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Chapter 9: Correcting

CHAMPS. Chapter 9: Correcting. Chapter 9: Correcting. Task 1: Analyze and Adjust the Implementation of Your Basic Management Plan (Classroom Rule Violations & Early Stage Misbehavior - Chapter 3)

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Chapter 9: Correcting

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  1. CHAMPS Chapter 9: Correcting

  2. Chapter 9: Correcting • Task 1: Analyze and Adjust the Implementation of Your Basic Management Plan (Classroom Rule Violations & Early Stage Misbehavior - Chapter 3) • Task 2: Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship with the Student • Task 3: Analyze the Misbehavior and Develop a Function-Based Intervention Awareness Type Misbehaviors Ability Type Misbehaviors Attention Seeking Misbehaviors Habitual And Purposeful Types of Misbehaviors

  3. Tasks in this chapter are designed to help you follow a sequential process to correct misbehavior: • Make minor changes to your Classroom Management and Discipline Plan, • Use positive relationships and interactions as a motivation strategy, • Analyze the function of the chronic misbehavior and design an intervention plan based on data.

  4. Chapter 9 Tips! • Who this chapter is for - page 358 • Effective corrections are - page 359 • Read & Highlight the “take note” - page 360

  5. Task 1: Activity • Blank reproducible Form 9.1 on CD & in your handouts • Completed sample on pages 362 – 363 • Bulleted plan (questions to consider) on pages 364 - 365 FYI: Individual student: your goal – tweak your plan, keep the needs of this student in mind FIRST try easy interventions, strategies, ideas Keep positive feedback very high Consistent implementation for 2 weeks

  6. Task 1: Activity – 15 minutes • Table teams: Identify a student with chronic misbehavior Tip - it really helps if the teacher (s)is with you when problem solving  • Complete any 2 questions on Reproducible Form 9.1 • Refer to the completed sample and/or bulleted plan on pages 362 – 365 • Group share

  7. Task 2: Quick Notes • Reproducible Form 9.2 on CD • Completed sample on pages 367 – 368 • Bulleted plan (questions to consider) on pages 369 – 370 • Mini poster FYI: Individual student: your goal - improve your connection with the student FIRST try easy interventions, strategies, ideas Keep positive feedback very high Consistent implementation for 2 weeks

  8. Task 3: Analyze the misbehavior and develop a function-based intervention Highlight this information: • Why students misbehave on pages 371 – 372 • 6 Step Approach to address chronic behavior pages 372 – 373 • Function-based Intervention Plan Reproducible Form 9.3 on CD Completed sample on page 374

  9. Individual Student Interventions • Match your interventions to the function of the behavior. • Include “teaching” of replacement behaviors. • An intervention handout to keep forever! • 2 options

  10. Your goal: Be a behavior detective! Be prepared to categorize misbehaviors as early-stage, awareness type, ability type, attention seeking, or habitual/purposeful and be prepared to use SPECIFIC intervention strategies for each category – see handout.

  11. Chapter 9 Summary Sequential process with 3 Tasks: • Tweak your plan • Connect with your students • Match the intervention to the function of the behavior. STOIC – spend more time on “STOI” and you’ll decrease the time you spend on “C.”

  12. ~ Always be willing to try another intervention if your intervention plan is not producing the results you want to see! ~ Always be willing to try another intervention if your intervention plan is not producing the results you want to see! ~

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