Scribd
Upload
41 views27 pages

Behavior Management 101

The document discusses strategies for supporting students with challenging behavior in the classroom. It outlines establishing clear expectations and procedures, using positive reinforcement, addressing inappropriate behavior through error correction, and assessing the function of a student's behavior to inform interventions.

Uploaded by

api-333840100
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
41 views27 pages

Behavior Management 101

The document discusses strategies for supporting students with challenging behavior in the classroom. It outlines establishing clear expectations and procedures, using positive reinforcement, addressing inappropriate behavior through error correction, and assessing the function of a student's behavior to inform interventions.

Uploaded by

api-333840100
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 27

Supporting Students with Challenging

Behavior in the Classroom


Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Interventions and Supports
<pbis.org>

The Challenge
Students spend majority of their school day
in the classroom
Majority of discipline problems originate
in the classroom and often result in
removal from instruction
Remaining engaged in instruction essential
to student academic and social success
Culture of education often reinforces
ineffective practices and creates barriers to
implementing effective practices

The Key
Behavior is functionally related to the
teaching environment
Behavior = what the student does
Teaching environment = all that happens before, during,
and after the students behavior

Basic Steps
1. Focus on what you want students to do instead
(replacement behaviors)
2. Look for patterns of behavior that suggest functional
relationships
3. Teach replacement behavior and provide multiple
opportunities to practice
4. Deliver high rates of positive feedback/same similar
outcome as problem behavior when students display
replacement behavior

Setting up the Environment


Establishing expectations

(Kameenui & Simmons, 1990):

What do I want my classroom to look like?


How do I want children to treat me as a person?
How do I want children to treat one another?
What kind of information or values do I want to
communicate to students about being an adult, an
educator, a woman or a man in today's society?
How do I want children to remember me when the last day
of school ends and I am no longer part of their daily lives?
How can I change my instruction to help pupils develop
the skills I am trying to teach?
Bottom line = ask yourself if students have pre-requisite
and requisite skills to succeed based on each of your
answers if not, teach and practice

Classroom Essentials
1. Classroom expectations & rules defined and taught
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate
behavior in place and used per established school-wide
procedure
5. Students are actively supervised
6. Students are given multiple opportunities to respond
(OTR)
7. Activity sequence promotes optimal instruction time
and student engaged time
8. Instruction is differentiated based on student need

Learning Errors
How are you going to prevent it from
happening again?
1. Minors addressed quickly and quietly/privately
2. School wide procedures for majors are followed
3. Upon return, debrief and plan to prevent
1.
2.

What does student need?


What can we do to help?

Learning Errors
Error Correction (skill in repertoire?)
a) Signal an error has occurred (refer to rules,
"We respect others in this room and that
means not using put downs")
b) Ask for an alternative appropriate
response ("How can you show respect and
still get your point across?")
c) Provide an opportunity to practice the skill
and provide verbal feedback ("That's much
better, thank you for showing respect
towards others")

An Example

Study Basics
Subject:
Seven years old
Identified with EBD and ADHD

Setting
General education 2nd grade classroom with 19
other students
One licensed teacher and one student teacher

Concern
Student exhibits high rates of off-task
Student shouts out answers and questions and
comments at high rates and often inappropriate

Function of Behavior
Descriptive (interviews and teacher
reported ABC/ Scatterplot data)
Function identified as Attention
Significant antecedents: multiple
step direction and group settings
Very High rates of both problem
behaviors reported/ inconsistency in
accuracy of data collection

Environment Assessment
Significant variables:
clarity of expectations & directions
consistency of expectations
accessibility of class schedules
lack of enforced procedures (especially
regarding to hand raising and
verbalizations or entire class)

Basic Steps
1. Focus on what you want students to do instead
(replacement behaviors)
2. Look for patterns of behavior that suggest functional
relationships
3. Teach replacement behavior and provide multiple
opportunities to practice
4. Deliver high rates of positive feedback/same similar
outcome as problem behavior when students display
replacement behavior

Final Thoughts

1. Its just behavior


Its not personal students engage in problem and
appropriate behaviors to get needs met

2. Behavior is learned
What you see is the result of risk factors within
childrens past learning history (poverty,
disability, academic failure, language, culture.)

3. Research continues to demonstrate


the most effective strategies are
instruction based
Teach what you want them to do
instead
Focus on academic and social
success in terms of linear growth,
not absolute

4. Pause, step back,&


smile
The most effective strategies will fail to
impact students in the absence of
sincerity, respect, and obvious joy in
teaching

For More Information


OSEP Center for Positive Behavioral
Interventions and Supports
pbis.org
Missouri School-wide Positive Behavior
Support
pbismissouri.org
IDEAS that Work
osepideasthatwork.org
What Works Clearinghouse
Ies.ed.gov/ncee/wwc

You might also like