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Chapter 7 Summary: Creating a Classroom Environment That Promotes…
Chapter 7 Summary:
Creating a Classroom Environment That Promotes Positive Behavior
Collaboration with Others
SWPBIS & FBA
Schoolwide positive behavioral intervention and supports (SWPBIS)
: collaborative data-based decision-making process for establishing and implementing research-based and individualized instructional and behavioral strategies to support learning, socialization, independence, and positive behavioral for all students
Proactive and culturally responsive
Change teaching and communication practices
Keep in mind student strengths, challenges, and cultural/linguistic backgrounds
Tiered system to provide intervention and supports used by all students and all educators
Students gradually move up the tiers as they demonstrate poor performance in preventative interventions
Heavily utilize progress monitoring and data collection of academics and behaviors to determine tiered placement
Share expertise, goals, and concerns
Always use a wraparound process to discuss interventions, supports, and services
Communicate with families from the very beginning
Utilize a multidisciplinary team to create a functional behavioral assessment (FBA) for students at a Tier 3 intervention within SWPBIS
FBA's
measure behavior, determine why/where/when behaviors occur, identify variables that lead/maintain behavior, plan interventions to address behavior
Examine causes, triggers, and functions for behavior
Determine a relationship (if any) between behavior and cultural/linguistic background
Collaboratively determine strategies to minimize behavior
Create a
behavioral intervention plan (BIP)
that uses research and function based interventions to support student learning and behavior by providing accommodations - has goals and services
Analyze the data to determine the antecedents, behavior, and consequences
Determine the perceived function of the behavior
Develop summary statements that express why the behavior occurs (specific hypotheses) and how the student's school, home, and community life affect the behavior (global hypotheses)
Always keep in mind the student's cultural and linguistic backgrounds when it comes to behavior analysis
Document all behaviors to determine root causes, patterns, etc. to make evidence-based decisions about interventions and supports
Event Recording:
observer counts the number of behaviors that occur during the observation period
Duration Recording:
observer records how long a behavior lasts or summarize percentage of time student is engaged in behavior
Latency Recording
: determine the delay between receiving instructions and beginning a task
Interval Recording:
observer notes whether behavior occurred during each interval (does not count how many behaviors, just that it happened)
Anecdotal Recording
: narrative of events that took place during the observation (academic context, environmental factors, classroom design, peer influence, etc.)
Identify student history, background, cultural perspectives and home-based events that may affect student and their behavior
Interview student, teachers, family, support staff, and peers to determine successful or unsuccessful interventions and behavior concerns
Creating a Learning Environment that Fosters Student Learning, Engagement, Socialization, and Positive Classroom Behavior
Build rapport with students by listening, talking about personal topics, showing interest, showing empathy, complimenting them, and letting them know they are missed
Develop students' self-esteem by using appropriate humor, sincerely praise students for good/positive effort and improvement and incorporate individual/class meetings
4:1 positive ratio
Allow students to take charge of class meetings to build classroom identity and resolve conflicts with all students allowed to share feelings/opinions
Utilize due processing and dialoguing to allow students to share their perspective on situations
Teach using affective education strategies to resolve student conflict and grow student emotional, behavioral, and social development
Peer mediation:
students trained to serve as peer mediators using communication, problem-solving, and critical thinking to help students who have conflicts
Social skills instruction can teach a range of skills and provide interventions for behavior for all students
Antecedent-based interventions:
use research-based actions and apply UD to foster student engagement and positive behaviors by analyzing changes in class events, environment and stimuli
UD teaching designs can include: clear/direct directions, proximity/movement, cues/prompts, follow routines, follow regular schedule, support transitions, and establish/teach/enforce rules (student-created when appropriate)
Use consequence-based interventions, like positive reinforcement, consequence maps, Premack's principle, and class rewards
When necessary, use reinforcers that are culturally relevant, but can be edible, tangible, activity, social or group reinforcers
Use a reinforcement survey to determine preferences and interests to best determine positive reinforcers (keep in mind availability, practicality, cultural relevance, and cost)
Use student/class contracts, self-monitoring tools, self-evaluation assessments, self-reinforcements to promote student's responsibility for good behavior
To promote class community and positive collaboration, introduce group-based reinforcers and evaluation systems
Fair-pair-rule:
teach positive replacement behaviors that can serve as appropriate alternatives to the misbehaviors that are being reduced
Help decrease student avoidance and behavior by helping student make choices and transitions or by praising positive behavior (while ignoring problem behavior)
Bullying and Harming Prevention
Establish a classroom environment that is based on respect for others and their differences
Utilize social-emotional learning curriculum to help all students develop empathy, self-esteem, and anger management skills to benefit bullies and victims
School should establish legally sound policies and research-based programs/strategies that involve bullying, harassment, victimization, ostracism, crisis, and other violent acts
Families should be aware of educational, emotional, social, and behavioral warning signs that can mean a student is being bullied
Bullying deals with a power imbalance between sociocultural, cognitive, physical or age based social relationships
Bullying prevention programs should be adapted to include students with disabilities and English language learners
Utilize a confidential message box where students/families/community members can report bullying
Make sure all students have a peer support system and at least 1 trusted adult
Determine early warning signs of students with aggressive and violent behaviors
Check in with the student/family, refer to school counselor or other school wide policies
Design Inclusive Environments to Address Behavioral, Cultural, Linguistic, Social, and Physical Strengths and Challenges
Classroom design should affirm students, value education, be aesthetically pleasing, clean, designed for student safety, and accessible for all students
Maintain a predictable learning environment to minimize behaviors
If needed, place students with behaviors next to positive peer role models to help them learn appropriate classroom behaviors
Can also build positive friendships and offer more praise to all students
Peers can also support students with academic and physical needs by assisting with daily tasks/activities (as deemed appropriate)
Utilize brain breaks, movement, and stress relieving activities into the day to support all students learning
Incorporate accommodations into classroom activities and routines to easily create an inclusive environment for all students
Visual schedules, labeled class materials, using visual signals
Glare-free and well-lighted work areas
Accessible and accommodating furniture for all students
Arrange desks and furniture to support assistive devices
Allow class materials to be positioned at or near student desk to minimize movement around classroom, if needed