BEHAVIOR MANAGEMENT AT THE ELEMENTARY LEVEL Courtney Stockton Developed in Conjunction With the Ventura County Special Education Local Plan Area (SELPA)
Courtney Stockton. BEHAVIOR MANAGEMENT AT THE ELEMENTARY LEVEL. Developed in Conjunction With the Ventura County Special Education Local Plan Area (SELPA). 1) Acting out may be a student’s way of expressing a lack of healthy coping mechanisms in relation to his or her environment 1 - PowerPoint PPT Presentation
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BEHAVIOR MANAGEMENT
AT THE ELEMENTARY
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) Do not start when told to?
ii) Stops often to engage in other behaviors?
B) Make it measurable and observable
4) Work closely with 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 at the elementary level, students may not know why they are bahaving 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 or ability. 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 choose behaviors that can be observed by anyone entering the room. Make them specific so that data can be obtained or recorded on logs, charts or 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?
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 particpate 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..." or "You are doing better with..." Unwanted behaviors should not be ignored but more emphasis should be given to the wanted behaviors.
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.
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.
FINAL SUGGESTIONS
7) Be aware of cultural differences
8) Use a “buddy” system
A) Check for understanding
B) Periodic checks on progress
C) May only talk about assignment9) Use technology
whenever possible
10) Allow frequent breaks
A) Pre-determined amount of time
B) Pre-determined allowable
behaviors
C) Must start work again immediately
11) Reward effort by spending more time with student
12) Have an established routine/schedule
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
Train a peer (or group of peers) to help the target student out. This will allow the student to get help, prompts and reminders, without the teacher needing to be involved. Use caution when choosing this "buddy." The mentor will need to know how to do the work, be able to know when to give help and how to not get the target student off task.
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
This could get out of control quickly if the student is allowed to take advantage of it. However, if rules are established beforehand and consistently enforced, this could allow a student with focus/attention issues to be more successful.
Courtney Stockton
This means that "buddies" can only talk with the student about the task at hand. Teachers need to monitor these pairs to make sure conversation is on topic.
Bing Images. “Buddies” (Picture Slide 6). Retrieved from http://ts1.mm.bing.net/th?id=H.4577817748439196&pid=1.9&w=300&h=300&p=0 6/20/2013
Bing Images. “Data” (Picture Slide 5). Retrieved from http://www.resourcesgraphics.com/images/Data-analysis-one-vector-material2.jpg 6/20/13
REFERENCES 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.
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.
