Wednesday, September 14, 2011
In the End It's All about the Little Things...
Pre-Correction- pre-correction. With an instructional approach, the teacher proactively provides lessons on compliant behavior using demonstrations, explanations, positive and negative examples, and role plays (Colvin & Sugai,1988).
De-Briefing- One strategy that is used following a negative consequence for a problem behavior is designed to prevent chronic non-compliance, is debriefing. This activity should provide feedback and planning at a time somewhat later than the initial response to the offense (Sugai & Colvin,1997).
Behavior Rehearsal- Behavior rehearsal (Cartledge, 2005) or role-plays, are opportunities to practice and to be positively reinforced for complying with behavioral expectations. Pre-correction is an instructional strategy that is used in situations where non-compliance is likely, but before the non-compliance occurs.
Friendly Rapport- Walker and Walker (1991) include making an effort to establish a friendly rapport by speaking informally with students outside of class, for example, before or after school, or during the lunch break, as a means of preventingnon-compliance in class.
Behavioral Momentum- Compliance also can be increased by using a sequence of commands that begin with several easy to follow directions that have a high probability of eliciting compliance (Belfiore, Basile, & Lee, 2008).
CICO- CICO involves rating how well a student has succeeded in meeting his or her behavioral goals during a class period and providing feedback and encouragement (Crone, Hawken, & Horner, 2010).
Opportunity to Respond- Non-compliance in the classroom can be reduced or prevented by matching the instructional demands and the opportunities to respond accurately to the students’ ability levels (Gunter & Conroy, 1998).
Controlled Choice- An important way to defuse the anger and aggression that often accompany disobedience is to calmly offer choices rather than to engage in the direct confrontations we know as “power struggles” (Colvin, 1999).
Instructional Selectivity- Select high-interest of functional learning activities. Kids are far more motivated to learn when their instructional activities are linked to an area of high personal interest (Kern et. al., 2002).
Wednesday, August 10, 2011
SOAR- A Framework for School-Wide Positive Behavior Support
S- Service
Actions taken by an individual or group with the aim of providing a public good. This action is often performed without any expectation of result or award.
Students & Faculty- use what they have learned to solve real-life, community based problems. They engage in practical applications of their learning. They are actively contributing citizens and community members as demonstrated through the services they perform. They stand up for what right and take action to improve their community. They empower and include others, regardless of difference.
O- Ownership
When an individual demonstrates the courage to take responsibility and accountability for their actions.
Students & Faculty- consciously think before they act, and when the decision is made to act, they always take full ownership of their actions. They dependably take responsibility for their own actions, even when the outcome may be negative. They speak with sincerity and act with integrity.
A- Achievement
An outcome of accomplishment. The process of learning, growing, and improving upon ones ability by means of exertion, skill, practice, or perseverance.
Students & Faculty- demonstrate their desire for individual and collective accomplishment, mastering of skills, control, and high standards. They are determined to grow academically, socially, and emotionally. They accept challenge and persist through difficult tasks. They believe in themselves and their capability to learn, grow, and understand.
R- Respect
Taking another's feelings, needs, thoughts, ideas, wishes and preferences into consideration.
Students & Faculty- acknowledge, listening, are truthful, and accept others individuality and collective diversity. They know that respect is earned and cannot be forced, demanded, or compelled through fear. Act upon empathy, compassion, understanding, and consideration of/for members of the community.