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| Teaching The Whole Class To Behave: Classroom Wide Behavior Management Strategies. |
| Saturday, May 24, 2008 |
| 8:00 AM–11:00 AM |
| Marquette |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Jill E. McGrale Maher, M.S. |
| JILL E. MCGRALE MAHER (McGrale and Associates), CHERYL J. DAVIS (Crossroads School for Children Consultant), JOSH PLAVNICK (McGrale and Associates; Michigan State University), LINDA J. LOCKHART (McGrale and Associates; Eastern Michigan University) |
| Description: The increasing trend for inclusion of students with a variety of diagnoses in public school classrooms has resulted in teachers often serving a diverse group of students. Often times these teachers have little if any formal training or support in behavior management strategies. The bulk of available resources focus on reinforcement systems and token economies for individual students, response cost, and self-monitoring and management strategies, all of which may not be practical for application in a classroom of 25-30 students. Additionally, while these interventions can be very successful, the scope and comprehensiveness of the systems have been minimal and often targeted to isolated populations. Furthermore, the dissemination has frequently been in a format lacking in appropriateness for classroom teachers. This workshop is designed to teach participants to use classroom wide behavior management systems that are based on the principals of Applied Behavior Analysis to increase appropriate classroom behavior. Strategies will focus on practical, well validated, data-based approaches to solve common classroom behavior problems. |
| Learning Objectives: Participants will be able to: 1. Identify and define classroom behaviors that they would like to increase and decrease within their settings. 2. Create a behavior management system to increase success of learners to demonstrate appropriate classroom behaviors. 3. Create a user friendly data collection system that will enable teachers to monitor the progress of their behavior plan. 4. Determine when and how to individualize classroom plans to meet individual learners needs. 5. Promote the use of best practices and ethical standards into classroom management strategies. |
| Activities: Didactic instruction Development of behavior plan including definitions of behaviors, criteria to increase expectations and criteria to fade plan over time Development of data collection system Peer review of additional behavior plans |
| Audience: General Education Teachers, Special Education Teachers, support staff and specialists. |
| Content Area: Practice |
| Instruction Level: Basic |