This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Effective Classrooms -low incidence of behavior problems -high success rates (80% or better) -Academic learning time/engaged time -time with materials or activities related to the outcome measures that are being used
Arrival Times Consistent Times Sequencing and Length of Activities Planned Clean-up/Transitioning Routine Productive Learning Times Early Explaining Changes Advance Organizers
WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling
HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing
WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone’s face, rolling eyes, mad face, shaking ��� head, fists
1. Explain what and why 2. Model with verbal prompts 3. Engage with students 4. Allow students to practice simply 5. Set up role plays and coach 6. Use novel scenarios for practice 7. Facilitate generalization
from all those who know student Predict when/where behavior��� problems will occur Determine why problems occur The purpose is to get the ��� information necessary to create ��� a successful plan
Assessing predictable relationships between the environment and behavior
Simplified FBA Simplify Vernacular In special education we o7en use acronyms or terminology that are
difficult for others to understand. Just using the term “function” may be less effective than saying “how behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose” or “what’s in it for them?”
Simplify Rationale Simplified rationale
If we can predict it then we can prevent it – and that will save time and effort
The FBA is just the information we need in order to build an effective intervention plan
Simplify Procedures What’s the least amount we could do to make this student be
successful? Prompting, Graphics, Coaching, Support
Assessment & Intervention Record Place information from reports and observations in the columns belowWhat happens immediately before and after the problem behavior?
Problem Antecedents Problem Behavior Problem ConsequencesTeacher working with
student
Teacher moving aboutclassroom
Teacher working atboard
Independent readingtime in the library
Humming
Yawning, hitting pencilagainst paper
Pounding on desk
Yells across the library
Teacher attends to Ericand then answers
question
Teacher attends to Ericand helps him with task
Teacher attends to Ericand then grants request
Library teacher attendsto Eric and answers
question
What happens immediately before and after instances of positive behavior?Positive Antecedents Positive Behaviors Positive ConsequencesClass discussion with
Function of BehaviorDoes the problem behavior allow the student to access and/or avoid attention, tasks, items, orsensory stimulation? (Ex: When in math class, Bart engages in disruptive behavior to gainteacher attention)During independent work times in the classroom and when the teacher is notattending directly to Eric, he engages in noise making to access the teacher’sattention to meet his requests.
Create environments that ��� predict success Teach replacement behaviors Facilitate success Provide functional consequences ��� for positive & negative behaviors Monitor effectiveness of plan
Developing a plan for creating an instructional environment that predicts positive behavior in place of problems