Teacher Process

Process
1. First get a general background in the topic by looking over the following web sites and resources....including glossary of terms, definitions, basics

2.    Now look at the following using web resources
l    All behavior communicates something for the student (a want or need).
l     If we only punish a student after the misbehavior occurs, we will not make a lasting change in the behavior, as it may only be temporarily suppressed.
l    We must teach students new, appropriate ways to communicate their wants and needs.
l    There are many accommodations to the school environment that can be made to reduce the incidence of (and need for) non-desired behaviors.
l    Teaching new, more appropriate behaviors requires a continuous process of modeling, prompting, shaping and reinforcing-just like teaching any new skill!

3.    . The following exercises will be completed using a video clip of disruptive behavior from web
l    Defining what the behavior ?looks like?
l    Determining when and where it most often occurs
l    Determining the factors that tend to lead to or cause  the behavior
l    Determining what the student seems to be trying to  communicate or is ?get? by using that behavior.


4.    Step 4 includes the development of a plan what skills the team would like the student to use
instead of the challenging behavior
l    ?Develop a plan for classroom staff to teach the new behavior/skills
l    Develop a plan for classroom staff to alter the instructional environment if possible to address the student?s needs
l     Develop a plan for classroom staff to intervene, or react should the non-desired behavior occur
l     Develop a plan for reinforcing the student for reduction in the challenging behavior and/or reinforcing him/her for using the new behavior
5. Step Five Develop a plan for collecting data on the occurrence of the new behavior as well as the challenging behavior, and communicating with staff and family

6.    Final plan should be completed that includes    
l    a target behavior
l    the function of the behavior
l    skills analysis
l    replacement behaviors to be taught
l    reinforcement survey of the student
l    reactive and proactive programs to address the behavior
l    data collection procedures to track the behavior