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Instructional Program Positive Behavior Intervention & Supports 

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Instructional Program Positive Behavior Intervention & Supports 

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Behavior is a means of communication.
Watch and listen carefully to understand what behavior is communicating.
Keep in mind that common functions of behavior include:

access

avoidance

meeting a sensory or emotional need.

A teacher’s familiarity with positive behavior management strategies will enable them to successfully implement a classroom plan for dealing with behavior issues.
There are many distinct components of a PBIS. Some include:

Skills training to promote appropriate behavior.

Alteration of the classroom or learning environment to minimize or eliminate problem behaviors.

Strategies to encourage appropriate behaviors that replace problem behaviors.

Supports the child will need to behave appropriately.

Collection of data to measure the child’s progress.

Always stay calm and show the students that the teacher is in charge.

Give instructions as simple, direct statements rather than in the form of a question or request.

Make sure that students know when it is time for them to give the teacher their full attention.

Use the student’s name when giving praise and when disciplining, and make sure the student understands which action triggered the praise or discipline.

An Instructional Program is:
a replicable instructional activity that is designed and implemented to achieve an instructional goal, namely, some clearly defined change or changes in a selected group of learners.
Every instructional program combines:
a curriculum component (what we teach)
a teaching procedure (how we teach).

The student who struggles with inappropriate behavior needs a supportive team of members who are interested in seeing positive behaviors become normal for them. These include:

family

teachers

school administration

therapists

caregivers.

Successful PBIS
Focus shifted from problem behaviors to acknowledging correct behaviors and praising successes.

Always stay calm and show the students that the teacher is in charge.

Give instructions as simple, direct statements rather than in the form of a question or request.

Make sure that students know when it is time for them to give the teacher their full attention.

Use the student’s name when giving praise and when disciplining, and make sure the student understands which action triggered the praise or discipline.

Websites to gain valuable knowledge
Marine Freibrun, Marine (2021) minds-in-bloom.com

Crisis Prevention Institute, (2020), PBIS Resource Guide: An Overview on PBIS Implementation and Resources, Retrieved from: Crisis Prevention Institute (CPI Training) | CPI

Regis College, (2020), Behavior Intervention: Definition, Strategies, and Resources, Retrieved from: https://online.regiscollege.edu/blog/behavior-intervention-definition-strategies/

Conducting Functional Behavioral Assessments and Developing Positive Behavior Intervention Plans https://www.vtnea.org/uploads/files/Behavior%20Intervention%20Guide-9.13.pdf

Safe & Civil Schools, (2019), Positive Behavior Support (PBS) — A Discussion Retrieved from: https://www.safeandcivilschools.com/products/index.php.

Addressing the needs of students with EBD            A teacher should:          *Use clearly defined boundaries             *Model positive tactics *Provide energetic and creative outlets               *Be creative with interpersonal opportunities
*Encourage journaling of thoughts, feelings, dreams, goals etc.

*Use clear behavior expectations        *Work with a team to collaborate best routines and environments           *Use self-monitoring strategies that   *target behaviors and learning goals.
*Provide a nurturing network
*Use a “wrap around” approach that meets unique learning needs             *Establish clear behavior expectations
*Design transitions clearly *Implement consequences fairly          *Employ specific immediate praise with opportunities to respond                *Possibly use puppets for students to review what they were taught            *Take photographs and videos of student to identify with them appropriate and inappropriate behavior
*Possibly create computer based multimedia presentations                *Provide immediate feedback that doesn’t frustrate      *Greet students at the door with a few words about the expectations for the day.  *Give meaningful responsibilities             *Provide artistic opportunities

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Quiet area
Clearly defined space
Model appropriate behavior
-role play
-videos
-photos
Opportunities for social interactions
Multisensory learning
Opportunities for classroom communication

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Educational experiences must be meaningful —connecting new content or concepts to things they already know and understand; engaging —hands-on, minds-on opportunities that are absorbing and limit distraction; iterative—providing the chance to experiment, learn, and retry in a self-directed cycle; socially interactive —promoting learning through communication and understanding diverse perspectives; and joyful—creating a positive emotional response that elicits interest and motivation.⁴

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Key Points on Field Experiences with exceptional learners.

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Key Points on Field Experiences with exceptional learners.

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Creating and sustaining conditions where every child is able to grow, thrive, and succeed—in keeping with their own strengths and interests—requires an education system that closes the gap between what we know and what we do.

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Key ideas on the conceps of IDEA, inclusion and IEP meetings.

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Key ideas on the conceps of IDEA, inclusion and IEP meetings.

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-Reimagines and supports the remodeling of our education system.
Preparing every individual learner to thrive in school and beyond
-Supports transformative educators
-Teachers, school leaders, and school staff play a critical role in students’ ability to succeed in school
-Effectively engages families.
-critical importance of child-caregiver interactions in fostering optimal learning and development
-Fosters successful systems through effective partnerships.
-providing the capacity and expertise to support educators and help implement whole-learner approaches.
-Leverages science and evidence
-continuous improvement of   whole-learner approaches

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Empathizers  >>>>>>Systemizers
Those with Autism are on the extreme range of Systemizers

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-must infuse -regularity
-safety
-warmth
-appreciation
-playfulness
-mutuality
Start with behavior and create playful interactions.
Interaction greatly expands progress
Use areas of fixation, compulsion and obsession to determine interest
-visual ways of learning
-hands-on manipulation
-visual puzzles
-locate missing items
-anticipation and sequencing

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Key teaching ideas about students with exceptionalities

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Key teaching ideas about students with exceptionalities

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-All levels of context are integrated, relational, and bi-directional.
-Educators co-act with the individual. -Understand that context drives our understanding.
-Each person’s life course is shaped by a variety of specific features.
-These experiences co-act with the individual across time and place to enhance individual learning.
-Evidence-based whole-learner approaches are grounded in the science of brain development.
-Learning provides the framework for customized instruction and allows for learner experiences to leverage their individual assets.
-Teach each child in a way to leverage the unique barriers they face.

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Vizzle Visual lessons that reinforce concepts for students with special needs.
First-Then visual schedule
Auto desk sketchbook A drawing or doodle app.
Choiceworks a scheduling tool calming strategies.
Time Timer helps in understanding elapsed time. - Ticks away as time lapses.
Model Me Going Places 2. Helps students to better understand their emotions. .
Visual Scene Displays Allows language concepts to be visually displayed

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-People with disabilities CAN learn
-Chief obstacles are those who limit their expectations of students with intellectual disabilities
-benefit from inclusion in mainstream classrooms
-there are many kinds of intelligence
-each kind of intellectual disability has its own unique pattern of gifts and abilities

ASSISTIVE TECHNOLOGIES

Touchscreen tablets

IPad

Proloquo2go

Interactive mimetic digital games

Can be tutors or have peer tutors

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Employ strength-based learning strategies
-Hands-on learning tools
-Teach through games
-Link lessons to personal lives
-project-based activities
-Sing spelling words
-Use drama and improvisation
-Color code school environments
-Assign peer tutors
-Videotape peer's projects for viewing and further understanding
-musical
-spatial
-naturalistic
-bodily/kinesthetic
-interpersonal
-intrapersonal
IT IS NOT HOW INTELLIGENT YOU ARE BUT HOW YOU ARE INTELLIGENT!

AUTISM
-Neurological disorder characterized by social impairment.
-wide range of levels on the spectrum
nonverbal >>>>super intelligent
-causes are heredity and other      possibilities
-symptoms often include
-hand flapping
-lack of eye contact
-emotional meltdowns
STRENGTHS
-often skilled at perceiving details
-often able to discern irrelevant details
-often show strong local analysis
-often show enhanced perceptual functioning
-are good at systemizing
-acute sensitivity to small details

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Students with EBD     Have intrinsic gifts and abilities.                           Are                      *insightful      *charismatic          *playful                       *have much vitality   

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Students with EBD     Have intrinsic gifts and abilities.                           Are                      *insightful      *charismatic          *playful                       *have much vitality   

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They glow with a powerful light                                     Edgar Allen Poe wrote “Madness is the loftiest intelligence.”                      There are links between Bipolar and creativity. Students with EBD have an enhanced ability to experience and express dislike

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The team is made up of

parents

teachers

specialists

professionals that make sense for implementing a strengths-based plan.

Team hears others focusing on:

strengths

gifts

good qualities

Celebrates exceptionality.

All team members are able to verbalize their vision for:

the true

the good

the possible.

Negative remarks NOT heard.

Conversational turn-taking is equally distributed.

Discussion covers what is working and what is failing.

Dialogue is begun by asking the student and the parents “What were some of the successes of the year?”

Teachers offer reasons why the child was successful.

Inquiry about the students’ interest and goals in life, and progress towards those goals.

Questions about what support can help the student reach their goals.

-All team members including the student have equal opportunity for input.

-Tangible strengths are actively incorporated into the goals.

>Focused on incorporating student’s strengths into the IEP.
>Has a group leader
>Believes in the value of all team members and the student.
>Team desires to discover:
*the exceptional in the student
*the essential in the student
*the student’s gifts and abilities AI-IEP A successful IEP increases student:       *t urn taking.
*Self-advocacy
*Positive outlook
*Team covers

Present levels of achievement

Student strengths

Concerns

Current service times and recommended service time (increase/decrease/ continue current time)

Summer School

Para support

If applicable, PBIS or BIP plans

Meeting should be between 30-45 minutes (not too long)

highlight important parts of IEP and the strengths and goals of student.

Team members are:

looking at each other’s facial expressions.

There are chairs for everybody around a table.

Everybody is seated in their chairs at the meeting’s start.

Somebody is writing down ideas to incorporate into the student’s IEP plan.

There is a neurodiversity strengths checklist on the table

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Clutter Cloak
Readability
Pace Car (highlights relevant material on websites and eliminate or mask everything else).
iStudiez app (tracks tasks and deadlines and helps with homework planning and assignments).
IStudiez- $1.99 month or $9.99 year.       iHomework (records grades, uses color-coded calendar, tracks reading assignments, uses alarms and reminders).
iHomework – only works on apple and macTime Timer (lets students know how much time is left to complete an activity with visual cue). Physical timer- cost associated with each, except for app available on apple (free). Helpful for both Autism and ADHD. Gives visual clue of time left.   Invisible Clock (looks like a pager and is designed to send vibrations or beep at intervals to keep student on task).    Play Attention (uses neurofeedback to improve concentration).
Time Timer. One common occurrence in my classroom is that students look at me throughout class and ask, “What time is class done?” or “What time is it?” I have often suspected that they do not really want to know the time, they want to know how much longer until they can leave or be done.               With Time Timer students manage time and expectations on their own.

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Gaeylynn Lea loves life!
"Get Involved"
"Figure out things yourself."
"Change your perspective
"Live Authentically"
"Live your life free"

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Individuals with Disabilities Education Act
People all over the country have

Special Smiles.

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THE MAGIC IS IN THE BELONGING
Teachers focus on strengths, passions, talents of all students to make a positive difference for the classroom, the school, and the world.

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MY PHILOSOPHY FOR A HAPPY LIFE                                               Be ok with what you ultimately can't do, because there is so much you CAN do.         Surround yourself with people you want to be around.                    Keep moving forward.         Never miss a party if you can help it.                           Appreciate and love equity. Focus on your passions, see each other for who you are on the inside. 

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MY PHILOSOPHY FOR A HAPPY LIFE                                               Be ok with what you ultimately can't do, because there is so much you CAN do.         Surround yourself with people you want to be around.                    Keep moving forward.         Never miss a party if you can help it.                           Appreciate and love equity. Focus on your passions, see each other for who you are on the inside. 

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"THE MUSIC THAT WE MAKE TOGETHER IS TRUE, IT IS GENUINE, AND IT SUPERCEDES PROGERIA"
Sam Berns

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WE ARE ALL IMPORTANT!

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INVLUSIVE CLASSROOMS MAKE US ALL BETTER!

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INVLUSIVE CLASSROOMS MAKE US ALL BETTER!

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"A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove, but the world may be different because I was important in the life of a child."
Forest E. Witcraft

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BE A STRENGTH BASED SCHOOL!

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ADAPTED BOOK DISPLAYS created during field experience for our "Special Friends" class

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ADAPTED BOOK DISPLAYS created during field experience for our "Special Friends" class

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Add "shelf talkers" to draw interest
Offer tickets for reading time incentives
Include colorful selections
Large print books are best
Texture books are popular
Happy stickers draw interest
Visuals such as stuffed animals to feature a book
Place books in pretty bags