Culturally Responsive Classroom Management Video Clip

1. Module 4: Continuum of Responsesto Behavioral Error Section 3: ABC’s of Behavior

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:

5. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: The components of ABCs of behavior Do: Practice identifying these components to a case study Apply the ABCs to a personal case study

6. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 3 and Trauma Sensitive School Module 13 Safety Review Tool

8. Behavioral skills and habits include: Social and emotional competencies College and career ready skills and habits School procedure skills Academic enablers Behavior is More Than Compliance

9. Behavior is anything we say or do: Focus on what is observable rather than intentions How we react to our environment Behaviors are learned and continue because they serve a purpose or function Key Principles of Behavior Overview of Basic Behavior Principles [PDF Document]. Retrieved from: http://flpbs.fmhi.usf.edu/revision07/overview/general/Overview%20of%20Basic%20Behavior%20Principles%20Handouts.pdf

10. ABCs of Behavioral Sequence Antecedent: What happens right before the behavior Behavior: Observable and measurable description Consequence: What happens after the behavior

11. Jacob was off-task. Monique was disrespectful during art class. Phong was disruptive during work time. Darius was really helpful during class today. Activity 4.3A: Create a Description of the Behavior Create an observable, measureable description or definition of each behavior. Individual or small group: 5-10 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

12. (B) Behavior Behaviors need to be defined in ways that are observable and measurable. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

13. (B) Behavior Behaviors need to be defined in ways that are observable and measurable. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

14. (A) Antecedent What occurs right before a behavior? When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

15. (A) Antecedent What occurs right before a behavior? When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

16. (C) Consequence (Outcome) What happens after the behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

17. (C) Consequence (Outcome) What happens afterthe behavior. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

18. Function of Behavior What is reinforcing or maintaining the behavior? ObtainAvoid Attention (peer, adult) Tangibles/activities Sensory Iovanonne, R., Anderson, C. M., & Scott, T. M. (2013, 04). Power and Control: Useful Functions or Explanatory Fictions? Beyond Behavior, 22(2), 3-6. doi:10.1177/107429561302200202

19. What is the Function? The reason the behavior occurred. When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class. Function? Avoid activator math problems

20. Activity 4.3B: Define the Function of a Behavior We’ll practice 2 more scenarios as a group. Scenarios will be shown on the next two slides. What might be an effective response for the challenging behavior? Write your answers on the bottom of Activity 4.3. Individual or small group: 5-10 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

21. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on.The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question. Identify the Behavior Identify the Antecedent Identify the Consequence Identify the Function Think: 2 min Partner share: 4 min Function? Obtain (teacher attention)

22. When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. Identify the Behavior Identify the Antecedent Identify the Consequence Identify the Function When students are transitioning from classroom to recess (mid-winter), five kids slam lockers open and shut, yell to their friends, and take ten minutes to get their gear on. The teacher comes out to the hall and tells them to go back into the classroom and sit silently at their desks. They have lost recess for the rest of the day. Think: 2 min Partner share: 4 min Function? Avoid cold temperature.

23. Share a Time that Either: Understanding the principles of behavior has had a positive effect in how you have responded to student behavior. OR How understanding the principles of behavior would have changed how you reacted to student behavior. Stand Up -Hand Up -Pair Up Share: 5 min

24. Activity 4.4: Applying the ABCs of Behavior • Using the template for Activity 4.4, apply the ABC’s of behavior to a challenging behavior you experience in your classroom. • The behavior could be exhibited by one student, or a group. • Share your ideas with partner. Think: 10 min Share: 10 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

25. Check Your Understanding Which of the following statements are true about the ABCs of behavior? (Click on each statement to reveal answer) • The ABCs of behavior determine the drawbacks of the misbehavior • The ABCs of behavior help determine effective consequences for the behavior. TRUE • The ABCs of behavior determine how frequently rewards should be given. FALSE • The ABCs of behavior determine the function of the misbehavior. TRUE FALSE • The ABCs of behavior determine what is triggering the behavior. TRUE

26. Self-Reflection Use of the ABCs of Behavior Complete the Self-Reflection Checklist items for this section of the module. Is there an item on this list you want to improve? Reflection The checklist for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

27. Making the Most of Your Learning: Use KASAB! Knowledge Relationship Building Through a Culturally Responsive Classroom TSS: Chapter 13 Trauma Sensitive Safety Review Tool Skills VABB Newsletter Work with colleagues to determine ABCs and function of behavior Attitude PLCs: Discuss impact of ABCs Aspirations How can using the ABCs of behavior help you be a more effective teacher? Behavior Apply to a student in your class CMOT Walkthrough Tool

28. Wrapping Up: Twin Circles Identify 2 – 3 strategies you will put into place when you return to the classroom.

29. Acknowledgements Florida PBIS Project (flpbis.cbcs.usf.edu) Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Midwest PBIS Network (midwestpbis.org) Michigan’s Integrated Behavior and Learning Support Initiative (miblsi.org) Missouri School-wide Positive Behavior Support (pbismissouri.org) Wisconsin Department of Education’s School Mental Health Project