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Positive Behavioral Support SED 360/361

Positive Behavioral Support SED 360/361. PBS. Work together to define, teach, and reinforce socially acceptable behavior; Provide small-group and individual instruction for those who need additional assistance

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Positive Behavioral Support SED 360/361

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  1. Positive Behavioral Support SED 360/361 Karen G. Smith, UMF 2007-2008

  2. PBS • Work together to define, teach, and reinforce socially acceptable behavior; • Provide small-group and individual instruction for those who need additional assistance • Develop and individualized plan to assist students who continue to make poor behavior choices (FBA) • Create partnerships among family, school, & community regarding individual academic and behavioral needs of students Karen G. Smith, UMF 2007-2008

  3. INDIVIDUAL student, parents, teachers, and other direct support providers WHO? Must include… CLASSROOM teacher, administration & paraprofessionals SCHOOLWIDE administration & discipline specific representatives Karen G. Smith, UMF 2007-2008

  4. classroom features & managementproblematic routines VARIABLES Site analysis, surveys, observations, discipline referrals & organizational features SCHOOLWIDE CLASSROOM INDIVIDUAL Contexts & functions of individual student behavior Karen G. Smith, UMF 2007-2008

  5. SCHOOLWIDE • Redesign the school environment • Establish, teach and reward compliance • Implement continuum of consequences • Address staff incentives & organizational change STRATEGIES STRATEGIES CLASSROOM • Modify classroom management structure • Modify instructional method • Implement rewards & discipline methods • INDIVIDUAL • Modify antecedents • Teach replacement behaviors • Provide functional consequences • Address lifestyle supports Karen G. Smith, UMF 2007-2008

  6. Setting Classroom Expectations • Phrase rules concisely and in the students’ language and post them in a prominent place for frequent review. • State rules in positive terms (e.g., “Work at your desk” rather than “Don’t leave your seat”). • Follow the rules of firmness, fairness, and consistency. • Discuss negative consequences for breaking rules, rewards for appropriate behavior, and the reasons why classroom rules exist. Karen G. Smith, UMF 2007-2008

  7. Setting Classroom Expectations • Administer, as promptly as possible, previously agreed-upon rewards and consequences. • Respond to misbehavior in a quiet, slow voice. • Refrain from becoming visibly irritated to avoid compromising the effects of consequences. • Face students when talking to them, as facial expressions will teach students to use and understand proper body language. • Avoid being trapped into arguments, as this is a no-win situation. Source: Dunhaney, L.M.G. (2003). A practical approach to managing the behaviors to students with ADD. Intervention in School Clinic, 38, 267-279. Karen G. Smith, UMF 2007-2008

  8. Classroom Strategies That Foster Positive Behavior Karen G. Smith, UMF 2007-2008

  9. Physical Environment • Are the walls, floors, and furniture clear and in good repair? • IS the furniture adjusted to the proper size for students? Is it placed to decrease problems with traffic flow? • Are rules, routines, and procedures posted so they can be seen, read or understood? Karen G. Smith, UMF 2007-2008

  10. Are distracting or unnecessary items removed from view and reach? • Are all materials organized and easily accessible? • Do students have secure and adequate spaces for personal storage? • Do instructional areas of the classroom have a clear visual boundaries for students? Karen G. Smith, UMF 2007-2008

  11. Scheduling • Is the daily schedule of activities posted reviewed regularly? • Are the times for transitions and noninstructional activities posted reviewed regularly? • Is there a method of posting changed to the schedule? Karen G. Smith, UMF 2007-2008

  12. Does the schedule provide each student with independent,work, one-to-one instruction, small- and large-group activities, socialization, and free-time? • Does each student spend most of the time engaged in active learning, with little or no unstructured downtime? • Are students given opportunities to demonstrate learn new choice-making skills? Karen G. Smith, UMF 2007-2008

  13. Instruction • Are lesson objectives developed based on students’ levels of functioning? • Are assignment relevant and meaningful to students? • Are materials that students are expected to use independently selected based on academic achievement levels? • Are timeframes adequate for the tasks planned? Karen G. Smith, UMF 2007-2008

  14. Are directions clear and brief? • Are oral directions paired with pictures, icons, or written words that students can read and understand? • Is the pace of the instruction appropriate for the needs of all students? • Are non-punitive provisions made for students who need more time? • Are student checks for understanding conducted frequently Karen G. Smith, UMF 2007-2008

  15. Is specific academic praise provided during instruction? • Is corrective feedback provided promptly and positively during instruction • Is the goal of social acceptance by peers emphasized? • Is there an emphasis on the development of student autonomy, individual responsibility, as well interdependence with other students Karen G. Smith, UMF 2007-2008

  16. Are mechanisms in place for regular communication between the teacher & families? • Are friendships promoted between students with and without disabilities? • Are paraeducators actively involved with students to promote independence and peer interactions? • Source: Adapted from Florida Department of Education, Positive Behavior Support Project. Best Practice Classroom Management Checklist. Karen G. Smith, UMF 2007-2008

  17. 10 Instructional Management Skills That Facilitate On-Task Behavior and Academic Achievement Karen G. Smith, UMF 2007-2008

  18. 1. Beginning a lesson • 2. Giving Clear Instructions • 3. Maintaining Attention • 4. Pacing • 5. Using Seatwork Effectively • 6. Summarizing • 7. Providing Useful Feedback and Evaluation • 8. Making Smooth Transitions • 9. Planning for Early Childhood Settings • 10. Dealing with Common Classroom Disruptions Karen G. Smith, UMF 2007-2008

  19. Responding to Violations of Rules & Procedures Karen G. Smith, UMF 2007-2008

  20. A Comparison of Approaches to Academic and Social Problems(Figure 8.1, pp. 325) • Jones (2007) “It is common practice among educators to approach academic problems differently from social problems. Essentially, instructional principles are used to remediate academic problems, whereas negative consequences typically are used to manage social problems” (pp. 325). Karen G. Smith, UMF 2007-2008

  21. Procedure for Responding to Disruptive Behavior • Clear • Sequential • Dignifying • Educational • Environmental Analysis Karen G. Smith, UMF 2007-2008

  22. Steps • 1. Nonverbal Cue ~ Make eye contact, clear throat, point to seat or paper • 2. Verbal Cue ~ “Kim, can you show me what you need to be doing right now?” • 3. Indicate Student’s Choice ~ “Kim if you continue to talk-out, you will be choosing to develop a plan” • 4. Student Continues Inappropriate Behavior ~ “Kim you have chosen to develop a plan.” • 5. Student is Required to Go to Designated area ~ “Kim I hope you make the right choice and solve this here. Otherwise, you will have to come in for recess Karen G. Smith, UMF 2007-2008

  23. Why Problem Solving Rather than Punishment? • Students need support and assistance • Punishment inhibits learning • Punishment does not change behavior • Punishment allows students to project blame • May create a negative attitude Karen G. Smith, UMF 2007-2008

  24. Reinforcement for Positive Behavior Choices • Dependence on external factors and minimize students developing internal sense of responsibility? • Always pair external reinforcement with social reinforcement • Goal for the social reinforcement to gradually replace need for concrete external reinforcement Karen G. Smith, UMF 2007-2008

  25. General Methods for Responding to Disruptive Behavior Karen G. Smith, UMF 2007-2008

  26. Classroom arrangement • Work the Crowd • The disruptive influence of the teacher should not be greater than the disruption it is intended to reduce • Emotionally charged teacher causes anxiety and increases negative behavior • Calm interventions increase positive behavior • “Caught Being Good” card • Use student’s name in story • Elicit student’s personal interests Karen G. Smith, UMF 2007-2008

  27. Remind students of rules and procedures • When one or two students are disruptive, focus on rest of class and then deal privately • Provide student choices • Remind students of positive consequences • Reinforce those who are displaying desired behavior • Provide assistance, acknowledge student’s difficulty • Planned ignoring • Signals to indicate behavior to stop • Proximity control Karen G. Smith, UMF 2007-2008

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