1. Sponsored by FDLRS Action Resource Center

2. S T O I C
Structure Teach Observe Interact Correct
Positively Fluently
Stoic is one who shows patience and endurance
in the face of adversity.

3. Students with
intensive
needs must
receive wrap-
around support
to be
successful.
We must
always plan for
support with an
eye for their
integration into
school-wide
environments!

4. S T O I C
•Physical •EXPLICITLY •Collect & •Sustain 5:1 •Immediate
structure teach class Analyze data ratio of
expectations positive to •Maintain
•Classroom & routines. •Make negative dignity
schedule adjustments to interactions.
•EXPLICITLY your level of •Always include
•Individual Teach support. •Build non- a teaching &
schedules motivational contingent modeling
system. •Intensity of positive component
•Visual measurement relationships when
Supports •EXPLICITLY plan = with your providing
Teach & model intensity of students. correction.
social skills. instructional
need.

5. Life Skills Lab
Classroom

6. W
H
O
L
E
BODY
L
I
S
T
E
N
I
N
G

7. Target Behavior: Hitting
Goal: Decrease hits by 50% within 10
days
20
Frequency of Hits
16
12
8
4 Day 1=18
50% of 18=9
D D D D Goal=9
5 10 15 20

8. •Non-Contingent
•Builds Teacher-Student Connection
•“Pairing” yourself with the student

9. •Keep Calm
•Use Caution
with
Consequences
•Always pair a
correction with
a teaching opportunity
“Unexpected Behavior”

10. "When your expectations are
clear, students never have to
guess how you expect them to
behave."

11. C H A M P S
C
What level of
conversation
is expected?

12. C H A M P S
H
How do
students ask
for
Help?

13. C H A M P S
A
What is the
Focus
activity?

14. C H A M P S
M
What
movement is
necessary
for the
activity?

15. C H A M P S
P
What does
participation
look like?

16. C H A M P S
S
What is your
attention
signal?

17. Movement
Activity
Conversati
on

18. Brainstorm all the
collective classroom
activities requiring
Expectations.
Expectations
for
Activities
Select 1 activity and
use the CHAMPS or
MAC template to
plan your
expectations.

19. Is a High-Structure Class-wide Motivational System
beneficial for my Class?
Considerations:
•What level of support do my students need?:
•What is motivating to ALL students?
•Will all students be able to participate
and contribute to group reward?
Examples:
•Whole-Class Token System
•Whole-Class Point /Sticker Chart

20. Children with communication
disabilities/delays are more
likely to use behavior as their
primary form of
communication.
Children engage in
challenging behavior
because it works for
them.

21. Form Function
 The behavior used to  The reason for the
communicate behavior
 (what?)  (why?)
 Examples:  Examples:
 Words  Access & Obtain
 Noises  Avoid & Escape
 Actions  Attention
 To fulfill a sensory need

22. Attention Avoid/Escape
Access/Tangible Sensory

23. A B C
Antecedent Behavior Consequence
(before the behavior) (observable) (after the
behavior)
consequences that will
increase the likelihood of
the behavior occurring in
the future
conditions set an individual’s
the stage for behavior
consequences that will
decrease the likelihood
of the behavior occurring
in the future
Dr. Randall Sprick, Safe and Civil Schools

24. Behaviors
Skill-
Building
Integrated
Experience
Nonviolent Crisis Intervention

26. or
Sam to Sam earns
complete the computer
non- time for
preferred completion of Escape
activity work from task
Presented Sam hits Non-
Sam did
with a non- preferred
not get adults
desired task is
Meds working with
task removed
him
Sam will
request
break/ help

27.  “When _________________________
(antecedent)
occurs
(behavior)
 He/she will (function or consequence of behavior
_________________________ in order to
______________________________.
(setting events)
 This is most likely to occur if Marshall & Mirenda, 2002)
_________________________________
__.”

30. Token System
Reward Puzzle

32. Consequence Board

35. Behaviors
Skill-
Building
Integrated
Experience
Nonviolent Crisis Intervention