Proactive Behavior Management Part 1
Ashley Meyer M.Ed., BCBA Meggin Funk M.S. Ed, CCC-SLP
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09/13/2019
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This webinar will provide easy to implement, practical, evidence based behavior management strategies.
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- [00:00:01.860]Welcome to the webinar,
- [00:00:02.970]Proactive Behavior Management, part one of two,
- [00:00:06.520]Relationship-Based Strategies.
- [00:00:08.840]I'm Meggin Funk, Western region coordinator
- [00:00:11.400]for the Nebraska Autism Spectrum Disorders Network.
- [00:00:15.520]And I am Ashley Meyer, a behavior specialist
- [00:00:17.950]for the Nebraska Autism Spectrum Disorders Network.
- [00:00:21.260]The information in this webinar
- [00:00:22.950]was adapted from Diana Browning Wright's
- [00:00:25.447]"17 Proactive Classroom Management Strategies".
- [00:00:29.760]More information on this
- [00:00:31.140]and other areas concerning proactive strategies
- [00:00:34.220]can be found at the Positive Environment
- [00:00:36.520]Network of Trainers website, pent.ca.gov.
- [00:00:46.340]Learner objectives for part one
- [00:00:48.340]of this webinar series
- [00:00:50.000]centered on relationship-based strategies
- [00:00:52.750]include increasing awareness
- [00:00:54.690]and understanding of six relationship-based strategies
- [00:00:58.370]for proactive behavior management
- [00:01:00.910]and why positive relationships are so important,
- [00:01:05.080]determining how well these are currently
- [00:01:07.890]being implemented in your setting,
- [00:01:09.770]and creating a plan of action
- [00:01:11.680]to impact your students immediately through these methods.
- [00:01:18.410]Why do we need focus on building
- [00:01:20.480]and maintaining positive relationships with students?
- [00:01:24.070]On average, in the United States,
- [00:01:26.340]students spend over 1,000 hours a year with their teachers.
- [00:01:31.060]One of the most current research reviews,
- [00:01:33.290]which included 46 studies,
- [00:01:35.640]determined that strong teacher/student relationships
- [00:01:39.750]were associated with improvement in practically every area
- [00:01:43.360]we are concerned with in schools,
- [00:01:45.600]in both the short and long term.
- [00:01:48.580]Students who had strong relationships with their teachers
- [00:01:52.050]showed higher academic engagement,
- [00:01:54.680]better attendance and grades,
- [00:01:56.770]and fewer problematic behaviors,
- [00:01:59.010]including fewer suspensions and lower school drop-out rates.
- [00:02:03.710]As Rita Pearson says
- [00:02:05.240]in her "Every Child Needs a Champion" TED Talk,
- [00:02:08.677]"Kids don't learn from people they don't like."
- [00:02:13.690]The relationship-based strategies
- [00:02:15.700]we will review in this webinar
- [00:02:17.590]can have a positive impact on everyone,
- [00:02:20.350]not just students with problematic behaviors.
- [00:02:23.160]Multi-tiered systems of support
- [00:02:25.310]is a comprehensive framework to support students'
- [00:02:28.540]academic, behavioral, and social success.
- [00:02:32.520]The strategies in this presentation fall under tier one
- [00:02:36.210]as universal systems of support for all students.
- [00:02:42.990]Here is a list of the 17 Proactive
- [00:02:45.810]Classroom Management Strategies,
- [00:02:47.850]shared by Diana Browning Wright.
- [00:02:50.360]We will discuss the left column
- [00:02:52.330]of relationship strategies in detail.
- [00:02:55.240]The procedural strategies will be covered
- [00:02:57.690]in part two of this series.
- [00:03:06.140]Diana Browning Wright has outlined six
- [00:03:08.590]relationship-based proactive strategies.
- [00:03:11.550]The first of these is maintaining a five to one ratio
- [00:03:15.270]of positive interactions
- [00:03:17.120]to negative or corrective statements.
- [00:03:19.660]Positive exchanges can include words, gestures,
- [00:03:22.970]or physical contact that are delivered
- [00:03:25.710]when the student is engaged in appropriate behavior.
- [00:03:28.920]These interactions help the student connect
- [00:03:31.520]the positive message with the expected behaviors.
- [00:03:35.200]It is important to remember that the most effective praise
- [00:03:38.950]is genuine, specific,
- [00:03:41.220]contingent upon the desired behavior happening,
- [00:03:45.050]and emphasizes the student's efforts,
- [00:03:47.850]correct behavior, or process.
- [00:03:51.240]The student's behavior doesn't have to be perfect
- [00:03:54.150]in order to receive praise.
- [00:03:55.980]It could be that they are making improvements,
- [00:03:58.230]so you give them specific positive praise
- [00:04:00.460]to let them know you recognize their efforts.
- [00:04:04.690]This positive attention data sheet
- [00:04:06.660]can help you keep track of your ratio
- [00:04:08.830]of positive to negative interactions.
- [00:04:11.350]This sheet can be used for self-recording,
- [00:04:13.690]or your team can choose to have someone record this data
- [00:04:16.720]on each of you.
- [00:04:18.130]The far left column is where the date, time,
- [00:04:20.980]and activity are listed.
- [00:04:22.670]This timeframe is flexible,
- [00:04:24.470]but it is recommended to do shorter
- [00:04:26.620]but more frequent data collection times.
- [00:04:29.430]If it works best to collect this data
- [00:04:31.720]for 10 to 20 minutes per day,
- [00:04:33.970]that can still render useful data
- [00:04:36.410]and bring more conscious awareness
- [00:04:38.120]in maintaining this five to one ratio.
- [00:04:41.450]This data is tracking adult interactions with students.
- [00:04:45.530]You can use a separate sheet for each adult
- [00:04:48.730]or add adult initials in the first column
- [00:04:52.610]to track multiple adults on one sheet.
- [00:04:56.770]In the next column,
- [00:04:58.110]each positive interaction gets tallied.
- [00:05:01.010]It might be beneficial to divide this
- [00:05:03.150]and tally generic positives separately
- [00:05:06.320]from specific positives.
- [00:05:08.440]While generalized positives or generic positives,
- [00:05:11.270]such as good job, are okay,
- [00:05:13.700]the goal is to have specific positives
- [00:05:16.420]that clearly communicate to the student
- [00:05:19.030]what behavior they did that was correct.
- [00:05:22.420]The next column is for tallying negatives
- [00:05:25.240]or redirects, which includes any attention
- [00:05:28.360]brought to inappropriate or unexpected behaviors.
- [00:05:31.830]While these corrections are sometimes necessary,
- [00:05:35.190]the goal is to place a much higher emphasis
- [00:05:38.050]on positive or appropriate behaviors whenever possible.
- [00:05:42.560]Neutral interactions, such as giving students instructions,
- [00:05:46.160]for example, "Take out your books and turn to page 53,"
- [00:05:50.760]would not be tallied in either the positive
- [00:05:53.220]or negative columns in this data sheet.
- [00:05:56.180]There may be times when interactions
- [00:05:58.840]are not completely clear as neutral or negative.
- [00:06:02.460]A discussion and determination of criteria
- [00:06:05.280]by your team would help in these cases
- [00:06:08.210]so that data collection is more consistent across recorders.
- [00:06:13.500]To find the ratio
- [00:06:14.850]for each data collection period,
- [00:06:17.240]take the positive interactions
- [00:06:19.320]divided by the negative interactions.
- [00:06:21.780]The goal is to the number to be five or higher
- [00:06:24.850]so that you have a five to one ratio.
- [00:06:28.090]There is an example of this
- [00:06:29.640]at the bottom of the page in blue.
- [00:06:35.970]What do you think?
- [00:06:37.320]What are some way that you have used
- [00:06:39.270]or could use to track five to one data?
- [00:06:42.560]Let's take a moment to consider how to maintain this ratio.
- [00:06:54.900]The second relationship-based strategy
- [00:06:57.200]is to smile and be nice to all students.
- [00:07:00.290]Neuroscientists have found
- [00:07:02.210]that there are neurons that mirror the behavior of others,
- [00:07:05.550]so when teachers smile at students,
- [00:07:07.900]students are likely to react in a similar way in return.
- [00:07:11.630]A randomized trial looking at the performance of groups
- [00:07:15.310]in smiling and no smiling conditions
- [00:07:18.440]found that the group in the smiling condition
- [00:07:20.880]perceived boring materials to be more interesting
- [00:07:24.620]and neutral images to be more positive.
- [00:07:27.730]Simple, free gestures like these can make a big impact
- [00:07:31.890]on building a positive relationship with students.
- [00:07:38.930]The third proactive relationship strategy
- [00:07:41.460]is giving positive greetings to students at the door.
- [00:07:44.680]making even brief, individual positive greeting times
- [00:07:48.250]a part of the daily routine can help set the tone
- [00:07:51.700]and show students they are valued
- [00:07:53.650]and their teachers are excited to see them.
- [00:07:56.550]Using the student's name
- [00:07:58.070]and referencing specific positive successes
- [00:08:01.700]establishes a positive classroom environment
- [00:08:04.250]at the start of each day.
- [00:08:08.330]Number four on our list of strategies
- [00:08:10.900]is communicating competently.
- [00:08:13.390]Praise and reprimands need to be communicated
- [00:08:16.500]through appropriate means.
- [00:08:18.550]Delivering effective praise
- [00:08:20.230]means that praise should be given
- [00:08:22.490]only when the appropriate behavior
- [00:08:24.380]or attempt at the appropriate behavior happens.
- [00:08:27.500]As stated earlier, praise should be specific
- [00:08:30.420]so that the student understands
- [00:08:31.960]what exactly they did correctly.
- [00:08:34.620]Students know when teachers are being genuine
- [00:08:37.240]and when they're not.
- [00:08:38.780]Praise should be sincere
- [00:08:40.270]and go deeper than surface level.
- [00:08:42.580]Teachers should focus on providing praise to students
- [00:08:45.340]for using processes and strategies taught to them
- [00:08:49.060]and giving good effort.
- [00:08:50.940]Delivering effective reprimands or corrective statements
- [00:08:54.370]involves letting the student know
- [00:08:56.230]that you empathize with them and validate their feelings
- [00:08:59.670]without getting into a long, drawn-out conversation.
- [00:09:03.370]Remember the five to one ratio here.
- [00:09:06.160]Use a non-threatening, soft or neutral voice tone
- [00:09:09.720]when giving corrective feedback.
- [00:09:11.930]Proximity is important.
- [00:09:14.020]We want to show respect to our students
- [00:09:16.080]by providing feedback more privately,
- [00:09:18.350]not across the room
- [00:09:19.450]or loudly enough to cause any embarrassment.
- [00:09:24.800]Giving wise feedback to students
- [00:09:26.880]is the fifth relationship-based proactive strategy.
- [00:09:30.850]This overlaps with many of the other strategies.
- [00:09:33.740]Holding high expectations
- [00:09:35.690]and keeping instructions and feedback clear,
- [00:09:38.960]specific, respectful, and immediate
- [00:09:41.700]sets the student up for success.
- [00:09:44.360]Part of providing wise feedback
- [00:09:46.360]includes phrasing feedback positively.
- [00:09:49.200]The student should be told what to do
- [00:09:51.980]rather than what not to do.
- [00:09:54.220]We need to be mindful of individualizing
- [00:09:57.560]how we deliver the feedback.
- [00:09:59.700]Everyone has preferences.
- [00:10:01.710]Some students may like being praised
- [00:10:03.930]in front of their classmates,
- [00:10:05.340]while others would be highly embarrassed by that same form.
- [00:10:09.900]Make sure to keep those individual
- [00:10:11.740]student preferences in mind when providing feedback.
- [00:10:17.740]What do you think?
- [00:10:19.270]What are some individualized ways
- [00:10:21.600]your students like to receive feedback?
- [00:10:31.790]Our final relationship-based proactive strategy
- [00:10:35.110]is giving students
- [00:10:36.160]intermittent non-contingent reinforcement.
- [00:10:39.140]This is a fancy way of saying
- [00:10:40.740]that we should surprise students
- [00:10:42.340]with more opportunities for reinforcement
- [00:10:45.010]when they aren't engaging in problem behavior.
- [00:10:48.120]If students have a pattern
- [00:10:49.650]of engaging in behaviors to escape work,
- [00:10:52.450]then we should provide opportunities for short breaks
- [00:10:55.280]when they aren't trying to escape.
- [00:10:57.410]If students have a pattern
- [00:10:58.900]of doing some attention-seeking behavior,
- [00:11:01.480]then we should provide more positive attention
- [00:11:04.030]for when they are not trying
- [00:11:05.330]to gain attention inappropriately.
- [00:11:08.090]By providing a student the opportunity to get what they want
- [00:11:11.530]before they use problem behavior to try to get it,
- [00:11:15.190]we can reduce the need for them
- [00:11:17.330]to use those problem behaviors.
- [00:11:21.750]This visual, from Behavioral Learning Solutions,
- [00:11:25.450]helps define the differences
- [00:11:27.190]between reinforcement and bribery.
- [00:11:29.950]Reinforcement happens after the behavior
- [00:11:32.720]and makes it more likely that the same behavior will occur
- [00:11:36.400]under similar conditions in the future.
- [00:11:39.300]Reinforcement strengthens, maintains,
- [00:11:42.380]and increases behavior over time.
- [00:11:46.180]With reinforcement, the behavior or what the person does
- [00:11:50.360]occurs before access to the reinforcer.
- [00:11:53.690]Bribery is when preferred items or activities are offered
- [00:11:57.590]in attempts to influence a behavior in the moment.
- [00:12:01.140]With bribery, the reward is delivered
- [00:12:03.470]before the behavior occurs.
- [00:12:05.610]Using reinforcement to increase
- [00:12:07.820]positive, appropriate behaviors
- [00:12:10.340]is by far the better way to go.
- [00:12:15.610]What do you think?
- [00:12:16.710]True or false, reinforcement happens after the behavior
- [00:12:21.530]and makes it more likely that the same behavior
- [00:12:24.100]will occur again under similar conditions.
- [00:12:34.090]Let's look at the self-reflection
- [00:12:35.850]for proactive classroom management rating sheet
- [00:12:38.810]that we have created for you.
- [00:12:40.930]In this webinar,
- [00:12:42.020]we will focus on pages one and two of this document.
- [00:12:45.790]You can type the bit.ly link into your browser
- [00:12:48.690]and download this at any time.
- [00:12:51.360]This is a guide to help you monitor
- [00:12:53.870]how well each of these strategies is being implemented
- [00:12:57.040]with a target student.
- [00:12:58.960]This is a great place to start
- [00:13:00.760]if you are dealing with persistent problem behaviors
- [00:13:03.780]that are not dangerous or in need of an immediate behavior
- [00:13:07.930]and/or crisis plan.
- [00:13:10.110]For students that exhibit complex
- [00:13:12.570]or dangerous behavioral problems,
- [00:13:14.800]school personnel should refer to a behavior specialist
- [00:13:18.640]in their school or district
- [00:13:20.410]who is trained to conduct functional behavioral assessments
- [00:13:25.300]for students with more challenging behaviors.
- [00:13:29.230]This resource could be incorporated into the plan
- [00:13:33.130]but would not be sufficient in and of itself.
- [00:13:37.030]We will walk you through the process
- [00:13:38.890]of completing this document to gain some insight
- [00:13:42.630]on how these strategies are currently being used.
- [00:13:48.400]At the top of this document,
- [00:13:50.300]you will see the full list
- [00:13:51.840]of the 17 Proactive Classroom Management Strategies.
- [00:13:55.960]On the left side is the list
- [00:13:57.660]of the six strategies we just reviewed.
- [00:14:00.280]The next box down is a place to fill in some information
- [00:14:04.240]about a target student
- [00:14:05.510]whose behavior you'd like to see improve,
- [00:14:08.420]including a brief history, grade,
- [00:14:11.210]and any additional information
- [00:14:12.900]you and your team deems necessary.
- [00:14:16.130]At the bottom of this page is a place to write down
- [00:14:19.100]the problematic behavior you would like to see improve.
- [00:14:22.720]Make sure to describe it in observable and measurable terms.
- [00:14:30.110]What do you think?
- [00:14:31.550]What are some problem behaviors that you have experienced
- [00:14:34.430]that could be used on this sheet to target
- [00:14:36.990]with these proactive strategies?
- [00:14:39.250]Remember to list behaviors
- [00:14:41.130]that can be objectively observed and measured.
- [00:14:51.810]On the top of page two,
- [00:14:53.840]we see the directions for how to complete this document.
- [00:14:57.690]To fill this out, you would rate the degree
- [00:15:00.150]to which each proactive classroom management strategy
- [00:15:03.300]is currently being utilized with your target student.
- [00:15:07.540]Then, you would circle if you think the strategy
- [00:15:10.840]would benefit the entire classroom or not.
- [00:15:14.080]Finally, there is a place to create an implementation plan
- [00:15:18.120]with action steps based on your ratings.
- [00:15:24.550]What do you think?
- [00:15:25.910]What is one new idea
- [00:15:27.760]that will help you set your students up for success?
- [00:15:38.360]In conclusion, we hope that this webinar
- [00:15:41.940]has brought an understanding of the six proactive
- [00:15:45.320]relationship-based strategies
- [00:15:47.340]listed by Diana Browning Wright,
- [00:15:50.210]those six being a five to one ratio
- [00:15:53.620]of positives to negatives,
- [00:15:56.170]smiling and being nice,
- [00:15:58.840]providing positive greetings at the door to pre-correct
- [00:16:02.650]and establish a positive climate,
- [00:16:05.650]communicating competently,
- [00:16:08.320]giving wise feedback,
- [00:16:10.840]and using intermittent non-contingent reinforcement.
- [00:16:16.050]This webinar also covered how to use self-reflection
- [00:16:20.230]for proactive classroom management worksheets
- [00:16:23.670]to identify the degree to which each strategy
- [00:16:26.750]is currently being used,
- [00:16:28.280]as well as to develop a plan
- [00:16:30.270]for how to increase appropriate behaviors
- [00:16:33.520]and decrease problem behaviors by implementing
- [00:16:36.970]each of these relationship-based proactive strategies.
- [00:16:43.240]Thank you for viewing this presentation.
- [00:16:45.910]For information on procedural strategies
- [00:16:48.460]for proactive behavior management,
- [00:16:50.830]see part two of this webinar series.
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