Proactive Behavior Management Part 1

Ashley Meyer M.Ed., BCBA Meggin Funk M.S. Ed, CCC-SLP Author

09/13/2019 Added

2167 Plays

Description

This webinar will provide easy to implement, practical, evidence based behavior management strategies.

Searchable Transcript

Search:

[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.

The screen size you are trying to search captions on is too small!

You can always jump over to MediaHub and check it out there.

Comments

0 Comments

Proactive Behavior Management Part 1

Description

Searchable Transcript

Comments icon comment

Related Channels

Comments