Monday, June 11, 2012

IMPACT ON BEHAVIOR: MONITOR BEHAVIOR


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!)

M   Monitor Behavior and Actively Supervise   Move and Scan
·      Move around the classroom in a random and unpredictable pattern so students can’t predict where you will be. This will allow you to monitor student behavior more effectively
·      Use your eyes and ears to scan the area
·      Move and scan during instruction
·      Moving throughout the room allows you to deliver positive reinforcement to lots of students.
·      Deliver prompts and reminders and correct mistakes before they become a bigger problem
·      Move and scan during unstructured activities
·      Model respectful words and actions for your students

·      Occasionally collect behavioral data on my students (% of students following rules and procedures, # of time outs/referrals, engaged time on activities)

·      Being Positive (Connect with students my making it a point to me positive than corrective) 

·      You can move and scan anywhere in the school (playgrounds, cafeterias, hallways, etc.).  Communicate effectively with students and staff when needed.

Resources and References

Dr. Anita Archer www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com

Thursday, June 7, 2012

IMAPCT ON BEHAVIOR: INTERACTION


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
Contingent
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 www.ExplicitInstruction.org
Dr. Laura Riffel www.BehaviorDoctor.org
Dr. Randy Sprick www.SafeAndCivilSchools.com