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Responding to Misbehavior

Responding to Misbehavior. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com. Responding to Problem Behavior. GOAL: Responses to problem behavior that: Defuse (Do Not Escalate) problem behavior

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Responding to Misbehavior

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  1. Responding to Misbehavior Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

  2. Responding to Problem Behavior • GOAL: Responses to problem behavior that: • Defuse (Do Not Escalate) problem behavior • Respond to minor misbehavior early & use effective redirection strategies • Maintain/maximize instructional time for the group & individual • Stop behavior quickly and get back to instruction

  3. Responding to Problem Behavior v. Negative Consequences Scan and monitor frequently for problem behavior Catch minor behavior early Respond early to redirect/transition back to instruction

  4. Have a Routine for Responding to Minor Problem Behavior

  5. 3 cheap, easy & powerful Behavior Management tools • Proximity • Moving & scanning frequently • Slowly moving toward a student & using proximity, instead of verbally addressing • Reinforcement • Acknowledge other students who are on task • Precorrection • Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior

  6. Misbehavior Happens: Provide staff with guidelines for responding • “Defusing Anger & Aggression” video by Geoff Colvin • Targets Secondary classrooms but also useful for Elementary • Purchase at www.lookiris.com through Iris Media • Follow-up with small group discussions to identify specific strategies used in video & develop an Action Plan to encourage use in classroom • Have staff role play some of the strategies

  7. Be prepared! Be proactive! • Anticipate behaviors you will see and know how to respond • List potential behaviors • Identify what behaviors and expectations you can teach in advance to prevent anticipated problem behaviors and link with a reinforcement program early to develop habits • List out how you will respond to problem behavior • Have a continuum of Responses w/ options at each level • Classroom Managed to Office Managed to Crisis

  8. Non-example Action Plan Strategies • Purchase & distribute classroom management curriculum/book • Discuss at faculty meeting • Bring in CM expert for next month’s ½ day in-service • Observe in effective classroom • Observe & give feedback What is likelihood of change in teacher practice? (Sugai, 2006)

  9. Example Action Plan Strategies + Build on SW System + Use school-wide leadership team + Use data to justify + Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements (Sugai, 2006)

  10. Team Task • Develop an Action Plan: • Train & support staff to identify & implement responses to problem behavior that defuse behavior • Process may be more important than content • Remember – No “train & hope” • No “one & done”

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