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