PROACTIVE BEHAVIOR MANAGEMENT Part 2: Procedural Strategies

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

09/30/2019 Added

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Participants will gain an understanding of 11 procedural proactive strategies. Identify the degree to which each strategy is currently being utilized in your setting / with your student(s). Develop a plan for how to increase appropriate behavior and decrease problematic behavior through the consistent use of these strategies.

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[00:00:01.020]Welcome to the webinar
[00:00:02.232]Proactive Behavior Management Part 2 of two:
[00:00:07.500]Procedural Strategies.
[00:00:12.410]I'm Meggin Funk, Western Region Coordinator
[00:00:14.940]for the Nebraska Autism Spectrum Disorders Network.
[00:00:18.250]And I am Ashley Meyer, a Behavior Specialist
[00:00:20.670]for the Nebraska Autism Spectrum Disorders Network.
[00:00:24.000]The information in this webinar
[00:00:25.680]was adapted from Diana Browning Wright's
[00:00:28.187]"17 Proactive Classroom Management Strategies."
[00:00:32.490]More information on this and other areas
[00:00:34.710]concerning proactive strategies can be found
[00:00:37.760]at the Positive Environment, Network of Trainers website,
[00:00:41.400]pent.ca.gov.
[00:00:47.460]Learner objectives for part two
[00:00:49.340]of this webinar series include:
[00:00:51.600]gaining an understanding of the 11 procedural
[00:00:54.139]or environmentally-based proactive
[00:00:56.600]behavior management strategies,
[00:00:58.960]identify the degree to which each strategy
[00:01:01.450]is currently being utilized
[00:01:02.940]in your setting with your students,
[00:01:04.550]and to develop a plan for how to increase
[00:01:07.380]appropriate behavior and decrease problematic behavior
[00:01:11.190]through the consistent use of these strategies.
[00:01:16.430]Multi-tiered systems of support
[00:01:19.540]is a comprehensive framework to support students'
[00:01:22.930]academic, behavioral and social success.
[00:01:26.780]The strategies in this presentation fall under Tier 1
[00:01:31.000]as a universal design of support for all students.
[00:01:36.940]In part one of this webinar series,
[00:01:39.990]we looked at the self-reflection
[00:01:42.210]for proactive classroom management
[00:01:44.600]rating sheet that we have created for you.
[00:01:48.100]In this webinar, we will focus
[00:01:50.400]on pages three and four of this document.
[00:01:54.190]You can type the Bitly link into your browser
[00:01:57.740]and download this at any time.
[00:02:00.690]This is a guide to help you monitor
[00:02:03.310]how well each of these strategies is being implemented
[00:02:07.270]with the target student or students in your setting.
[00:02:10.920]This is a great place to start
[00:02:12.660]if you are dealing with persistent problem behaviors.
[00:02:16.590]Just remember that this resource could be incorporated
[00:02:20.660]into a plan for a student with a more complex
[00:02:24.640]or dangerous behavioral problem
[00:02:27.400]but would not be sufficient in and of itself.
[00:02:32.510]At the top of page three, you will see the heading
[00:02:36.040]outlined here in blue for the procedural strategies.
[00:02:41.160]In the box outlined in green,
[00:02:43.581]we see the directions from page one of this document.
[00:02:49.340]You will complete the ratings
[00:02:51.410]for the procedural proactive strategies
[00:02:54.530]in the same way that you completed them
[00:02:57.310]for the relationship-based proactive strategies.
[00:03:01.430]Each procedural strategy that we will review in this webinar
[00:03:05.860]is listed along the left side of the page.
[00:03:10.320]First, you will rate the degree
[00:03:13.119]to which each proactive classroom management strategy
[00:03:17.170]is currently being utilized
[00:03:19.230]in your setting or with your students.
[00:03:22.500]Next you would rate if each of these strategies
[00:03:26.360]would benefit the entire classroom,
[00:03:29.940]finally, in the right-side column,
[00:03:32.640]there is a place for you and your team
[00:03:34.930]to create an implementation plan based on your ratings.
[00:03:40.050]This is a great place to include action items
[00:03:43.650]by listing who will do what by when.
[00:03:48.470]The first procedural classroom management strategy
[00:03:52.270]is organizing a productive classroom.
[00:03:55.580]The easier it is for students to see the teacher
[00:03:59.070]and engage in instruction,
[00:04:01.360]the less chances there are of students being disruptive
[00:04:05.230]due to the environmental structure of the room.
[00:04:08.810]Limiting distractions helps students
[00:04:11.620]by increasing opportunities
[00:04:13.760]for them to focus on instructions or tasks.
[00:04:18.000]Students can be set up for success when teachers
[00:04:21.230]intentionally plan seating arrangements
[00:04:24.019]so that students who have a history
[00:04:26.320]of being more easily distracted or disruptive
[00:04:29.810]are not next to each other.
[00:04:32.340]There should be a clear flow to the room
[00:04:34.950]where people can walk and the layout should be predictable
[00:04:38.760]for what the expectations are
[00:04:40.840]for different areas within the room.
[00:04:44.320]Pre-correction is the second strategy
[00:04:46.950]to proactively help students.
[00:04:49.220]Mixing and varying tasks
[00:04:51.130]rather than repeating the same tasks
[00:04:53.460]helps keep students engaged and reduces frustration
[00:04:57.340]which ultimately reduces problem behavior.
[00:05:00.530]Try to keep it to an 80/20 ratio or 80% easy and 20% harder.
[00:05:07.390]Using procedural prompt cards
[00:05:10.100]provides a visual for what is expected
[00:05:12.850]or what needs to happen.
[00:05:15.190]Auditory instructions are transitory
[00:05:17.800]but the student can refer
[00:05:19.120]to the prompt card independently as needed.
[00:05:22.210]They do not need to rely on you
[00:05:24.000]to repeat the auditory instruction repeatedly.
[00:05:27.560]Before starting new tasks,
[00:05:29.850]make sure to walk through the task yourself
[00:05:32.280]to check for accuracy and then review the steps
[00:05:35.870]with the student for how to correctly complete it
[00:05:38.870]as well as review acceptable ways
[00:05:41.000]to ask for help with the assignment.
[00:05:43.340]Remember that some of these expected behaviors
[00:05:47.020]are difficult for students
[00:05:48.457]due to skill or performance deficit.
[00:05:51.980]Focus on your students using procedures or strategies
[00:05:55.870]they've been taught and for trying new things.
[00:06:01.410]The third procedural strategy
[00:06:03.800]is to teach, model, cue,
[00:06:06.750]and reinforce behavioral expectations.
[00:06:10.240]First, establish three to five behavioral expectations,
[00:06:15.290]make sure these expectations
[00:06:17.240]are behaviors that can be taught.
[00:06:20.090]Having observable and measurable behavioral expectations
[00:06:24.380]is helpful for this.
[00:06:26.530]Telling students what to do rather than what not to do
[00:06:30.810]helps teach the skill by providing a directive
[00:06:34.100]of what is expected.
[00:06:36.048]Keeping these expectations limited in number
[00:06:39.840]helps them to be more memorable.
[00:06:42.300]These should be reviewed regularly on an ongoing basis.
[00:06:47.440]Cueing students visually to prompt the correct behavior
[00:06:51.630]helps pre-correct their behavior
[00:06:54.340]and sets them up for success.
[00:06:57.150]A good rule is if you find yourself
[00:07:00.070]restating an instruction multiple times,
[00:07:03.400]it's probably a good opportunity
[00:07:05.880]to have a visual cue instead.
[00:07:08.900]Visuals help build self-management skills
[00:07:12.214]by having the student refer to it with prompting at first
[00:07:16.160]and then ultimately by themselves
[00:07:18.610]rather than relying on being told what to do.
[00:07:22.590]Students need to be reinforced
[00:07:24.640]when they exhibit the correct behavioral expectations.
[00:07:28.800]Going back to one of the relationship-based
[00:07:31.710]proactive strategies, a five to one positive to negative
[00:07:36.510]or corrective ratio should be maintained.
[00:07:40.010]The emphasis at all times should be
[00:07:42.600]on what the student is doing right
[00:07:44.950]rather than on what they are doing wrong.
[00:07:49.560]Please give an example
[00:07:51.090]of a behavioral expectation in your setting
[00:07:54.610]that you teach, model, cue, and reinforce.
[00:08:06.950]The fourth procedural strategy
[00:08:08.830]for proactive classroom management
[00:08:11.440]is that transitions are managed well.
[00:08:14.170]Expectations for transitions need to be taught and managed.
[00:08:19.040]First we want to establish how long the transition will take
[00:08:22.600]and then we want to establish
[00:08:24.220]the various components of the transition
[00:08:27.108]as this will be different with each transition.
[00:08:31.140]For example, it may take 15 seconds for students
[00:08:34.810]to move from their desk to the large group carpet
[00:08:37.890]versus two minutes to get from their desks,
[00:08:40.987]line up at the door, and walk down the hallway to PE.
[00:08:45.290]Next we want to train signals that will be given
[00:08:48.490]to help students to prepare for transition
[00:08:51.110]as well as signals to show completion of the transition.
[00:08:55.260]We want to give reinforcement to students
[00:08:58.100]as they complete the transitions as they were trained.
[00:09:01.810]Remember, we want to always give immediate feedback
[00:09:06.180]and practice as needed.
[00:09:09.230]The next proactive procedure
[00:09:11.670]involves appropriately managing independent seatwork.
[00:09:16.640]Independent seatwork times are associated
[00:09:19.500]with lower rates of engagement and achievement
[00:09:22.880]than times when the teacher is leading activities.
[00:09:26.570]Completing independent seatwork is a life skill
[00:09:30.240]but one that needs to be taught intentionally.
[00:09:33.470]Students need clear expectations for independent work times.
[00:09:38.075]There also needs to be a plan
[00:09:40.490]for what assignments or activities
[00:09:42.410]the student is allowed to do
[00:09:44.120]if they finish their independent work early.
[00:09:47.109]Here models can help others
[00:09:49.230]stay on task during independent times if needed.
[00:09:53.520]This can look more appropriate than a teacher
[00:09:56.350]or para prompting the student.
[00:10:00.720]What do you think?
[00:10:02.470]What are some strategies that help your students
[00:10:05.740]with transitions and/or independent seat work?
[00:10:15.880]Proactive procedure number six
[00:10:18.030]involves teacher proximity and mobility.
[00:10:21.140]If you Google effective proactive strategies
[00:10:24.160]to decrease problem behavior,
[00:10:26.480]you will find teacher proximity in nearly every article.
[00:10:30.900]It just works.
[00:10:32.570]Movement and proximity to students
[00:10:34.930]can prevent 40 to 50% of problem behaviors.
[00:10:39.852]So if a student is demonstrating an appropriate behavior,
[00:10:43.760]we actually want them closer and not further way.
[00:10:47.330]We wanna stay moving around the room
[00:10:50.128]teaching like the floor is on fire
[00:10:52.540]and keeping them in close proximity.
[00:10:57.010]The seventh procedural strategy
[00:10:59.460]is using motivation systems.
[00:11:02.460]These can be used at an individual level and/or with groups,
[00:11:07.940]and can have a hugely positive effect on student behavior.
[00:11:12.910]We are all motivated by something,
[00:11:14.906]behavioral science shows us that behaviors
[00:11:19.340]that are reinforced maintain or even increase
[00:11:22.990]in the future under similar conditions.
[00:11:26.320]Students may need something above and beyond
[00:11:29.400]the natural reinforcement of completing a task
[00:11:33.130]or making a teacher happy in order to motivate them
[00:11:36.880]to comply and do what they are expected to do.
[00:11:40.820]Just like math, reading and writing,
[00:11:44.180]behavioral expectations need to be taught.
[00:11:47.690]Items or activities that serve as reinforcers
[00:11:51.480]change over time and are individual to each person.
[00:11:56.100]What is reinforcing to one person
[00:11:58.670]is not automatically reinforcing to someone else.
[00:12:02.710]Reinforcers can change over time
[00:12:05.640]due to satiation and deprivation.
[00:12:08.980]Having too much of something leads to satiation,
[00:12:12.930]making it less valuable,
[00:12:15.330]and having not enough of something leads to deprivation,
[00:12:19.410]making it more valuable.
[00:12:21.910]If the student has their favorite item all the time
[00:12:25.390]and they get it freely, they are much less likely
[00:12:28.700]to be motivated to work for it.
[00:12:31.280]So if you want to use specific items
[00:12:34.160]or activities as reinforcers, make sure the student
[00:12:38.210]only gets them for doing the specific task
[00:12:41.030]or appropriate behavior you want them to
[00:12:43.853]and that they do not have free access to those items.
[00:12:48.320]Always try to add yourself into reinforcement time
[00:12:52.045]with the student.
[00:12:54.040]Remember not to place demands during this time
[00:12:56.730]because we are working on pairing ourselves
[00:12:59.220]with positive reinforcement.
[00:13:01.820]If they have earned reinforcement time, it should be fun
[00:13:05.010]and adding yourself into that helps pair you.
[00:13:09.030]The student will learn to associate you
[00:13:11.280]with those good things,
[00:13:13.057]this helps build a positive relationship
[00:13:16.390]and you can always fade
[00:13:17.920]to more natural forms of reinforcement later on.
[00:13:22.393]It is important to understand the differences
[00:13:25.590]between positive reinforcement and bribery.
[00:13:29.010]We covered those differences
[00:13:30.790]in part one of this webinar series.
[00:13:37.440]What do you think?
[00:13:38.760]True or false: reinforcers stay the same
[00:13:42.055]and if it's reinforcing to one student,
[00:13:44.380]it will always be reinforcing to another student.
[00:13:53.340]The eighth proactive procedure is effective goal setting.
[00:13:57.350]When setting a goal, we have to take into account
[00:13:59.960]the current behavior and the function it is serving.
[00:14:04.060]We want to think of the ultimate target behavior
[00:14:06.737]but our goals will include small steps
[00:14:09.610]to help us reach that goal.
[00:14:11.730]For example, in a weight loss program,
[00:14:14.030]our ultimate goal may be 20 pounds
[00:14:16.620]but we have to set up smaller attainable goals to get there.
[00:14:20.580]Remember to prioritize a single goal or function,
[00:14:24.490]train the expected behavior, give periodic feedback,
[00:14:28.530]and always reinforce the student
[00:14:30.540]or class for attaining each success.
[00:14:35.560]Visual schedules is the ninth procedural strategy
[00:14:39.410]to proactively manage behaviors.
[00:14:42.690]Every classroom should have a posted daily schedule
[00:14:46.370]for all students to use as needed.
[00:14:49.600]Additionally, some students may need
[00:14:52.270]their own individual visual schedule that fits their needs.
[00:14:56.560]This schedule should say specifically
[00:14:58.837]what to expect, when and in what order
[00:15:02.700]the activities will occur,
[00:15:04.870]how much time will be devoted to each activity
[00:15:08.101]and include any additional supports such as ways
[00:15:12.410]to manipulate the schedule,
[00:15:14.094]to show when items or activities are finished,
[00:15:17.738]pictures to represent the activities for non or new readers,
[00:15:23.570]or reduced visual display such as a first than
[00:15:28.460]or morning and afternoon schedule.
[00:15:31.720]Self-managing visual schedules is a life skill
[00:15:35.040]that needs to be taught.
[00:15:36.930]Schedules can help reduce anxiety
[00:15:39.274]by answering possible questions about upcoming events
[00:15:43.880]and help students better self-manage
[00:15:46.300]their behavior and time.
[00:15:49.270]Procedure number 10
[00:15:50.770]is using effective cueing systems
[00:15:53.250]or attention gaining signals.
[00:15:55.580]The signal you choose will be used to release
[00:15:58.240]and regain attention.
[00:16:00.180]Some individuals use the same cue
[00:16:02.570]and others choose to change the cue.
[00:16:05.330]Some teachers may use finger snaps or hand claps
[00:16:09.370]and then have the students respond
[00:16:11.340]with the same clap or snap.
[00:16:13.770]Another teacher may prefer to say a specific phrase
[00:16:16.720]such as one, two, three,
[00:16:18.970]and the students respond, "Eyes on me."
[00:16:22.320]You can also have them raise their hands
[00:16:25.313]or sing a song after you,
[00:16:28.170]and then the students have the choral response in return
[00:16:31.430]to signal that they are paying attention.
[00:16:34.100]Having the students respond back
[00:16:36.020]helps for an additional prompt to one another
[00:16:38.580]to give attention back to the teacher.
[00:16:41.530]When using cueing systems,
[00:16:43.440]we want to model appropriate use of volume
[00:16:45.737]and avoid use of turning lights on and off.
[00:16:49.980]There may be sensory concerns and the use of lights
[00:16:53.210]may also be seizure educing.
[00:16:55.630]Remember the signals have to be taught.
[00:16:59.090]As your students are learning, provide specific feedback
[00:17:02.650]such as "Class, I see you've turned your bodies to face me
[00:17:06.447]"and turned your voices up.
[00:17:08.147]"You are showing me you are ready to learn and listen,
[00:17:11.239]"great job earning a point for responsibility."
[00:17:17.220]The final procedurally-based proactive strategy
[00:17:20.850]in this webinar is providing opportunities to respond.
[00:17:25.870]Not surprisingly, classrooms in which teachers
[00:17:29.140]provide students with higher rates
[00:17:31.240]of opportunities to respond are associated
[00:17:34.630]with higher student engagement
[00:17:36.534]than those with fewer response opportunities.
[00:17:40.310]Choral responding can be done with group vocal responding
[00:17:44.600]or using response cards where every student
[00:17:48.720]holds up the card associated with the answer
[00:17:51.670]they would like to give.
[00:17:53.850]Teachers can also randomly pick students
[00:17:56.750]to respond so that students never know
[00:17:59.840]when it will be their turn.
[00:18:01.970]Cooperative or peer mediated learning
[00:18:04.930]such as think-turn-talk
[00:18:07.800]provides students with opportunities
[00:18:10.230]to interact with each other increasing engagement
[00:18:13.650]and responses for all learners.
[00:18:17.810]What do you think?
[00:18:19.550]What is one new idea that will help you
[00:18:22.450]set your students up for success?
[00:18:28.670]In conclusion, you've gained an understanding
[00:18:31.230]of 11 procedural proactive strategies,
[00:18:34.530]you can identify the degree to which each strategy
[00:18:37.680]is currently being utilized
[00:18:39.260]in your setting with your students
[00:18:41.120]and you can develop a plan
[00:18:42.760]for how to increase appropriate behavior
[00:18:45.320]and decrease problematic behavior
[00:18:47.730]through the consistent use of these strategies.
[00:18:53.073]Thank you for viewing this presentation
[00:18:56.230]and thank you for all you do for kids.

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PROACTIVE BEHAVIOR MANAGEMENT Part 2: Procedural Strategies

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