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Behavior Management in Specific Settings

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

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Behavior Management in Specific Settings

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

  2. Purpose • Be familiar with the unique features of specific settings • Understand both management, 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 and bus loading zones • Bathrooms

  4. Activity • Take 5 minutes • Work as a team • Pick a problematic setting • Identify features of the problem • Identify possible solutions

  5. Classroom Teacher-directed Instructionally focused Small number of predictable students Specific Settings Student focused Socially focused Large number of unpredictable students Classroom and Specific Settings

  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 and expectations • Staff behavior • Student behavior

  8. Management Practices 1. Modify physical environment • Supervise areas • Clear traffic patterns • Give appropriate access to and exit from school grounds 2. Teach routines and behavioral expectations • Teach matrix • Reinforce common rule (e.g., lining up, cafeteria)

  9. 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

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

  11. 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

  12. Activity • Take 5 minutes • Work as a team • Pick a problematic setting • Identify features of the problem • Identify possible solutions • Revisit solution with regards to active supervision

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

  14. 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

  15. Hallway Noise • Middle school with 3 lunch periods • Problem behaviors during 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 - Kartub, Taylor-Greene, March & Horner (2000)

  16. Hallway Noise Intervention • Teach the concept, “quiet” in a 10-minute skit • Make “quiet hall times” visibly different (e.g., changed light) • Reward quiet behavior (e.g., 5 minutes extended lunch) • Measure and report (hall monitor) • Decibel reader • Continue to correct errors (detention)

  17. Recess • 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 negatively affecting classrooms - Todd, Haugen, Anderson, & Spriggs, (2002)

  18. Average Referrals per Day and Month 5 4 3 Average Number of Office Referrals 2 1 0 Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May 96-97

  19. Referrals by Location 60 50 40 Total Number of Office Referrals 30 20 10 0 Class Parking lot Recess Lunch Hall Bathroom Bus Arrival 96-97

  20. Referrals byBehavior 140 120 100 80 Total Number of Office Referrals 60 40 20 0 Fighting Defiance Language Teasing Threats Weapons 96-97

  21. Recess Intervention • Team taught recess routines and expectations • Delivered recess workshops • Alternated outdoor/indoor recess • Team (supervisor/teacher) taught 30-45 minute lessons (3 times per year) • Provided consistent feedback about appropriate behavior (self-managers) • Supervisors communicated regularly

  22. Total Recess Referrals

  23. Team Activity • Take 20 minutes • Work as a team • Complete and 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 a 1-2 minute report about the status of system and planned activities

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