All students can benefit from added movement opportunities during the school day. Anyone who has sat through a long lecture or meeting can attest that the longer they sit, the harder it is to pay attention. Minds start to wander, the fidgeting starts, and before they know it, they have no clue what the speaker is saying.
Some students with disabilities such as Attention Deficit Disorder or Autism, and some other disabilities have an even more difficult time paying attention without having some kind of movement. To help all students, especially students with disabilities remain focused in the classroom, teachers can incorporate frequent movement breaks into the daily instruction.
Adaptive Seating
Different types of seating allow for movement and use of muscles while seated.
Therapy balls are a popular option in classrooms. They are available in different sizes to accommodate shorter or taller students. Sitting on a therapy ball allows the student to move but still remain seated and doing school work. Many students find that they are better able to focus when using this type of seating.
There are some other options available such as, different types of seat cushions, bean bags, or stools with one leg shorter than the others.
Altering the chair by tying therapy bands or bungee cords around the legs to allow the students to manipulate them with their feet while sitting has also been beneficial for some students. These tools can be used in many different ways at the desk. Students may prefer to stretch them with their hands and arms to move their upper bodies. Get creative and let your students figure out ways to use them.
Other students prefer sitting on the floor while they are working or listening to the teacher. As long as the student is learning and not disrupting other students, there is no reason not to let the student sit on the floor or even under the desk.
Movement Breaks
Plan movement breaks into your instruction. Movement can be breaks from the instruction, part of the instruction, or even part of a transition. Students who need to move more than others can be the paper passer, errand runner, or the board eraser. Get creative, there are a lot of things you an have the students do that will allow them to move.
It is also important to keep an eye on the level of alertness in the classroom. If many of the students appear to be losing focus, there is nothing wrong with taking thirty seconds or so to have the students stretch and move around a little. Of course, the expectations need to be taught to keep the chaos at bay. You will need to teach them that they have thirty seconds to stretch and move but they are to stay within the vicinity of their desks and when time is up, they are to sit back down. It will take some practice but the students will soon learn what is expected.
Some teachers have an area of the class designated for the students to pace back and forth. The students can get up and pace while they are thinking or listening. This, too needs to have clearly established rules. The teacher will need to set limits on when the area can be used and the number of students allowed in the area at any one time. The teacher also needs to establish that the area is not to be used as an escape from work and the assignments are still expected to be completed. The area is to allow the students to move and regain their focus.
Encourage Walking
When you are setting up your classroom, keep in mind that the students will probably need to get up and move. Make sure that you have enough room between desks to allow for students to easily move without tripping (also a good idea to allow for students in wheel chairs to easily move around).
Rather than having the students pass their assignments forward, have a basket set up in the back of the room where the students must place their assignments. As with any routine, you will need to spend some time teaching the expectations for handing in assignments. For example, no crowding, put the assignment in the basket and then sit down, talking should be kept to a minimum.
You might consider having the students change seats for different parts of the lesson. For example, the students may be sitting in one seating arrangement during the lecture portion of the lesson and then move into groups for the independent or group work.
Allowing students opportunities to move around during class does not need to be disruptive to your instruction. In fact, you might just find that you have fewer disruptions as students are having their need for movement met. You will likely find that rather than causing a distraction, allowing students to move during the lesson increases their focus.
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Sunday, March 17, 2013
Saturday, March 2, 2013
Components of and Effective Behavior Plan
Behavior plans can be very effective tools for changing behavior that interferes with a student's ability to benefit from the instruction in the classroom. There are several components to a behavior plan that will increase the effectiveness of the plan.
Description Of The Behavior
Before you can design a plan to address a problem behavior, you have to describe the behavior in observable and measurable terms. Everyone on the team should agree on a definition of the behavior to be addressed. A behavior intervention plan should address only one behavior at a time. Select the most significant behavior first and then address the others one at a time. Too many behaviors being addressed at once becomes too complicated and difficult to manage. The plan will be less successful if more than one behavior is addressed at a time.
Someone who has never met the student should be able to pick up the plan and know exactly what behavior is being addressed. They should be able to identify the behavior by the description. Aggression is not an appropriate description. Aggression could mean name calling, threats, throwing objects, hitting, kicking, biting, and a number of other things. The team should define exactly what the student is doing. What does the behavior look like? What does the behavior sound like?
Function Of The Behavior
A successful behavior plan begins with a determination of the function of the behavior. The interventions selected will be different depending on the function of the behavior. Two students can exhibit the same behavior that serves a different function for each student. For example, talk-outs in class can serve the function of gaining teacher attention or it can serve the function of avoiding instruction/work. If the student is attempting to avoid class, sending the student out of the room for talking out reinforces the behavior and as a result, it is unlikely that the behavior will be reduced. However, if the student is seeking attention from the teacher, sending the student out of the room, after a warning, where the student will not receive attention, may help to decrease behavior. A functional behavior assessment can help to determine the function of the behavior. Nearly all behaviors serve the function of trying to gain something or trying to avoid something. The key is to figure out what that is.
Replacement Behavior
Once you have determined the function of the behavior, it is time to determine a replacement behavior that serves the same function. The replacement behavior should be one that serves the same function but is more appropriate for the setting. You will need to decide who will teach the behavior and how you will keep data to determine if the plan is working. Be sure that the replacement behavior that you choose is appropriate for the setting and that it is within the child's ability to perform the behavior. Also, the teaching of the replacement behavior should be practical. If the plan is too complicated or difficult to implement, it will likely be abandoned before it starts to work.
Reinforcement
The child should be praised or otherwise reinforced for performing the replacement behavior and otherwise behaving appropriately. It is important that the child be told when they are behaving in an acceptable manner. This allows the child to further understand what behavior is expected and gives an incentive for continuing the behavior. Reinforcement of appropriate behaviors increases the likelihood that the appropriate behaviors will increase and inappropriate behaviors will decrease.
Plan For Managing Inappropriate Behaviors
The team needs to have a consistent, workable plan for when the inappropriate behaviors manifest. Begin with a reminder of what is to be expected and gently correct the behavior. Everyone involved should agree on a common language or phrase so that it is consistent across settings. There should also be consistent consequences such as a loss of privileged (with a plan for earning them back), a time out, or some other plan. This will vary depending on the inappropriate behavior and the child. If the child is trying to avoid something, a time out will reinforce the behavior. Natural consequences are often most effective. For example, if a child tantrums and throws things, requiring the child to then clean up the mess is effective.
Contingency Plan For Dangerous Behaviors
If the inappropriate behavior is one that could cause harm to the student or others, it is important to have a written plan for how these behaviors will be handled. Having a written, agreed upon, plan prior to the manifestation of the behavior is the best way to ensure that the behavior is managed appropriately and consistently. If no such plan is included, when the behavior manifests, there is a chance that emotion will take over and the behavior will be mishandled.
Clearly Defined Roles and Responsibilities
It is important that the team clearly define which team members have which responsibilities. Some things to consider are: Who will teach the replacement behavior and when, who will collect data on the behaviors (desired and undesired behaviors) and what will that look like, who will handle inappropriate behaviors, who will deliver the reinforcement?
Other Things To Consider
Everyone who may encounter the child and the behaviors being addressed needs to be aware of the plan and trained on how to implement the plan. Often times, school teams forget that the recess monitors, lunchroom workers, bus drivers,or "specialist teachers" (music, art, librarian...), will need to be aware of the plan.
You can expect that the inappropriate behavior will escalate before it reduces. The inappropriate behavior has served the function for the child in the past. It is logical that the child would escalate the behavior to serve the function. Do not give up and assume the plan is not working when the behavior escalates. Keep implementing the plan as written and give time for the plan to work. It is not an overnight cure. Changing behavior, especially long standing behaviors, takes time. Data should be collected over several weeks before determining whether or not the plan is effective.
For more information:
Utah Least Restrictive Behavior Interventions
Intervention Central
Contact Me:
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e-mail
Description Of The Behavior
Before you can design a plan to address a problem behavior, you have to describe the behavior in observable and measurable terms. Everyone on the team should agree on a definition of the behavior to be addressed. A behavior intervention plan should address only one behavior at a time. Select the most significant behavior first and then address the others one at a time. Too many behaviors being addressed at once becomes too complicated and difficult to manage. The plan will be less successful if more than one behavior is addressed at a time.
Someone who has never met the student should be able to pick up the plan and know exactly what behavior is being addressed. They should be able to identify the behavior by the description. Aggression is not an appropriate description. Aggression could mean name calling, threats, throwing objects, hitting, kicking, biting, and a number of other things. The team should define exactly what the student is doing. What does the behavior look like? What does the behavior sound like?
Function Of The Behavior
A successful behavior plan begins with a determination of the function of the behavior. The interventions selected will be different depending on the function of the behavior. Two students can exhibit the same behavior that serves a different function for each student. For example, talk-outs in class can serve the function of gaining teacher attention or it can serve the function of avoiding instruction/work. If the student is attempting to avoid class, sending the student out of the room for talking out reinforces the behavior and as a result, it is unlikely that the behavior will be reduced. However, if the student is seeking attention from the teacher, sending the student out of the room, after a warning, where the student will not receive attention, may help to decrease behavior. A functional behavior assessment can help to determine the function of the behavior. Nearly all behaviors serve the function of trying to gain something or trying to avoid something. The key is to figure out what that is.
Replacement Behavior
Once you have determined the function of the behavior, it is time to determine a replacement behavior that serves the same function. The replacement behavior should be one that serves the same function but is more appropriate for the setting. You will need to decide who will teach the behavior and how you will keep data to determine if the plan is working. Be sure that the replacement behavior that you choose is appropriate for the setting and that it is within the child's ability to perform the behavior. Also, the teaching of the replacement behavior should be practical. If the plan is too complicated or difficult to implement, it will likely be abandoned before it starts to work.
Reinforcement
The child should be praised or otherwise reinforced for performing the replacement behavior and otherwise behaving appropriately. It is important that the child be told when they are behaving in an acceptable manner. This allows the child to further understand what behavior is expected and gives an incentive for continuing the behavior. Reinforcement of appropriate behaviors increases the likelihood that the appropriate behaviors will increase and inappropriate behaviors will decrease.
Plan For Managing Inappropriate Behaviors
The team needs to have a consistent, workable plan for when the inappropriate behaviors manifest. Begin with a reminder of what is to be expected and gently correct the behavior. Everyone involved should agree on a common language or phrase so that it is consistent across settings. There should also be consistent consequences such as a loss of privileged (with a plan for earning them back), a time out, or some other plan. This will vary depending on the inappropriate behavior and the child. If the child is trying to avoid something, a time out will reinforce the behavior. Natural consequences are often most effective. For example, if a child tantrums and throws things, requiring the child to then clean up the mess is effective.
Contingency Plan For Dangerous Behaviors
If the inappropriate behavior is one that could cause harm to the student or others, it is important to have a written plan for how these behaviors will be handled. Having a written, agreed upon, plan prior to the manifestation of the behavior is the best way to ensure that the behavior is managed appropriately and consistently. If no such plan is included, when the behavior manifests, there is a chance that emotion will take over and the behavior will be mishandled.
Clearly Defined Roles and Responsibilities
It is important that the team clearly define which team members have which responsibilities. Some things to consider are: Who will teach the replacement behavior and when, who will collect data on the behaviors (desired and undesired behaviors) and what will that look like, who will handle inappropriate behaviors, who will deliver the reinforcement?
Other Things To Consider
Everyone who may encounter the child and the behaviors being addressed needs to be aware of the plan and trained on how to implement the plan. Often times, school teams forget that the recess monitors, lunchroom workers, bus drivers,or "specialist teachers" (music, art, librarian...), will need to be aware of the plan.
You can expect that the inappropriate behavior will escalate before it reduces. The inappropriate behavior has served the function for the child in the past. It is logical that the child would escalate the behavior to serve the function. Do not give up and assume the plan is not working when the behavior escalates. Keep implementing the plan as written and give time for the plan to work. It is not an overnight cure. Changing behavior, especially long standing behaviors, takes time. Data should be collected over several weeks before determining whether or not the plan is effective.
For more information:
Utah Least Restrictive Behavior Interventions
Intervention Central
Contact Me:
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