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Classroom-wide Positive Behavior Support

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Chapter Seven Classroom-wide Positive Behavior Support
OBJECTIVES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction ,[object Object]
Evidence-based Practices: The Foundation of Classroom PBS ,[object Object],[object Object]
Evidence-Based Classroom Practices   ,[object Object],[object Object],[object Object],[object Object],[object Object]
In this chapter, we begin with how to build a classroom community. [Using a continuum of strategies to respond to inappropriate behavior will be addressed in subsequent chapters.]
Build a Classroom Community ,[object Object]
What we do on the first few days of school can have year-long effects on our students. Let’s discuss Figure 7-1.
How can we make our first impressions yield positive effects? ,[object Object],[object Object],[object Object],[object Object],[object Object]
How can we make our first impressions positive? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Maximize Structure and Predictability ,[object Object],[object Object],[object Object]
High Classroom Structure ,[object Object],[object Object],[object Object]
Behaviorally at-risk children can least afford chaotic classrooms
” (Cartledge, Singh, & Gibson, 2008, pp. 31–32). Why is this true? What does it mean?
Routines ,[object Object],[object Object],[object Object],[object Object],[object Object]
Physical Layout ,[object Object]
Consider these examples: ,[object Object],[object Object],[object Object],[object Object],[object Object]
What messages are conveyed by a disorganized classroom? ,[object Object],[object Object],[object Object]
Taking student seat assignment as an example, let’s discuss the guidelines from Vaughn, Duchnowski, Sheffield, & Kutash (2005): ,[object Object],[object Object],[object Object]
Post, Teach, Monitor, and Reinforce Expectations ,[object Object],[object Object],[object Object],[object Object]
Precorrection as a way to teach expectations ,[object Object],[object Object],[object Object]
Prompts and Cues ,[object Object],[object Object]
Here is an example: ,[object Object],[object Object]
MONITOR AND REINFORCE EXPECTATIONS ,[object Object],[object Object],[object Object],[object Object]
What is specific and contingent praise? ,[object Object],[object Object],[object Object]
How did Mr. Williams develop and use: ,[object Object],[object Object],[object Object],[object Object]
Let’s review the behavioral principles that guide us as we monitor and reinforce behaviors
Principle I. Behavior is controlled by its consequences. ,[object Object]
Principle II. Behavior is strengthened or maintained by reinforcement. ,[object Object]
Principle III. Behavior is weakened by withholding the consequences (usually social) that have maintained it (extinction). ,[object Object]
Principle IV. Behavior is also weakened by punishment. ,[object Object]
Principle V. To influence behavior effectively, consequences must consistently and immediately follow the behaviors they are meant to control (contingency). ,[object Object]
Principle VI. Behavior is also strengthened, weakened, or maintained by modeling. ,[object Object]
Using Your Voice Effectively ,[object Object],[object Object]
How can you monitor your own verbal behavior? Finish the steps. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Active Supervision includes: ,[object Object],[object Object],[object Object]
Actively Engage Students in Observable Ways ,[object Object],[object Object],[object Object]
Take a look at Table 7-2 ,[object Object]
Peer Tutoring Steps ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Guided Notes ,[object Object],[object Object]
Differentiated Instruction ,[object Object],[object Object],[object Object]

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Classroom-wide Positive Behavior Support

  • 1. Chapter Seven Classroom-wide Positive Behavior Support
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  • 6. In this chapter, we begin with how to build a classroom community. [Using a continuum of strategies to respond to inappropriate behavior will be addressed in subsequent chapters.]
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  • 8. What we do on the first few days of school can have year-long effects on our students. Let’s discuss Figure 7-1.
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  • 13. Behaviorally at-risk children can least afford chaotic classrooms
” (Cartledge, Singh, & Gibson, 2008, pp. 31–32). Why is this true? What does it mean?
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  • 26. Let’s review the behavioral principles that guide us as we monitor and reinforce behaviors
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