Building Behavioral Expertise Through Academic and Behavior Change - PowerPoint PPT Presentation

Loading...

PPT – Building Behavioral Expertise Through Academic and Behavior Change PowerPoint presentation | free to download - id: 4656db-NDliZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Building Behavioral Expertise Through Academic and Behavior Change

Description:

Building Behavioral Expertise Through Academic and Behavior Change Laura A. Riffel, Ph.D. * * * * * * * Research on the nature pictures Books Buzzell, Linda and ... – PowerPoint PPT presentation

Number of Views:547
Avg rating:3.0/5.0
Slides: 86
Provided by: Own24
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Building Behavioral Expertise Through Academic and Behavior Change


1
Building Behavioral Expertise Through Academic
and Behavior Change
  • Laura A. Riffel, Ph.D.

2
Quick Review- Multi-Modal Plan
A B C
Desired Behavior Reinforcement
Antecedent (Setting Event) Behavior Consequence
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications
3
(No Transcript)
4
What should be on a BIP
  • Rearrange Environment (How will you set up the
    student to be successful)?
  • Booster shots
  • Give function for appropriate behavior
  • Give student important jobs to do in class
  • Meet needs of student- academic social
  • Pre-teach upcoming lessons in privacy
  • Secret signals
  • Set up student for leadership roles
  • Take care of disability needs if necessary
  • ADHD
  • Autism
  • Etc.

5
What should be on a BIP
  • Replacement Behavior (How will you ensure the
    student knows the new behavior?)
  • ? anger management, by ____________
  • ? behavior contract, by ______________
  • ? decision-making lesson, by _________
  • ?direct instruction, by ______________
  • ? modeling, by _______________
  • ? providing cues, by _______________
  • ? role playing, by __________________
  • ? social skills training, by _______________
  • ? stress management, by _____________
  • ? use of mentor(s), by _______________
  • ? other __________________________________________
    , by __________________

6
What should be on a BIP
  • Consequence Modifications (How will you ensure
    the student is set up for success?)
  • ? avoid physical contact if student is averse to
    touch
  • ? avoid power struggles especially if student
    feeds on coercive cycles
  • ? avoid strong criticism- focus on positive
    reinforcement
  • ? clear, concise directions
  • ? communicate regularly with parents especially
    about positives
  • ? frequent breaks/varied activities
  • ? frequent reminders/prompts
  • ? modify assignments
  • ? predictable, routine schedule- use visual
    schedule appropriate for student
  • ? preferential seating
  • ? provide alternate recess if necessary
  • ? provide cooling off period
  • ? provide highly-structured setting
  • ? reprimand the student privately
  • ? review expectations
  • ? speci?cally de?ne limits- be consistent
  • ? speci?ed study area or cool down area
  • ? supervise free choice time

7
What Positive Reinforcement will you use?
  • ? computer time/or whatever floats their boat
  • ? earned privileges
  • ? earned tokens/points
  • ? free time
  • ? immediate feedback
  • ? positive call or note home
  • ? positive visit to of?ce
  • ? secret signal acknowledgement
  • ? tangible rewards
  • ? verbal praise
  • ? other _________________________________

8
How will you monitor success?
  • ? charting/graphing
  • ? daily behavior sheet
  • ? direct observation
  • ? number of discipline referrals
  • ? number of minutes engaged in target behavior
  • ? self-monitoring
  • ? weekly behavior sheet
  • ? other __________
  • Whatever you use- you have to be able to compare
    it to your baseline-
  • You dont have to do a full FBA again- but you
    need to measure apples to apples.

9
How long will you try the plan?
  • 1 week
  • 2 weeks
  • 3 weeks
  • 1 month
  • Remember the rule of thumb-
  • 1 month for every year that a behavior has been
    in place.

10
Sometimes.
  • You dont write the BIP- You inherit it.

11
Zoe- Page 2
  • Zoe is a fifth grade student who constantly
    interrupts the teacher. When the students are
    working independently and the teacher is going
    around the room working with individuals, Zoe
    makes animal noises to get the teachers
    attention. Zoe does not get work done
    independently.
  • Fill in your ABC sheet on page 2- whats the
    antecedent, behavior, and consequence???

12
Quick Review- Multi-Modal Plan
A B C
Antecedent (Setting Event) Behavior Consequence
Perceived no teacher attention Zoe makes noises Bx was getting attention
13
Brainstorm- Besides page 3- What would you do?
A B C

Perceived no teacher attention Zoe makes noises Ignore because the Bx was getting attention
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

14
Ideas You Might Like
15
Lets Meet Terry- page 3 4
  • Terry is a junior high student with a moderate
    intellectual disability. Terry frequently
    interrupts the class with comments. The class
    pays attention to Terrys comments and it
    distracts them from the teacher.

16
Fill in the ABCs for Terry with your group
A B C
Antecedent (Setting Event) Behavior Consequence

Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

17
Student-Teacher Rating Form Student-Teacher Rating Form Student-Teacher Rating Form Student-Teacher Rating Form Student-Teacher Rating Form Student-Teacher Rating Form Student-Teacher Rating Form
Date Date Date Date Date Date Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
Total Points
3
23
Pages 7-21 in workbook
3
3
2
3
3
3
3
3
2
6
3
3 Great Day- No or very few behavioral learning
opportunities occurred 2 Pretty Good Day- few
behavioral learning opportunities occurred 1
This day could have been better- more than a few
behavioral learning opportunities
occurred Student Signature _____________________
____________________________ Teacher Signature
_________________________________________________
Parents' Signature ______________________________
___________________ For younger students use
smiling faces
Page 78-96
18
Check in-Check out
Parent report to school
Earned reward
Review points
Graph points
Home check-in
Graph points
Adapted from Hawken 2008
19
Some ideas you might like for Terry
Whole Brain Teaching www.wholebrainteaching.com
20
Time to Talk to Peers
  • What do you think about Whole Brain Teaching?
  • Do you think this is something youd like to try?
  • PROS
  • All students engaged
  • Less chance to visit other planets
  • involve kinesthetic learning and limbic learning.
  • CONS
  • Teacher prep time

21
Self-Management is the end goal
  • Other considerations
  • Crisis Management
  • Contextual Fit
  • Implementation
  • Monitoring
  • Check in with each other using the
  • 1 day later
  • 3 days later
  • 5 days later
  • 7 days later
  • 9 days later
  • Next meeting date
  • One month later
  • Page 5

22
Who will be Involved in the Student Support Team?
Referral process for individual students
  • Members of School Staff and Community
  • Teachers
  • Relatives
  • Probation Officers
  • Social Workers
  • Mental Health Workers
  • Action Team Members
  • 1-2 members of core team
  • Parents of referred student
  • Teachers of referred student
  • Significant others
  • Student if appropriate
  • Core Team Members
  • Administrator
  • Person with behavioral competence
  • Representative sample of school staff

Student A
Student C
Adapted from Crone Horner 2003
Page 6-9- Keep teams to less than 14 (8-12 is
ideal)
23
Whats wrong with this data?
page 8
24
Key format
You define everything in the meeting.
page 9
25
What do we mean by
  • Group time?
  • Throwing objects?
  • Transitions?
  • Redirections?
  • Theres no right or wrong answer- it just has to
    be defined by the group.

26
Example
beginning
ending
page 10
27
page 10
28
page 11
66 OUT OF 420 MIN 16
29
The BIP should match the data
30
Page 16- Lets look at Renees BIP
  • Look at the information on page 16 and with your
    team decide how to change this BIP to a more
    positive plan using a multi-modal design.

31
Multi-Modal Plan
A B C
Desired Behavior Renee enjoying learning Reinforcement Self-modulation
Antecedent (Setting Event) Work is assigned Behavior Renee refuses Consequence Renee escapes work
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications
Token Economy- Timer Puzzles TV Tray Pot holder loops Five bracelets equals a break doing a preferred activity If she can get TV tray put on shelf before timer quits she gets another bracelet Teacher labels all appropriate behavior with a pot holder loop Teacher gives tons of booster shots about appropriate behavior Ignores non-compliance and uses expected compliance
32
Some things you might like
Hobby Lobby- Wal-Mart- Target
www.schoolspecialty.com
33
Otter- Page 18- Whats Wrong???
ABC PUBLIC SCHOOLS ABC PUBLIC SCHOOLS BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar
STUDENT NAME OTTER B. GOODE STUDENT NAME OTTER B. GOODE ABC PUBLIC Elementary SCHOOL ABC PUBLIC Elementary SCHOOL
STUDENT ID NUMBER 0000700007 STUDENT ID NUMBER 0000700007 DISABILITY- ADHD DISABILITY- ADHD
TARGET BEHAVIOR What behavior(s) adversely affect the students learning? DESIRED BEHAVIOR Describe acceptable or appropriate behavior. REPLACEMENT BEHAVIORS What will be taught to replace target behaviors? INTERVENTIONS What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES What will be done with the student when the target behavior recurs? TARGET BEHAVIOR What behavior(s) adversely affect the students learning? DESIRED BEHAVIOR Describe acceptable or appropriate behavior. REPLACEMENT BEHAVIORS What will be taught to replace target behaviors? INTERVENTIONS What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES What will be done with the student when the target behavior recurs? IEP Start Date 08/31/2010 IEP End Date 08/30/2011 IEP Start Date 08/31/2010 IEP End Date 08/30/2011
TARGET BEHAVIOR DESIRED BEHAVIOR POSITIVE CONSEQUENCE NEGATIVE CONSEQUENCE
Out of Seat Behavior The student will remain seated the entire class period. Tell child they are doing a good job. Step One Send a Note Home about inappropriate behavior. Step Two In School Detention Step Three Call Home Step Four Out of School Detention Step Five Alternative Placement
Blurts out answers without raising hand. The student will raise hand and wait to be called on. Tell child they are doing a good job. Step One Send a Note Home about inappropriate behavior. Step Two In School Detention Step Three Call Home Step Four Out of School Detention Step Five Alternative Placement
Doesnt begin work immediately when assigned. Student will begin work within 1 second of being assigned task. Tell child they are doing a good job. Step One Send a Note Home about inappropriate behavior. Step Two In School Detention Step Three Call Home Step Four Out of School Detention Step Five Alternative Placement
BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/10
34
Fix Otters BIP on page 19
A B C
Desired Behavior Reinforcement
Antecedent (Setting Event) Behavior Consequence
Work Assigned Disruptive (out of seat, blurting, non-compliant) Escape from work
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

35
Fix Otters BIP on page 19
A B C
Desired Behavior Compliance Reinforcement Self-regulation
Antecedent (Setting Event) Behavior Consequence
Work Assigned Disruptive (out of seat, blurting, non-compliant) Escape from work
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications
Pre-teaching skill deficits Token economy Leadership opportunities (PR) 4 Ps for raising self-esteem Non-medicated interventions for ADHD Secret signals If he knows answer If he doesnt know answer Bubble technique Positive reinforcement for appropriate behavior Earned breaks Acknowledge-ment of signals Monitoring for ADHD stressors Frequent booster shots
36
Some Things You Might Like
37
Page 20- Whats wrong with this?
ABC PUBLIC SCHOOLS ABC PUBLIC SCHOOLS BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar
STUDENT NAME TAYLOR B. GOODE STUDENT NAME TAYLOR B. GOODE DOB 11/22/90 ABC PUBLIC HIGH SCHOOL ABC PUBLIC HIGH SCHOOL ABC PUBLIC HIGH SCHOOL
STUDENT ID NUMBER 0000700007 STUDENT ID NUMBER 0000700007 GRADE JUNIOR DISABILITY- TRAUMATIC BRAIN INJURY DISABILITY- TRAUMATIC BRAIN INJURY DISABILITY- TRAUMATIC BRAIN INJURY
TARGET BEHAVIOR What behavior(s) adversely affect the students learning? DESIRED BEHAVIOR Describe acceptable or appropriate behavior. REPLACEMENT BEHAVIORS What will be taught to replace target behaviors? INTERVENTIONS What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES What will be done with the student when the target behavior recurs? TARGET BEHAVIOR What behavior(s) adversely affect the students learning? DESIRED BEHAVIOR Describe acceptable or appropriate behavior. REPLACEMENT BEHAVIORS What will be taught to replace target behaviors? INTERVENTIONS What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES What will be done with the student when the target behavior recurs? TARGET BEHAVIOR What behavior(s) adversely affect the students learning? DESIRED BEHAVIOR Describe acceptable or appropriate behavior. REPLACEMENT BEHAVIORS What will be taught to replace target behaviors? INTERVENTIONS What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES What will be done with the student when the target behavior recurs? IEP Start Date 11/01/07 IEP End Date 10/31/08 IEP Start Date 11/01/07 IEP End Date 10/31/08 IEP Start Date 11/01/07 IEP End Date 10/31/08
TARGET BEHAVIOR DESIRED BEHAVIOR REPLACEMENT BEHAVIOR INTERVENTIONS POSITIVE CONSEQUENCE NEGATIVE CONSEQUENCE
Fails to make decisions or come to a conclusion regarding choices. The student will make positive decisions without causing harm to herself or others. The teacher/ para will help child to follow directions without causing harm to others. The teacher/ para will reinforce student for making positive choices. Teacher will speak with child to explain what she has done wrong allow her to go to lunch early. Praise, classroom privileges, free time, note home. Remove from situation, call home, loss of free time parents should not reward negative behavior.
Becomes physically aggressive with teachers The student will control anger to the extent of not requiring to be physically restrained The teacher/ para will show child how to express feelings verbally rather than physically. The teacher/para will remind child of coping skills, provide quiet place, remove from situation, deliver direction in a supportive manner, and intervene early. Praise classroom privileges, free time, note home. Remove from situation, call home, loss of free time, shortened schedule, and Alternative placement.
Does not demonstrate ability to control temper The student will demonstrate appropriate behavior when angry or upset The teacher/para will remind student of coping skills and to use a voice that is controlled and quiet. The student will be reminded to refrain from arguing. The teacher/para will provide positive feedback, provide quiet place, and maintain consistent expectations. Praise, classroom privileges, free time, note home. Remove from situation, call home, loss of free time, shortened schedule, and Alternative placement.
BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/08 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/08 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/08 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/08 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/08 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 10/31/08
38
This was their second attempt
ABC PUBLIC SCHOOLS ABC PUBLIC SCHOOLS BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar BEHAVIOR INTERVENTION PLAN- Non-exemplar
STUDENT NAME TAYLOR B. GOODE STUDENT NAME TAYLOR B. GOODE DOB 11/22/90 ABC PUBLIC HIGH SCHOOL ABC PUBLIC HIGH SCHOOL ABC PUBLIC HIGH SCHOOL
STUDENT ID NUMBER 0000700007 STUDENT ID NUMBER 0000700007 GRADE JUNIOR DISABILITY- TRAUMATIC BRAIN INJURY DISABILITY- TRAUMATIC BRAIN INJURY DISABILITY- TRAUMATIC BRAIN INJURY
The FBA determined the function behind indecisiveness, physical aggression and lack of temper control are all functions of escape for Taylor. The antecedents that precede this behavior are work task demands being placed. Her baseline is 28 of the day engaged in these three behaviors. The team will monitor the percentage once a week for four weeks and determine if BIP is decreasing undesired behaviors. Team will meet again on 12/01/07. If progress is not being made the team will meet again to determine changes in BIP. The FBA determined the function behind indecisiveness, physical aggression and lack of temper control are all functions of escape for Taylor. The antecedents that precede this behavior are work task demands being placed. Her baseline is 28 of the day engaged in these three behaviors. The team will monitor the percentage once a week for four weeks and determine if BIP is decreasing undesired behaviors. Team will meet again on 12/01/07. If progress is not being made the team will meet again to determine changes in BIP. The FBA determined the function behind indecisiveness, physical aggression and lack of temper control are all functions of escape for Taylor. The antecedents that precede this behavior are work task demands being placed. Her baseline is 28 of the day engaged in these three behaviors. The team will monitor the percentage once a week for four weeks and determine if BIP is decreasing undesired behaviors. Team will meet again on 12/01/07. If progress is not being made the team will meet again to determine changes in BIP. IEP Start Date 11/01/10 IEP End Date 10/31/11 IEP Start Date 11/01/10 IEP End Date 10/31/11 IEP Start Date 11/01/10 IEP End Date 10/31/11
TARGET BEHAVIOR DESIRED BEHAVIOR REPLACEMENT BEHAVIOR INTERVENTIONS POSITIVE CONSEQUENCE NEGATIVE CONSEQUENCE
Fails to make decisions or come to a conclusion regarding choices. The student will make positive decisions without causing harm to herself or others. Student will be given two equal choices and a visual schedule of what needs to be completed through the day. Student will use a Now/Then work schedule. The adults will show student the visual schedule of choices and student will be asked to manipulate between two choices and place one on the now side and one on the then side. Student will earn a 5 minute break between now and then schedule. Using a break choice board- the student will choose a break activity from preferred items. Student will not earn the 5 minute break until NOW work is completed. Student is motivated by the break and should work for it. If not preferred reinforcers will be reviewed.
Becomes physically aggressive with teachers The student will use words rather than bodily actions to voice opinion. Student will be given augmentative communication device to help her voice feedback about work being requested. (PECS- Boardmaker pictures) Communication notebook Yoga breathing PowerPoint Relationship Narratives When Taylor uses her words instead of actions she will earn a 15 minute break as a reward for using words. This will be faded once she has learned to use words. Remove audience when she becomes physically aggressive. Taylor will lose 15 minute break. Staff will do a Social Autopsy with Taylor using pictures.
Does not demonstrate ability to control temper Taylor will calm herself down by learning the signs of emotional upset. Student will be taught of cooling down place and rewarded with break tokens (worth 5 extra minutes) if she calms herself down. 60 bpm music Bean bag Darkened area of room Pictures of favorite things to look at. Palm Pilot used for task analysis of calming. Student will earn tokens for calming herself down in the area specified. These tokens can be cashed in for 5 extra minutes of a break. Give prompts for using calm down area. No chance to earn break token.
BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 12/01/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 12/01/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 12/01/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 12/01/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 12/01/10 BIP Monitored by ________________________________________________ Date IEP Team to Review Success of Plan 12/01/10
39
Fix Taylors BIP on page 21
A B C
Desired Behavior Reinforcement
Antecedent (Setting Event) Behavior Consequence
Work is assigned Taylor is not in control of her emotions Escape from people, work, places
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

40
Signal work ability
41
Some things you might like
  • www.ablelinktech.com
  • Visual cues for steps to complete- could also add
    movies of signed directions.

42
Nature Pictures
  • Watching 7 minutes of nature pictures has a
    calming effect on kids and adults ?

43
Page 22- Meet Corey- (18 years old)
  • Corey has intellectual disabilities and autism.
  • Hospitalized from injuries sustained when we came
    for crisis intervention planning
  • Ran down a hallway banging his head into the
    cinder block walls and ran through a plate glass
    window in front of building
  • Staff said it happened without warning.
  • When questioned about the antecedent after much
    prying- we discovered he was doing what he always
    does at 200 p.m.
  • Sorting these

44
Fix Coreys BIP on page 22- draw
A B C
Desired Behavior Reinforcement
Antecedent (Setting Event) Behavior Consequence
Sorting activity Self-Injurious Behavior Escape
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

45
We got Corey a job a meaningful job
Sorting
46
Page 23
  • Billie is 8 years old and
  • deaf .
  • High average intelligence
  • All subjects on grade level
  • When Billie is being reprimanded or redirected
    for being off task,
  • Billie closes eyes.
  • Discuss
  • What would you do?
  • Remember your ABCs

47
What would you do for Billie?
A B C
Desired Behavior Reinforcement
Antecedent (Setting Event) Behavior Consequence
Reprimand or Redirect (Which is a consequence) Closes eyes so unable to see signs Escape from reprimand or redirect
Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

48
Lets take it deeper- You want to do a
Functional Behavior Assessment
49
Remember Richie from Last Year?
  • Pages 31-45 -
  • I wanted to show you the newly revamped FBA Data
    Collection Tool..
  • I showed you the old version last year.

Maddie Jones
50
Go back to pages 12-15
  • On the blank competing pathway charts
  • Pick one of your students that you have the most
    concern-
  • You might not have the data yet- but lets plan
    an intervention using the ABCs.
  • Make sure it is a multi-modal plan.

Well share in 30 minutes- You can work together
in groups of two or three- if you all work with
the same student
51
Tell us how you filled in your ABCs
A B C
Desired Behavior Reinforcement
Antecedent (Setting Event) Behavior Consequence

Antecedent Manipulations Replacement Behavior Teaching Consequence Modifications

52
Last Year, I introduced you to the
  • Four Ps for raising self-esteem
  • Public Relations
  • Proficiency
  • Power
  • Philanthropy

53
  • Remember the Stats
  • 80 of first graders have high self-esteem
  • 20 of fifth graders have high self-esteem
  • 05 of high school students have high self-esteem
  • (Canfield, J. 2005)

54
Ways to do Public Relations for Kids
Choose student to take picture of homework
assignment on board and send out to class roster
list serve.
Draw names of students to write Math problems on
class clock- pick students who need PR first so
they have first dibs at easier numbers
55
Ways to do Public Relations for Kids
http//moodle.org/
Moodle is a Course Management System (CMS), also
known as a Learning Management System (LMS) or a
Virtual Learning Environment (VLE). It is a Free
web application that educators can use to create
effective online learning sites.
http//demo.moodle.net/course/view.php?id596
Assign a student to live broadcast topics from
class onto Moodle for future study. (You can edit
before students get home )
56
Ways to build in proficiency
  • Professional Learning Communities
  • Whatever it Takes How Professional Learning
    Communities Respond When Kids Don't Learn 
  • Rebecca DuFour, Robert Eaker, Gayle
    Karhanek, Richard Dufour 
  • Raising the Bar and Closing the Gap Whatever It
    Takes
  • Richard DuFour, Rebecca DuFour, Robert
    Eaker, Gayle Karhanek 
  • Simplifying Response to Intervention Four
    Essential Guiding Principles
  • Buffum, Austin, Mattos, Mike

57
Ways to Help Kids Have Power Over Their Emotions
Calm down jars-
58
Ways to Help Kids Have Power Over Their Emotions
59
How to Calm Kids Down- from Super Nanny
  1. Help them work out what they are feeling
  2. Teach them empathy skills
  3. Brainstorm solutions
  4. Practice what to say
  5. Teach them how to calm down- not up
  6. Lay it on the line- explain the consequences
  7. Unplug them from violent television, games, play
  8. Zero tolerance policy- point out aggressive
    behavior right away
  9. Dont raise your voice
  10. Manage your own anger

60
CSI
Heres what was going on Heres what I did that caused a social error Heres what happened when I did that Heres what I should do to make things right Heres what Ill do next time to keep it alive

61
Ways to do Philanthropy with Kids
http//www.freerice.com//english-vocabulary/1398
62
Ways to do Philanthropy with Kids
http//www.uboost.com/integrations/pbis
Sign up for your FREE uBoost Express account that
includes 250,000 points redeemable for donations,
virtual room items, and contest entries.
63
Ways to do Philanthropy with Kids
64
Brainstorming
  • Pages 53-56
  • Ways to promote
  • Public Relations
  • Proficiency
  • Power
  • Philanthropy
  • At your school.
  • We have had such great success with this doing
    two things
  • Decreasing inappropriate behaviors
  • Increasing grades

Proficiency
Philanthropy
Power
Pubic Relations
65
Reality is Broken by Jane McGonigal
  • Explains why so many kids and adults are hooked
    on games.
  • Its fun
  • Fear of failure- is not a risk
  • You can start over
  • Psychology of happiness
  • Games
  • make us happier,
  • more creative,
  • more resilient, and
  • better able to lead others in world-changing
    efforts

66
Games to connect kids to the learning- less
disruptions
  • Jeopardy
  • Who Wants to Be A Millionaire
  • Twenty Questions
  • Race Cars
  • Are You Smarter Than a Fifth Grader Game
  • Just type in PowerPoint Game Template
    Free in any search engine and you will find tons.

67
GAMES
  • Time to talk to your peers-
  • How could you use games to teach your PBIS
    expectations-
  • School-wide
  • Classroom

68
Punishment
  • or why it doesnt work
  • Punishment is what the students want in first
    place
  • Escape
  • Attention
  • Response cost works for 75 - 80
  • Speeding
  • Jail
  • Expulsion from school (bus)
  • In School Suspension
  • Loss of Recess
  • Sent to Principal

69
What Works Better?
  • Group Contingencies
  • Getting everyone in the room to work together
    toward a common or shared reward.
  • These are called interdependent group
    contingencies (Marzano, 2003) or
  • group oriented contingencies(Litow, L.,
    Pumroy,D.1975)

70
Disrespect Issues
  • Re-teaching what it means to be respectful-
  • Then use some of the group contingencies coming
    up.

71
MYSTERY
PRIZES
REWARDS
  • Mystery Motivator

Two parts metallic paint- one part dishwashing
detergent (liquid)- Use bubble letters and write
prizes on each letter- Cover with clear contact
paper or laminate so you can use next year- paint
over the letters with paint and then students can
scratch one off to see what prize they won.
72
Or you can do it like a Bingo Game
?????? Mystery Motivator ???????? Prize
Homework Free Night
Reference Rhode, G., Jenson, W.R., Reavis,
H.K. (1992). The tough kid book. Longmont, CO
Sopris West, Inc
73
Speaking of homework
  • Start a homework club
  • Its a texting tree- where students text each
    other and check to make sure homework is done and
    in back pack before they go to bed the night
    before.

74
http//tinyurl.com/homeworkopoly
You can download game board, chance cards etc.
75
Label Noodles A and B put prizes on board
for A and B and then choose two students to
start marbles on command. Class gets prize of
whichever marble makes it first.
76
Each color is a prize for the class- one student
gets to spin for whole class.
77
Draw name for student to scratch off class prize.
win class prize
78
Disruptions
  • Minutes of free time-
  • Break the class period into 10 minute segments.
  • Every 10 minutes that there were no disruptions-
    the class earns one minute of free time at the
    end of class.
  • Group contingency- everyone is working on common
    goal.

79
Elementary
  • Disruptions

During small group time- when the light is on
(dollar store light)- students know they cant
interrupt when light is on.
80
Disruptions
  • Four positives to One negative
  • http//www.edutopia.org/classroom-management-relat
    ionships-strategies-tips
  • Keep track of yourself- what gets measured gets
    done.

81
Research
  • Teachers who
  • Stand at door
  • Greet students by name
  • Make eye-contact
  • Touch them with high five or fist bump
  • Have less disruptions in class than teachers who
    are at the front of the class when students come
    in.
  • (Corwin Bhaerman Kaup

82
Relationships
  • Share with your group how a relationship with a
    child changed your interactions..
  • Everyone has a great story.

83
Free Rewards for Students
BBABGP Buy Back a Bad Grade Pass
84
Check out Pinterest
http//pinterest.com/docriffel/pbis-school-ideas/
85
Test Taking Strategies
  • http//behaviordoctor.org/files/powerpoints/testta
    kingstrategies/MarchCoachesMtg.ppt
About PowerShow.com