduled to talk to your friends. You can choose to talk now, but the only other time to finish math is at lunch. It is your decision.”
(Wood, 2013)
Reworking Responses to Problem Behavior: Effective Responses Review
Teach a new behavior and offer the opportunity to practice.
Are used immediately or closely following problem behavior.
Offer a range of options to teachers for classroom interventions.
28
Top Three Most Effective Responses to Problem Behavior
Based on a survey of US teachers by the University of Kansas, the top three most effective consequences are:
Positive PracticeRestitution/Time OwedReflection
Best Redirection Ever
“What are you doing?”
“What are you supposed to be doing?”
“Show me you can do that.”
Activity:Ensuring Effective, Logical Responses to Problem BehaviorUsing the list of consequences
generated by the people at your table, identify which are “logical.”
Indicate which ones have and which ones have not been effective in changing the student’s behavior.
Least Effective Discipline “Strategies”
Punishment
Exclusion
Counseling
(Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991, 1992)
Why do you think these are the least effective responses?
Responding to Problem BehaviorProcess
Process for Responding to Problem Behavior: School-wide System Must Be Strong
Before we establish a pyramid of interventions in the classroom, the school-wide system to respond to problem behavior must be clear.
The process for responding must be defined, taught, and agreed upon by staff.
Procedures should be included for addressing:
• Minor issues• Patterns of minors• Major incidents• Crisis situations• Follow up
Process for Responding to Problem Behavior: Data CollectionTypically, data collection is done by color
coding cards and clips, or by assigning strikes to students.
This type of data is usually publically collected with no real intervention attached.
In order to design effective responses, we must collect accurate, useful data.
This data collection must be done privately, confidentially, and objectively.
Process for Responding to Problem Behavior: Patterns of Minor Behaviors Most progressive consequence systems do not
have a plan to address patterns of minor behaviors.
These patterns need to be addressed before sending the student to the office.
Minor behaviors remain minor behaviors, regardless of the frequency of occurrence.
Process for seeking assistance needs to be in place and taught to staff.
“That kid is always on red.”
Process for Responding to Problem Behavior: Sample Minor Reporting Form
Vance Minor Behavior Data Collection Form
Minor Behavior Codes: Location Codes: Motivation Codes: Decision Codes: Others Involved:
1. Inappropriate language 1. Classroom 1. Peer attention 1. Loss of privilege 1. None
2. Physical contact 2. Playground 2. Adult attention 2. Conference w/ student 2. Peers
3. Defiance/disrespect 3. Hallway 3. Obtain items 3. Parent contact 3. Staff
Teacher Name: _____________________ 4. Disruption 4. Cafeteria 4. Avoid tasks/activities 4. Time out/reflection 4. Teacher
5. Property misuse 5. Bathroom 5. Avoid peer(s) 5. Other (explain) 5. Substitute
Track: 1 2 3 4 6. Lying 6. Gym 6. Avoid adult(s) 6. Unknown
7. Other (explain) 7. Library 7. Other (explain) 7. Other (explain)
Grade : preK K 1 2 3 4 5 8. Assembly
9. Other (explain)
Student Names Date Time Minor Location Motivation Teacher Decision Others Involved
Activity: Collecting Data
With your tablemates, brainstorm methods to collect classroom behavior data.
All methods should be confidential and maintain the dignity of the student.
Record these ideas on the chart paper on your table.
Responding to Problem BehaviorPyramids of Interventions
Pyramids of Interventions: Definition
In RtI/PBIS, tiered interventions are the key to ensuring that we are meeting the needs of all of the students in our school.
In the classroom, a pyramid of interventions act as a menu of effective responses from which we can choose.
This helps us design supports for children that meet the functional need of the behavior.
Pyramid of Interventions: Classroom Early Stage Responses
Early stage responses should be brief and flow seamlessly into instruction.
In many cases, early intervention is enough and doesn’t require follow up. • Look: eye contact, a quizzical “you-know-better” facial expression, a
stern look
• Gesture: a head shake, thumbs down, finger over lips, sign language for “stop”
• Move: get in closer proximity to the student
• Remind: state individual’s name softly and restate the expectation
• Redirect: eye contact, whispered name, a signal for student to move seat or change tasks
• Touch: firm, but friendly hand on the shoulder meant to calm the child
• Remove: the teacher “pockets” a distracting object or holds it for safekeeping
Pyramid of Interventions: Early Stage Responses Example: Kingswood Elementary, Cary, NC
Strategies That Have Worked!
Ignore yelling out and redirect to raise hand Hold up hand and not make eye contact until child correctly raises hand; then call on child to reinforce
Post schedule of activities for the day Change seats
Limit transitions Have materials ready
Reminder cards Behavior charts/logs
Preferential seating Picture cues
Positive redirection, modeling of expectations Provide choices
Computer passes Talk time-time to talk to the teacher about anything
Allow student to take a short break (antiseptic bouncing)
Time out-reflection with teacher
Provide with scrap paper or sticky notes to jot down things to talk to the teacher about
Stress balls
Pyramid of Interventions:Early Stage Responses Example:
Lake Myra Elementary, Wendell, NC
Teach SWIM Matrix
SWIM Practice
Morning Meeting
Character Education assemblies
Classroom positive reward system
School-Wide positive reward system
Positive office referral
Check physical space
Review the daily schedule
Beginning and ending routines
Reviewed transitional issues
Attention signals
Developing and teaching expectations and encouraging expected behavior
Pre-corrects
Parent contact
Buddy Room
Re-teach SWIM
100% of the
Students Receive
Universal Strategies
4 to 1 positive to redirect ratio
Non-contingent attention
Earn back in classroom system
What have you done to build relationship?
Student/teacher conference
Talked to previous teacher
Systematic study of SWIS data
Pyramid of Interventions: Early Stage Responses Example: Vance Elementary, Raleigh, NCVance ES PROWL Activities that Work!
Pod vs. Pod f or points PROWL Panther (job that
watches f or students prowling).
Side A & B groups – earn tickets
Ticket raffl e at end of week Set ticket goals PROWLer of month/ week PROWL expectation reminders
(pre-corrects) Students read expectations
bef ore entering hallway Teacher posts own PROWL
chart Students write their own
PROWL expectations Review guidelines f rom card
ring of ten PROWL expectations on their
desk Point out specifi c PROWL
behaviors student is doing Use SWI S data to help
student set own goals
Students help to write class expectations
Sign PROWL chart to hold students responsible to the “contract”
I ndividual chart to track PROWL tickets
Question students “Are you Prowling?” “Which Prowl behavior are you NOT f ollowing?”
Point out those who are Prowling – “I like the way ____ is Prowling.”
Student role play (video tape it)
Setting goals f or PROWL tickets
Singing the PROWL song at group time
Each day discuss one letter at a time – act it out.
Choose one expectation a day and “catch” students doing it throughout day to earn a
ticket (they don’t know which one was chosen)
Posting tickets on a graph Whole group discussions Focus on one area of need
each week Each day f ocus on one letter Morning work - Write two
sentences f or one letter a day Have students name a PROWL
element to line up 100’s chart with corresponding
reinf orcements Probability experiment with
PROWL tickets Make word problems using
PROWL tickets PROWL skits/Charades Student-made PROWL posters Pass the basket around to pod
making good choices (fi nal pod at end of day gets ticket)
Count tickets by 2’s, 5’s, 10’s Estimation activity
Pyramid of Interventions:Early Stage Responses Example: Burns Middle School, Lawndale, NC
Non-verbal warning Proximity control Verbal warning Pat on the back Planned ignoring of behavior Individual/whole group
reteaching Refer student to SOAR matrix Phone call to parents Email parents Documentation in planner Preferential seating Individual student conference Setting learning goals
Reinforce other students showing desired behavior
Cuing Think sheet Restitution Time out in classroom Write an apology note Working lunch Silent lunch Consult with EC/ESL
teacher Teacher assigned ASD Clear routines and
procedures Have extra materials
available
Pyramid of Interventions: Early Stage Responses Example: Dillard Drive Middle, Raleigh, NC
Tier One Interventions
Conference with student
Verbal warning/redirect
Loss of privilege Time away in another class
Student calls or emails parent
Change seating Time out in classroom
Write an apology note
Do an alternative assignment
Use social stories Assign work to be done during lunch or at home
Restitution-use custodians, too
Conference with student, parent, administrator and team teachers
Clean up in the classroom
Working lunch Work with a peer helper
Pyramid of Interventions: Early Stage Responses Example: Garner High School, Garner, NC
Tier One Interventions
Proximity control Conference with student
Re-teach expectations
Restitution
Loss of privilege Parent contact Self-monitoring Establish class routines
Use attention signal
Use pre-corrects Use reinforcement system
Model effective communication skills
Activity: Early Stage Responses
Using the expertise at your table, create a list of effective early stage interventions you could use in the classroom.
There is chart paper available.Choose one person to be the
spokesperson.
Pyramid of Interventions: Classroom Middle Stage ResponsesMiddle stage responses are used when early responses do not work, and require prior planning.Restitution: Student actively repairs the damage caused.
• Physical repair: Student tries to help repair property or work of a peer.
• Verbal repair: Student uses “I” statements to genuinely apologize for behavior to individuals hurt by the behavior.
Loss of privilege: A privilege that is not being used responsibly is temporarily removed.
Time owed: Student completes work or tasks missed due to misbehavior on their own time.
Time out: The student is separated briefly from the group to reflect and calm down.
Antiseptic Bouncing: Time out without saying time out.
Discuss with PLC
Refer to PBS team
Refer to Counselor
Behavior contract
Social skills classes
Refer for mentor
Refer to administration
Check in buddy
Goal setting system
Define acceptable alternative
Seek possible professional development for staff member
Pyramid of Interventions:Middle Stage Responses Example: Lake Myra Elementary, Wendell, NC
20% of the
Students Receive
Secondary Strategies
Pyramid of Interventions: Middle Stage Responses Example:
Burns Middle, Lawndale, NC
Consult with counselor Time out Consult with grade
level administrator Counselor check in DBR-Daily Behavior
Report Loss of privileges Parent/Student/Teacher
conference
Team/Grade level PLC support
Antiseptic bouncing on team
Written assignment/reflection
Administrator assigned ASD
Consult with social worker
Home visit Team conference Escorted transitions
Activity: Middle Stage Interventions
With your table mates, create a list of effective middle stage interventions that can be used in the classroom.
Chart paper is available.
Choose one person to speak for your group.
Pyramid of Interventions: Late Stage Responses Late stage responses are used when repeated
attempts at early and middle stage responses are ineffective.
These responses need to be planned in collaboration with parents, administrators and other site-based resources.
Each student requiring late stage responses should have a specific individualized behavior plan based on the function of the behavior.
While plan is in place, use de-escalation strategies to avoid further conflict when necessary.
Pyramid of Interventions: Late Stage Responses: Choosing Strategies Strategies need to include changes to the antecedents, behavior, and consequences or outcomes.
Antecedents (what happens immediately before
problem behavior)
Behavior (observable and
measurable)
Consequence (what happens immediately
after the behavior)
Pyramid of Interventions: Late Stage Responses: Choosing Strategies Example
Planned check-ins by teacher Precorrects for hand raising Move seat closer to adult
Teach skills to get help, occupy wait times, and tolerate delays
Ignore calling out Reinforce raising hand Respond consistently and quickly to appropriate requests and approximations
If it has been determined that a student calls out in order to obtain adult attention, strategies might include:
A
B
C
Pyramid of Interventions: Late Stage Responses: Choosing Strategies Example
Alter lessons to meet student’s abilities Start lessons with review Preview work with student individually Allow him other ways to participate in lesson to keep engaged
Teach student how to get help, approach challenging material, handle frustration, and accept errors
Reinforce approximations Contract for breaks Become tutor for someone else Positive reinforcement for staying engaged and completing task
If it has been determined that a student puts his head down and/or falls asleep in class to avoid independent written work, strategies might include:
MY DAILY GOAL CHART Date _____________________________________
Subject & Time
1 I stayed in
my area (2 prompts
or less
2 I followed directions/ listened to my teacher
(2 prompts or less)
3 I completed my work/
task (2 prompts or
less)
BONUS!! I made nice comments, asked for hugs, or
asked good questions
I earned this many
Rudy Bucks!
Homework Completion
Morning Work 8:45 – 9:30 - Freund
Literacy 9:30 – 11:00 - Conger
Science/SS 11:00 – 12:00 - Freund
Math 12:40 – 1:00 - Freund
Social Skills/Math 1:05 – 2:20 - Conger
Specials 2:55 – 3:40 - Various
TOTALS:
Communication: Freund
Communication: Conger
Communication: Specialist
Homework for Tonight:
Parent Signature and/or Communication: ______________________ ____
Individualized behavior chart/contract for student.
This chart or contract is NOT part of a Behavior Intervention Plan.
It IS a way to support this student through the day.
Wally’s Stickers for Raising his hand
11 stickers = menu choice
Ricky’s Contract
Target Behavior: Staying on Task
8:45-9:00
9:00-9:15
9:15-10:00
10:00-10:15
10:15-10:30
10:30-11:00
Homework
Total Stars 5
Teacher’s Initials LMR
.
Tate’s Chart Date:__________
CHECK I F DONE
I f ollowed directions with no more than 2
reminders.
I made an eff ort to do my
work before asking f or help.
I asked f or help using a polite, inside voice.
Language Arts
PE
Art
Total checks for the morning: __________ . I f I earned at least 8 checks, then I have earned special time (11:30-11:50) to work with a f riend.
CHECK I F DONE
I f ollowed directions with no more than 2
reminders.
I made an eff ort to do my
work before asking f or help.
I asked f or help using a polite, inside voice.
Social Studies
Math
Science
Total checks for the af ternoon: __________ . I f I earned at least 8 checks, then I have earned the chance to be a helper in Mr. Fox’s class 15 min. before dismissal. Parent Signature: _______________________________
Daily Progress Report
Name ___________________________ Day of the Week (circle): M T W Th F Date ___________
Teachers please assign points accordingly: Point Value: 2 - Appropriate behavior demonstrated
1 - Partial demonstration of appropriate behavior 0 - Appropriate behavior not demonstrated
Behavior 1st 2nd 3rd 4th 5th 6th Attends class with all required materials
Completes all required assignments
Remains quiet unless given permission to speak with 3 or less redirects
Remains in seat unless given permission to move with 3 or less redirects
Responds appropriately to adults and peers
Total
Teacher Comments: 1st period: 2nd Period: 3rd Period: 4th period: 5th period: 6th period:
Refer to SST
Modified Behavior Contract
FBA/BIP
De-escalation of Conflict Strategies
Refer to administration for Central Office Assistance
5% of the
Students Receive Tertiary
Strategies
Pyramid of Interventions:Late Stage Responses Example:
Lake Myra Elementary School, Wendell, NC
Pyramid of Interventions: Late Stage Responses Example:
Burns Middle, Lawndale, NC
Office Managed and Team Driven:
Functional Behavior Assessment Behavior Intervention Plan In-School Suspension Out-of-School Suspension Refer to SSMT Refer to DJJ/SRO/DSS/MH
Activity: Late Stage Interventions
In your group, create a list of late stage interventions that are appropriate for your students and effective in changing behaviors.
Chart paper is available.
Choose one person to speak.
Responding to Problem Behavior: Review
Consequences and punishment are not the same thing.
Effective responses to problem behavior change behavior over time.
Logical interventions are designed to remedy the problem while maintaining student dignity.
When problem behavior occurs, strive to use the least intrusive intervention possible.
Move up the continuum of responses when necessary.
Create individualized plans for students requiring the most support.
How Do We Start the Process?
Look at Data Ask teachers to collect data for a couple of
weeks, specifically noting which students were on red (or the worst step) at the end of each day. What patterns are noticeable?
If the current classroom plans are working, in other words, there are few or no behavior problems in the classroom setting, then there is no reason to change.
Turn and talk: What other data could be useful?
Start the Conversation Engage in discussion about progressive
consequences with the faculty as a whole, or on grade level or department teams.
Are the systems working? Do students feel respected? Are students with chronic behavior patterns
getting the help they need?
Turn and talk: Would staff and student surveys help guide this conversation?
Add to Current Practices
Encourage teachers to add a positive reinforcement system to their classroom practices. Once positive reinforcement is being used with consistency, teachers may find the need for a progressive consequence system diminishes.
Turn and talk: What are the drivers and restrainers for developing classroom reward systems?
Use School-Based Expertise Have PLCs or grade level teams work together
to develop a pyramid of interventions for classroom behavior. These interventions should be focused on helping students learn to change behavior over time.
Turn and talk: What would be the main difference between the consequences used across grade levels?
Alter Current Practices
If there is strong resistance to stop the use of progressive consequence systems, then work with teachers to consider how to add a component of learning to the progression, and to ensure that respect and dignity is considered for each student.
Turn and talk: How could a teacher quickly alter the current system to add instruction and confidentiality?
ReviewEffective systems to respond to problem behavior include: Well-established classroom management
systems with clear expectations that are directly taught.
A reinforcement/reward/acknowledgement system that is contingent only on meeting those expectations. Earned = Kept
A way to collect behavior data that is confidential and protects the dignity of the student.
A pyramid of research-based interventions that exist in a continuum at each level.
Final Activity
What are some easy changes that could be made in your classroom or in your school?
What barriers to these changes do you foresee?
What support will staff members need?
What data should you collect to move forward?