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Behavior
- 1. Sponsored by FDLRSAction 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 receivewrap- 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.
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- 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 expectationsare 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?
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- 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-StructureClass-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/delaysare 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) _________________________________ __.”
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- 35. Behaviors Skill- Building Integrated Experience Nonviolent Crisis Intervention
Editor's Notes
- #2 Sketch your classroom
- #3 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:
- #4 ALL students benefit from school-wide and classroom level behavioral supports.SOME students require individual supports…
- #5 Provide customized STOIC Bookmark.
- #21 Ask participants to brainstorm…blurt out what they think of when they think of behavior
- #23 Motivational Assessment Scale
- #24 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)
- #25 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…)
- #26 Give participants the Competing Behavior Pathway HandoutNot sure about the hypothesis? Here are some tips that may help: Some challenging behaviors may have the same form, but serve different functions- focus on WHY the individual uses the behavior, not the FORM of behavior.Some challenging behaviors may begin around one function (i.e. escape) and continue to serve another function (i.e. gain attention).Look for exceptions. Identify when a challenging behavior is NOT occurring – it may help to isolate the function of the behavior.Ask yourself “What would make the challenging behavior stop?” Sometimes this helps to identify the function of the behavior.If the hypothesis is still unclear, collect more data.
- #27 Use text boxes and complete a diagram as an example….
- #36 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…)