OVERVIEW
OVERVIEW - DEFINING A SCHOOL'S NEEDS - WHERE BEHAVIOR SUPPORT IS NEEDED: A SYSTEMS APPROACH - PROVIDING POSITIVE BEHAVIOR SUPPORT - CONTACT INFO
Society expects public schools to provide children a safe environment where they can be academically and socially successful.Unfortunately, our public schools are facing such serious problems as insubordination, harassment, and physical violence. These problems have led to disruptive and often chaotic schools. As educators we must accept the challenge of reestablishing our schools as safe environments conducive to learning (Walker, Colvin, & Ramsey 1995).
Schools have traditionally dealt with problematic behavior by adopting reactive behavior management plans focusing primarily on punitive measures such as detention, reduced access to preferred activities, and suspension. This traditional approach has been shown to be ineffective in meeting the needs of many students, especially those who display patterns of problematic behavior (Mayer, 1995; Sugai & Horner, 1995).
This presentation will explore current research in the area of behavioral support that suggests a move toward a proactive model that defines and teaches prosocial behaviors (Walker, et. al. 1995). Included will be an examination of the critical features, principles and procedures for establishing a school-wide behavior management plan. Two case studies conducted by the presenters involving an elementary and middle school will be used to illustrate how a practitioner can assist a school in designing, implementing, and evaluating a school-wide behavior management plan. A brief outline of the content to be covered is provided below.
A first step in building a school-wide behavior management plan involves assessing a school's needs. The guidelines used for conducting an assessment of an elementary and middle school's needs will be outlined. Included in the presentation will be a demonstration of how to use office referrals for behavior problems and direct observations to assess a school's needs.
WHERE BEHAVIOR SUPPORT IS NEEDED: A
SYSTEMS APPROACH
Another important step for developing a school-wide behavior management plan involves an examination of the various contexts where behavioral support might be needed. This presentation will outline a model that examines four major school contexts or systems. The four systems identified are: (a) school-wide support system, (b) specific setting support system, (c) classroom support system, and (d) individual student support system.. The school-wide system encompasses and holds together the other three subsystems (Sugai, 1996). A systems approach to behavior management will allow practitioners to accurately identify specific people and contexts where problem behaviors are most likely to occur.
PROVIDING POSITIVE BEHAVIOR SUPPORT
Finally, the presentation will identify the features of an effective school-wide behavior management plan. These features include: (a) clearly defined behavioral expectations (b) consistent disciplinary practices, (c) high rates of prosocial adult-child interactions, and (d) monitoring of children's activities (Patterson, Reid, & Dishion, 1992; Sugai & Horner, 1995).
This presentation calls for a link between an ecological assessment of a school's needs and the development, implementation, and evaluation of a school-wide behavior management plan. A handout will be distributed to participants providing guidelines for creating their own proactive school-wide behavior management plan. Overall, this presentation will offer school psychologists a model for creating a school environment that encourages success for all students.
For more information on the Broad Street Center please contact the
following:
Robert E March
P O Box 3523
Eugene, Oregon 97403-5262
phone: (541) 683-7936
email: robmarch@oregon.uoregon.edu
Jeff Sprague
Specialized Training Program
Rm 114, 1761 Alder St
University of Oregon
Eugene, Oregon 97403-5262
phone: (541) 346-2465
email: jeff_sprague@ccmail.uoregon.edu
http://cecp.air.org/resources/nasp/or.htm