Preventing Problems The Proactive Teacher Workshop #1 Behavior Plan
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1 Preventing Behavior Problems Carolyn Webster-Stratton 35 Example of Behavior Plan: Jenny, Grade 1 Preventing Problems The Proactive Teacher Workshop #1 Behavior Plan Step #1: Step #2: Step #3: Step #4 Negative classroom behaviors Where & Why? (functional assessment) Positive Opposite behaviors Select Proactive and Relationship Building Strategies Poking, touching Child impulsive, inattentive temperament Keep hands to own body Use listening and quiet had up rules Speaks without raising hand (during circle time) Raise a quiet hand cue cards and give me five signal Talks while directions are given Misbehavior gets attention from Listen quietly when directions are Seat close to teacher. during circle time teacher and peers (playground given Give opportunities to move by Off-task, day dreaming & free time) Pay attention & concentrate helping teacher Behavior Plan For: Get eye contact before giving directions. Use positive redirects. Ignore blurting out and wiggling. Step #1: Step #2: Step #3: Step #4 Negative classroom behaviors Where & Why? Positive Opposite behaviors Select Proactive Strategies and Relationship Building Strategies
2 36 Preventing Behavior Problems Carolyn Webster-Stratton Workshop #1 Behavior Plan For: Step #1: Step #2: Step #3: Step #4 Targeted Negative Behaviors When & Why? Positive Opposite behaviors Proactive & Relationship (functional assessment) Building Strategies
3 Preventing Behavior Problems Carolyn Webster-Stratton 37 Workshop #1 Behavior Plan For: Step #1: Step #2: Step #3: Step #4 Targeted Negative Behaviors When & Why? Positive Opposite behaviors Proactive & Relationship (functional assessment) Building Strategies
4 18 The Importance of Teacher Attention, Coaching and Praise Carolyn Webster-Stratton Example of Behavior Plan: Jenny, Grade 1 Strengthening Prosocial Skills Praise and Encouragement Workshop #2 Behavior Plan Step #1: Step #3: Step #4: Step #5: Negative classroom behaviors Positive Opposite Desired Behaviors Select Proactive Strategies Praise and Encouragement Poking, touching Keep hands to own body Seat close to teacher. Call on child & praise Speaks without raising hand Raise a quiet hand Give opportunities to move by when quiet hand up helping teacher Talks while directions are given Listen quietly when directions are Get eye contact before giving Encourage & praise child for given directions focusing on task & listening Off-task, day dreaming Pay attention & concentrate Use positive redirects when Call parents about positive behavior distracted Behavior Plan For: Use listening and quiet hand up rules cue cards to signal behavior Use persistence coaching during small group times Step #1: Step #3: Step #4: Step #5: Negative classroom behaviors Positive Opposite Desired Behaviors Select Proactive Strategies Praise and Encouragement See Behavior Plan Workshop #1 (Program 3) for Step #
5 The Importance of Teacher Attention, Coaching and Praise Carolyn Webster-Stratton Workshop #2 Behavior Plan For: Step #1: Step #3: Step #4: Step #5 Targeted Negative Behaviors Desired Behaviors Select Proactive Strategy Praise and Encouragement (Positive Opposite)
6 Motivating Children Through Incentives Carolyn Webster-Stratton Using Incentives to Motivate Students Workshop #3 Behavior Plan Behavior Plan For: Negative Step #1 & 3 Step #4 Step #5 Step #6 Classroom behaviors Proactive Strategies Praise & Encouragement Specific Reinforcers Positive Opposite Behaviors & Location Negative Positive Opposite Behaviors & Location
7 Motivating Children Through Incentives Carolyn Webster-Stratton Example of Behavior Plan: Jenny, Grade 1 Using Incentives to Motivate Students Workshop #3 Behavior Plan Step #1 & 3 Step #4: Step #5 Step #6 Negative classroom behaviors Proactive Strategies Praise & Encouragement Specific Reinforcers to Use!. Poking, touching Seat close to teacher Praise hands to self & quiet hand Responds well to praise Speaks without raising hand Give opportunities to move by up & listening during circle time Talks while directions are given helping teacher Continue persistence coaching Hand stamps for quiet hand. 6 stamps = Off-task, day dreaming Get eye contact before giving directions during circle time choose book for story hour. Use positive redirects when distracted Encourage child to ask permission Help distribute handouts Keep hands to own body Use listening and quiet hand up rules to hug Use I can listen sticker for Raise a quiet hand (circle time) cue cards to signal behavior Call on child when quiet hand listening behaviors Listen quietly when directions are raised given (large classroom) Pay attention & concentrate (independent work time) Behavior Plan For: Step #1 & 3: Step #4: Step #5 Step #6 Negative classroom behaviors Proactive Strategies Praise & Encouragement Specific Reinforcers to Use
8 Decreasing Inappropriate Behavior Carolyn Webster-Stratton Example of Behavior Plan: Jenny, Grade 1 Decreasing Inappropriate Behaviors Workshop #4 Behavior Plan A (primary grades) Negative classroom behaviors Occasion / Location Positive Discipline poking, touching in line and playground positive redirect for off-task behavior speaks without raising hand small group discussion ignore blurting out talks while directions are given large classroom nonverbal cue/warning for inappropriate touching off-task, day dreaming independent work time repeat positive directions & praise compliance Behavior Plan For: Negative classroom behaviors Occasion / Location Positive Discipline Discipline Hierarchy for: (identify misbehavior, e.g. noncomplies) First Time: Second Time: Third Time: Fourth Time: Fifth Time: See Behavior Plan Workshop #3 for proactive strategies and reinforcers for positive opposites.
9 Decreasing Inappropriate Behavior Carolyn Webster-Stratton Example of Behavior Plan: Jenny, Grade 1 Strengthening Prosocial Skills & Decreasing Inappropriate Behavior Workshop #4 Behavior Plan B (preschool, kindergarten) Step #1: Step #3: Step #4, 5 & 6 Step #7 Negative Classroom Behaviors Desired Behaviors (Positive Opposites) Proactive Strategies, Praise & Reinforcers Positive Discipline Poking, touching Keep hands to own body Responds well to praise does not like Positive redirect when distracted and (in line) to be hugged off task Speaks without raising hand Raise a quiet hand (circle time) Hand stamp for quiet hand up Ignore blurting out Talks while directions are given Lsten quietly when directions 6 hand stamps choose book for story hour Nonverbal cue for touching others are given (large classroom) Help distribute handouts with hands to self signal Off-task, daydreaming Pay attention & concentrate Use visual rules cue cards (inside voice) Get eyc contact & repeat positive Use I can listen stickers direction Behavior Plan For: Step #1: Step #3: Step #4, 5 & 6 Step #7 Negative Classroom Behaviors Desired Behaviors Proactive Strategies, Praise & Reinforcers Positive Discipline
10 Decreasing Inappropriate Behavior Carolyn Webster-Stratton Strengthening Prosocial Skills & Decreasing Inappropriate Behavior Workshop #4 Behavior Plan B (preschool, kindergarten) Behavior Plan for: Step #1: Step #3: Step #4, 5 & 6 Step #7 Negative Classroom Behaviors Desired Behaviors Proactive Strategies, Praise & Reinforcers Positive Discipline
11 Workshop #4 Individual Behavior Plan The first task to decreasing inappropriate behavior is to pinpoint and describe for yourself the undesirable behaviors as specifically as possible. Then pick 2 or 3 of the most troublesome behaviors and specify the frequency with which they occur and the most likely times of day. It can be helpful to track the behaviors for several days in order to get an accurate picture. Then specify the appropriate positive opposite behaviors you wish to see replace the inappropriate behaviors, define coaching, proactive and incentive strategies that are likely to teach the child the replacement positive behaviors and define consequences for the misbehavior. Child s Name: Date: Behavior Problem(s)-Be Specific Desired Behavior Required-Specify the Positive Opposite Behaviors to be Taught Proactive Strategies-Specify Praise, Coaching and Incentives to be Used Positive Discipline Plan for Misbehavior Sought Input and Shared Ideas with Parent: Date for Re-evaluation: Decreasing Inappropriate Behavior Carolyn Webster-Stratton
12 Workshop #5 Individual Behavior Plan The first task to decreasing inappropriate behavior is to pinpoint and describe for yourself the undesirable behaviors as specifically as possible. Then pick 2 or 3 of the most troublesome behaviors and specify the frequency with which they occur and the most likely times of day. It can be helpful to track the behaviors for several days in order to get an accurate picture. Then specify the appropriate positive opposite behaviors you wish to see replace the inappropriate behaviors, define coaching, proactive and incentive strategies that are likely to teach the child the replacement positive behaviors and define consequences for the misbehavior. Child s Name: Date: Behavior Problem(s)-Be Specific Desired Behavior Required-Specify the Positive Opposite Behaviors to be Taught Proactive Strategies-Specify Praise, Coaching and Incentives to be Used Positive Discipline Plan for Misbehavior Sought Input and Shared Ideas with Parent: Date for Re-evaluation: Decreasing Inappropriate Behavior Carolyn Webster-Stratton
13 Decreasing Inappropriate Behavior Carolyn Webster-Stratton Strengthening Prosocial Skills & Decreasing Inappropriate Behavior Workshop #5 Behavior Plan B (preschool, kindergarten) Behavior Plan for: Step #1: Step #3: Step #4, 5 & 6 Step #7 Negative Classroom Behaviors Desired Behaviors Proactive Strategies, Praise & Reinforcers Positive Discipline
14 10 Emotional Regulation, Social Skills & Problem Solving Carolyn Webster-Stratton Example of Behavior Plan: Jenny, Grade 1 See Behavior Plan Workshop #3 for Steps #4 7. Strengthening Prosocial Skills & Problem Solving Workshop #6 Behavior Plan Step #1: Step #3: Step #8 Step #9 Negative Classroom Behaviors Desired Positive Opposite Behaviors Individual Teaching Circle Time Teaching Poking, touching Keep hands to own body Practice quiet hand up Wally talks about his difficulty and sitting with hands to self remembering to put up quiet hand & Speaks without raising hand Raise a quiet hand Use cue cards to signal listening skill listening & children talk about Talks while directions are given Listen quietly when directions Praising child when focusing on task solutions & practice them are given & listening & persistence coaching Off-task, daydreaming Pay attention & concentrate Use persistence coaching during small group work times Behavior Plan For: Step #1: Step #3: Step #8 Step #9 Negative Classroom Behaviors Desired Behaviors Individual Teaching Circle Time Teaching
15 Emotional Regulation, Social Skills & Problem Solving Carolyn Webster-Stratton 11 Example of Behavior Plan: Mark, Grade 1 Strengthening Social Skills & Problem Solving Workshop #6 Behavior Plan Step #1 Step #3 Step #8 Step #9 Negative School Behaviors Desired Positive Opposite Behaviors Individual Teaching Circle Time Teaching Pushing, hitting peers Use words to express feelings Praise for staying calm when frustrated Calm down strategies (deep breaths, use Easily frustrated & angry Use a calm down strategy Rehearsal of calm down strategies Tiny turtle shell, think happy thoughts) Doesn t follow teacher directions Complies with teacher directions Hand stamp for following directions Practice role plays for sharing, helping and Rejected by other children Uses friendly behavior Praise children who play with him teamwork skills (help, share) Promote his reputation as friendly Teach & practice problem-solving steps Emotion and social coaching (Wally) Behavior Plan For: Use I can help and share stickers for this behavior when it occurs Teach and practice problem-solving steps (Wally) using problem-solving cue cards Step #1 Step #3 Step #8 Step #9 Negative School Behaviors Desired Positive Opposite Behaviors Individual Teaching Circle Time Teaching See Behavior Plan Workshop #3 for steps 4 7.
16 12 Emotional Regulation, Social Skills & Problem Solving Carolyn Webster-Stratton Behavior Plan For: See Behavior Plan Workshop #3 for Steps #4 7. Strengthening Prosocial Skills & Problem Solving Workshop #6 Behavior Plan Step #1: Step #3: Step #8 Step #9 Negative Classroom Behaviors Desired Positive Opposite Behaviors Individual Teaching Circle Time Teaching
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