Chapter 12

What are three environmental factors which contribute positively to fostering student learning? (p. 391-392)

*Effective Classroom Communication*: Don't give students too much information, treat students with respect and trust, distinguish problems that result from language differences, ask genuine questions, show them you value you them with conversation, write positive comments on papers, etc. *Effective Teaching Methods*: Provide instruction that is relevant, interesting, individualized, and active in addition to being at students' instructional level *Fostering Positive Student Interactions*: Provide opportunities for students with and without disabilities to interact in meaningful ways, create special programs like peer buddies, etc.

EXPEDITED DUE PROCESS HEARINGS An expedited due process hearing is held when:

1. A parent requests a hearing to dispute an LEA's determination that a student's behavior was not a manifestation of the student's disability; or 2. A parent requests a hearing to dispute a disciplinary exclusion that constitutes a change of educational placement. A change of educational placement has occurred if an exclusion is longer than 10 consecutive school days, or if the student is excluded for more than 15 school days in one school year. Any removal from school of a student who is identified as mentally retarded is considered a change of educational placement, except if a disciplinary event involved weapons, drugs, or bodily injury; or 3. A parent requests a hearing to dispute an interim alternative educational placement of no more than 45 school days ordered by LEA personnel; or 4. An LEA requests a hearing to establish that it is dangerous for a student to remain in the student's current educational placement.

What three common behavioral data collection strategies are used when trying to understand student behavior? (p. 407-408)

1. Anecdotal Recording 2. Event Recording 3. Permanent Product Recording

The text lists 4 strategies for decreasing undesirable behaviors. Describe each one. (p. 415-416)

1. Differential reinforcement of incompatible and other behaviors 2. Extinction 3. Removing reinforcers 4. Negative consequences

What are the three main steps to teaching a cognitive behavior management strategy to students? (p. 420)

1. Discuss the strategy with the student and present a rationale for its use 2. Model for the student what you expect 3. Provide practice and feedback

What are the 3 key principles for the effective use of positive reinforcers? (p. 413-414)

1. Make sure that the positive reinforcers are clear and specific and that students understand the relationship between their behavior and rewards 2. Vary how much and how often you reward students 3. Make sure a student desires the reward selected

When using FBA, possible functions of student behavior are discussed by the team. What are the 8 functions of behavior listed in the text and what is the goal of each? (chart on p. 403)

1. Power/control - Control an event or situation 2. Communication - Convey information to another 3. Protection/escape - Avoid a task or activity; escape a consequence stop or leave a situation 4. Attention - Become the center of attention; focus attention on self 5. Acceptance/Affiliation - Become wanted or chosen by others for mutual benefit 6. Self-expression - Express feelings, needs, or preoccupations; demonstrate knowledge or skill 7. Gratification - Feel good; have a pleasurable experience; reward oneself 8. Justice/revenge - Settle a score; get or give restitution, apology, or punishment

There are 4 types of positive reinforcers; list them and describe specific examples of each. (p. 413)

1. Social Reinforcers 2. Activity Reinforcers 3. Tangible Reinforcers 4. Primary reinforcers

What are the four essential characteristics of cooperative learning? (p. 396)

1. Students in the groups have *positive interdependence*. Either they reach their goal together, or no one can achieve it 2. Cooperative learning requires *face-to-face interactions*. 3. Members have *individual accountability* 4. Cooperative learning *stresses student interpersonal skills*

When writing a student behavior contract, there are 10 points to remember and include. What are they? (p. 417-418)

1. The reward that goes with the contract should be immediate; that is, as close in time as possible to the performance of the desired behavior 2. An initial contract should call for and reward small amounts of the desired behavior. For example, requiring a student to read an entire book to earn a reward probably would be too frustrating a task for a student with a reading problem 3. Rewards should be distributed frequently in small amounts. This approach has been proven more effective than using fewer but larger rewards. 4. A contract should call for and reward accomplishments rather than obedience. Reward completion of assigned work or appropriate behavior rather than teacher-pleasing behaviors such as staying in one's seat 5. The performance should be awarded only after it has occurred. 6. The contract must be fair. The amount of work required of the student and the payoff for completing the work should be balanced 7. The terms of the contract should be clear to the student. The contact should be put in language the student understands and discussed with the student. If the student is not able to understand the contract, this strategy is probably not appropriate. Student and teacher should sign the contract. 8. The contract much be honest. The teacher should be willing to carry out the terms of the contract as written and do so immediately. Deliver on the promises you make. 9. The contract should be positive. It should specify student accomplishments and rewards rather than restrictions and punishments. 10. The contract should be used systematically. If the contract is enforced only occasionally, the result may be worse (or at least confusing) for the student than not using one at all.

7 Steps in FBA

1. Verifying the seriousness of the problem 2. Defining the problem behavior in concrete terms 3. Collecting data to better understand the behavior 4. Analyzing the data and forming a hypothesis about function 5. Developing a behavior intervention plan 6. Implementing the plan and gathering data on its impact on behavior 7. Monitoring intervention effectiveness and proceeding to appropriate next actions

Within 10 school days of the decision to change the student's placement, the LEA, parent, and relevant members of the IEP team conduct a review to decide if the behavior of concern is a manifestation of the student's disability. The team must determine:

1. Was the behavior caused by, or directly and substantially related to, the student's disability? OR 2. Was the behavior a direct result of LEA's failure to implement the Individualized Education Program (IEP)?

What is a Behavior Intervention Plan (BIP)?

A detailed strategy, developed on the basis of a functional behavior assessment, to address significant behavior problems being experienced by a student with a disability. The plan typically includes detailed descriptions of interventions, persons responsible, a timeline, and methods for data collection. This plan is required by federal law when a student with a disability has significant behavior problems

What is "Catch "Em Being Good" and how could you use it in YOUR classroom? (p. 399)

A versatile and long-recognized strategy for reducing inappropriate student behavior and increasing appropriate behavior. In short, when a student is behaving according to expectations, you acknowledge and reward that behavior. Comments have the effect of rewarding individual student behavior and clearly letting the other students know that, for example, going directly to one's seat is a behavior they should do, too.

Activity Reinforcers

Activities such as playing computer games, being allowed to listen to music on a cellphone, having extra recess, helping a teacher in another class, and participating in other coveted individual or group pastimes.

Behavior contract 417

An agreement between the teacher and student that clearly specifies the expectations for the student, the rewards for meeting those expectations, the consequences of not meeting them, and the timeframe for which the agreement is valid

Negative Reinforcement

Any increase in behavior to avoid a consequence. Example: System where students must have their homework signed each night by their parents until they have brought it back to school on time 9 out of 10 times. Because students see having their homework signed off by their parents as an undesirable consequence, they will increase their promptness in turning in homework to avoid the consequence

Positive Reinforcement

Any time you respond to a behavior with a consequence that makes it more likely for the behavior to occur again. When you reward a student for appropriate behavior and that behavior increases. Example: If you tell a student that she may use the computer after she completes 5 math problems and she completes all the problems, you are positively reinforcing math problem completion through computer rewards

Hurdle Help 401

Beginning an assignment can be overwhelming for some students. You can help them begin and avoid a behavior issue by assisting with the first example, asking questions to facilitate their thinking, prompting them to follow steps, or literally cutting an assignment into parts and giving them one small part at a time

Event Recording

Count how many times it occurs in a given period of time. Appropriate when the behavior is discrete--that is, when it has a clear starting and stopping point. Example: count the number of times John is late to class

Support from routine 401

Creating more structure in the classroom can avert discipline problems. For example, expecting all students to enter class, sit down, and begin the warm-up work by the time the bell rings may help some students avoid being disruptive. Displaying the schedule or agenda for the day or class and using clear patterns for classroom activities also can help eliminate disruptions

Tier 1: Universal Interventions

Effective for 80-85% of Students - clear school wide rules and expectations, including procedures for the lunchroom, procedures for entering and leaving the building, and so on -Character-building programs for students -Social skills instruction for all students -Procedures for deescalating disrupting behavior by establishing cooling off times and locations for student reflection -Monitoring of student behavior using naturally occurring measures, such as discipline referrals

Tier 2: Selected Interventions

Effective for an Additional 10-15% of Students -Structured social skills training designed for small groups -Group counseling -Mentoring programs -Daily behavior report card -Use of structured reward programs for appropriate behavior -Progress monitoring frequently (at least every 2-4 weeks)

Tier 3: Targeted Interventions

Effective for the Remaining 1-5% of Students -Implementation of functional behavior assessments -Specific student instruction on appropriate behaviors to replace inappropriate behavior while serving the same function -Involvement of agencies outside the school, possibly including juvenile justice, mental, and social services -Individual counseling, possibly including the family and possibly delivered at the student's home -Individually designed behavior intervention plan -Frequent progress monitoring, as often as daily or weekly

What is Functional Behavioral Assessment (FBA), and what are the 7 steps in FBA?

FBA is an evidence-based, problem-solving process implemented for any student with a disability who has chronic, serious behavior problems. It is a detailed and documented set of procedures designed to improve educators' understanding of exactly what a problem behavior looks like: where it occurs, when it occurs, and what function it serves for the students. FBA leads to ideas about how to change the behavior and specific plan for doing so. -an FBA and behavior intervention plan must be included as part of student's individualized education program whenever it is needed; these procedures are not only for students whose disability is emotional or based in behavior

Primary Reinforcers

Foods and other items related to human needs that a student finds rewarding. Often edible and might include a piece of candy or fruit

Tension reduction through humor 401

For some minor misbehavior, try humor instead of scolding or lecturing. Care must be taken, though, that the humor neither rewards the behavior nor is perceived as embarrassing or criticizing the student

Interest boosting 401

If a student appears to be losing interest in a task or activity, refocus attention immediately by asking a specific question about her progress or otherwise paying specific attention to her work

Planned ignoring 401

If a student's behavior is not likely to harm others or spread to others, you might decide to ignore it. If you ignore inappropriate behavior, be ready to give the student attention for appropriate behavior

CONCLUSION to Manifestation Determination

If either #1 or #2 was answered "Yes," the behavior must be considered a manifestation of the student's disability. The determination of the team is that the behavior subject to disciplinary action is: o Not a manifestation of the child's disability. The relevant disciplinary procedures applicable to children without disabilities may be applied. o A manifestation of the child's disability. The IEP Team must either: (1) Conduct an FBA, unless the LEA had conducted an FBA before the behavior that resulted in the change of placement occurred, and implement a BIP for the child; or (2) If a BIP already has been developed, review the BIP, and modify it, as necessary, to address the behavior; and return the child to the placement from which the child was removed, unless the parent and the LEA agree to a change of placement as part of the modification of the BIP.

Permanent Product Recording

If your concern about student behavior relates to academics, it may be simplest to keep samples of work as a means of measuring behavior.

Removing Reinforcers

In some instances, you can decrease inappropriate behavior by taking away from the student something desired, a strategy called removal punishment. One example is called response cost, which involves taking away a privilege, points, or some other rewards -Another removal punishment strategy is time-out, which involves removing students from opportunities for awards

Differential Reinforcement of Incompatible and Other Behaviors

Inappropriate behaviors can be decreased by increasing related appropriate behaviors through reinforcement. You are teaching and reinforcing positive behavior that is preferred that is incompatible with negative behavior

Surface behaviors 400

Initial student behaviors that teachers could interpret as misbehavior. Responding appropriately to surface behaviors can prevent them from escalating into more serious discipline problems.

Response Cost 415

Involves taking away a privilege, points, or some other rewards

High Probability Requests 400

Minimal strategy for encouraging appropriate behavior involves thinking carefully about the sequence of tasks requested of students. Make several simple requests the student is likely to complete prior to making the targeted request.

What types of information may be contained in a Behavior Intervention Plan (BIP)?

Modifying the physical or instructional arrangement of the classroom, changing antecedents, altering consequences, teaching alternative behaviors to the student, etc. It also might incorporate teaching replacement behaviors or it could include modifying curricular materials or implementing a bypass strategy such as digital text

Self-Reinforcement

Often used in conjunction with self-monitoring. In this approach, students self-evaluate and then judge whether they have earned a reward. For example, Eric might award himself 3 points for a high self-monitoring score, two points for an average score, and no points for a low score. when he accumulates 20 points, he chooses a reward from his personal reinforcement menu.

Peer tutoring 394

Pairs of students are given formal roles for promoting each other's achievement. The tutor role most often held by a peer in the same class, but the tutor could also be from another class or schools

10 strategies for managing surface behaviors

Planned ignoring, signal interference, proximity control, interest boosting, tension reduction through humor, hurdle help, support from routine, direct appeal to valued areas, removing seductive objects, antiseptic bouncing

Presentation punishment 416

Presenting negative consequences to students. Includes reprimanding a student verbally, overcorrection, and physically punishment

Tangible Reinforcers

Prizes and other objects that students can ear as symbols of achievement and that students want to obtain. Exs: fast-food coupon, stickers, etc.

Positive Behavior Supports 389

Research-based, systemic approaches related to student behavior and designed to enhance the learning environment and improve outcomes for students

Whole-group contingency

Reward is based on the performance of all class members. For example, if 80% of all the students in an algebra class complete their assigned in-class work during the week, on Friday no homework will be assigned

What are 2 commonly used CBM strategies used to teach students how to manage their own behaviors? (p. 419)

Self-Monitoring and Self-Reinforcement

What is the difference between a small group contingency and a large group contingency and when would you use each one? (p. 398)

Small group Contingency: this approach is helpful if one or two students tend to have behavior problems. It avoids placing too much pressure on one student, as would happen if the reward was based on just that student's performance, but at the same time it fosters desired student behavior

Proximity control 401

Sometimes simply moving closer to a misbehaving student will resolve the problem

Cooperative Learning

Student-centered instructional approach in which students work in small, mixed-ability groups with a shared learning goal

What is Cognitive Behavior Management? (p. 419)

Students are taught to monitor their own behavior, make judgements about appropriateness, and change it as needed.

Self-Monitoring

Students learn to monitor and record their own behavior. Student might keep a daily tally of the number of assignments completed or the number of times he waited until the teacher was between instructional groups to ask a question. A student might use self-monitoring to track the rate at which she completes and turns in homework assignments, level of anxiety and constructive response to reduce than anxiety, or any other behavior.

Direct Appeal to valued areas 401

Students sometimes see their schoolwork as irrelevant. If you can identify a meaningful context for assigned work, students may be more likely to complete it

Bullying 406

Takes several forms and may occur in face-to-face or electronic transactions: -physical violence -Verbal taunts, name-calling, put downs -Threats intimidation -Extortion or stealing money or possessions What can educators and schools do? -Intervene when an incident occurs, find out what happened, support the students involved, address bullying behavior

Peer Mediated Instruction - 394

Term for structured and interactive systems in which students teach each other. It enables teachers to change from traditional whole-group teaching approaches, and a strong research base demonstrates that it improves students' social relationships, decreases student behavior problems, and improves students' academic outcomes

Small-group contingency

The class is rewarded based on the performance of a selected group of students. For example, if four students complete the assigned work, the entire class will earn 5 minutes of instructional computer time at the end of class. -This approach is helpful if one or two students tend to have behavior problems. It avoids placing too much pressure on one student, as would happen if the reward was based on just that student's performance, but at the same time it fosters desired student behavior

Negative Consequences

The final strategy for decreasing undesirable student behavior, presentation punishment, is the least preferable, because it involves presenting negative consequences to students. Verbally reprimanding a student is an example, so is overcorrection, in which a student is directed to restore a situation to its original condition or better condition. Physical punishment is another traditional presentation punishment.

Reinforcement 411

The primary strategy for increasing appropriate behavior. It is any response or consequence that increases a behavior

What are the three-tiered intervention strategies (MTSS) and how/when and with which students is each intervention used? (P. 390)

Tier 1: Universal Interventions (effective for 80-85% of students) Tier 2: Selected Interventions (effective for an additional 10-15% of students) Tier 3: Targeted Interventions (effective for the remaining 1-5% of students)

Extinction

To extinguish a behavior, you stop reinforcing it; eventually, the behavior decreases. This strategy is often appropriate when a student has a minor but annoying undesirable behavior, such as tapping a pencil or rocking a chair, which you inadvertently have been reinforcing by calling attention to it or otherwise responding to it.

Signal interference 401

Use nonverbal signs, such as eye contact and gestures to communicate with students. Ex: Putting your finger to your lips to communicate silence

Antiseptic bouncing 401

When behavior is starting to become an issue or you see signals that a behavior problem is likely to occur, consider giving the student the opportunity to move to a quiet corner of the room or to step outside the room to reduce tension. Doing so will help some students calm down and avoid trouble. Similarly, some students will benefit from being sent on a simple errand that takes them out of the classroom and provides them with a purposeful activity

Removal of seductive objects 401

When students bring distracting items to school, teachers usually should hold them for safekeeping. Other objects in the classroom environment also can become a focus for misbehavior.

Anecdotal Recording

When you keep written notes of a student's actions or words, gathered while they happen or shortly thereafter, you are completing this. One valuable use of this strategy involves recording specific incidents, including what happened immediately before the behavior and what happened as a result of the behavior, which is called antecedents-behavior-consequences (ABC) analysis

Same-age tutoring 394

Within the same classroom. Consider pairing students who are both high achievers rather than pairing a high achiever with a low achiever. Then pair other students whose understanding of the topic at hand is similar. This arrangement reduces the problems of high achievers becoming impatient with low achievers.

Manifestation Determination

a process, required by the Individuals With Disabilities Education Act (IDEA 2004), which is conducted when considering the exclusion of a student with a disability that constitutes a change of placement. -A manifestation determination must be conducted when a disciplinary change of placement occurs.

Removal punishment 415

decrease inappropriate behavior by taking away from the student something desired

Social Reinforcers

various types of positive consequences that a teacher, parent, or peer can give a student to reward appropriate behavior and increase it. These reinforcers might include a positive phone call home to parents, a pat on the back or hug, verbal praise, or selection as Classroom Citizen of the Month

Disciplinary change of placement occurs when a student with a disability, because of a violation of the school code of conduct, is removed from his/her current educational setting for:

♦ More than 10 school days consecutively, OR ♦ More than 15 school days cumulatively in a school year, OR ♦ When school days 11-15 constitute a pattern of exclusion, OR ♦ An exclusion of even one school day for a student with mental retardation, OR ♦ Under the following circumstances, school personnel may unilaterally remove a student to an interim alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child's disability, if the child: 1. Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of a local educational agency (LEA); 2. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of an LEA; or 3. Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of an LEA. In these circumstances, the LEA must notify the parent.