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Structured Classroom Series: Behavior

Sponsored by FDLRS Action Resource Center. Structured Classroom Series: Behavior. Variables to consider when designing classroom behavioral support . Stoic is one who shows patience and endurance in the face of adversity . Behavior support.

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Structured Classroom Series: Behavior

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  1. Sponsored by FDLRS Action Resource Center Structured Classroom Series:Behavior

  2. Variables to consider when designing classroom behavioral support Stoic is one who shows patience and endurance in the face of adversity.

  3. Behavior support 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. Variables to consider when designing classroom/Individual behavioral support

  5. STOIC: Structure the environment for success! Life Skills Lab Classroom

  6. STOIC: Teach what you expect! W H O L E BODY L I S T E N I N G

  7. STOIC:Observe Target Behavior: Hitting Goal: Decrease hits by 50% within 10 days 20 16 Frequency of Hits 12 Got DATA? 8 4 Day 1=18 50% of 18=9 Goal=9 D5 D 10 D 15 D 20

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

  9. STOIC:Correct fluently • 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. Expectations C What level of conversation is expected?

  12. Expectations H How do students ask for Help?

  13. Expectations A What is the Focus activity?

  14. Expectations M What movement is necessary for the activity?

  15. Expectations P What does participationlook like?

  16. Expectations S What is your attention signal?

  17. CHAMPS or MAC? Movement Activity Conversation

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

  19. Class-wide motivational systems 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. Behavior :is a form of communication 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 and Function Form • The behavior used to communicate • (what?) • Examples: • Words • Noises • Actions Function • The reason for the behavior • (why?) • Examples: • Access & Obtain • Avoid & Escape • Attention • To fulfill a sensory need

  22. Functions of Behavior

  23. ABC’s of Behavior ABC 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 the stage for an individual’s behavior consequences that will decrease the likelihood of the behavior occurring in the future Dr. Randall Sprick, Safe and Civil Schools

  24. Meeting Student Need:Based upon ABC’s of Behavior Behaviors Antecedents Skill- Building Consequences Environment Staff Responses Integrated Experience Nonviolent Crisis Intervention

  25. Competing Behavior Pathway Diagram

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

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

  28. Token System

  29. Token System

  30. Token System: Puzzle Token System Reward Puzzle

  31. First/Then

  32. Consequence Board Consequence Board

  33. Transition Cues

  34. Incredible 5 Point Scale

  35. Meeting Student Need:Based upon ABC’s of Behavior Behaviors Antecedents Skill- Building Consequences Environment Staff Responses Integrated Experience Nonviolent Crisis Intervention

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