POSITIVE BEHAVIOR IMPROVEMENT STRATEGIES

1. POSITIVE BEHAVIOR IMPROVEMENT STRATEGIES CHICAGO PUBLIC SCHOOLS OFFICE OF SPECIALIZED SERVICES PROFESSIONAL DEVELOPMENT

2. AGENDA • BEHAVIOR • FACTORS CONTRIBUTING TO MISBEHAVIOR • PURPOSES OF MISBEHAVIOR • ABC’s OF BEHAVIOR • EFFECTIVE CLASSROOM MANAGEMENT • BEHAVIOR MANAGEMENT SYSTEMS • PREVENTION • BEHAVIOR INTERVENTION STRATEGIES • QUESTIONS, RESPONSES, EVALUATIONS Presented By: Cherrie Betts-Lake Professional Development Trainer 773/535-1498

3. WHAT IS BEHAVIOR?

4. FACTORS CONTRIBUTING TO INAPPROPRIATE BEHAVIOR • Communication • Community • Developmental • Environmental • Familial • Medical • Social

5. FUNCTION/PURPOSE OF BEHAVIOR • Attention • Escape • Power • Revenge • Inadequacy Behavior has a purpose. Some behavior is learned and can be unlearned.

6. ABC OF MISBEHAVIOR • ANTECEDENT–What happens before the behavior occurs? • BEHAVIORS –What are the targeted behaviors (observable, measurable) • CONSEQUENCE – What happens after the behavior?

7. ANTECEDENTS WHAT HAPPENS BEFORE THE BEHAVIOR OCCURS? • Environmentally Based • Physically Based • Related to specific activity or event • Related to specific time • Performance/Skill Demand • Related to specific person (s)

8. BEHAVIORS Behaviors should be specific, observable and measurable. • Profanity • Teasing • Name calling • Stealing • Out of seat • Threats (peers & adults) • Noncompliance • Destruction of property • Yelling

9. CONSEQUENCES WHAT MAINTAINS THE BEHAVIOR? WHAT HAPPENS AFTER THE BEHAVIOR OCCURS? • Good feeling/bad feeling • Attention (positive or negative) • Escape or relief • Isolation

10. CHANGING THE BEHAVIORS • Change the antecedents • Change the consequences • Teach new skills/behaviors

11. EFFECTIVE CLASSROOM MANAGEMENT These student behaviors should be taught at the beginning of the school year: • Discipline…rules, consequences, rewards • Procedures • Routines

12. RULES RULES ARE INTENDED TO: • Provide a safe environment for all students • Clearly communicate your expectations

13. TEACH YOUR RULES! • Make your rules clear • Explain your rule • Post your rules • Communicate your rules to parents in writing • For each behavioral expectation, Explain, Write it Down, Demonstrate it, and Let Students Practice

14. CONSEQUENCES “If you continue to do what you are doing, you will continue to get what you are getting.” • Positive consequences are rewards that come about when people adhere to rules. • Negative consequences are penalties and punishment that come about when people break rules.

15. REWARDS • PRAISE • SOCIAL

16. PROCEDURES What the teacher wants done ROUTINES What the students do automatically

17. PREVENTIONS • Clarity of Expectations • Teaching what is acceptable/unacceptable • Structure and Routine • Predictability, Consistency • Practice, Modeling and Review of Expectations and Rules • Clear, Fair Consequences • Follow-through • Teacher Understanding, Flexibility, Patience • Teacher Assistance on a Personal Level

18. BEHAVIOR INTERVENTIONS • SHOULD NOT EMBARRASS THE STUDENT • SHOULD INVOLVE MONITORING AND MEASURING • SHOULD BE PROACTIVE

19. POSITIVE REINFORCEMENT • Praise • Reinforcers • Encouragement • Acknowledgement

20. NONRESTRICTIVE INTERVENTIONS • Proximity Control • Modifying the Environment • Prompting • Verbal Redirecting • Peer Pairing • Planned Ignoring • Modeling

21. RESTRICTIVE • DENIAL • DETENTIONS • SUSPENSION

22. CPI CRISIS DEVELOPMENT MODEL • ANXIETY (Be supportive) • DEFENSIVE (Be directive) • ACTING OUT PERSON (Nonviolent Physical Crisis Intervention)- As a Last Resort! • TENSION REDUCTION (Therapeutic Rapport) Crisis Prevention Institute, Inc. (2003)

23. VERBAL INTERVENTIONS DO’S • Remain calm • Isolate the situation • Enforce limits • Listen • Be consistent • Be aware of non-verbals Crisis Prevention Institute (2003)

24. VERBAL INTERVENTIONS DON’TS • Overact • Get in a power struggle • Make false promises • Be threatening Crisis Prevention Institute (2003)

25. NONVERBAL BEHAVIOR STRATEGIES Personal Space Supportive Stance • 1.5 to 3 feet Non-challenging • Environment Respect child’s space Safety Body Language • Facial Expression • Mannerism • Gestures • Movements Crisis Prevention Institute (2003)

26. BEHAVIOR MANAGEMENT SYSTEMS • Positive Behavior Support • Functional Analysis/Behavior Intervention Plans • Classroom Management Plans • Behavior Contracts • Goal Sheets

27. POSITIVE BEHAVIOR SUPPORT • Teaches expectations • Offers Rewards • Enhances a school’s ability to address a range of behavioral challenges • Diminishes disruptions to teaching and reclaims instructional time

28. SYSTEMS PERSPECTIVE • Practical strategies are in place for identifying and serving students. • The emphasis is on prevention. • A team-based approach is used. • Continuum of behavioral supports are in place.

29. PRACTICAL INTERVENTIONS • Interventions focus on changes in instructional practices, curriculum selection and environmental design. • Interventions are monitored and changed based on information (data) obtained.

30. PREVENTIONS • School organization and effectiveness • Student Achievement/Early Intervention • Parent/Community/School Partnerships • Professional Development

31. POSITIVE CHANGES IN SOCIAL AND ACADEMIC BEHAVIOR THE FOCUS IN ON SOCIALLY IMPORTANT BEHAVIOR WE WANT STUDENTS TO EXHIBIT.

32. “Our task is to provide An education for the kinds of kids we have, Not the kinds of kids we used to have, Or want to have, Or the kids that exists in Our dreams” Gorlack, K.P.(1992)

33. ACKNOWLEDGEMENTS • CPS – Materials developed by trainers from the Office of Specialized Services/ Professional Development • CPS – “Positive Behavior Interventions Manual” • March, Robert “Using Positive Behavior Support Plans to Meet the Needs of Challenging Students” • Morrish, Ronald G. “Secrets of Discipline”