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Copy of Boys Town intro to Corrective Teaching

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Natalia Xavier

on 19 November 2014

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Transcript of Copy of Boys Town intro to Corrective Teaching

Purpose
Bridge the Gap
Where's the "MAGIC"
TEACHING
Types of Praise
Overview of Administrative Intervention
Introduction to Motivation Systems
Goal:
To provide an overview of the three-tiered motivation system of the Boys Town Educational Model

"If you don't like how things are, change it! Your not a tree." ~ Jim Rohn
Proactive Teaching
Tool #1: Strategies to effectively prevent problem behaviors
The Motivation System Allows Educators to:
Communicate Expectations/set tolerances
Provide positive reinforcement
Correct problems
Teach alternatives/skill building
Gather invaluable data/record collection
Implement contingency management-Consequences directly related to behaviors
Champagne taste on a Beer budget
40hrs of training with an authorized trainer
(Matthew Minturn; Champagne)
8hrs of training with rookies
( Beer
)
Building your TOOL BOX
Your Tools:
Planned Teaching
Effective Praise
Corrective Teaching
Deescalating Emotionally Intense Situations
The Motivational system is NOT the "Magic"
Planned Teaching
Preventive Prompts
Steps to Planned Teaching
Introduce the skill
Describe the Behavior
Give a reason
Practice
Feedback/Positive Consequence
Preventive Prompt
Brief reminder to students
Just before you want them to use a skill or procedure
Planned Teaching
The Motivational system is NOT the "Magic"

It simply aids in the application of consequences to teaching, monitoring student progress and as a data collection tool.

The Power that drives the model is in the...
Steps to Planned Teaching
Introduce the skill
Describe the Behavior
Give a reason
Practice
Feedback/Positive Consequence
Preventive Prompt
Brief reminder to students
Just before you want them to use a skill or procedure
Every interaction teaches replacement behavior
It simply aids in the application of consequences to teaching, monitoring student progress and as a data collection tool.
The Power that drives the model is in the...
TEACHING
When to use Planned Teaching:
Social Skills
Direct Instruction of Life Skills
All throuhout the day
When to use:
Spontaneous in the moment
ALL day LONG
When to Use:
During academic instruction
Generalizing skills across settings and people
Blended Teaching
Effective Praise
Steps of Effective Praise
3 Types:
General Praise
Specific Praise
Effective Praise

Our goal is to have a 4:1 ratio of praise to correction
Tool #2: Effective Praise
Show Approval
Describe the appropriate behavior
Give a reason
Positive Consequence
The Shaping Process
Practice
Continuum of Correction
Corrective Teaching
Corrective Teaching
3 Types:
General Praise
Specific Praise
Effective Praise

Our goal is a 4:1 ratio of praise to correction
Practice
Examples
Corrective Teaching Steps:
Use Empathy
Describe the Inappropriate Behavior
Negative Consequence with positive Correction
Describe replacement skill
Give a reason
Practice
Feedback/Positive point correction
General Praise
On-line training Module:
https://prosperitylms4.com/req/boystown/_student/index.cfm

Log in:
Password:

Scenarios: 1-6, 10, 16 & 18
De-Escalating Emotionally Intense Situations
Develop strategies for managing emotions
Develop a plan for managing the environment
Review corrective strategies when addressing escalated behaviors
Practice De-Escalating Intense Situations
Addressing Inappropriate Behavior
Environment
Yourself
Learning
Manage
Managing Yourself

Soft tone of Voice
Body Language
Safe Proximity
Slow rate of speech
Corrective Strategies
Allow "cool down" time
Stay out of content
Managing the Environment

Is the behavior a major infraction of a rule?
Are other students safe?
Use "cool down" to praise on-task behavior and prompt an alternative plan.
Utilize other staff to monitor or assist.
Managing Learning

Corrective Teaching
Corrective Strategies
"Cool Down" Time
Coupling Statements
Empathy
Reality Statements
Specific Praise
Progression of Consequences
Referral
Corrective Strategies

Specific Praise
Empathy
"Cool Down"
Coupling Statements
Reality Statements/Reason
Coupling Statement
"Pairing a specific description of the inappropriate behavior with a specific description of the appropriate replacement behavior."
Coupling Statements:
Brief
Specific
One Behavior at a time
Most overt behaviors at a time
Positive
Behaviors should be in direct competition with each other
Examples:
"Your talking; please be quiet"
"Your pacing; a better choice would be to stand still."
"Instead of yelling, try lowering your voice."
Reality Statements

Set Parameters
Often a response to an expressed need
Examples:
"The sooner you get quiet, the sooner we can finish this."

"I'll know you are ready to talk when you come out from under the table."

"Why don't you take a deep breath ...this doesn't have to get any bigger."
On-line training Module:
https://prosperitylms4.com/req/boystown/_student/index.cfm

Log in: karissafish
Password: ********

Scenarios: Review video #2
ABC's of Reasons
Avoid Negative Outcomes
Benefit to Self
Concern for Others
Corrective Strategies For Addressing Escalated Behaviors
Continuum of Correction
Continuum of Correction
Guided Self-Correction
Corrective Teaching
Corrective Strategies
Progression of Consequences
Referral
Guided:
Verbal and Non-Verbal Prompting
Progression of Consequence
Moderate Consequence
Prompt for use of Self-Control Strategy
Referral Warning
Initial:
10
1000
Moderate
50
5000
Referral
100
10000
Practice
Initial Corrective Teaching
Manage Learning
Initiate Corrective Teaching
Corrective Strategies
"Cool Down" time
Coupling Statements
Empathy
Reality Statements
Specific Praise
Progression of Consequences
Issue Moderate Consequence
50 points, moderate negative/irresponsible
Use Corrective Strategies
Prompt Self-Control
"Now would be a great time to use your self-control strategy."
Referral Warning
"If this continues, you will be choosing a referral."
Accepting?
No
Corrective Teaching
Yes
Accepting?
Yes
No
Referral
Send Student to Referral or Intervention
"You have earned a referral. Can you walk on your own or do you need someone to help you?"
Teacher's Role
Maintain Low Tolerances
Catch it early, keep it little, TEACH often!
Notify Personnel
Give Clear Descriptions
Accept apology
Increase praise rate to facilitate successful reintegration
Assign Missed Work
Goals of the Referral Process
Successful classroom re-entry
Support/Reinforce teacher expectations
Skill Teaching
Use continuum of consequences that takes into account fairness and consistency
Utilize data collection instruments to assist with proactive approaches for behavioral change
Referral Process
Referral Report
10 point consequence
The Shaping Process
High
Low
Skill Mastery
Effective Praise
Specific Praise
General Praise
Self-Reinforcing
Motivation
Acquisition
Fluency
Proficiency
Mastery
of Skill
EXTERNAL
Daily Points
Progress
Merit-On Card
Merit-Off Card
Transitioning
Guided Self-Correction
Verbal and Nonverbal prompts
Progression of Consequences
INTERNAL
Levels of Skill Development
System Level:
Daily Points
Skill Level:
Acquisition
All start here
High Supervision
Frequent Feedback
Immediate Consequences
Restricted Privileges
100 bonds
10 Consecutive days
without a referral
System Level:
Progress
Skill Level:
Fluency
Basic Skills are in place
Qualitative Judgments
Negotiation
Fading Points
Enhanced menu/more privileges
100 Bonds
10 Consecutive Days
without a referral
Application
Service Project
System Level:
Skill Level:
Merit
Proficiency/Fluency
Fade Reinforces
Logical consequences
Increased Privileges
Reduced Monitoring
Daily to Progress
Progress to Merit
Bonds
An abstract exchange unit that students purchase with their positive points
The number of bonds purchased is tracked in a student's account book and on the front of his or her Daily and Progress point cards
It takes 100 bonds for a student to move up a level.
It takes 600 points to purchase 1 bond.
Daily Points
Goal:
Understand the purpose and mechanics of the Daily Points level
End of Day Conferencing
Daily Points Level
All students begin on this level

Students earn points for appropriate behavior and lose points for inappropriate behavior

25-30 positive social interactions are recommended each day to ensure adequate teaching and practice of newly introduced skills

A 4:1 ratio of positive-to-corrective interactions is recommend

Accumulated points can be spent on menu items, privileges, or bonds to buy up to the next level

Designed for students who need a great deal of structure, immediate feedback, and short-term consequences.
End of the Day Conference Daily Points
1. Student total up positive and negative points
This allows them to determine their net total.
2. Teacher and student discussion
Teacher and Student celebrate the student's success
Teacher and student identify goals for the following day based on the areas of need.
3. Teacher verifies daily total written on card
Always a good idea to verify the students math.
4. Teacher and Student initial card
This signifies the total is accurate and both the teacher and student agree.
5. Student spends points
Students can purchase menu items with points they earned if they have not earned a referral
Students may also choose to save their points for a larger menu item.
If a student did earn a referral, points can be banked but not spent
If the student totaled up "in the hole," a zero is entered in the account book
Changes within the Motivation System
&
Role of Behavior Intervention Specialist

Motivation System Flow Chart
Mediation/Detention Time
Behavior-based consequence that focuses on skill teaching, problem solving, and role-play to help students think about and practice alternative behaviors.
Expectations
Stay on task
Raise hand for help or permission
Follow instructions immediately
Stay in assigned seat
Mediation/Detention time tools
Mediation essay
Behavior reflection
SODAS
POP
Conflict resolution
What are my triggers?
Effective In-School Suspension
Brief orientation with clearly stated:
Purpose
Rules and procedures
Daily Schedule
Assigned staff should assist with classwork and teach social skills
Procedures for:
Following up with students
Notifying parents
Problem-solving sessions among teachers and students
Full transcript