Thursday, June 7, 2012


Within the IMPACT approach, there are six broad variables to implement and manipulate to prevent inappropriate behavior and promote positive, proactive behavior:

Interact positively with students
Monitor behavior
Prepare effective instruction
Arrange the environment
Correct effectively
Teach expectations (like a great coach!)
I     Interact Positively with Every Student 
Build Positive Relationships with students:
·      Take time to connect at the beginning of the day by greeting students individually
·      Greet and say good-bye to each student at the end of the day
·      Make one-on-one connections with students
·      Make connections every day with students to learn about them as individuals
·      Notice and acknowledge student effort and achievement
·      Acknowledging students’ efforts motivates them and gets them excited about learning
·      Build trust with the student by pointing out students’ strengths.
·      Communicate with families frequently and in different ways such as emailing, calling, or welcoming parents into the classroom
·      Provide frequent non-contingent attention to help create a friendly and welcoming classroom climate (e.g., greeting students, using student’s names, asking them about their weekend etc.)

Notice and acknowledge positive behavior.
·      Positive reinforcement begins with noticing. Be on the lookout to “catch” students doing the right thing
·      Acknowledging positive behavior motivates the students to continue practicing that behavior
·      Positive reinforcement promotes positive behavior in your classroom.
·      Deliver feedback/reinforcement/praise that is specific, contingent, age appropriate and non-embarrassing. (“Great Mark, you’re facing forward, feet on the floor and ready to learn”) 
·      Be sensitive to students’ needs for privacy
·      Some students may feel uncomfortable with public praise so be sensitive to students’ need for privacy
Feedback should be:
Specific and descriptive
Following a behavior or skill that is new
Following a behavior or skill that is difficult
Following anything the individual is proud of
More frequent than attention to misbehavior—4:1 Ratio
·      Strive to provide a 4:1 ratio of positive interactions to negative or neutral interactions.  Provide positive interactions with students AFTER a negative behavior

·      Develop a continuum of positive interactions systems (e.g., class-wide/group motivation systems, behavior contracts and token economies).
Resources and References

Dr. Anita Archer
Dr. Laura Riffel
Dr. Randy Sprick

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