Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Linking Curriculum and Behavior

1. Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom:Linking Curriculum and Behavior

2. Objectives • Recognize the link between behavior and curriculum/instruction • Identify the fundamentals of a well- managed classroom • Identify research-based effective instructional practices

3. Is There a Link Between Curriculum, Instruction and Behavior?

4. An Educational Approach to Behavior Support • Because behavior problems are often a reflection of skill deficits… • …teaching is often the best intervention • Because instructional and curricular variables have been found to influence student behavior… • …adaptation of instruction and curriculum can result in improved behavior and increased opportunity for learning

5. Learning & Challenging Behavior • Learning and behavior problems result from interaction between individuals and their environment • Instructional focus: • Identify individual and group needs • Identify environmental supports and/or adaptations required to meet needs

6. A Well-managed Classroom • Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and students’ learning can take place.

7. Characteristics of awell-managed classroom • Students are deeply involved in their work • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant

8. Good Teaching Practices • Researchers have identified a number of effective teaching strategies • Good teaching strategies benefit ALL students • Using good teaching practice results in more effective teaching and learning

9. Effective Instructional Practices (Westling & Fox, 1995) • Carefully plan instruction • Manage behavior effectively • Design instructional groups that meet learning needs • Present instructional materials/directions clearly • Maintain a steady pace of instruction • Clearly communicate high (reasonable) expectations

10. Effective Instructional Practices(Westling & Fox, 1995) • Establish smooth, efficient classroom routines • Provide frequent feedback • Monitor performance • Review and reteach material as necessary • Integrate skills needed for adulthood into instruction (e.g., problem-solving skills) • Use homework primarily for fluency • Interact in a positive, caring manner

11. Questions Guiding Curriculum • Is the task/activity… • Appropriate given the students’ needs/preferences and chronological age? • Presented in a clear, organized fashion? • Too easy/difficult, short/long, fast/slow? • Functional (does it help achieve important outcomes)?

12. Beyond Best Practice • Maintaining a well-managed classroom and using proven teaching practices is not always enough • The continued problem behavior of students CAN signal a need to further address teaching strategies and curriculum content at a more individualized level.