developing individual change plans

1. ED 401.01
Classroom Management
Developing Individual
Change Plans

2. Contents
• Who are we?
• Gantt chart
• Matrix Diagram
• The problem
• Why did we choose this problem?
• Fishbone
• Examining the problem and possible
solutions
• Survey
• References Developing Individual Change Plans

3. Early Birds
Gizem Zülal Kaynar
Seda Karakulluk
Ayşe Çisem Ağca

4. Gantt Chart
Nov
24
Nov 25
Nov
26
Nov 27
Nov
29
Dec 9
Developing Individual Change Plans
Expected Observed

5. Classroom
Environment-
related Problems
Family-related
Problems
Lack of
Individual
Intervention in
Class
Seda Karakulluk 5 4 7
Ayşe Çisem Ağca 6 4 7
Gizem Zülal
Kaynar
3 6 7
Percentages 28.57% 28,57% 42.85%
Developing Individual Change Plans
Matrix Diagram

6. The Problem
• Some students consistently resist to behavior
change even after some preventions (the ones
we talked about in the previous presentations)
have been applied.
Developing Individual Change Plans

7. Why did we choose this problem?
• Not a rare problem
• Can bother the whole class
• Might effect the learning process negatively
• All students deserve to get special attention
Developing Individual Change Plans

8. Developing Individual Change Plans
Classroom Environment-
Related Problems Family-Related Problems
Lack of Individual
Interventions
Lack of parental
attention
Seperated
parents
Seating
arrangementCrowded
classroom
Undesirable
subject-topic
Not being interested in the
roots of the problem
Not trying to get to know
the student
Not helping them
develop certain social
skills
Why do some
students
consistently
resist to
behavior
change?

9. Individualized Interventions
Developing Individual Change Plans

10. Developing Individual Change Plans
1. Collecting data regarging the behaviour.
2. Problem solving session with the student.
3. Continue to collect data.
4. Discuss with the student about the plan.
5. The behaviour is not improving? Develop a behaviour intervention
plan.
6. Continue to collect data.
7. Still no change in the behaviour? Meet with a team to discuss the
situation
8. Throughout this process, don’t forget to utilize you classroom
management plan.
Individualized Intervention Plans

11. Behavioristic Interventions
• Examining specific data,
• Applying validated
procedures in order to
alter the behavior.
• Manipulative?
• Mechanistic?
• Repressive?
Developing Individual Change Plans

12. Advantages vs. Disadvantages
• Some students need special
assistance in controlling their
behavior.
• Reinforcers and response can
assist students in developing
more productive behaviors.
• Behavioristic intervention may
have a positive effect on other
students in the classroom,
whereas reprimands often create
a negative effect.
•Causes the teacher to focus on
students’ behavior rather than on
his/her teaching methods.
•When too much external control
(rewards) is used, it may have a
negative effect on students’ ability
to become competent and positive
individuals.
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

13. Understanding What Causes Student Behavior: Conducting a
Classroom Behavior Assesment
•Blaming vs. Helping
•Discipline programs vs. Trying
to help
•Examining the school and
classroom environments to
determine the contributing
factors to the beaviour
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

14. Functional Assessment
• Determining the cause or function of the
behaviour prior to developing an intervention.
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

15. Functional Assessment
• 4 Components
1. A Functional Assessment
2. A positive behaviour change plan
3. The implementation of this plan
4. The ongoing monitoring and adjustment of this
plan
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

16. Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

17. After completing a functional behaviour assessment, which
questions will have an answer?
1. What are the antecedents and the consequences that causes the
behaviour exist?
2. What functions does the behaviour serve for the student?
3. What environmental changes can be made to change the students
behaviour?
4. What behaviours can we teach the student to help him/her act
more responsibly?
5. What can we do to meet his/her needs without using behaviours
that violate the rights of the others?
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

18. Strategies for Helping Students
Develop New Behavior Skills
3 basic methods:
1) Self monitoring
2) Social skills training
3) Devoloping agreement or contract
Jones, V. F. & Jones, L. S.(2007). Developing Individual Change Plans

19. 1) Self Monitoring
Ss count and record their own behavior
Procedures:
1)Accurate description of the behavior
2)How to count
3)Implementation(developmentally appropriate)
4)Assesment by an adult
5)Reinforcement
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

20. 1) Self Monitoring
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

21. 1) Self Monitoring
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

22. Self instruction
• Silent speech
• Verbal instructions to replace negative self
perception.
• Self relaxation methods
• Positive affirmations
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

23. 2) Social skills training
Implementing social skills lesson
• determining what skills needed
• reason for change
• make plan
• modeling the behavior
• practice
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

24. Developing Individual Change Plans
Jones, V. F. & Jones, L.
S.(2007).

25. 3) Devoloping contracts
• Why do we need a contract?
• Lack of external concrete payoff or negative
consequences.
Jones, V. F. & Jones, L. S.(2007).
Developing Individual Change Plans

26. Negotiating a contract
1) What is the contract’s goal?
2) What are the target spesicific behaviors?
3) Which reinforces or consequences ?
4) What are the time dimensions?
5) Monitoring: who and how ?
6) Evaluation: How often and with whom ?
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

27. Selecting reinforcement procedures and
consequences
• After you’ve chosen a contract
• Consequences
• Contractual interventions- Reinforcers
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

28.  Social reinforcements
• Behaviors of other people that tend to increase
the frequency with which a student emits a
behavior.
• Spontenous, natural, available to every student
• Knowing HOW and WHEN to use them
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

29. Developing Individual Change Plans

30.  Activity reinforcements
• When social reinforcements are not enough
• Make a list of various activities
• Set up a contract with the students
• Delayed gratification
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

31. Social token and activity
reinforcement
• Immediate reinforcement
• Chips, tokens, stars etc.
• Record the tokens
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

32.  Curtailment of activity
• Removal of a desired activity
• Be consistent and fair
• https://www.youtube.com/watch?v=O9shREpE
HFo
Developing Individual Change PlansJones, V. F. & Jones, L. S.(2007).

33. Developing Individual Change Plans

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38. Special thanks
to Dr. Köksal
Developing Individual Change Plans

39. REFERENCES
• Imece circles by Hayal Köksal
• Jones, V. F. & Jones, L. S.(2007). Comprehensive
Classroom Management: Creating communities of
support and solving problems, 8th edition. Boston:
Pearson/Allyn & Bacon
• http://www.nea.org/tools/49922.htm
• http://pixshark.com/antecedent-examples-for-kids.htm
• https://www.youtube.com/watch?v=O9shREpEHFo
Developing Individual
Change Plans