EDU 621

Dawn Lindauer

EDUC 621

Spring 2017

LaBerge

Classroom Management and Positive Behavior Practices

Course Description:

This course is designed to provide teachers and other practitioners with a foundational knowledge in classroom management, and behavioral intervention for mild/moderate behavioral challenges. It will also provide knowledge of behavioral technologies to support classroom teaching with diverse students, including those with special needs. Students will learn about prevention and intervention strategies, as required by RTI. Students will understand and utilize behavioral assessments and will acquire resources for identifying and successfully intervening with problematic behavior.

Artifact Description:

The artifact I have chosen for this course is the Behavior Intervention Plan (BIP) that I created for a 10th grade student identified with Autism. This student can be very aggressive when asked to do things that he does not want to do. He will be aggressive, use inappropriate language, and threaten to hurt himself or those requiring him to do something he does not like to do (school work, participate in group work, write). In order to help the student control his behaviors and replace inappropriate behaviors I have implemented positive behavior interventions. These interventions include praise for good behaviors, free time on his iPad, and snacks. The behavior plan has had a positive effect on his behavior. He is learning that his good behaviors are welcomed with rewards and by making appropriate choices, he receives positive attention verses negative attention or being ignored when his behaviors are not appropriate. Creating a BIP for this student helped me gain the knowledge I needed to determine what was causing these behaviors and some very effective strategies to earn his trust and get him to make better choices in the classroom. This artifact aligns with Standard 2: "Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-discrimination." The plan that I set up for this student was necessary to keep the environment safe for not only him but for his classmates and teachers. The plan helps all teachers that interact with this student to have an understanding of his needs as well as his triggers, and provides a plan of action in the event that he needs assistance.

Professional Growth and Development:

Prior to taking this course, I had never created a BIP. I had limited experience in determining and understanding why unwanted behaviors occur and on strategies to help my students to engage in behaviors that are more appropriate. I learned a lot through my research and interviews on how I could help my students become more successful and in control of themselves. The hardest part was figuring out the "why" the behaviors were occurring and from what I learned that will always be the most difficult. Before teaching special education at the high school, I taught English at the middle school and was not a fan of the rewards system. I did not think it was "fair" that some students were rewarded for behaving in an appropriate manner and doing their work while others (regular education students) were just expected to comply. I learned a lot about PBIS. PBIS has helped me understand that "fair is not equal" and I feel that teaching all students the appropriate behaviors and giving rewards for these appropriate behaviors is more beneficial than punishments for the unwanted behaviors.

Application of CEC Standards:

The following CEC Initial Level Special Education Preparation Standards described below illustrate how I have gained background knowledge and skills necessary to conduct and understand assessment procedures. A brief description of the standards focused on throughout this course are as follows:

CEC Initial Preparation Standard 2: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-discrimination.

This course truly helped changed my perspective on positive reinforcement strategies. As a new teacher in the special education department, I did not believe that certain students deserved to receive rewards for behaviors that were expected from all other students. One of the assignments for class was to create a Behavior Intervention Plan (BIP). The purpose of this plan is to guide students in making better behavior choices and to replace unwanted behaviors with good behaviors. I now realize that to create an environment that is safe for all students we need to implement these positive reinforcement strategies. Throughout my research, I discovered the “Zones of Regulation.” I feel empowered and have already started to utilize this in my own classroom. Recognizing which zone kids are in, teaching them strategies, and giving them tools to deescalate are keys to a safe environment that allows maximum learning to take place.

CEC Initial Preparation Standard 4: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.

Assessment was a huge part of my Behavior Intervention Plan. In creating my plan, I had to assess my student to determine the antecedents that were causing the unwanted behaviors and determine what interventions were necessary to create a productive learning environment for all my students. As I stated earlier I have never been a big fan of the rewards system however, after taking this class, I have a new outlook on the purpose and types of rewards/reinforcements. Assessment data also provides us with the legal documentation we need to make appropriate decisions when developing a student’s IEP and behavior plan.

CEC Initial Preparation Standard 7: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Collaboration is such a vital part in educating students because it truly does take “a Village” to educate a child. As a special educator, I realize that it is so important to create a team when making decision in the education of our students. Parents, regular educators and special educators are all part of a team and each has important information on the student that will contribute to greater success in that child’s education. When creating the BIP plan, I met with the students teachers as well as obtaining information from his parents on what has worked well in the past. This sharing of information is vital in all aspects of education and necessary for a success education.

Impact of the Student Learners: The impact of this course has allowed me to understand the importance of positive behavioral reinforcements, and the affects overall within the learning environment. I now understand that these reinforcements aren’t there reward negative behaviors, but instead to create more positive behaviors and interactions between my students and peers. As I stated earlier during an interview for this course, I learned about the “Zones of Regulation” and have been implementing them in my class. Being aware of the “Zones” and being proactive instead of reactive has truly improved the learning environment. Instead of engaging in the confrontation, I have learned to deescalate before my students hit the “red” or wait it out. Because of what I have learned my classroom has become a place where students work together and understand that they don't all have the same needs. They realize that each of them is unique and sometimes one of their classmates may need a break or something else. Everyone excepts each others differences and our classroom is a much happier place!