Case Study: Responding to Challenging Behavior PowerPoint Presentation

1. Case Study: Responding to Challenging Behavior PowerPoint Presentation Kristin Hansen EDUC 517 001 April 25, 2010

2. Philosophy of Classroom Management • The Most Important Factors in Governing Student Behavior: • provide a safe, comfortable classroom environment • maximize opportunities for student learning Classroom Management in my Future Classroom: • The classroom will be stimulating and visually appeasing • All children will be treated equally • I will know children’s names and interests quickly • Rules and expectations will be clearly communicated • Daily routines will be implemented and posted • Students will be provided clear directions • There will always be a continuous flow of activities

3. Classroom Community • What is Classroom Community: • Encouragement of positive social skills and academic achievement • Where everyone feels accepted and where individuality is accepted • Learning experiences are relevant to student’s lives • Where students they feel comfortable taking risks as learners • Classroom Community in my Future Classroom: • Students are provided the opportunity to make choices • Students will be encouraged to be friends • Students are urged to become leaders • Students extend themselves outside of their comfort zones to help others reach their full potential

4. Profile of Student for BIP Student Background: • Day Care Began At 4 Months • Two Years of Preschool • Kindergartner • Currently in First Grade (7 Years Old) • With the same class and teacher as in kindergarten • Mother works as a teacher’s assistant across the hall

5. Strengths: • Knows Lots about in Motorcycles, Dirt Bikes, and 4-Wheelers • Prefers to Learn about Animals • Strives to Attend NC State • Eager to Answer Questions • Loves to Come to the Board • Excited When Correctly Answers Questions • Student Thrives on Individual Attention • Student Enjoys Working with Classmates • Student Learns Best When Alone • Student Enjoys Playing Games in Class, Especially Math Games or Sparkle • Proven to have Great Spatial Intelligence (Picture Smarts) • Extremely Competitive

6. Data Collection • Tools to Collect Data: • Daily Anecdotal Notes • (The Day Was Broken Down into 10 Parts to Observe) • Conversations • (Three a Day) • My Findings: • Challenging Behavior to Target: • Using the Restroom • Walking in the Hallway • Movement Activities • Observations: • Understands Classroom Rules and Expectations • Able to State which Students are “Great Examples” • Extremely Motivated by Physical Prizes • Most Affected when Bribed with a Special Snack • Unable to Work towards a Goal for More than 2 Hours • Denies his Bad Behavior

7. Behavioral Intervention Plan -Try One- My Behavioral Intervention Plan: Star Chart How it was Implemented: The Day Was Broken Into 10 Parts If the Student is Able to Survive 1 Part -> He Receives a Star Goal Set at Beginning of the Week Goal Reached -> Mother Takes Him Out for Dinner, Movie or Ice Cream Who is Responsible: Student Asks Teacher or Assistant Teacher for Star Teacher or Assistant Teacher Provide Clear if He Did Not Misbehave Student Attaches a Star to the Chart

8. Behavioral Intervention Plan -Try Two- My Behavioral Intervention Plan: Updated Star Chart How it was Implemented: Student and Teacher Select Part of Day and Goal for the Week Able To Survive Part -> Star on Chart Gains 3 of 5 Stars -> Prize Box Who is Responsible: Student Asks Teacher or Assistant Teacher for Star Teacher or Assistant Teacher Provide Clear if He Did Not Misbehave Student Attaches a Star to the Chart

9. Behavioral Intervention Plan -Try One- Monitor Student Progress: After Each Part-> Positive Reinforcement (If Possible) After Two “Failed” Parts -> Teacher Speaks with the Student Anecdotal Notes Taken Throughout Results of the Intervention: Failed Student Did Not Gain More than 4 Stars a Day Over Three Weeks -> No Progress in Behavior Where Would You Go From Here: Created an Updated Star Chart Student and Teacher Selected One Part to Work On For the Week

10. Behavioral Intervention Plan -Try Two- Monitor Student Progress: Teacher/ Student Conversation At End of Each Day Anecdotal Notes Taken Daily Results of the Intervention: Improvement Student Gained Star When Reminded of Expectations Immediately Before the Activity Student’s Work on Part Slipped in the Following Week Where Would You Go From Here: Edit the Star Chart Previous Parts and New Skill on the Chart

11. Technology Resources: http://www.fvsd.ab.ca/stm/classroom_management_tips_and_be.htm http://www.resources4teachers.org/community.html http://www2.scholastic.com/browse/article.jsp?id=3749832 http://www.interventioncentral.com http://www.responsiveclassroom.com/newletter/index.html http://developingminds.ning.com/ http://teachers.net/gazette/wong.html

12. Reflection Learn From the Experience/ Experience Informs Your Future Practice as an Educator: If It Does Not Seem Like the Work is Worth It, It Probably Is NOT! Best Website Ever: http://www.interventioncentral.com Differences In Children: Related to Behavior Working with Parents and Assistant Teacher It’s No Big Deal to Ask for Help Working with Children on Conflict Resolution Importance of High Standards Power of Anecdotal Notes Reflection with Behavior, Beyond Academics Significance of Consistency Different Behavior Management Ideas Symptoms of ADHD/ ADD Importance of Rewards and Compliments Easier to Change One Behavior at a Time Process of Creating a BIP Need to Write Clear Goals