Ch 9 intro slides

1. CHAMPS:
PBIS in the
Classroom
(17) Develop systematic,
consistent strategies for
correcting behavior
errors

2. STOIC
 Structure the environment
 Teach behaviors and expectations
 Observe
 Systematic supervision
 Use data to make decisions
 Interact positively
 Correct Fluently

3. Common Language
 Misbehavior
 Inappropriate Behavior
 Target Behavior
 Not meeting expectations
We need to think of these
as Behavior Errors

4. “If a child doesn’t know how to read, we teach,
If a child doesn’t know how to swim, we teach,
If a child doesn’t know how to multiply, we
teach,
If a child doesn’t know how to drive, we teach,
If a child doesn’t know how to behave, we….
John Herner (NASDE President, 1998)

5. Common Language
 Consequence
 Response
 Outcome
We need to think of these as
Corrections in response to
the Behavior Errors

6. Correction vs. Consequence
When you treat student misbehavior
as an instructional opportunity, you
give students the chance to learn
from their mistakes.
Sprick, CHAMPS, 2009

7. Classroom Management Plan vs.
Individual Intervention
“Rule of Three”: If more than
three students are demonstrating the
same misbehavior, the management
plan needs to be adjusted to address
the misbehavior (use
STOIC Checklist).

8. Correcting Fluently
• Calm
• Consistent
• Immediate
• Brief
• Respectful

9. What is the outcome of an Effective
Corrective Consequence?
1. Changes the future occurrence of the
behavior.
2. Allows for instruction to continue.
3. Treats students with dignity and
respect.
4. Keeps students motivated to exhibit
positive behaviors.
5. Maintains the positive relationships
between students and staff.