Ch10+notes

__ Outline __ __ Learning Goals __ Students will: __ Behavior Management in Perspective __ Process Individual plans work best if: // Underlying assumptions // // Behavior is influenced by antecedents and consequences // · A behavior followed immediately by a reward will occur more frequently · A behavior will be extinguished when it is no longer reinforced. · A behavior followed closely by an undesirable consequence will occur less often. · Focus on specific, observable behavior · Make sure that you descriptions are observable… · Data collection · How often does the problem exist? · How seriously is the problem? · Is the intervention significantly affecting the behavior? · Are there small changes? Are we expecting the behavior to change overnight? · Should we continue if the progress is slow and steady?
 * Chapter Ten **
 * Developing Individual Behavior Change Plans **
 * 1) list key concepts in behavior management, which positively influence students’ behavior
 * 2) demonstrate how to conduct a functional behavior assessment
 * 3) analyze why a student is demonstrating behaviors that disrupt his or her learning and the learning of others
 * 4) develop a behavior intervention plan to assist a student in developing specific that will help him or her demonstrate more responsible behavior
 * 5) discuss how to work with a team of colleagues to develop a behavior plan
 * Collect data regarding behavior and factors that influence the behavior
 * Meet with the student to conduct problem-solving session
 * Continue to collect data regarding frequency of the problem
 * Follow-up to discuss if the plan is working
 * If behavior is not improving develop behavior plan
 * Continue to collect data
 * If the behavior still negatively impacts the student’s learning, meet with the team, and other school personnel.
 * Throughout process continue to utilize classroom management and school-wide management plan.
 * Behavior is influence by the antecedents and consequences associated with the behavior
 * Behavior change programs must focus on specific, observable behavior; and
 * Data collection is necessary in order to alter behavior thoughtfully and systematically

// Advantages/Disadvantages of behavioral interventions // // Advantages // // Disadvantages // Behavior Change Programs Must Focus on Specific, Observable Behavior Data Collection is Necessary in Order to Alter Behavior Thoughtfully and Systematically
 * Extensive research demonstrates its effectiveness.
 * Focusing on one changing one child’s behavior can affect all behavior within the classroom.
 * Focusing on the child’s behavior can cause the teacher to not examine his/her own teaching behavior
 * Some behaviorist approaches emphasize external controls, which works in opposition to developing a sense of autonomy
 * Places negative connotation on goal

__ Understanding What Causes Student Behavior: Conducting Environmental Analysis/Functional Assessment __ · Lawsuits have been brought against school districts for perceived excessive removal of students from the learning environment. · IDEA requires school district staff to conduct a functional assessment when there is a change to an interim alternative educational placement. · Intent of laws is to ensure that when a student experiences behavior problems, educators carefully examine school and classroom environments to determine factors that may be contributing to the student’s anxiety, frustration, and unproductive behavior.

// Functional assessment process // · Conduct functional assessment questioning · Follow up with behavior change plan · Implement behavior plan · Make ongoing adjustments and monitoring of plan

// Functional assessment //  __ Strategies to Develop Behavioral Skills __ // Self-Monitoring // // Self-instruction // // Selecting Reinforcement Procedures and Consequences // · select reinforcements that are natural reinforcers and consequences · use social and activity reinforcers · curtailment of activity should be placed before tangible reinforcers // Social skill training // · School-wide adoption of social skill development and awareness · Grade-level adoption correlated with developmental needs // Implementation // · What skills need to be developed? · Identify reason to change behavior · Details the components of the new behavior · Model new skill/behavior · Role play new skill/behavior · Practice new skill/behavior // Developing contracts // · What is the goal? · What behavior must the student perform to successfully complete goal · What reinforcers will be employed? · What are the time dimensions? · Who will monitor and how long? · How often and with whom will the contract be evaluated?
 * What is(are) the antecedent(s) and consequence(s) associated with the behavior?
 * What function(s) does the behavior serve for the student?
 * What environmental changes can be made to change behavior?
 * What behavior can we teach to facilitate responsibility?
 * Have student accurately describe behavior
 * Develop method to tally data
 * Have student monitor his/her behavior (start with short time period)
 * Conference with student
 * Praise ANY behavior improvement
 * Positive affirmations

__ Developing a Positive Behavior Change Plan __ // The team // · Teachers, guidance counselor, administrator, parent, student // The plan // · Determine the specific student behaviors that need to be changed · Conduct a functional behavior assessment · Determine changes that need to be made in the school environment in order to support the student · Assign responsibility to staff for implementing each intervention · Determine that data to be collected for the purpose of assessing the effectiveness of interventions.  · Set a date to review the program    1. Assign partners—one being the student, the other the teacher. Assign one of the following scenarios: · Sally arrives late every day, upon arriving she profusely apologizes, and draws attention to herself. · Marcus has not turned in homework for the entire first nine weeks · Juan refuses to read during reading group and complains of having a stomachache. · Jewel gets up from her seat often and wanders around the room. · Have the teacher role play a contract conference, and develop a formal contract.
 * __ Activities __**

2. Have the students brainstorm behavior problems or social skills problems that they have observed in their classroom or field experiences. Using teacher activity worksheet 10.1, (Appendix A vii) have the students in groups create a social skill lesson to teach a positive social skill. Discuss with the class the reason why teaching social skills is important for maintaining classroom management.

In groups of three, develop and implement a behavioral intervention plan. This site walks you through the steps of developing a behavior intervention and has two mock case studies. __ Websites __ Functional Behavior Analysis  [] [] Ron Clark Academy and Interviews [] Assessing student behavior problems [] .
 * 1) Using the following website []