Let’s talk about Behavior.
Featured Guest Blogger: Courtney Joseph, M.Ed., Educational Specialist, Moderate/Severe., High School Setting
Throughout my years of teaching, I have had to refine my craft day after day and year after year. You get new students with different behaviors and new behaviors arise with the students you already have. Before we start looking at individual behavior management, let’s talk about classroom management and the environment.
As educators, it is important for us to create an environment that is functional for students and that supports their focus on learning (pretty Pinterest classrooms are great, but they can be overstimulating for many students). Additionally, too much clutter and undefined areas in a classroom can lead to distracted students and a variety of behaviors. Create boundaries in the classroom environment with visual representations that identify areas in the classroom; student and teacher areas.
Use visuals, for example, an enlarged Boardmaker icon that says student or teacher area. I also like to use blue painter’s tape on the ground to create visual spaces to teach students boundaries. When students are not overly stimulated by their environment, they can learn to navigate their environment, and become more independent.
The connection between behavior & schedules
Another major proactive behavior diffuser is the schedule.
Oh, the power of the schedule!
Schedules, Schedules, Schedules! I cannot tell you how many behaviors I have prevented and reduced just by providing students with a schedule that they can understand. If you want to use a whole class schedule that is fine, but make sure it is accessible to ALL of your students. If not all your students can identify words, then you need to have a schedule that has both pictures and words. It is also okay to create individual schedules for students and differentiate based on student need; pictures only, a more specific schedule breaking down tasks, pictures with words, or words only.
There are also so many different styles and formats of schedules, so find what works for your students BASED ON THEIR LEVEL. The beauty of schedules is that you can teach a schedule and slowly fade the schedule to something less restrictive over time, making certain that you are working on building independence for the student with the provided schedule. Now, that I have explained types of schedules and ensuring that your students can understand it (i.e. if your student cannot understand the schedule, the behavior may likely occur).
We ALL, including ourselves, like to know what is coming next, what to expect when we go to a staff meeting, etc. Knowing the schedule reduces anxiety-driven behaviors and can help a student become more flexible when the schedule has to suddenly change. Also, it is a great visual reference point for students throughout the class to refer back to and remind students what they have already accomplished and how many more tasks are needed till they finish. So, I say again, schedules, schedules, schedules!!
Always remember to set students up for success!
The importance of data collection:
Of course, there are times when behavior is inevitable. We as teachers, all have dealt with or will deal with behaviors in our classroom. How we deal with behaviors is key in ensuring student success. One of the most vital things that we do as educators is take data. Accurate and consistent data is a driving force in education, and when it comes down to it, it is the only thing that truly matters. Whether we are discussing behavior, academics or even attendance.
I love this statement by Edward Deming,
and opinions do not hold up in Due Process. As a special educator, Due Process is something that you may or may not experience during your career, but it is always a possibility and it is imperative that you are prepared. I was in a due process case my first year of teaching, which lasted until my fifth year of teaching and data is what determined the outcome of that case. So I thank my college professors at ASU and my Behavior Intervention Specialists in the district I worked in for, for instilling the importance of data collection in me as a young teacher!
Now, I know what you’re thinking, how can I track meaningful behavioral data when I have to teach my students!? Well, first you need to determine when and who is collecting data. Then, determine what type of data collection format you will use, there are many different kinds. Make sure the format accurately tracks the behavior you have defined and make it simple for yourself, or any other support staff to fill out. Taking the time to do the data will benefit you, the student and your class in the long run. So take the time to collect the data, so that you can formulate a behavior plan that will decrease those behaviors that are disrupting the learning in your classroom.
Data collection in the special day classroom
In the special day classrooms, taking data should be a daily routine; consistent norm that your support staff follows. Also, PRACTICE what you PREACH. You are the model in your classroom, your staff is looking to you for guidance and if you are modeling data collection, you are on the right track. Find a way to take meaningful data that works for you and your team. Looking at data together helps build understanding with the whole team and in the future allows the behavior plans to be carried out seamlessly.
We now know the importance of collecting data and it is a great first step, but it is what you do with that data that will support your case and support your students’ growth. Leaving you to feel confident in your practice as an educator.
My favorite data collection tool to use in my classroom is ABC data: Antecedent, Behavior, Consequence
Defining Behavior & Understanding the Importance of Function
When new behaviors arise it is crucial that we define the behavior in specific, observable and measurable terms. Once we do this, we will need to consistently collect baseline data for at least six weeks! I know this may feel like FOREVER, but during this time you are observing behaviors, determining the antecedents and settings events. And to ensure accuracy this process cannot be rushed. This information is the most important part of creating the behavior intervention plan.
We have to ensure that we have identified antecedents accurately so that we can determine the function of the behavior. The function is what drives the behavior intervention plan, and allows you to determine replacement behaviors, interventions and proactive and reactive strategies accordingly. You will determine the function, create the plan, implement the plan and continue to track the behavior to determine if behaviors are decreasing. The goal is to decrease those behaviors that are disrupting learning, so the plan must be implemented with fidelity!
Implementing the behavior plan is a whole other balancing act, so stay tuned!
(INSTAGRAM: ms.J._teaches_)
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