Example Teaching Matrix for G. Ikuma Classroom-Wide Behavioral Expectations Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self All Use inside voice Raise hand to answer/talk Recycle paper Put writing tools inside desk Do your best Ask Meeting Eyes on speaker Give brief answers Put announcements in desk Keep feet on floor Put check by my announcements Homework Do own work Turn in before lesson Put homework neatly in box Touch your work only Turn in lesson on time Do homework night/day before Transition Use inside voice Keep hands to self Put/get materials first Keep hands to self Have plan Go directly “I Need Raise hand or show “Assistance Card” Wait 2 minutes & try again Have materials ready Have plan Ask if unclear Teacher Eyes on speaker Keep hands to self Use materials as intended Have plan Ask Work Use inside voice Keep hands to self Use materials as intended Return with done Use time as planned Ask Problem to Solve Stop, Step Back, Think, Act Stop Step Back, Think, Act Stop, Step Back, Think, Act t
G. Ikuma Positive Reinforcement Procedures What When By Whom How Often How Many Where Positive Office Referrals (see form) Whenever a student provides an exemplary display of a school-wide behavioral expectations All staff Each occurrence 5-6 per day per staff member Anywhere at school Verbal praise Continuously & contingently whenever a student displays behavior related to behavioral expectations All staff As often as possible No maximum number per staff member Anywhere at school (see slip) Continuously & contingently whenever a student displays behavior related to expectations in nonclassroom settings All staff, but especially supervisors, teaching assistants, cafeteria workers, bus drivers, & administrators As often as possible No maximum per staff member Nonclassroom settings: hallways, bus loading areas, playgrounds, common areas, cafeteria, etc.
Classroom acknowledgements (see individual classsroom management plans) Continuously & contingently whenever a student displays behavior related to expectations in classroom settings All classroom teachers, teaching assistants At least hourly No maximum per classroom Classroom settings during instruction, transitions, unstructured activities, etc. “Substitute Specials” (see slip) Whenever a substitute teacher observes any student engaged in a behavior related to school-wide expectations All substitute teachers At any time At least 3 every hour Anywhere at school, but especially in classrooms “Office Specials” (bumper sticker, school pencil, store discount coupons, lunch with Principal, etc.) Whenever office staff recognize students for especially noteworthy behavioral growth, progress, or displays Office staff: principal, assistant principal, counselor, secretaries, office assistants, etc. At any time At least one per grade level per day Anywhere at school
Example 2 Rule- Violating Level Definition Behavior Examples Procedures Involvement Major Illegals Law violating behavior requiring municipal response Dangerous weapons Substance possession, truancy, vandalism, stealing, Immediately report event to administrator Follow district/state policies and procedures Document event Student, parent, law enforcement, school & district administrators, school staff Majors Serious rule- violating behavior that disrupts teaching & learning, puts student or others at risk of harm, & requires administrative action Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property, “Third” minor in 24 hours. Signal that school rule-violating behavior observed Restate desired/appropriate behavior Direct/escort student to office/administrator Document event with office discipline referral form Enter data into system Student, staff person, parent, school administrator Minors of Note Rule violating risk behavior which requires on-going monitoring Disruptions, tardies, dress code violations, teasing, Signal social behavior error has been made Restate/reteach appropriate behavior Provide positive reinforcer for next display of appropriate behavior Document event with office discipline referral form Enter data into system Student, staff person, homeroom teacher Minors Rule violating behavior which does not require on-going monitoring, but needs to be retaught Minor disruptions, off task, Signal social behavior error has been made Restate/reteach appropriate behavior Provide positive reinforcer for next display of appropriate behavior Student, staff member
Functional Behavioral Assessment Implementation Checklist6 Step Activity Status Action Plan 1. Collect Information Include key individuals in the initial assessment meetings. Y N Review relevant records. Y N Collect informal direct observation data. Y N Interview individuals who have direct experience with the student. Y N 2. Develop Summary Statement Define problem behavior in observable terms. Y N Identify triggering antecedents events. Y N Identify maintaining consequence events. Y N Identify possible setting events. Y N Develop summary statements based on 1.– 4. Y N Determine level of agreement/confidence individuals have in resulting summary statement. Y N If agreement/confidence high, go to Step 3. If low, go back to Step 1. 3. Confirm Summary Statement Collect formal direct observation information on behavior, antecedents, & consequences. Y N Determine if direct observation data confirm summary statement. Y N If summary statement confirmed, go to Step 4. If not confirmed, go back to Step 2. 6 3-10-04. Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.
Develop Competing Behavior Pathway Summary Identified desired replacement behavior (long term objective). Y N Identify common reinforcing consequences for desired replacement behavior. Y N Identified alternative replacement behavior(s) based on function of problem behavior (short term objectives). Y N Determine level of agreement/confidence in competing pathway summary. Y N If agreement/confidence high, go to Step 5. If low, repeat Step 4. Identify Strategies for BIP Select strategies &/or environmental manipulations that neutralize impact of setting events. Y N Select strategies &/or environmental manipulations that make triggering antecedents irrelevant. Y N Select strategies &/or environmental manipulations that teach student skills that make problem behavior inefficient. Y N Select strategies &/or environmental manipulations that make consequences for problem behavior ineffective. Y N If necessary, develop additional (beyond current school-wide) crisis prevention & intervention procedures. Y N Develop Implementation Scripts for BIP Develop scripts & routines for implementation of BIP. Y N Identify who will implement BIP. Y N Determine if resources & capacity to implement BIP available. Y N If capacity adequate, implement. If resources/capacity inadequate, obtain resources, modify context, &/or adjust implementation requirements.
Teaching Social Skills at the Large Group Level: “Cool Tool of the Week” George Sugai University of Oregon Eugene, Oregon and Kathy Giesen and Betsy Fernandez Shasta Middle School Bethel School District Eugene, Oregon The Cool Tool is a social skills training format used to teach school‐wide and classroom level behavioral expectations or rules. The following material includes examples that were developed and used at Shasta Middle School to improve student social behaviors.