Utah's Least Restrictive Behavioral Interventions Guidelines

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ules/expectations is proactive and often prevents behavioral problems from occurring, which saves instructional time. One of the greatest benefits is an increase in instructional time. Points to Consider When Teaching <strong>Behavioral</strong> Expectations/Rules Keep a record of plans for institutional memory (your handbook or syllabus) and future planning. Keep notes during the teaching process for things to adjust when re-teaching. Be sure to adapt lesson presentation for developmental levels (i.e., student age). Plan for re-teaching opportunities (i.e., following extended breaks from school). Plan for how following the expectation/rule will be positively acknowledged. Plan for how failure to follow the expectation/rule will be corrected and re-taught. Best practice for teaching expectations/rules is to use an explicit instructional process: Suggested Instructional Sequence for Teaching <strong>Behavioral</strong> Expectations Define expectation/rule. Provide rationale for expectation/rule. Teach critical discrimination of expectation/rule (model examples and non-examples). Practice the behavior (in setting where behavior is required, if possible). Discuss what will happen when expectations/rules are followed and what will happen if behavioral errors occur. In addition to establishing and teaching behavioral expectations/rules, effective teachers systematically teach basic classroom routines/procedures where behavioral infractions tend to occur. Suggested Routines/Procedures to Consider Transitions (i.e., moving from one activity to another, in or out of classroom). Getting assistance. Working independently. Working in groups. Lining up. Handing in homework and assignments. Sharpening pencils and preparing materials. Hall passes (i.e., bathroom breaks, phone calls). Procedures specific to classroom equipment (i.e., computers). Classroom schedule. Reinforce Expectations/Rules Positive adult attention to appropriate student behaviors is the most powerful way to encourage, increase and maintain positive behavior in the school setting. Expectations/rules that are well defined and explicitly taught are an essential component of proactive and preventative school-wide and classroom management. However, acknowledging and positively reinforcing students for demonstrating the desired behavioral skill increases the 7
likelihood that they will continue to follow expectations and rules. For this reason, effective school-wide and classroom management systems include consistent reinforcement. The goal with reinforcement is to make doing things the right way more efficient for getting needs met than doing things the wrong way. There are many ways to positively reinforce students; however, simply noticing students and their positive behavior and acknowledging their success socially is a powerful practice that is underutilized in schools. Suggested Types of Reinforcement Positive social acknowledgement, including verbal feedback. Privileges (i.e., line leader). Social activities (i.e., games with other students). Additional opportunities to make choices (i.e., preferred seating in the classroom). Tangibles (i.e., homework passes, school supplies). Parental/guardian feedback (i.e., positive notes or phone calls to home). In The Tough Kid Book by Rhode, Jenson, and Reavis (1993), there are some practical suggestions for making reinforcement more effective. These suggestions are called IFEED-AV Rules (p. 41). IFEED-AV Rules for Reinforcing Expectations/Rules I = Immediate F = Frequent E = Enthusiasm E = Eye Contact D = Descriptive A = Anticipation V = Variety Reinforcement is most meaningful when it is received closely following demonstration of the expectation/rule. It is important to reinforce students frequently when learning a new behavior skill. Additionally, paying attention to behavior in a positive way helps maintain a pattern of interactions in the school setting that is more positive than negative. Generally accepted targets for positive to negative ratios in schools are at least 4 positive to every 1 negative interaction. Delivering reinforcement in a congratulatory manner makes the positive more meaningful and therefore more effective in increasing the likelihood of future demonstrations of positive behavior by the student. Eye contact suggests that the student is important and has the school staff member’s undivided attention. This also increases the chance that simple social cues like eye contact will be more meaningful to the student in the future. Teachers often assume that students know what it is they are doing right that has resulted in reinforcement. This is not always accurate. It is best practice to describe the behavior when reinforcing; this highlights the behavior the teacher wishes to acknowledge. Building excitement and anticipation for reinforcement can be a powerful motivator. Just like adults, kids can get tired of the same things. Changing up reinforcement methods can help keep things interesting and make reinforcement more effective over time. 8
Page 1 and 2: LEAST RESTRICTIVE BEHAVIORAL RESTRI
Page 3 and 4: Table of Contents Table of Contents
Page 5 and 6: I. Introduction I.A. Purpose of the
Page 7: II. Effective Classroom Management
Page 11 and 12: I.B. Checklist for Classroom Manage
Page 13 and 14: The RtI Model is a three-tiered sys
Page 15 and 16: IV. Data Collection IV.A. Data-Base
Page 17 and 18: Baseline Data Baseline data are col
Page 19 and 20: IV.C. Classroom Data Behavior Data
Page 21 and 22: V. Functional Behavior Assessment (
Page 23 and 24: Behavior Intervention Plan (BIP) Us
Page 25 and 26: VI.C Emergency Contact Form If an e
Page 27 and 28: VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60:
Name of Strategy S-4. Detention Bef
Page 61 and 62:
Name of Strategy S-9. In-School Sus
Page 63 and 64:
Name of Strategy S-12. Planned Igno
Page 65 and 66:
Name of Strategy S-15. Response Cos
Page 67 and 68:
Name of Strategy S-19. Time Out, In
Page 69 and 70:
Name of Strategy o Description for
Page 71 and 72:
IX.C. Intensive, Individual Interve
Page 73 and 74:
Name of Strategy F-1. Contingent In
Page 75 and 76:
Name of Strategy F-1(b). Aromatics
Page 77 and 78:
Name of Strategy F-3. Extinction No
Page 79 and 80:
Name of Strategy F-7. Mechanical Ha
Page 81 and 82:
Name of Strategy F-10. Satiation Ad
Page 83 and 84:
Name of Strategy F-13. Visual Scree
Page 85 and 86:
with at least one of the student’
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4. If the LEA, the parent, and rele
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XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92:
The third condition is knowledge of
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Components of a Successful Classroo
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Implementation Leadership Team Self
Page 97 and 98:
Designing Functional Interventions
Page 99 and 100:
ll. Functional Behavioral Assessmen
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6 FUNCTION OF PROBLEM BEHAVIOR FUNC
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Functional Behavioral Assessment Te
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Student: __________________________
Page 107 and 108:
Student:___________________________
Page 109 and 110:
Student: __________________________
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BEHAVIORAL GRAPHING Student Name: _
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OFFICE DISCIPLINE CHECKLIST Conside
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DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118:
XII. Frequently Asked Questions (FA
Page 119 and 120:
Questions If the offense involved s
Page 121 and 122:
Diagnostic assessment Assessment co
Page 123 and 124:
Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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