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Behavior Management in Nonclassroom Settings. Sugai & Colvin, 1996. Activity. Staff Survey-Non Classroom SET. Purpose. To review critical features & essential practices of behavior management in nonclassroom settings. Examples.

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Presentation Transcript
activity
Activity
  • Staff Survey-Non Classroom SET
purpose
Purpose
  • To review critical features & essential practices of behavior management in nonclassroom settings.
examples
Examples

An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

slide5
High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”
slide6
A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.
slide7
An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.
nonclassroom settings
NONCLASSROOM SETTINGS
  • Particular times or places where supervision is emphasized
    • Cafeteria
    • Hallways
    • Playgrounds
    • Buses & bus loading zones
    • Bathrooms
    • Parking lots
    • Assemblies
    • Sporting events, dances
10 minute activity
10 minute activity
  • Pick a problematic nonclassroom setting
  • Identify features of problem
  • Identify possible solutions
  • Report one example
classroom v nonclassroom
Classroom

Teacher directed

Instructionally focused

Small # of predictable students

Nonclassroom

Student focused

Social focus

Large # of unpredictable students

Classroom v. Nonclassroom
management features
MANAGEMENT FEATURES
  • Physical/environmental arrangements
  • Routines & expectations
  • Staff behavior
  • Student behavior
basic management practices
BASIC MANAGEMENT PRACTICES
  • Active supervision
    • Movement
    • Scanning
    • Interact
  • Precorrections
  • Positive reinforcement of expected behavior
systems features
SYSTEMS FEATURES
  • School-wide implementation
    • All staff
    • Direct teaching 1st day/week
    • Regular review, practice, & positive reinforcement
  • Team-based identification, implementation, & evaluation
  • Data-based decision making
the power of teaching
The Power Of Teaching
  • “If a child doesn’t know how to read, we teach.”
  • “If a child doesn’t know how to swim, we teach.”
  • “If a child doesn’t know how to multiply, we teach.”
  • “If a child doesn’t know how to drive, we teach.”
  • “If a child doesn’t know how to behave, we … … teach? …punish?”

Why can’t we finish the last sentence as automatically as we do the others?

why does everyone need to be involved
Why does everyone need to be involved?
  • Staff outnumbered in too many settings
  • Goal to achieve generalized responding of appropriate behavior
  • Adult presence is deterrent
7 minute activity
7 minute activity
  • Pick another problematic nonclassroom setting
  • Identify features of problem
  • Identify possible solutions
  • Revisit solution w/r to active supervision