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Behavior Management in Nonclassroom Settings

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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Behavior Management in Nonclassroom Settings

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  1. Behavior Management in Nonclassroom Settings Sugai & Colvin, 1996

  2. Activity • Staff Survey-Non Classroom SET

  3. Purpose • To review critical features & essential practices of behavior management in nonclassroom settings.

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

  5. High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

  6. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

  7. An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

  8. NONCLASSROOM SETTINGS • Particular times or places where supervision is emphasized • Cafeteria • Hallways • Playgrounds • Buses & bus loading zones • Bathrooms • Parking lots • Assemblies • Sporting events, dances

  9. 10 minute activity • Pick a problematic nonclassroom setting • Identify features of problem • Identify possible solutions • Report one example

  10. Classroom Teacher directed Instructionally focused Small # of predictable students Nonclassroom Student focused Social focus Large # of unpredictable students Classroom v. Nonclassroom

  11. MANAGEMENT FEATURES • Physical/environmental arrangements • Routines & expectations • Staff behavior • Student behavior

  12. BASIC MANAGEMENT PRACTICES • Active supervision • Movement • Scanning • Interact • Precorrections • Positive reinforcement of expected behavior

  13. 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

  14. 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?

  15. 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

  16. CL Example

  17. 7 minute activity • Pick another problematic nonclassroom setting • Identify features of problem • Identify possible solutions • Revisit solution w/r to active supervision

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