EXED 670 Session 2 On the two poster boards Write two highs from the week Write one low from the week Talk with your accountability pair about achieving your goal for this week Did you success? Why or why not? How can this help you create next weeks goal What did you see this week? Allie and Sam Dealing with Difficulty Behavior StrengthsDifficulties Clear expectations to break down classroom rules Allow for self- monitoring skills Track progress for student and IEP Focus on teaching not on behavior Not always enforced by all teachers All participates on the same page (consistent) Consistent reward usage Sticking with it after improvement! Too disruptive to learning Peer issues Are there specific classes that behavior occurs most often? What do you know about that classroom? Is it related to an already identified disability? What classroom management strategies are present? Is it a class that your co-teach in? Talk with the classroom teacher What is tolerable to them? What are deal-breakers How would he/she like behaviors handled? Be supportive AccommodationsBehavior Plans less significant behaviors Can be controlled by teacher behaviors Examples Aggression Verbal Physical Socially unacceptable Not age appropriate Frequency How often it happens Use for things like hitting, getting out of seat, blurting out, swearing, turning in homework Duration How long does the behavior last? Use for things like remaining in seat, crying, tantruming, sleeping in class Interval Is it occurring at a certain interval? Use for very high frequency behaviors such as blurting out, sitting in seat, working on a task, drumming on the desk Latency How much time elapses before the behavior is exhibited? Use for things such as beginning a task / following a direction after a command is given, turning in completed work, stopping a misbehavior when redirected Important to do before planning any BIP Variety of forms to use Have a timer and a good seat Examples from article Essential for some students EDBD Not for Autism or ADHD Best done with the support of the school psychologist and parent Bring the data! Student Interview Provide a list of choices Provide specific times of day Mix it up! Involve the whole community Favorite teachers, other students, parents, outside agencies Student Questionnaires All students at the beginning of the year Provides very specific behavior goals Provides very specific positive and negative consequences Provides the student with some choice and control Is easily understood by the student regardless of age Keep a journal or record of the ups and downs during the first BIP trial to present back to the BIP team Best if they are easily mobile Simple Clear Quick to interact with Carried by the student Consistently used by all teachers Discussion with article It this working? Is it taking too much time out of instruction? Is the child responding to it? Week 1 Week 2 Week 3 Meet at least every 6 weeks with BIP team Get feedback from the student and the other teachers involved for improvement Time to Share!