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Behavior Savvy: Fostering Positive & Responsive Behavior Tools in Future Teachers

Behavior Savvy: Fostering Positive & Responsive Behavior Tools in Future Teachers. What researchers say…. Effective classroom management is preventative rather than reactive (Emmer & Stough , 2001).

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Behavior Savvy: Fostering Positive & Responsive Behavior Tools in Future Teachers

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  1. Behavior Savvy:Fostering Positive & Responsive Behavior Tools in Future Teachers

  2. What researchers say… • Effective classroom management is preventative rather than reactive (Emmer & Stough, 2001). • Student outcomes improve when teachers take a positive, proactive approach to managing problem behavior (Tillery, Varjas, Meyers, & Collins, 2010)

  3. What researchers say… SWPBS – • Emphasis is placed on the “ongoing monitoring of student behavior and early intervention” when school-related problems are initially detected (Horner et al., 2009, p. 134) • The primary prevention tier involves teaching, monitoring, and acknowledging behavioral expectations for all children and implementing evidence-based practices (Horner et al., 2009)

  4. Teacher Behavior • Teachers must establish learning environments in which children are unlikely to “develop or sustain behavior problems” (Stormont & Reinke, 2009, p. 26) • “Inadequate teacher preparation hinders successful early intervention and response to intervention efforts. . .” (Oliver & Reschly, 2010, p. 196) • Instruction in behavior management ultimately affects both teacher and student behavior (Coalition for Psychology in the Schools, 2006; Oliver & Reschly, 2010)

  5. … is multifaceted and involves knowledge of: evidence-based interventions multi-tiered intervention models screening, assessment, and progress monitoring administering interventions with a high degree of integrity support and coordinated efforts across all levels of staff and leadership within the school and sustaining systems of prevention grounded in an MTSS framework” - Kratochwill, Volpiansky, Clements, and Ball (p. 632, 2007) Successful Implementation of MTSS…

  6. Turning Research into Practice

  7. Effective Training in MTSS

  8. “At this point, there has not been sufficient attention paid to the implications of MTSS for the pre-service preparation of personnel who will play critical roles in implementation (i.e. principals, general education teachers, psychologists, and special educators)” - Danielson (p. 633, 2007) Why Focus on Pre-Service and Early Career Teachers?

  9. Given the current emphasis on improving outcomes for all students, it is imperative that ALL educators receive access to methods and training materials appropriate to a wide range of student needs. title

  10. Classroom Management & Behavior Analytic Problem SolvingEPSY 5616University of MinnesotaDepartment of Educational PsychologyAmy Kunkel, PhDRob Henery, PhDMichelle Marchant-Wood, PhDSpecial Education Program

  11. 1 AUDIENCE:Special & ElementaryEducation Teacher Candidates-Undergraduate & Graduate Students

  12. Course Foci: Principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Central Purpose: Application of behavioral principles in educational settings. Complementary Issues: General classroom management strategies/tools Course Foci

  13. 1 CourseGoals & Objectives

  14. OBJECTIVES • a) Understand the principles of behavior analysis and procedures used in classroom management and behavioral assessment and instruction • b) Apply skills in behavioral assessment and behavior analysis to classroom-based and behavioral problems

  15. COURSE TEXT Alberto, P., & Troutman, A.C. (2012) Applied Behavior Analysis for Teachers. 9th Edition Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.

  16. 2 Course Schedule/Calendar

  17. Sample Weekly Schedule

  18. Course schedule organized to match PBS triangle Lorm ipsum congue

  19. 3 UNIVERSAL

  20. Activities & Assignments In Class • Explore PBIS.org& MNPBIS • MDE/MNPBIS Presentation • IRIS Classroom Management Module • Case Studies & Star Sheets • Explore IRIS Behavior Resources Out of Class • SAS EBS Survey • IRIS Classroom Management Module & Plan • Schoology Reference File

  21. MINNESOTA PBIS Explore PBIS.org & Minnesota PBIS • Guided notes

  22. Minnesota PBIS Presentation Proceeded by KWL Followed up with Q&A MN PBIS Presentation

  23. IRIS Module: Classroom Management Video Explore module individually Develop management plan Iris Module

  24. IRIS: Case Studies & Star Sheets Encouraging Appropriate Behavior Effective Room Arrangement Iris Case Study

  25. IRIS: Explore Behavior Resources Modules Case Studies Skill Sheets Activities Info Briefs Interviews Video Vignettes Web Resource Dictionary IRIS Behavior Response

  26. SAS EBS Survey Complete Survey Write Report aligned with survey outcomes SAS

  27. Schoology Reference File Create file Insert behavior relevant resources Schoology

  28. 3 Secondary & Tertiary

  29. Activities & Assignments In Class • IRIS: FBA/BIP Module • Operationalizing Behavior activity • Videos & Data Collection practice: ABC & Baseline • Graphing activity • PSU Website & activities • SR+ Folders • Sticky Notes Stimulus Control activity • Punishment Jigsaw activity • Generalization/Maintenance activity Out of Class • FBAs #1-7 • IRIS Module: SOS (Self-monitoring)

  30. IRIS Module: Functional Behavioral Assessment Challenge video Explore page 1-4: Overview of behavior principles & FBA process FBA

  31. FBA #1 FBA IRIS module—p. 5 Group activities Handouts Out of class assignment FBA#1

  32. FBA #2 FBA IRIS module—p. 6 Interview assignment FBA#2

  33. FBA #3 FBA IRIS module—p. 7 Video practice ABC Observation assignment FBA#3

  34. FBA #4—Data Collection FBA IRIS module—p. 7 Examples/Forms Flowchart (next page) IRIS Case Studies: Measuring Behavior FBA#4

  35. Data CollectionFlowchart

  36. FBA #4—Graphing Recording & summarizing data Graphing activity Data Collection/Graphing Assignment FBA 4 Graphing

  37. FBA #5 FBA IRIS Module—p. 8 Matrix Hypothesis Template (PSU) FBA/BIP Form FBA#5

  38. FBA #5 to FBA #6 Replacement behavior Hypothesis Template (PSU) FBA/BIP Form Successive approximations worksheet IRIS FBA Module p. 9 Function-based interventions IRIS FBA Module p. 9 Basic FBA to BIP (PSU) FBA #5 to FBA #6

  39. Behavioral Intervention Plan • Positive Reinforcement Strategies • Stimulus Control • Decreasing Behavior/Punishment • Differential Reinforcement • Generalization & Maintenance • Self-monitoring Strategies

  40. FBA #6 Function-based interventions Final project FBA #1-5 refined Hypothetical BIP & intervention data Scholarly review FBA #6

  41. “If schools attend to the emotional and behavioral needs of students on a broad scale, it is likely that they will create the conditions necessary for social competence and academic success of students.” Young, Marchant, & Wilder, 2003 Quote

  42. Thanks! Any questions? You can find me, Michelle Marchant-Wood, at mmarchan@umn.edu

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