Professional Documents
Culture Documents
Behavior
&
Intervention
Planning for
Misbehavior
Functions of Behavior
Teachin
g
Behavi
or
Changes
probability of
Behavior
occurring
Conseque
nces
Responsible Teaching is
Fixing the Environment in
Favor of Success
Prevention
Rules,
Routines,
Arrangements
Reaction
Consequence
s
Fixing the
Environme
nt Works
When
We create MORE
POSITIVE than
negative
outcomes
(i.e. success >
failure)
Success
(reinforcement)
4:
1
Failure
(punishment
)
ERASE
problem behavior
Appropriate
instead?
Support
Evaluate
often?
Setting
Conditi
on
When/
where
does it
occur?
Anteced
ent
Trigger
Problem
Behavio
r
Replaceme
nt Behavior
What
sets it
off?
Access
or
Avoid =
reinforc
e
It doesnt have to
be thoughtful to
be purposeful
it might just be
habit!
Functional Behavior
Pathways
Big Ideas
Student behavior wont change
until adult behavior changes
Adults Matter!
ALL behavior change is an
instructional process
Instruction Matters!
Its all about probability whats
the simplest way to make a
difference in the success: failure
Effective
Classrooms
Characteri
stics of
Effective
Classroom
s
Low incidence of
behavior problems
High success rates (80%
or better)
Academic learning
time/engaged time
Time with materials or
activities related to the
outcome measures that are
being used
Teachers of effective
classrooms engage in
Teachers of effective
classrooms engage in
Teachers of effective
classrooms engage in
Big Ideas:
Students are still at risk for re-escalating so you must
take care to avoid triggers again
Transition back to calm with a focus on routines; while
communicating support and encouragement
(forgiveness)
Give increased attention to success
NEVER negotiate consequences. Focus on how to
solve or avoid similar situation in the future.
Use a debriefing session to help students consider
their actions as part of full recovery.
Debriefing Plan
For a student with chronic acting out, its often not
long before they exhibit same problem behavior
once returned to the setting.
Stronger or different negative consequences often
have no result or a worsening result.
The debriefing strategy is NOT AN AVERSIVE
CONSEQUENCE---this is not a carryover from
earlier negative consequence.
This is a proactive strategy designed to help the
students problem solve
3 essentials of a debriefing
plan
1 Review the incident to identify triggering events
2 Establish alternate acceptable responses to
replace the problem behavior
3 Provide a focus on a smooth transition.
Best time for a debriefing session is after the
student has been on track for about 20 minutes
and preferably the same day.
This should only take 3-5 minutes and a form or
checklist is recommended. (think buddy room
sheets!)
Sample Debrief
What did you do?
What, when and why did the problem occur?
What will you do next time instead of the problem
behavior?
What do you need after we complete this form?
Do you need help to take the next steps?