1 / 27

Behavior Management in Specific Settings

Behavior Management in Specific Settings. Applying School-wide Expectations and Interventions. Objectives. Be familiar with the unique features of specific settings Understand both Management and Systems and features of specific settings

gage
Télécharger la présentation

Behavior Management in Specific Settings

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Behavior Management in Specific Settings Applying School-wide Expectations and Interventions

  2. Objectives • Be familiar with the unique features of specific settings • Understand both Management and Systems and features of specific settings • Be able to apply the general process for designing specific setting interventions

  3. Specific Settings • Particular times or places where supervision is emphasized • Cafeteria • Hallways • Playgrounds • Buses & bus loading zones • Bathrooms • ….

  4. Activity (5 minutes) • Pick a problematic specific setting • Identify features of problem • Identify possible solutions

  5. Classroom Teacher directed Instructionally focused Small # of predictable/known students Specific Setting Student focused Social focus Large # of unpredictable/unknown students Classroom v. Specific Setting

  6. 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.

  7. Management Features • Physical/environmental arrangements • Routines & expectations • Staff behavior • Student behavior

  8. Management Practices 1. Modify physical environment • Supervised areas • Clear traffic patterns • Appropriate access to & exit from school grounds 2. Teach routines and behavioral expectations • Teaching Matrix • Common rule (e.g., lining up, cafeteria)

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

  10. Systems Features • School-wide implementation • All staff • Direct teaching 1st day/week • Keep it simple, easy and doable • Regular review, practice, & positive reinforcement

  11. Team-based identification, implementation, & 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 & training

  12. Activity (5 minutes) • Pick a problematic specific setting • Identify features of problem • Identify possible solutions • Revisit solution with regards to active supervision

  13. General Process • Identify a problem • Confirm magnitude of issue • Staff meeting • Location data • Collection additional data (if needed) • Determine why problem maintains

  14. Design Intervention • Prevention • Instruction • Consequences for problem behavior • Practical (requires no new resources) • Monitor and Report Effects • Assess change in student behavior • Assess if faculty note a change • Report results to faculty

  15. Hallway NoiseKartub, Taylor-Greene, March & Horner (2000) • Middle School with 3 lunches • Problem behaviors in hallway transitions included loud talking, swearing, banging on walls. • Teacher-Identified Problem (brought to team) • Current Solutions Ineffective: • “Quiet Zone” • Hall monitor • Reprimand and Detention

  16. Hallway Noise Intervention • Teach “quiet” (10 min skit) • Make “quiet hall times” visibly different (changed light) • Reward being quiet (5 min extra at lunch) • Measure and report (hall monitor) • Decibel reader • Continue to correct errors (detention)

  17. RecessTodd, Haugen, Anderson, & Spriggs, (2002). • K-5th grade, 550+ students • 9+ recess periods per day • Inconsistent outdoor/ indoor routines • Many supervisors, many rules • High rates of referrals for fighting • Lack of communication between staff • Large space lacking natural boundaries • Recess problems were impacting classrooms

  18. Average Referrals per Day per Month 5 4 3 average # of office referrals 2 1 0 Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr May 96-97

  19. Referrals by Location 60 50 40 30 total # of referrals 20 10 0 class arrival parking lot recess lunch hall bathroom bus 96-97

  20. Referrals byBehavior 140 120 100 total # of referrals 80 60 40 20 0 fighting defiance language teasing threats weapons 96-97

  21. Recess Intervention • Teach recess routines & expectations • Recess workshops • Outdoor/indoor recess • Team (supervisor/teacher) taught 30-45 minute lessons (3 times per year) • Consistent feedback about appropriate behavior (self managers) • Regular communication between supervisors

  22. Total Recess Referrals

  23. Team Activity • 20 minutes • Work as team • Complete & submit one copy of Specific Setting section of the Staff Survey • Add activities to Action Plan as needed • Consider using active supervision to assess and/or monitor specific settings • Prepare 1-2 minute report about status of system and planned activities

More Related