What is it?
Classroom Behavior is how students act in class. When students are acting accordingly to how they should be in class, this helps all students do well. If a student is acting out or causing distractions, this can affect the learning of all students in the classroom. While this can be hard to control, having the right contingency plan per student can make the difference for that student, and all the other students in the class. Examples of this can include a check-in/check-out system, separate/quiet space, and access preferred staff members when a student's behavior is affecting the classroom.
When to use it?
This support should be used with students on an individual basis in order to help keep them involved and not disrupting the class. Supporting students with this can also help them in their work, as well, as they have a reward or contingency plan should something happen.
Who to use it with?
Students who need behavior supports are students whose behavior disrupts their own or other students' work in the classroom. When a behavior or behaviors interferes with anyone's learning in the classroom, it becomes the teacher's responsibility to create a way to address this problem as it is affecting what needs to be happening in the classroom. There should be supports for the teacher within the district to help create behavior plans, but below are a couple different ways to start.
How to progress monitor?
Behavior plans usually include their own way to progress monitor, such as the chart below on the right. However, not all do, so progress can be monitored in Excel spreadsheets, notebooks, narrative data, and general atmosphere in the classroom.
Implementation:
Because a behavior plan is generally given on a 1-on-1 basis, these plans are implemented between the teacher and the student. Depending upon the student, the teacher could have them self-monitor their behavior and record it on a behavior chart. Class-wide behavior supports can also be put in place, such as a pass system so that the teacher knows exactly which student is going where, and if the student is still out of the classroom.
Citations:
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: examining classroom behavior support in second grade. Exceptional Children, 73(3), 288+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA160331974&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=15fc6da694114660d2ee72360b339aad
Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy,3(2), 223-235. doi:http://dx.doi.org.www2.lib.ku.edu/10.1037/h0100800
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008, August). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children, 31(3), 351+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA183874069&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=fbe20ca13dbb329445e3850e4288754a
Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy,3(2), 223-235. doi:http://dx.doi.org.www2.lib.ku.edu/10.1037/h0100800
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008, August). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children, 31(3), 351+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA183874069&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=fbe20ca13dbb329445e3850e4288754a