Effective Behavior Support:

Year 1 Induction

Effective Behavior Support:

Year 1 InductionPresented By:

Kristen N. SalamoneIntermediate Unit 1

Presented By:Kristen N. SalamoneIntermediate Unit 1

AgendaAgenda

Day 1•Basic Behavior Management

•Standards Aligned System Portal- Student Interpersonal Skills

Day 2•Presentations

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

The Public Health ModelThe Public Health Model

Academic Systems Behavioral Systems

What is Behavior?What is Behavior?

• Psychology, Animal Behavior.– a.observable activity in a human or

animal.– b.the aggregate of responses to

internal and external stimuli.

• Psychology, Animal Behavior.– a.observable activity in a human or

animal.– b.the aggregate of responses to

internal and external stimuli.

Modeling the Public Health Model in Your ClassroomModeling the Public Health Model in Your Classroom

Classroom Management

Reward Systems as Intermittent Interventions

Individual Interventions

Mrs.. Smith’s 5th Grade ClassMrs.. Smith’s 5th Grade Class

=

Modeling the Public Health Model in Your ClassroomModeling the Public Health Model in Your Classroom

Classroom Management

Reward Systems as Intermittent Interventions

Individual Interventions

Basic BeliefsBasic Beliefs

• Setting has a HUGE impact!• Punitive Consequences are

overused• Reactions matter.• Attitudes matter.. More.

• Setting has a HUGE impact!• Punitive Consequences are

overused• Reactions matter.• Attitudes matter.. More.

“Inclusion can be law in the books, but this is an attitude issue”

“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized.”

~Haim Ginott

Management PlanManagement Plan

• Design Rules that communicate your most important expectations

• Make them visible• Specific• Observable• Positive• Too many rules=ineffective

management

• Design Rules that communicate your most important expectations

• Make them visible• Specific• Observable• Positive• Too many rules=ineffective

management

Common Rule Infractions… “I’ve had enough!”

Common Rule Infractions… “I’ve had enough!”

“If consequences are too harsh and you aren’t implementing with consistency, you open the gate for misbehavior”

~Dr. Randy Sprick

“If consequences are too harsh and you aren’t implementing with consistency, you open the gate for misbehavior”

~Dr. Randy Sprick

•Time=Crime

•Calm and Consistent

•Immediate (when possible)

Menu of Mild ConsequencesMenu of Mild Consequences

• Gental verbal reprimand• Record of a behavior• Behavior improvement form• Parental contacts• Restitution• Time owed (secondary)• Incorporate behavior into grading• After school/lunchtime detention

• Gental verbal reprimand• Record of a behavior• Behavior improvement form• Parental contacts• Restitution• Time owed (secondary)• Incorporate behavior into grading• After school/lunchtime detention

•Timeout- 3 levels:–Removal from SGI–Isolation area in class–Outside of Class–Timeout a different object

•Student devises own plan-ownership of behavior•Restriction from privledges•Sent to another class•Sent to office

“That’s not one of the rules!”“That’s not one of the rules!”• Follow your Instincts• Preliminary Strategies• Follow-Up Strategy

• Follow your Instincts• Preliminary Strategies• Follow-Up Strategy

TEACH your ExpectationsTEACH your Expectations

• Identify Critical Content: “What do your students need to know to be successful?”

• Do this for each major instructional activity

• Clarify• Teach expectations

• Identify Critical Content: “What do your students need to know to be successful?”

• Do this for each major instructional activity

• Clarify• Teach expectations

Conversation- can they talk? What level?Help- how do they get help?Activity- what is the outcome?Movement- can they get out of their seats?Participation- what behaviors show they

are participating?

Conversation- can they talk? What level?Help- how do they get help?Activity- what is the outcome?Movement- can they get out of their seats?Participation- what behaviors show they

are participating?

CHAMP MODEL

Minor Infractions vs. Major InfractionsMinor Infractions vs. Major Infractions• Traffic Ticket vs. Parking Ticket• Rules• Consequences

• Traffic Ticket vs. Parking Ticket• Rules• Consequences

Positive FeedbackPositive Feedback

• Frequent• Specific• Descriptive• Contingent• Non-embarassing• 3:1 Ratio

• Frequent• Specific• Descriptive• Contingent• Non-embarassing• 3:1 Ratio

Expectancy X Value = MotivationExpectancy X Value = Motivation

Expectancy- the degree that which you expect to be successful at a task

Value- the degree to which you value the rewards that accompany success

Expectancy- the degree that which you expect to be successful at a task

Value- the degree to which you value the rewards that accompany success

Reward does not equal BribeReward does not equal BribeIndividual

Rewards• Give notes• Shake hands• Call parents• Student is

teacher

Individual Rewards

• Give notes• Shake hands• Call parents• Student is

teacher

Group RewardsPlay a gameMusic during workPrincipal’s praiseCompliment class

What went Wrong???What went Wrong???

• Confict Cycles• Power Struggles

• Confict Cycles• Power Struggles

The Conflict CycleThe Conflict Cycle

Power StrugglesPower Struggles

“Resistance is created when we fail to determine the world view from which a student operates and fail to modify our behavior accordingly.” ~Dr. John Maag, author of Powerful Struggles: Managing Resistance, Building Rapport

“Resistance is created when we fail to determine the world view from which a student operates and fail to modify our behavior accordingly.” ~Dr. John Maag, author of Powerful Struggles: Managing Resistance, Building Rapport

Modeling the Public Health Model in Your ClassroomModeling the Public Health Model in Your Classroom

Classroom Management

Reward Systems as Intermittent Interventions

Individual Interventions

Common Questions and ConcernsCommon Questions and Concerns• Bribery?• Does rewarding undermine

responsibility? • Do reinforcement systems “hook”

or become addicting?• Can I get rid of the reinforcement

system?

• Bribery?• Does rewarding undermine

responsibility? • Do reinforcement systems “hook”

or become addicting?• Can I get rid of the reinforcement

system?

SAS PortalSAS Portal

• www.pdesas.org• Login to SAS Portal

– Create user id/password if you don’t have one

• Explore the SAS Portal• Find the Student Interpersonal

Skills on the portal

• www.pdesas.org• Login to SAS Portal

– Create user id/password if you don’t have one

• Explore the SAS Portal• Find the Student Interpersonal

Skills on the portal

AssignmentsAssignments• Have a peer record your number of positive

interactions with students and your number of negative interactions with students in 30 minutes. Figure out your ratio and write a “reaction” to your positive to negative ratio.

• Log on to the SAS Portal. Explore the different areas of the portal. Spend at least 30 minutes exploring the portal and searching for Student Interpersonal Skills. Create 3 lessons or activities using the portal (see attached assignment sheet and rubric).

• Have a peer record your number of positive interactions with students and your number of negative interactions with students in 30 minutes. Figure out your ratio and write a “reaction” to your positive to negative ratio.

• Log on to the SAS Portal. Explore the different areas of the portal. Spend at least 30 minutes exploring the portal and searching for Student Interpersonal Skills. Create 3 lessons or activities using the portal (see attached assignment sheet and rubric).