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Behavior Management in Specific Settings

Behavior Management in Specific Settings. Applying School-wide Expectations and Interventions. Objectives. Be familiar with the unique features of specific settings Understand both Management and Systems and features of specific settings

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Behavior Management in Specific Settings

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  1. Behavior Management in Specific Settings Applying School-wide Expectations and Interventions

  2. Objectives • Be familiar with the unique features of specific settings • Understand both Management and Systems and features of specific settings • Be able to apply the general process for designing specific setting interventions

  3. Specific Settings • Particular times or places where supervision is emphasized • Cafeteria • Hallways • Playgrounds • Buses & bus loading zones • Bathrooms • ….

  4. Activity (5 minutes) • Pick a problematic specific setting • Identify features of problem • Identify possible solutions

  5. Classroom Teacher directed Instructionally focused Small # of predictable/known students Specific Setting Student focused Social focus Large # of unpredictable/unknown students Classroom v. Specific Setting

  6. The problem is the setting not the students when: • More than 35% of referrals come from specific settings • More than 15% of students who receive a referral are referred from specific settings.

  7. Management Features • Physical/environmental arrangements • Routines & expectations • Staff behavior • Student behavior

  8. Management Practices 1. Modify physical environment • Supervised areas • Clear traffic patterns • Appropriate access to & exit from school grounds 2. Teach routines and behavioral expectations • Teaching Matrix • Common rule (e.g., lining up, cafeteria)

  9. 3. Precorrect appropriate behavior before problem context 4. Provide active, proactive, & consistent supervision • Move, scan, interact 5. Acknowledge appropriate behavior 6. Schedule student movement/ transitions to prevent crowds and waiting time

  10. Systems Features • School-wide implementation • All staff • Direct teaching 1st day/week • Keep it simple, easy and doable • Regular review, practice, & positive reinforcement

  11. Team-based identification, implementation, & evaluation • Do not develop an intervention without identifying why a problem keeps happening • Data-based decision making • Collect and report outcome information • Provide staff feedback & training

  12. Activity (5 minutes) • Pick a problematic specific setting • Identify features of problem • Identify possible solutions • Revisit solution with regards to active supervision

  13. General Process • Identify a problem • Confirm magnitude of issue • Staff meeting • Location data • Collection additional data (if needed) • Determine why problem maintains

  14. Design Intervention • Prevention • Instruction • Consequences for problem behavior • Practical (requires no new resources) • Monitor and Report Effects • Assess change in student behavior • Assess if faculty note a change • Report results to faculty

  15. Hallway NoiseKartub, Taylor-Greene, March & Horner (2000) • Middle School with 3 lunches • Problem behaviors in hallway transitions included loud talking, swearing, banging on walls. • Teacher-Identified Problem (brought to team) • Current Solutions Ineffective: • “Quiet Zone” • Hall monitor • Reprimand and Detention

  16. Hallway Noise Intervention • Teach “quiet” (10 min skit) • Make “quiet hall times” visibly different (changed light) • Reward being quiet (5 min extra at lunch) • Measure and report (hall monitor) • Decibel reader • Continue to correct errors (detention)

  17. RecessTodd, Haugen, Anderson, & Spriggs, (2002). • K-5th grade, 550+ students • 9+ recess periods per day • Inconsistent outdoor/ indoor routines • Many supervisors, many rules • High rates of referrals for fighting • Lack of communication between staff • Large space lacking natural boundaries • Recess problems were impacting classrooms

  18. Average Referrals per Day per Month 5 4 3 average # of office referrals 2 1 0 Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr May 96-97

  19. Referrals by Location 60 50 40 30 total # of referrals 20 10 0 class arrival parking lot recess lunch hall bathroom bus 96-97

  20. Referrals byBehavior 140 120 100 total # of referrals 80 60 40 20 0 fighting defiance language teasing threats weapons 96-97

  21. Recess Intervention • Teach recess routines & expectations • Recess workshops • Outdoor/indoor recess • Team (supervisor/teacher) taught 30-45 minute lessons (3 times per year) • Consistent feedback about appropriate behavior (self managers) • Regular communication between supervisors

  22. Total Recess Referrals

  23. Team Activity • 20 minutes • Work as team • Complete & submit one copy of Specific Setting section of the Staff Survey • Add activities to Action Plan as needed • Consider using active supervision to assess and/or monitor specific settings • Prepare 1-2 minute report about status of system and planned activities

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