BEHAVIOR MANAGEMENT AT THE SECONDARY LEVEL Courtney Stockton Developed in Conjunction With the...

BEHAVIOR MANAGEMENT

AT THE SECONDARY

LEVELCourtney Stockton

Developed in Conjunction With the Ventura County Special Education Local Plan Area (SELPA)

A FEW THOUGHTS ON BEHAVIOR1) Acting out may be a student’s way of

expressing a lack of healthy coping mechanisms in relation to his or her environment1

2) Three main functions for behavior; want something, want to get out of something, or are looking for sensory input2

3) Behavior has two main characteristics: it is observable and it is measurable3.

1 Mea, M. L. (2013) 2 McKenney , E. L. W., Waldron, N., Conroy, M. (2013) 3 Taylor, S. S. (2011)

IN GENERAL…1) Students with disabilities are trying their best

2) They may not be able to control behaviors

3) Be specific in the behavior being addressed

A) What does ‘off task’ mean?

i) Does not start when told to?

ii) Stop often to engage in other behaviors?

B) Make it measurable and observable

4) Work closely with Sped case manager

Courtney Stockton

Any time a Sped student is exibiting behavior problems, the case manager should be contacted. GenEd and Sped teachers need to work together to determine successful behavioral interventions.

Courtney Stockton

Like "B" says, behaviors need to be measurable and observable. To do this, specific behaviors need to be targeted. Instead of saying "[Student] never pays attention," say "[Student] looks out window when a writing task is assigned."

Courtney Stockton

Teachers need to realize that even at the secondary level, students may not know why they are behaving the way they are and sometimes, even when they do know, they can't do anything to control it.

Courtney Stockton

Many behaviors appear to be laziness or non-compliance. However, the behavior could be a lack of knowledge, ability or caused by the disability. The YouTube video Matty Finishes the Race (http://www.youtube.com/watch?v=o6Alt2DssYc&feature=youtu.be) is a good example of how hard most students are trying.

Courtney Stockton

Teachers should describe behaviors in ways that can be observed by anyone entering the room. Be specific so that data can be obtained or recorded on logs, charts and tables.

SOME SUGGESTIONS1) Always give choices

A) Should still be targeted towards desired behavior

2) Assign consequences

3) Decide what behaviors are important

A) Teach themB) Be consistentC) Reward

attempts towards these (P.B.S)

4) Evaluate the ABC’s

Antecedent-What was happening just prior to the behavior?

Behavior-What is the measureable and

observable behavior?

Consequence-What does the student

get from the behavior?

*May not have anything to do with the teacher

Courtney Stockton

By allowing the student to choose what they want to do, they feel empowered and in control of their life. Choices can be what assignment to complete next, what activity the student wants to participate in or as simple as "Do the assignment or accept the consequence."

Courtney Stockton

All choices should ultimately be geared towards getting the student to participate in the behaviors the teacher wants.

Courtney Stockton

All students thrive when limits are established and consistently enforced. Sped students are no different. While the teacher may want to consider alternative consequences (different than the rest of the class) there should still be consequences for unwanted behaviors.

Courtney Stockton

It would be impossible to consistently enforce every behavior a teacher wants to see (or not see) in the classroom. Teachers should choose those behaviors they see as most important and work on those first.

Courtney Stockton

Often teachers assume that students know how to "act appropriately." But this is a vague phrase that is not measureable. Teachers need to teach the students how they want them to behave. Again, be specific and show the students exactly how they need to behave during the different activities they participate in throughout the day.

Courtney Stockton

Reinforce the desired behaviors every time a student DOES participate appropriately. This consistency will show the importance the behavior has in the class.

Courtney Stockton

The theory of Positive Behavior Support posits that a student should be rewarded for attempting to participate in the established manner. This reward could be as simple as a "Good Job," or "I like the way you..." Teachers should "reward" the student for ANY attempt to change or correct their own behavior, no matter how small.

Courtney Stockton

This method can be used for any behavior. Sometimes, determining the antecedent and consequence can be difficult so don't be afraid to be wrong. Keep trying until the "real" reasons are determined. Teachers should also consult the student's other teachers to see if the same behavior is occuring in other areas of the student's day.

Courtney Stockton

The behavior could be due to something as simple as being bad at math or not being able to comprehend a reading assignment. If either of these are true, it could lead to unwanted behaviors in class.

5) Teach replacement strategies for unwanted behaviors

A) Students are “getting” something from the behavior

B) Figure out what “it” is C) Teach appropriate ways to still

get “it”D) Use scheduled reinforcement to

give “it” regularly

6) Use data

Courtney Stockton

By giving the student the thing they want on a regularly scheduled basis, it will allow them to know the desired outcome is coming and thus lessen their attempts to get it at unscheduled times.

Courtney Stockton

Whenever possible, have data to document what is going on in class. While anecdotal evidence may be OK, it would be better to establish a baseline and track the behavior over a given time period. This helps maintain objectivity and may even show that the unwanted behavior is not occuring as often or at the times the teacher thought it was. Be sure to collect the data based on the desired behavior.

Courtney Stockton

This allows students to get their needs met while doing what is required of them to be successful in school.

Courtney Stockton

Allows them to get their needs met while doing what you need them to do in school.

EVEN MORE SUGGESTIONS

7) Be aware of cultural differences

8) Develop and promote: A) ResponsibilityB) CitizenshipC) Strong characterD) Healthful living

9) Use technology whenever possible

10) Always start with a positive interaction

11) Use a daily progress form

-See Slide 8 for an example

12) Self-monitoring strategies

13) Acknowledgements for appropriate behavior

14) Regular feedback concerning target behaviors

Courtney Stockton

Most teachers already know this but it is always good to remind them that other cultures might have different rules or expectations that present as unwanted behaviors.

Courtney Stockton

This technique works with most students. By using technology, the students feel that they are doing something other than "school" work. This could also be used as part of the Positive Behavior Support plan.

Courtney Stockton

While these behaviors may not seem related to classroom behavior, if a student can learn these skills it will help them to better manage their in class behavior. Plus, these are life skills that will help the student be successful in the "real" world.

Courtney Stockton

Starting with a positive interaction gives students a good feeling when starting class. This will make them less likely to misbehave and more receptive to behavior management techniques.

Courtney Stockton

Using a form like this gives the teacher (and case manager) data that can be used to further modify the student's behavior. As well, it gives the student a chance to see (visually) how they are doing in each class throughout the day. It can be time consuming and should probably be reserved for more serious cases.

Courtney Stockton

Teaching the student how to look at their behavior from an outside perspective will get them more involved in the process of managing their behavior.

Courtney Stockton

While any student can benefit from this technique, students with disabilities need more positive reinforcement. This is also known as Positive Behavior Support. Occasionally, students will have a Positive Behavior Support Plan included in their IEP. Teachers should ask the case manager if this is a part of the target student's IEP. If not, maybe one should be developed.

Courtney Stockton

It is imperative that teachers constantly discuss how the student is doing with the student. If this is not done consistently, the student (and possibly even the teacher) may forget to work on modifying the behavior.

AND FINALLY…15) Peer tutoring

A) In each class

B) School-wide

-OASIS

16) Involve parents

17) Data tracking

A) Can never have too much data (evidence)

18)Get the student involved

Courtney Stockton

Having other students help the target student is effective because the feedback is more immediate and the target student tends to be more receptive since the feedback is not coming from the teacher.

Courtney Stockton

Having the target student work with a peer on assignments allows for more interaction and freedom which tends to lessen unwanted behaviors.

Courtney Stockton

Establishing a school-wide program of peer mentoring can benefit more than just students with disabilitites. Any low performing student can be assigned a peer mentor that helps them with their academic, social and behavioral needs.

Courtney Stockton

This is a school-wide intervention program that has older students act as peer mentors for younger, lower performing students. These students are scheduled in a class period together and work together on whatever the student needs. While this is mostly an academic program, it would be easy to work on behaviors too. Students could role play, have discussions and review behavior goals daily.

Courtney Stockton

By getting the parents/guardians involved, the student will have the wanted behaviors reinforced at home as well as at school. This will help the student to implement those behaviors throughout the day.

Courtney Stockton

The more data a teacher has, the easier it is to determine what is causing the behavior. The data can be used to evaluate the ABC's to see why the student is engaging in the behavior. Which is the first step to changing the behavior.

Courtney Stockton

Remember, all records can end up in court. By keeping track of behaviors, it putds the teacher in a defensible position. The data shows that the teacher has been tracking the behavior and working to change it. If the teacher is ever accused of not doing anything, these records make for easy proof to the contrary.

Courtney Stockton

The student must be involved in the development of their behavior goals. This gives them ownership of the goals which goes a long way in modifying behavior. When goals are imposed on the student, they feel alienated and tend to resist working on the behaviors.

DAILY PROGRESS CHECK FORM1

1Lane, K., Capizzi, A. M., Fisher, M. H., & Ennis, R. (2012).

Bing Images. “Data” (Picture Slide 5). Retrieved from http://www.resourcesgraphics.com/images/Data-analysis-one-vector-material2.jpg 6/20/13

Bing Images. “Good Behavior ” (Picture Slide 2). Retrieved from http://www.pazzles.net/wordpress/wp-content/uploads/Good_Behavior.jpg 6/20/13

Bing Images. “Happy Face ” (Picture Slide 4). Retrieved from http://img.wikinut.com/img/2xwlya3foriicgza/jpeg/0/Suggestions-with-Smile%21.jpeg 6/20/13

Bing Images. “Off Task ” (Picture Slide 3). Retrieved from http://ts1.mm.bing.net/th?id=H.4603265407191327&pid=1.9&w=300&h=300&p=0 6/20/13

Bing Images. “Tutoring” (Picture Slide 7). Retrieved from Bing Images. “Off Task ” (Picture Slide 3). Retrieved from http://ts1.mm.bing.net/th?id=H.4603265407191327&pid=1.9&w=300&h=300&p=0 6/20/13

REFERENCES Doolittle, J. H., Horner, R. H., Bradley, R., Sugai, G., & Vincent, C. G. (2007).

Importance of Student Social Behavior in the Mission Statements, Personnel Preparation Standards, and Innovation Efforts of State Departments of Education. Journal Of Special Education, 40(4), 239-245.

Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide Secondary and Tertiary Tier Practices and Systems. TEACHING Exceptional Children, 40(6), 44-52.

Lane, K., Capizzi, A. M., Fisher, M. H., & Ennis, R. (2012). Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program. Education & Treatment Of Children (West Virginia University Press), 35(1), 51-90.

Mea, M. L. (2013). Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities. Journal Of Visual Impairment & Blindness, 107(1), 65-70.

McKenney , E. L. W., Waldron, N., Conroy, M. (2013): The Effects of Training and Performance Feedback During Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures, Journal of Educational and Psychological Consultation. 23(1), 63-85.

REFERENCES Taylor, S. S. (2011). Behavior Basics: Quick Behavior Analysis and

Implementation of Interventions for Classroom Teachers. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 84(5), 197-203.

Tomlin, M., & Reed, P. (2012). Effects of Fixed-Time Reinforcement Delivered by Teachers for Reducing Problem Behavior in Special Education Classrooms. Journal Of Behavioral Education, 21(2), 150-162.

BEHAVIOR MANAGEMENT AT THE SECONDARY LEVEL Courtney Stockton Developed in Conjunction With the...

Documents

Transcript of BEHAVIOR MANAGEMENT AT THE SECONDARY LEVEL Courtney Stockton Developed in Conjunction With the...