|
First, there must be a set of clearly
described expectations for student behavior. In the
classroom, this includes a set of classroom rules that
set the parameters for student behavior in social and
academic areas. In the school, behavioral expectations
and limits for students include rules for each common
area: halls, lunchroom, playground, bus loading area,
restrooms.
Second, the expectations must be taught to mastery.
This is accomplished by explaining the rules, giving
and eliciting examples and non-examples of each, then
engaging students in both guided and independent practice
of each rule.
Third, a system of cues and prompts during the time
the students are learning the expectations can facilitate
student success.
Finally, continuous monitoring of the fluency with which
students demonstrate those appropriate and desired behaviors
gives the staff needed feedback.
What happens when students begin to demonstrate
inappropriate behaviors again? Review and re-teaching
are a critical piece of an effective system of positive
behavioral supports. Taking time at periodic intervals
based on data to bring students back to mastery on a
specific behavioral expectation will enable the classroom
and school to function as a safe and orderly learning
environment.
Many schools decide to select the behavior
that is causing the most problems for students, to target
for change first. Looking at behaviors of students as
a group requires an analysis of the antecedents, just
as a functional assessment of individual behavior does.
Data about which behaviors are resulting in the most
office referrals, who is present when they occur, and
where these problems are occurring most often, can also
help to determine the appropriate interventions.
Positive Reinforcement
When teaching new behaviors to students in a group,
reinforcement of the desired behaviors is required.
At the school level, these reinforcements may be delivered
in a variety of ways. Many schools use the "200
Club" from the BEST materials as one method. A
school rule or behavioral expectation may be selected
to target. When staff members see a student demonstrating
that desired behavior, they complete a small card indicating
where, when, and who was observed. The cards are placed
in a container in the office, where one or more are
drawn at weekly intervals. Each student's name is placed
on the chart until a row is filled up. Then a winner
or two are randomly drawn from the tokens marked with
a number from 1-200. The students whose names are on
the corresponding numbers receive a prize. The staff
must be reminded to pair the cards with verbal praise.
When one behavior is mastered, another expectation maybe
selected as the new one to be reinforced.
Any other method of reinforcing the correct
performance of behaviors in various settings in the
school or classroom will also improve the students'
mastery and fluency.
All the usual behavioral principles must
be followed when using positive reinforcement. The reinforcer
must be delivered immediately after the behavior is
performed, reinforcement should be paired with social
reinforcers, and staff should use appropriate fading
procedures.
Individual Behavior Intervention Needs
Most of the students in a school and in each classroom
will learn the behavioral and academic expectations
in a reasonable period of time. There will be some individual
students who may require additional instruction on social
skills, or specific behavior interventions for some
problematic behaviors. With a high percentage of the
students functioning well, the teacher and the principal
will have enough time to work with these other students
in small groups or individually.
Research Findings
Research at the University of Oregon and other sites
has shown that having a universal system of positive
behavioral supports in place in the school can result
in about 90% of the students having no office referrals
for behavior problems during the school year. Another
group of about 8% of the students may have the need
for some group interventions, such as social skills
instruction. This leaves about 2% of the students who
may require intensive, individual behavior intervention
plans. These students tend to be those for whom wrap-around
plans involving other community agencies are often required.
Additional Resources
If you want more information, the LRBI Rule contains
great descriptions in its menu of Preliminary Strategies
for effective practices in all classrooms and schools.
The supplemental resources section contains a number
of web sites with great ideas on starting systems of
universal school-wide prevention. The BEST Practices
book by Reavis, Taylor-Sweeten, Jenson, Morgan, Andrews,
and Fister contains additional fabulous ideas for implementing
classroom behavior management systems.
Positive Behavioral Supports
are a golden road to increasing student success!
|
