This document discusses techniques for managing behavior and supporting exceptional learners, including functional behavior assessments and positive behavior programs. It outlines potential behavioral challenges in the classroom like interrupting and lack of participation. Effective behavior management requires skills like implementing evidence-based interventions, differentiation, and data-driven decision making. Functional behavior assessments involve defining, collecting data on, and hypothesizing the reasons for problematic behaviors. Guidelines for establishing classroom rules include teaching expected behaviors and specifically praising compliance. Common positive behavior techniques are also outlined such as clear routines and thinking strategies for handling disruptions.

1. Effective positive behavior support
techniques and intervention for
exeptional learners

2. Possible behavioral challenges you
might be facing in your classroom:
 not waiting in lines or taking turns in both learning and play
situations
 interrupting others or intruding on others
 disrupting the class
 showing aggression toward the teacher or other children
 acting unresponsive or withdrawn
 refusing to do classroom work
 using inappropriate or harassing language

3. Skills special educator must have in today’s
changing environment:
 Ability to operate evidence-based interventions
 Proficient at using differentiation in instructions
 Capable of managing behavior techniques
 Good collaborator
 Skilled at making decisions based on data

4. FBA (functional behavior assessment) is a
first step in determining the reasoning
behind challenging behavior.
Steps of FBA are:
 Step #1: Defining the inappropriate behavior
 Step #2: Collecting, comparing and analyzing information
 Step #3: Hypothesizing reasons for the behavior
 Step #4: Developing a plan

5. Guidelines to establish and enforce
classroom rules
 Identify the expected behaviors
 Teach, model and practice what those behaviors look like,
sound like, and feel like
 Specifically praise appropriate behavior with private or public
acknowledgement
 Measure outcome data to determine successes and barriers
to reaching the desired goals

6. Common techniques and approaches
used in positive behavior programs
 Clear routines and expectations
 Stop, Relax, and Think
 Pre-arranged signals
 Proximity control
 Planned response method
 Discipline privately
 Positive phrasing
 State the behavior you want to see
 Behavioral contracts

7. Common techniques and approaches
used in positive behavior programs
 High Probability Requests
 Choice Making
 Differential Reinforcement
◦ Differential reinforcement of other behavior (DRO)
◦ Differential reinforcement of low rates of behavior (DRL)
◦ Differential reinforcement of incompatible behaviors (DRI)

8. Evidence based social intervention
techniques from What Works Clearing
house
 First Step to Success-program where behavior coach is
working individually with students during 3 months period to
establish positive behavior
 Caring school community-focuses on building respectful
relationship, providing students with opportunity to collaborate
and feel valued members of society. This EBP includes four
elements: class meetings, cross-aged buddies program,
home-side activities and school-wide activities
 Social Skills Training-this program is teaching student how
to communicate, solve problems, self-management

9. Benefits of PBS
 Focuses on prevention
 Increases pro-social behavior
 Promotes accountability
 Increases all students emotional/academic/behavioral
performance

10. Best practices to follow when preparing
the instructional environment
 School-level supports
 A multi-tiered framework, including strategies for identifying
and teaching expectations, acknowledging appropriate
behavior, and responding to inappropriate behavior
 The school-wide framework is guided by school-wide
discipline data
 Appropriate supports for staff are provided, including
leadership teaming, supporting policy, coaching, and
implementation monitoring

11. References:
 Watson,S. (2017, April 30). How to Help and Support Impulsive Students Retrieved from
https://www.thoughtco.com/help-and-support-impulsive-students-3110680
 Coleman Tucker, G. (n.d.) Behavior Intervention Plans: What You Need to Know Retrieved from
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-
strategies/behavior-intervention-plans-what-you-need-to-know
 Morin, A. (n.d.) Functional Assessment: What It Is and How It Works Retrieved from
https://www.understood.org/en/school-learning/evaluations/evaluation-basics/functional-
assessment-what-it-is-and-how-it-works
 Tier one FAQs (n.d.) Retrieved from http://www.pbis.org/school/tier1supports/tier1faqs
 Examples of Positive Behavioral Intervention Strategies (n.d.) Retrieved from
https://www.pacer.org/parent/php/php-c215b.pdf
 What works Clearing House (n.d.) Retrieved from https://ies.ed.gov/ncee/wwc/FWW
 The IRIS Center. (2005). Addressing disruptive and noncompliant behaviors (part 2): Behavioral
interventions. Retrieved on [2017, November 21]
from https://iris.peabody.vanderbilt.edu/module/bi2
 Supporting and responding to behavior. Evidence-based classroom strategies for teachers (n.d.)
Retrieved from
http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Respondin
g%20to%20Behavior.pdf