KS MTSS-2
Strategies for Encouraging Responsible Behavior and Correcting Misbehavior (The I &C of STOIC) presented by Randy Sprick, Ph.D.
Kansas MTSS Behavior Conference Manhattan, KS April 27, 2018 This session will examine strategies for interacting in ways that encourage responsible behavior and correct irresponsible behavior. Techniques covered will include increasing positive interactions with students, effective use of positive feedback, when and how to use structured reinforcement systems, guidelines for using corrective consequences, a menu of classroom consequences, and when and how to use planned ignoring. This session will assist those already familiar with the CHAMPS approach to evaluate their current practices in order to confirm effective practices and revise other aspects of their classroom organization.
For more information, contact Safe & Civil Schools 800-323-8819 or info@safeandcivilschools
1
I
Interact Positively
≥ 3:1 Ratios of Positive Interactions
Plan for Connecting and Motivating
Classwide Motivation Systems
Intermittent Celebrations
Positive Feedback
Noncontingent Attention
STOIC Variables
© 2014 Pacific Northwest Publishing • For use by purchasing school only
26. I strive to interact more frequently with every student when he or she is engaged in appropriate behavior than when he or she is engaged in inappropriate behavior.
25. I have a plan for connecting with and motivating individual students as needed to establish at least 3:1 ratios of positive interactions.
24. I have a plan to use classwide motivation systems when needed.
23. I have a plan for using intermittent celebrations with individual students and the entire class.
22. I have a plan for giving positive feedback as a way to establish at least 3:1 ratios of positive interactions with all of my students.
21. I frequently use effective positive feedback (i.e., specific, descriptive, accurate, contingent, immediate, age appropriate)
20. I interact frequently with every student in a welcoming manner (e.g., say hello, greet at door, use student’s name, talk with students at every opportunity, etc.).
19. I have a plan for when and how to interact with all of my students in a friendly manner (e.g., stand at the door every day to greet each student, speak to each student at lunch, etc.).
Tasks from CHAMPS or DSC
Classroom Management STOIC Checklist (p. 3 of 4)
Foundations: A Proactive and Positive Behavior Support System
Y
N
Comments/Notes/Evidence
reproducible form
F- 35
2
C
Correct Fluently
Preplanned Responses
Respond Fluently
STOIC Variables
© 2014 Pacific Northwest Publishing • For use by purchasing school only
40. I understand and follow the procedures for referring students to the office for major misbehaviors defined by my school.
39. I understand and follow the procedures for documenting minor misbehavior (teacher managed) in my classroom defined by my school.
38. I understand teacher-managed vs. office-managed behavior as defined by my school.
37. I develop and implement behavior intervention plans when necessary for a student who displays chronic misbehavior.
36. I have a plan for how to respond to different types of misbehavior fluently.
35. I have a menu of in-class teacher responses that can be applied to a variety of early-stage misbehavior not covered by my rules.
34. I understand and use graceful exits (e.g., take a personal timeout) when I find myself in a power struggle with a student.
33. I understand how to recognize and avoid power struggles.
32. I understand and use “either-or” and “when-then” requests for students who exhibit repeated noncompliance.
31. I correct student misbehavior respectfully by using appropriate tone of voice, nonverbal communication, personal space, etc.
30. I correct student misbehavior briefly.
29. I correct student misbehavior immediately.
28. I correct student misbehavior calmly.
27. I correct student misbehavior consistently.
Tasks from CHAMPS or DSC
Classroom Management STOIC Checklist (p. 4 of 4)
Foundations: A Proactive and Positive Behavior Support System
Y
N
Comments/Notes/Evidence
reproducible form
F- 35
C
H
A
M
P
»
S
no.
6.2
rATIO OF INTERACTIONS MONITORING FORM (During a Particular Time of Day) Teacher _________________________________________________________
Date ________________________
Time of Day ________________________
Coding System Used (if any):
Attention to Positive
Attention to Negative
Analysis and Plan of Action:
© 2009 Pacific Northwest Publishing | Reproducible Form
3
C
H
A
M
P
»
S
no.
6.6
MISBEHAVIOR RECORDING SHEET (Weekly by Student Name) Date ________________________
Reminders ___________________________________________________________ ___________________________________________________________
Name
Fri.
Mon.
Tue.
Wed.
Codes: © 2009 Pacific Northwest Publishing | Reproducible Form
4
Thu.
Total
Kansas MTSS Behavior Conference Manhattan, KS April 27, 2018 This session will examine strategies for interacting in ways that encourage responsible behavior and correct irresponsible behavior. Techniques covered will include increasing positive interactions with students, effective use of positive feedback, when and how to use structured reinforcement systems, guidelines for using corrective consequences, a menu of classroom consequences, and when and how to use planned ignoring. This session will assist those already familiar with the CHAMPS approach to evaluate their current practices in order to confirm effective practices and revise other aspects of their classroom organization.
For more information, contact Safe & Civil Schools 800-323-8819 or info@safeandcivilschools
1
I
Interact Positively
≥ 3:1 Ratios of Positive Interactions
Plan for Connecting and Motivating
Classwide Motivation Systems
Intermittent Celebrations
Positive Feedback
Noncontingent Attention
STOIC Variables
© 2014 Pacific Northwest Publishing • For use by purchasing school only
26. I strive to interact more frequently with every student when he or she is engaged in appropriate behavior than when he or she is engaged in inappropriate behavior.
25. I have a plan for connecting with and motivating individual students as needed to establish at least 3:1 ratios of positive interactions.
24. I have a plan to use classwide motivation systems when needed.
23. I have a plan for using intermittent celebrations with individual students and the entire class.
22. I have a plan for giving positive feedback as a way to establish at least 3:1 ratios of positive interactions with all of my students.
21. I frequently use effective positive feedback (i.e., specific, descriptive, accurate, contingent, immediate, age appropriate)
20. I interact frequently with every student in a welcoming manner (e.g., say hello, greet at door, use student’s name, talk with students at every opportunity, etc.).
19. I have a plan for when and how to interact with all of my students in a friendly manner (e.g., stand at the door every day to greet each student, speak to each student at lunch, etc.).
Tasks from CHAMPS or DSC
Classroom Management STOIC Checklist (p. 3 of 4)
Foundations: A Proactive and Positive Behavior Support System
Y
N
Comments/Notes/Evidence
reproducible form
F- 35
2
C
Correct Fluently
Preplanned Responses
Respond Fluently
STOIC Variables
© 2014 Pacific Northwest Publishing • For use by purchasing school only
40. I understand and follow the procedures for referring students to the office for major misbehaviors defined by my school.
39. I understand and follow the procedures for documenting minor misbehavior (teacher managed) in my classroom defined by my school.
38. I understand teacher-managed vs. office-managed behavior as defined by my school.
37. I develop and implement behavior intervention plans when necessary for a student who displays chronic misbehavior.
36. I have a plan for how to respond to different types of misbehavior fluently.
35. I have a menu of in-class teacher responses that can be applied to a variety of early-stage misbehavior not covered by my rules.
34. I understand and use graceful exits (e.g., take a personal timeout) when I find myself in a power struggle with a student.
33. I understand how to recognize and avoid power struggles.
32. I understand and use “either-or” and “when-then” requests for students who exhibit repeated noncompliance.
31. I correct student misbehavior respectfully by using appropriate tone of voice, nonverbal communication, personal space, etc.
30. I correct student misbehavior briefly.
29. I correct student misbehavior immediately.
28. I correct student misbehavior calmly.
27. I correct student misbehavior consistently.
Tasks from CHAMPS or DSC
Classroom Management STOIC Checklist (p. 4 of 4)
Foundations: A Proactive and Positive Behavior Support System
Y
N
Comments/Notes/Evidence
reproducible form
F- 35
C
H
A
M
P
»
S
no.
6.2
rATIO OF INTERACTIONS MONITORING FORM (During a Particular Time of Day) Teacher _________________________________________________________
Date ________________________
Time of Day ________________________
Coding System Used (if any):
Attention to Positive
Attention to Negative
Analysis and Plan of Action:
© 2009 Pacific Northwest Publishing | Reproducible Form
3
C
H
A
M
P
»
S
no.
6.6
MISBEHAVIOR RECORDING SHEET (Weekly by Student Name) Date ________________________
Reminders ___________________________________________________________ ___________________________________________________________
Name
Fri.
Mon.
Tue.
Wed.
Codes: © 2009 Pacific Northwest Publishing | Reproducible Form
4
Thu.
Total
