1 / 17

Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Level Systems

Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Level Systems. Objectives. Understand the purpose of a level system Understand how to use a level system Understand the advantages and disadvantages to using a level system

benjamin
Download Presentation

Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Level Systems

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom:Level Systems

  2. Objectives • Understand the purpose of a level system • Understand how to use a level system • Understand the advantages and disadvantages to using a level system • Understand the legal issues surrounding level systems

  3. Level Systems and Classroom Management

  4. What is a level system? • A level system lists and organizes behavioral targets and their consequences in a kind of hierarchy or set of levels.

  5. Level Systems • Purpose – to reduce behavior problems that interfere with the learning environment and to increase the occurrence of positive behaviors • This system should provide the teachers with an effective means of behavior change in the classroom

  6. Level Systems • Consist of 40 points • 1 point for each of 5 behaviors (35) • An optional bonus point during 6 periods of the day (1) • 2 points for completing their work for the day (38) • 2 points for returning a signed progress report (40)

  7. Level Systems • Divided into four levels • Meeting point criteria becomes increasingly difficult • Behaviors are provided for each level • Privileges and reinforcements are also offered at each level and become more desirable at the higher levels • Students move forward on the chart for appropriate behaviors and move backwards for inappropriate behaviors

  8. Students are consistently aware of the classroom rules and consequences Daily tracking on student’s behavior Provides students with a goal to work towards Advantages

  9. Disadvantages • Time consuming • Usually not individualized • Can be discouraging for some students • Focuses on what the student did wrong • Does not focus on teaching alternative behaviors and skills • No opportunities for students to recover • No flexibility, too rigid • Reinforcers are not immediate or preferred

  10. Legal Concerns with Level Systems • 1. Ignoring the IEP process • Requiring all students to enter at the first level, requiring class consensus before allowing a student to move to a level, establishing target behaviors based on group needs instead of individual needs (Scheuermann et al., 1994)

  11. Legal Concerns with Level Systems (continued) • 2. Overlooking the concept of least restrictive environment • Examples include denying student’s access to the general education setting through a requirement that students must earn the right to attain general education placement. Other examples include restricted access to peers during class or lunch. (Scheuermann et al., 1994)

  12. Activity: How Does This System Work? • Rylee completes all of her work, however she has a difficult time working with other students and has some inappropriate behaviors that cause her to lose points everyday. Rylee has been on level 1 for over 14 days. How does this system work for Rylee?

  13. Activity: How Does This System Work? • Klein has challenging behaviors that keep her from being mainstreamed into a general 2nd grade classroom. She remains on level 2. According to the level system, Klein cannot be socially or academically integrated unless she reaches level 4. However, she is extremely bright, completes all of her work, and has a wonderful support system at home. How does this system work for Klein?

  14. Activity: How Does This System Work? • Stuart has difficulty completing class work and homework. He gets very little support from his family and has a difficult time following directions in class. Stuart needs one-on-one direction from the teacher in order to begin a task and takes a long time to complete a task. Stuart tends to lose all or most of his points during the first part of the day. This causes him to be very disruptive during the second half of the day. How does this system work for Stuart?

  15. Guidelines for Level Systems • Review system with your students frequently • Consistently examine how each student is functioning • Develop a system that provides each student with a sense of success • Re-examine your system if you see that students are not reaching specific levels • Customize your system so that it includes a teaching component • Allow students opportunities for recovery of lost points • Build in flexibility • Focus on the positive, not the punitive

  16. Building a System: Things to Consider • I. Access to LRE • II. Placement in the level system • III. Curriculum • IV. Procedures • V. Efficacy Things to consider…

  17. Activity: Level System Self-Check • Use the level system self-check provided and compare that to the level system used in your classroom

More Related