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Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
Behavior
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Behavior
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Behavior

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  • Sketch your classroom
  • Facilitator see B-RtI book pps 3-7 for background information.There are certain variables that teachers (adults) can manipulate in order to provide contextual supports for students. Manipulation of these variables enables the teacher to adjust the system and the student to “fit” into the system better…Structure:
  • ALL students benefit from school-wide and classroom level behavioral supports.SOME students require individual supports…
  • Provide customized STOIC Bookmark.
  • Ask participants to brainstorm…blurt out what they think of when they think of behavior
  • p.6-7 Discipline in the Secondary Classroom, SprickAntecedent – “conditions” – (seating, time of day, subject, medication, particular peer interaction, etc..)Behavior – “observable” – (don’t use tantrum, rude or disrespectful – use calls out, puts head on desk, tone of voice, rips assignment, etc…)Consequence ; “how student perceives consequence” – (some may like going to office, some may not want to participate in recess, some may not want to work in a group due to social pressure, some may not like candy, etc…) Know your students!!It is important to remember what is reinforcing for one may be undesirable for others (ex. Sticker to a kindergartener vs. sticker to 10th grader)
  • CPI/ASD Refresher workbookEnvironment: How will staff adapt the environment to reduce or eliminate the setting events and antecedents?(Ex. student desk located in front/near teacher, student sitting at desk rather than group table, student has schedule posted, activity expectations are posted and reviewed beforehand, visual supports are present for directions, lecture notes are provided for student to highlight and follow along, etc…)Skill-Building: What new skills will be taught to replace the challenging behavior?(Ex. prompting, reinforcement schedule to promote appropriate behaviors, social stories, role-play, introduce new visual supports, etc…) Staff Responses: How will staff respond in order to support positive behavior and reduce the challenging behavior?(Ex. praise or reinforcement when skill is performed, token system, ignoring, etc…)
  • Motivational Assessment Scale
  • CPI/ASD Refresher workbookEnvironment: How will staff adapt the environment to reduce or eliminate the setting events and antecedents?(Ex. student desk located in front/near teacher, student sitting at desk rather than group table, student has schedule posted, activity expectations are posted and reviewed beforehand, visual supports are present for directions, lecture notes are provided for student to highlight and follow along, etc…)Skill-Building: What new skills will be taught to replace the challenging behavior?(Ex. prompting, reinforcement schedule to promote appropriate behaviors, social stories, role-play, introduce new visual supports, etc…) Staff Responses: How will staff respond in order to support positive behavior and reduce the challenging behavior?(Ex. praise or reinforcement when skill is performed, token system, ignoring, etc…)
  • Transcript

    • 1. Structured Classroom Series:Behavior<br />Sponsored by FDLRS Action Resource Center<br />
    • 2. Variables to consider when designing classroom behavioral support <br />Stoic is one who shows patience and endurance <br />in the face of adversity.<br />
    • 3. Behavior support<br />Students with intensive needs must receive wrap-around support to be successful.<br />We must always plan for support with an eye for their integration into school-wide environments!<br />
    • 4. Variables to consider when designing classroom/Individual behavioral support <br />
    • 5. STOIC: Structure the environment for success!<br />Life Skills Lab<br />Classroom<br />
    • 6. STOIC: Teach what you expect!<br />W<br />H<br />O<br />L<br />E<br />BODY<br />L<br />I<br />S<br />T<br />E<br />N<br />I<br />N<br />G<br />
    • 7. STOIC:Observe<br />Target Behavior: Hitting<br />Goal: Decrease hits by 50% within 10 days<br />20<br />16<br />Frequency of Hits<br />12<br />Got DATA?<br />8<br />4<br />Day 1=18<br />50% of 18=9<br />Goal=9<br />D5<br /> D<br />10<br /> D<br />15<br /> D<br />20<br />
    • 8. STOIC:Interact positively<br /><ul><li>Non-Contingent
    • 9. Builds Teacher-Student Connection
    • 10. “Pairing” yourself with the student </li></li></ul><li>STOIC:Correct fluently<br /><ul><li>Keep Calm
    • 11. Use Caution </li></ul> with <br /> Consequences<br /><ul><li>Always pair a </li></ul> correction with <br /> a teaching opportunity<br />“Unexpected Behavior”<br />
    • 12. Class-wide motivational systems<br />Is a High-Structure Class-wide Motivational System <br />beneficial for my Class?<br />Considerations:<br /><ul><li>What level of support do my students need?:
    • 13. What is motivating to ALL students?
    • 14. Will all students be able to participate </li></ul>and contribute to group reward?<br />Examples: <br /><ul><li>Whole-Class Token System
    • 15. Whole-Class Point /Sticker Chart</li></li></ul><li>Behavior :is a form of communication<br />Children with communication disabilities/delays are more likely to use behavior as their primary form of communication.<br />Children engage in challenging behavior because it works for them.<br />
    • 16. ABC’s of Behavior<br />ABC<br />Antecedent Behavior Consequence<br />(before the behavior) (observable) (after the behavior)<br />consequences that will increase the likelihood of the behavior occurring in the future<br />conditions set<br />the stage for <br />an individual’s<br />behavior <br />consequences that will decrease the likelihood of the behavior occurring in the future <br />Dr. Randall Sprick, Safe and Civil Schools<br />
    • 17. Meeting Student Need:Based upon ABC’s of Behavior<br />Behaviors<br />Antecedents<br />Skill- Building<br />Consequences<br />Environment<br />Staff Responses<br />Integrated Experience<br />Nonviolent Crisis Intervention<br />
    • 18. Form and Function<br />Form<br />The behavior used to communicate <br />(what?)<br />Examples:<br />Words<br />Noises<br />Actions<br />Function<br />The reason for the behavior <br />(why?)<br />Examples:<br />Access & Obtain<br />Avoid & Escape<br />Attention<br />To fulfill a sensory need<br />
    • 19. Communication Functions of Behavior<br />
    • 20. Token System<br />
    • 21. Token System <br />
    • 22. Token System<br />Reward Puzzle<br />Token System: Puzzle<br />
    • 23. First/Then<br />
    • 24. Consequence Board<br />Consequence Board<br />
    • 25. Transition Cues<br />
    • 26. Incredible 5 Point Scale<br />
    • 27. Strategies and Interventions<br />Token board<br />Puzzle<br />First/Then<br />Behavior Cards<br />Consequence Board<br />Transition Countdown<br />5 point scale for volume<br />
    • 28. Meeting Student Need:Based upon ABC’s of Behavior<br />Behaviors<br />Antecedents<br />Skill- Building<br />Consequences<br />Environment<br />Staff Responses<br />Integrated Experience<br />Nonviolent Crisis Intervention<br />

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