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Best Practices in Positive Behavior Management Special Education District of Lake County Jennifer Penzenik
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Page 1: Best Practices in Positive Behavior Management

Best Practices in Positive Behavior

Management

!Special Education District of Lake County

Jennifer Penzenik

Page 2: Best Practices in Positive Behavior Management

Positive Behavioral Support Strategies

Page 3: Best Practices in Positive Behavior Management

Positive Behavior Management• Management system to maintain challenging

behaviors !• Behaviors can be difficult to change as they serve a

purpose for the individual !

• Behaviors are supported by reinforcement, both positive or negative !

• Not all behaviors have equal priority for behavioral change

!• There are evidence-based best practices for

behavioral interventions !

Page 4: Best Practices in Positive Behavior Management

Positive and proactive interventions• Visuals !• Task analysis !• Social skills/social narratives/video modeling !• Reinforcement system !• Processing time

!• Proximity Control !• Pre-teaching/front loading !• Prompt Hierarchy

!

Page 5: Best Practices in Positive Behavior Management

Visuals

Page 6: Best Practices in Positive Behavior Management

Task Analysis

Page 7: Best Practices in Positive Behavior Management

Social Skills Instruction

Video Modeling Social Narratives

Page 8: Best Practices in Positive Behavior Management

Reinforcement System

Page 9: Best Practices in Positive Behavior Management

Processing Time

Page 10: Best Practices in Positive Behavior Management

Proximity Control

Page 11: Best Practices in Positive Behavior Management

Prompt Hierarchy

Least Restrictive Most Restrictive

Natural Prompt

Position Prompt

Gesture Prompt

Object Prompt

Visuals

Indirect Verbal

Direct Verbal

Partial Physical (PP)

Full Physical (FP)

Natural or Environmental

Set up environment so that student completes desired task

Position object in a way that a student is likely to take it

Position

Gesture

Point or use another gesture that will direct student

ObjectPlace a needed object near student to encourage

them to complete the task

Student refers to icons/symbols, pictures or visual schedules to complete desired task

Visual

Indirect Verbal

Give student hints as to what they are supposed to do

Direct Verbal

Give full verbal instructions

Partial PhysicalLight physical touch or direction

to encourage student to finish the task

Full Physical

Full hand-over-hand or hand-under-hand support

Prompt Hierarchy

Page 12: Best Practices in Positive Behavior Management

Schedules

Page 13: Best Practices in Positive Behavior Management

Why are they important?• Increases independence

!• Reduces anxiety

!• Plays off of strong visual skills

!• Reduces behavior

!• Ensures predictability

!• Supports coping strategies

!• Reduces dependency on adults

Page 14: Best Practices in Positive Behavior Management

Various types for various needs

• Object Schedule !

• Tactile Schedule !

• Picture Schedule !

• Word Schedule !• Mini Schedule

Page 15: Best Practices in Positive Behavior Management

Object Schedule

Page 16: Best Practices in Positive Behavior Management

Object Schedule

Page 17: Best Practices in Positive Behavior Management

Object Schedule

Page 18: Best Practices in Positive Behavior Management

Tactile Schedule

Page 19: Best Practices in Positive Behavior Management

Tactile Schedule

Page 20: Best Practices in Positive Behavior Management

Picture Schedule

Page 21: Best Practices in Positive Behavior Management

Picture Schedule

Page 22: Best Practices in Positive Behavior Management

Picture Schedule

Page 23: Best Practices in Positive Behavior Management

Mini Schedules