Effective Behavioral Support in Non-Classroom Settings

1. Effective Behavioral Support in Non-Classroom Settings

3. The process Identify setting-specific behaviors Teach behaviors within a non-classroom context Develop consequences (for appropriate behaviors and problem behaviors) Assess physical characteristics of setting Establish routines that are setting specific Identify additional support structures Monitor

4. 1. Identify setting-specific behaviors. Identify problems Student to adult Student to student Student to setting Generate a list of replacement behaviors (What do you want the students to do?) Frame in positive observable terms Use student input Retain problem list to use as �negative examples� during instruction

5. Fern Ridge Middle School Define expected student behaviors Be Respectful Follow Directions Be Responsible Hands/Feet to Self Be There-Be Ready Define how expected behavior apply Classroom Gym Bus Area Hallways Office Media Center Commons Cafeteria Faculty development-day to build curriculum

8. Antioch: Classroom Be Safe Keeps hands and feet to self Walk Use materials appropriately Be cooperative Follow directions first time given Take turns Share with others Solve problems with words Be a team player

9. Be peaceful Use an indoor voice Walk quietly so others can learn Make quiet transitions Keep hands and feet to yourself Be respectful Include others Use polite words (thank you, please, excuse me) Be a good listener Allow others to be different Acknowledge the ideas of others

10. Be responsible Do your job at school Allow others to resolve their own problems Accept the outcomes of your behavior Be honest Be prepared � have materials you need

11. 2. Teach specific behaviors in a non-classroom context. Prepare social skills lessons Provide multiple opportunities to practice Plan precorrection strategies Involve ALL staff (and students) in instruction

12. 3. Apply differential consequences for desired vs. problem behaviors. Specific verbal feedback using language of social skills Reinforcers/incentives Error corrections Uniform standards and outcomes for serious rule offenses

13. Encouraging Expected Behaviors Acknowledging Students Adequacy of incentives Likelihood a given student will be acknowledged. Likelihood that those who need it most believe there�s a chance they can achieve long-term goals/rewards. Potential pitfalls of a response cost system Students� perceived risk of losing what they�ve earned. Allowing students to get too far in the hole to dig their way out.

14. Acknowledgements Caught Ya Being Good!

15. Caught Ya! Acknowledgements CLASSROOM IDEAS Devote a portion of a bulletin board for students to graph the weekly number of gotchas they are earning as a class each week of the school year. Teacher could discuss trend, and even help class set a goal during potentially challenging weeks like right before Christmas break...

16. Caught Ya! Acknowledgements IDEAS... Challenge a neighboring class/grade level to see who (as a class) can earn the most gotchas during the month of ___________. Use white butcher paper in the hall and, on Friday afternoons, allow students to update the bar graphs so everyone can visually see how each class is doing.

17. Caught Ya! Acknowledgements  INDIVIDUAL STUDENTS Have each student graph the weekly number of gotchas he earns. Teacher could help student(s) set a goal during potentially challenging weeks like right before/after breaks... The integrated math lessons are endless! In older classes. a student could compare the number she earned for a particular week with the class total for that week and calculate percentage of the class total she earned.

18. Caught Ya! Acknowledgements INDIVIDUAL STUDENTS Caught Yas! could be used like tokens. Students could accumulate and then exchange them for privileges/items in the classroom. drawing paper, pencils, school supplies, computer time, teacher helper time, privilege to choose special seat, permission to choose the story/song, line leader...

19. 4. Assess physical characteristics of the setting. Determine environmental factors that may contribute to the problem Identify environmental factors that can be modified

20. 5. Establish routines that are setting-specific. Everyone knows the rules Routines established that allow students to demonstrate appropriate skills and minimize problem behavior Adult monitoring Practice, practice, practice

21. 6. Identify Sufficient Support Structures Does your schedule allow adequate adult supervision? Are all staff on the same page? Have supervisors had specific and adequate training? Is there sufficient administrative support?

22. Critical Behaviors for Supervisors Teaching expectations & routines Active supervision Scan, move, interact Precorrections & reminders Positive reinforcement

23. When you implement� Conduct social skills lessons. Provide pre-corrections. Implement support structures Apply consistent consequent strategies.

24. 6. Monitor for effectiveness. Use information to determine effectiveness. anecdotal data Random behavior counts Referrals Adjust plan according to data.

26. Referrals by Time of Day

27. Identifying Physical Contributors and Setting Routines for P.E. Wait lines pre/post transition established Create specific boundaries Painted game area boundaries and �wait spots� Marked starting point for playground equipment Posted rules for games near equipment Packaged game equipment (soccer) into hang bags

28. Hallway/Cafeteria Intervention Hallway Noise Middle School with 3 lunches Problem behaviors in hallway transitions included loud talking, swearing, banging on walls. Teacher-Identified Problem (brought to team) Current Solutions Ineffective: �Quiet Zone� Hall monitor Reprimand and Detention

29. The Process Problem presented to team Team confirmed magnitude of issue Staff meeting Location data Data collection Team defined why problem maintains Sometimes it is OK to be noisy in the hall Noise produces powerful social rewards

30. Design Intervention Prevention Instruction Consequences for �noise� and �no noise� Practical (no new resources) Monitor and Report Effects Assess noise Assess if faculty note a change Report results to faculty

31. Hallway Noise Intervention Teach �quiet� (10 min skit) Make �quiet hall times� visibly different (light) Reward being quiet (5 min extra at lunch) Measure and report (hall monitor) Decibel reader Continue to correct errors (detention)

32. Hallway Noise Results (6th graders)

33. Hallway Noise Results (7th graders)

34. Hallway Noise Results (8th graders)

35. Main Messages Invest in prevention Create an effective environment Leadership, teams, host for effective practices Use different systems for different problems Individual student level alone will be insufficient Build a culture of competence Define, teach, monitor and reward appropriate behavior Build sustainable systems Invest in gathering and using information for decision making/problem solving.

36. Team Time �Survey & Action Planning� section Complete Non-Classroom Survey Discuss each item as a team Be prepared to report to the group: One item that your team believes is �in place� One or two items your team identified as �not or only partially in place� and a high priority

37. Action Planning Establishing behavior expectations in non-classroom settings Use the blank expectation matrix (in handouts) to begin specifying what your school-wide rules �look like� in non-classroom settings. Be specific!

38. Additional Action Planning Ideas Clearly define expected behavior Draft matrix of what SW rules look like in non-classroom setting. Procedures for teaching expected behavior Prepare potential lesson plans for teaching school-wide behavior expectations (sample template available in handouts) Procedures for encouraging expected behavior Plan your school-wide incentives/ acknowledgements for new displays of desired behaviors Procedures for discouraging problem behavior Delineate office-managed versus classroom managed problem behaviors