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Behavior Management in Non-Classroom Settings of Positive Behavioral Interventions & Supports

Behavior Management in Non-Classroom Settings of Positive Behavioral Interventions & Supports. Idaho SWPBIS Training Institute . Specific Settings. Particular times or places when supervision is emphasized: Cafeteria Hallways Playgrounds Buses and bus loading zones Bathrooms. Activity.

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Behavior Management in Non-Classroom Settings of Positive Behavioral Interventions & Supports

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  1. Behavior Management in Non-Classroom Settings ofPositive Behavioral Interventions & Supports Idaho SWPBIS Training Institute

  2. Specific Settings • Particular times or places when supervision is emphasized: • Cafeteria • Hallways • Playgrounds • Buses and bus loading zones • Bathrooms

  3. Activity Work as a team. • Pick a problematic setting. • Identify features of the problem. • Identify possible solutions.

  4. Classroom and Non-classroom Settings

  5. The Problem is the Setting, NOT the Students When: • More than 35% of referrals come from specific settings • More than 15% of students who receive a referral are referred from specific settings

  6. Management Features • Physical/environmental arrangements • Routines and expectations • Staff behavior • Student behavior

  7. Management Practices • Modify physical environment • Supervise areas • Clear traffic patterns • Give appropriate access to, and exit from, school grounds. • Teach routines and behavioral expectations • Teach matrix • Reinforce common rule (e.g., lining up, cafeteria)

  8. Management Practices 3. Precorrect appropriate behavior before problem context 4. Provide active, proactive, and consistent supervision • Move, scan, interact 5. Acknowledge appropriate behavior 6. Schedule student movement/transitions to prevent crowds and waiting time

  9. Systems Features • Schoolwide implementation • All staff • Direct teaching first day and week • Keep it simple, easy, and doable • Regular review, practice, and positive reinforcement

  10. Systems Features • Team-based identification, implementation, and evaluation • Do not develop an intervention without identifying why a problem keeps happening. • Data-based decision-making • Collect and report outcome information • Provide staff feedback and training

  11. General Process • Identify a problem • Confirm magnitude of issue • Conduct a staff meeting • Analyze location-specific (non-classroom) data • Collect additional data (if needed) • Determine why problem is maintained

  12. General Process • Design intervention • Focus on prevention • Provide direct instruction • Systematize consequences for problem behavior • Utilize available resources • Monitor and report effects • Assess change in student behavior • Assess if faculty note a change • Report results to faculty

  13. School Status and Commitment • Complete the Non-Classroom Settings (Specific Settings) section of the Staff Survey • Summarize the results • Add items to action plan as needed • Prepare to report out about the status of system and planned activities

  14. Non-Classroom Management Self-Assessment

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