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| Improving Postive Classroom Behavior Support Through Applied Behavior Analysis |
| Friday, May 24, 2019 |
| 12:00 PM–3:00 PM |
| Swissôtel, Event Center Second Floor, Montreux 1 |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Robert F. Putnam, Ph.D. |
| ROBERT F. PUTNAM (May Institute), WHITNEY L. KLEINERT (May Institute) |
| Description: This workshop will provide behavior analysts a review of the research on evidenced based practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
| Learning Objectives: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
| Activities: Sample workshop activities include: Instructional strategies include lecture, discussion and small group breakout Workshop objectives will be met through a balanced presentation of lecture, guided practices of the use of a number of assessment instruments and classroom behavior support form. Participants will have an opportunity to engage in discussions with other behavior analysts, analyze sample data, draw conclusions about relevant classroom-wide interventions, and role play the direct instruction (e.g., performance feedback) provided to teachers. |
| Audience: Behavior analysts who provide training and consultation to school teachers or other educational paraprofessionals |
| Content Area: Practice |
| Instruction Level: Intermediate |