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Write your biggest fear about student behavior

Write your biggest fear about student behavior. include your name to be eligible for door prizes. A Guide to Writing a Behavior Modification Plan: Getting Answers Desoto County Schools Special Education Behavior support Staff. Olive Branch Elementary School. Types of Problem Behaviors.

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Write your biggest fear about student behavior

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  1. Write your biggest fear about student behavior include your name to be eligible for door prizes

  2. A Guide to Writing a Behavior Modification Plan:Getting AnswersDesoto County SchoolsSpecial Education Behavior support Staff Olive Branch Elementary School

  3. Types of Problem Behaviors • Inappropriate sexual behavior • Failing to complete assignments • Failure to follow directions • Failure to remain seated • Fighting • Yelling • Cursing • Talking out of turn • Use of inappropriate • Language • Head banging • Being physically aggressive • Being truant • Biting • Crying • Defying authority • Destroying property • Pushing, pulling others • Running away • Threatening others • Throwing things

  4. Who Conducts a Behavior Support Plan? • Sped Teacher • Regular Education Teacher • Counselor • School Psychologist • Positive Behavior Specialist/Behavior Coach • Clinical Psychologist • Mental Health Professional

  5. ObjectivesAt AT the end of the four sessions, teachers will walk away with a ready-to-use BMP for at least one target ARea • Target Behaviors • Function/Hypothesis • Replacement Behaviors • Strategies/Interventions • Positive Reinforcement/Natural Consequences • Progress Monitoring

  6. TARGET BEHAVIORS Erin Hendricks, PBS Amber Melton, PBS August 27, 2013 “Which Ones”

  7. Defining Target Behaviors • Observable: The behavior is an action that can be seen. • Measurable: The behavior can be counted or timed. • Define behaviors so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

  8. examples Non-Examples Poor impulse control Angry, hostile, resentful Paying attention • High pitched screams • Kicking over chairs • Completing tasks

  9. ALLy Ally stays at the computer to continue playing after her time is up and requires prompting to end and move to the next activity. • Observable • Measureable

  10. JImmy Jimmy refuses to put on his coat by firmly placing his arms at his sides when it’s time to go out for recess. • Observable • Measureable

  11. Dave Dave does not actively participate in class. • Dave sits with the group but does not speak or make eye contact with the teacher or classmates. • Dave has not independently raised his hand to answer a question this school year.

  12. FUNCTION/HYPOTHESIS STATEMENT “Why”

  13. Assess the behavior directly and determine its function. What does the student GAIN from the behavior?

  14. 4 Basic Functions • Sensory Stimulation The behavior serves no other purpose but to provide the child with sensory input. (ex: hand flapping, body rocking, eye gaze) • Escape/Avoid The child engages in this type of behavior to escape or avoid a demand or non-preferred task/activity (ex: child hits when asked to sit down to do homework) • Attention The child engages in this type of behavior to gain others’ attention (ex: running away so that parent will chase child) • Access to tangibles The child engages in this type of behavior to gain access to tangibles (ex: child tantrums with denied cookie)

  15. Tool FAST Reward and consequence

  16. What will you take awaY?

  17. Contact Information • Amber Melton amber.melton@dcsms.org 901-238-4704 • Erin Hendricks erin,henricks@dcsms.org Olive Branch Elementary School’s Positive Behavior Specialist- Mandy Lindsey Behavior Coach- Ashley Jones

  18. Ashley Jones, BC Mandy Lindsey, PBS Feb 24, 2014 Replacement Behaviors Progress Monitoring Implementing plans

  19. Why do I need to teach a REPLACEMENT BEHAVIOR? • To replace the inappropriate behavior • When we don’t teach a new behavior, the student will come up with a new way to get what he/she wants

  20. How do I choose a REPLACEMENT BEHAVIOR? • It must serve the same FUNCTION as the problem behavior • Be proactive, not reactive--(Best time to intervene is when behavior is not occurring) • Behavior needs to be efficient-- (Easy for the student & others) • Behavior needs to be effective--(Reinforced immediately)

  21. Possible Replacement Behaviors • Ask for adult intervention • Use supports to follow rules • Anticipate transition • Say “no” • Take turns • Ask for break • Say “all done” • Ask for help • Ask for a turn • Ask for a hug • Use a schedule • ID feeling & express

  22. ALLy Ally stays at the computer to continue playing after her time is up and requires prompting to end and move to the next activity. Perceived function: Ally wants to continue engaging in a preferred activity. Escape/Avoid non-preferred activity

  23. Ally’s Replacement Behaviors • Ally independently leaves the computer on time and turns off the remote power switch when her time is up.

  24. JImmy Jimmy refuses to put on his coat by firmly placing his arms at his sides when it’s time to go out for recess. Perceived function: Jimmy does not like the sensation of wearing restrictive clothing Sensory Stimulation

  25. Jimmy’s Replacement behaviors • Jimmy will independently put on his coat within one minute of being told that it’s time for recess • Any other suggestions?

  26. Dave Dave does not actively participate in class. He sits with the group but does not speak or make eye contact with the teacher or classmates. He has not independently raised his hand to answer a question this school year. Perceived Function: Dave avoids speaking up in class by not participating in group activities. He also avoids providing potentially incorrect answers.

  27. Dave’s Replacement behaviors • Dave will complete a minimum of 50% of in-class assignments within the allotted time per week. Dave will independently request help from a teacher or classmate by raising his hand or speaking at least three times per week. • More suggestions?

  28. Tips for Implementing Replacement Behaviors... • model desired behaviors • praise student and peers when desired behaviors are displayed • use spontaneous teachable moments • ignore undesired behaviors through extinction • do no continually reinforce undesired behaviors (giving attention to student talking out) • have one on one conferences with your students; find out their interests, become involved, let them know you care • be consistent; do not overreact; do not take their behavior personally • share social stories with the entire class as a whole • provide support and encouragement especially after acting out episodes

  29. REMEMBER • Appropriate behavior is a skill that can be taught just as an academic skill is taught. • Behavior must be explicitly taught. • Students with disabilities do not necessarily learn through observation. • Students with disabilities need modeling, error correction, and practice.

  30. PROGRESS MONITORING

  31. How will progress be monitored, how often, and by whom?

  32. Ways to Progress monitor • Using tracking sheets • Using an email system with your Sped Staff • Keeping a behavior log in your classroom

  33. Who Progress monitors? • It is the responsibility of all members of the IEP team to ensure the plans are being followed and progress monitored.

  34. Evaluating and adjusting • Is the replacement behavior increasing? • Is the target problem behavior decreasing? • How is the student progressing overall? • Is the external reinforcement decreasing?

  35. BMP (Behavior Modification Plan) • Lets look at a plan together. • Turn to the last page in your packet…

  36. Contact Information • Mandy Lindsey • mandy.lindsey@dcsms.org • 901-238-0176 • Ashley Jones • ashley.jones@dcsms.org • 901-238-4668

  37. PREVENTION TECHNIQUESSTRATEGIES AND INTERVENTIONS Zatara Bolden, BC Sarah Leach, BC Sept. 24, 2013 “How”

  38. dISCLaimer These are not prescriptive replacement behaviors and interventions. Every situation and student is unique!

  39. “The Escaper” Possible function: attention seeking, avoidance • specify a number of allowable requests prior to class time • appoint a reliable escort to accompany the student • conduct a one on one conference with the student

  40. “Over-Active Student”(constantly out of seat, disruptive, fidgety) Possible function: physical reasons (immaturity), avoidance • give short term objectives • assign jobs-message delivery • provide scheduled breaks

  41. “The Constant Interrupter” Possible function: attention seeking, gain approval/power • reward desired behavior and ignore interruptive behavior • conference (make sure the student is aware of their behavior) • develop silent signals to notify student when behaviors occur

  42. “The Hostile Student”(often angry with self and others, acts verbally and possibly physically) • address the student directly in a calm voice and use direct eye contact • give the student the opportunity to speak and talk until they are quiet • schedule specific meeting times throughout the day and fade support as the behaviors decrease • allow for breaks to reset emotions

  43. “The Defiant Student” Possible function: attention seeking, task avoidance • conference with the student • create a pact with the student to listen to their fears and concerns; take into consideration their suggestions/opinions • involve the student in any plans to modify their behavior

  44. “The Bully”(teases and taunts others) • teach appropriate interactions with peers (for younger students- model with peers; act it out) • allow the student open conference with the teacher • allow both parties to address their side of the situation with a counselor/adult Possible function: attention seeking, social avoidance

  45. “The Destructive Student” Possible function: gain power over a situation/person • allow breaks for student when aggression is escalating • reiterate the importance of taking care of your things and others through social stories • complete re-think sheets with student after calming from an incident; explore other ways of expressing anger

  46. Amy Mcinvale, PBS Sarah Chandler, Social Worker Oct. 8, 2013 Positive Reinforcement “When”

  47. Positive Reinforcement • Occurs when a reward, sometimes called a reinforcer, is given for a specific desired behavior. Other behaviors, even those that are negative, are simply ignored. • Over time, this will lead to an increase in the desired behavior.

  48. Reinforcement Versus Punishment • Many experts believe that reinforcement is more effective than punishment in shaping long-term behavior. • Punishment focuses on negative behaviors, while reinforcement ignores those and focuses only on desired behaviors.

  49. Important Components of a Reinforcer • Correct Timing • Correct Rewards • High Enthusiasm • Consistency

  50. Things to Remember About Reinforcement • The reinforcement should not be ambiguous or insincere • The reinforcement must be age appropriate • It is not a bribe • It must be something valued by the student • It must be individualized to the specific person receiving it

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