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Ch. 9:

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Mackie Darter

on 10 November 2014

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Transcript of Ch. 9:

Task 1
Analyze and Adjust the Implementation of Your Basic Management
Intervention Planning Steps
Intervention Planning Steps
Step 5
: Discuss your preliminary intervention plan with the student and the student's family
Intervention Planning Steps
Step 3
: Identify any specific contexts or conditions when the target behavior typically occurs
Intervention Planning Steps
Step 1:
Identify the target (problem) behavior and collect objective data. Use that data as you proceed to Step 2
Ch. 9:
Correcting

Works Cited:
Task 2
Task 3
Task 3
Students are not aware of their behavior -
(Brophy & Good)
Students are unable to, or do not know how to, exhibit the desired behavior -
(Carr & Durand)
Students are seeking attention -
(Gunter & Jack)
The behavior serves some other purpose for the student -
(Cole & Walker)
Common Reasons that Students Misbehave
Step 2:
Develop a hypothesis about the function of the misbehavior
Step 4:
Develop a preliminary behavior change plan based on your hypothesis about the function of the misbehavior and your understanding of when the behavior typically occurs
Step 6:
Implement the intervention plan for at least two weeks. Continue to collect data on the target behavior to evaluate the plan's effectiveness
Frequency Data
records the number of occurrences of a given behavior within a time period
- tally sheet kept on a clipboard or an index card

- wrist or golf counter (each time the behavior occurs, advance the counter)

- paper clips in a pocket (keep clips in one pocket, every time behavior occurs switch a clip to the other pocket)

- pages in a book (keep a book on desk open to page 1, every time the behavior occurs, turn a page)
Duration Data
expresses the total amount of time a student engages in a behavior
EXAMPLE:

- off task behavior can be expressed as the number of minutes a student is off task during a 50-minute period

- useful when a student engages in a behavior for extended periods of time (they may only misbehave one time but that behavior may last for an entire class period)
Latency Data
expresses how much time passes between a directive and the student's response
- used in the context of tracking compliance and following directions

- every time you give a direction, start the timer to see how long it takes for the student to comply with those directions
Rating Magnitude or Quality
way to record data that rates a student's behavior during a specified time period using a scale
- you and the target student (after class) meet after class to rate the student's behavior from 1 to 5

- 1: disrespectful and uncooperative
5: respectful and cooperative
Misbehavior due to Lack of Awareness
the student is unaware they are misbehaving
EXAMPLE:

- student who always responds argumentatively to corrective feedback but doesn't see how disrespectful he's being

- interventions with this student should include:
make expectations clear
help the student become aware of their behavior
provide incentives to encourage the student to change their behavior
Misbehavior due to Lack of Ability
caused by a student who is unable to exhibit the desired behavior
- first you have to figure out if they are physiologically capable of desired behavior

- Intervention plan should include:
giving the student necessary skills and knowledge
OR (if they aren't physiologically capable) modifications should be made
Attention Seeking Misbehavior
behaviors that a student engages in to satisfy their need for attention
EXAMPLES:

- chronic blurting out, excessive helplessness, tattling, and minor disruptions

- any intervention giving the student attention is not going to stop the behavior

- planned ignoring is designed to decrease the behavior and planned praise for when they're on task
Purposeful/ Habitual
behavior to avoid doing something they don't want to do
EXAMPLES:

- a student rather go to the office due to misbehavior than take a test they know they'll fail

- a student talking back or arguing with teacher to show off in front of friends

- Intervention Plan Should Include:
use of corrective consequences
Questions to Consider
- Under what conditions does the target behavior occur?

- Are there certain times when the behavior doesn't occur?

- What happened before and after the misbehavior occurred?



Analysis of and Interventions for Misbehavior due to Lack of Awareness
develop an intervention plan that includes increasing their awareness of their behavior
- Make sure the student knows what behavior you expect him to exhibit
- Time-prediction self monitoring
- Respond to instances of the misbehavior
-gentle verbal reprimands
- redirection
- signal
- precorrection
- Monitor the student's behavior
- Give Feedback
Analysis of and Interventions for Misbehavior due to Lack of Ability or Skill
develop an intervention plan that includes modifying the expectations or environment for physiological inability and providing instruction in the goal behavior
- at a neutral time, have a discussion and/or provide lessons on the goal behavior

- correct errors in a manner that provides instruction

- make accommodations to increase the student's chance of success

- provide feedback

Analysis of and Interventions for Attention-Seeking Misbehavior
develop an intervention plan that includes max attention for appropriate behaviors and planned ignoring of problem behavior
- Ascertain whether ignoring is an appropriate response
is the behavior really attention seeking in nature?
is the behavior itself acceptable, but the problem is with the amount of the behavior?
is the misbehavior so severe that ignoring is not an appropriate strategy?
will you ignore the behavior from all students or just from the target student?
- Discuss the proposed plan with the student
- When the misbehavior occurs, continue what you are doing and provide positive feedback to other students
- Maintain frequent interactions with the student when he is not misbehaving
- Monitor the student's behavior to determine whether progress is being made
Analysis of and Interventions for Purposeful/Habitual Misbehavior
develop an intervention plan that includes the use of corrective consequences
- Remove any positive aspects of demonstrating the behavior

- Demonstrate to the student that positive behavior leads to positive results
meet the student's needs in a positive way
increase the student's motivation to behave responsibly

- Implement corrective consequences that are appropriate to the problem behavior
plan to implement the corrective consequence consistently
make sure the corrective consequence fits the severity and frequency of the misbehavior
plan to implement the consequence unemotionally
plan to interact with the student briefly at the time of a misbehavior - NEVER ARGUE

- Implement the intervention plan for purposeful misbehavior
schedule a time to discuss your concerns about the target behavior and your proposed plan with the student or the entire class (if multiple students are showing the same misbehavior AND decide if you need to involve the family
develop a preliminary plan and discuss the plan with the student and family, and implement it consistently

What We Will Cover
Analyze and Adjust Plan Implementation
Analyze and Adjust Strategies for Building Positive Relationships
Analyze the Misbehavior and Develop a Function-Based Intervention
Introduction
This chapter is based on the idea that when you can regard misbehavior as an opportunity to help students learn, you will be more likely to respond to the misbehavior effectively.
Teacher's emotional reaction makes the teacher feel better in the short run, but it is not really an effective correction because it increases the chance that the student will exhibit this behavior again.
Does the student already have a BIP?
Check with the school counselor, administrator, or special education staff to determine whether the student already has a behavior intervention plan (BIP) designed as part of a special education intervention. If he/she does, work with the special education department to assist in implementing that plan.
Effective Corrections
Changes in the future occurrence of the behavior
Does not disrupt other students
Treats the student who misbehaved with dignity and respect
Does not reduce the student's motivation to exhibit positive behaviors
Does not jeopardize the positive relationship you have worked to establish with the student
Classroom Management and Discipline Plan
Be sure to keep your positive feedback at a very high level with this student and tell the student's family that improvement is taking place
If adjustments in your plan ineffective after a couple weeks, try implementing the procedures in Task 2
Analyze and Adjust the Strategies You are using to Build a Positive Relationship with the Student
Students are more likely to behave well and work hard to meet teacher's expectations when the student teacher relationship is positive and respectful
Negative interactions are associated with poorer academic and social behavior outcomes
If you implement a Connect/Motivate Plan for at least two weeks and it is not effective, you have learned at least one important thing -- this is really a chronic problem
Because the student has resisted to the basic management plan, and did not respond to the organized plan, then we will move on to the hard work of Task 3
Keys to Correcting Misbehavior
Linsin, Michael. "How To Motivate Your Students To Behave Better, Work Harder, Care for Each Other... Or Anything Else You want From Them."
Smart Classroom Management
. N.p., 30 Oct. 2010. Web. Nov. 2014.

Churchward, Budd. "11 Techniques for Better Classroom Discipline."
Discipline by Design
. N.p., 2009. Web. 02 Nov. 2014.

Responsive Classroom Newsletter. "Responding To Misbehavior."
Responsive Classroom
. Northeast Foundation for Children, Nov. 2011. Web. 4 Nov. 2014.
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