A school-wide positive behavior manangement system is essential because it increases school safety and reduces the amount of office referrals. As a result, it keeps the student in learning environment.
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A class-wide behavior management system is tailored to the specific class. It creates expectations for the entire class. It allows the teacher to establish high expectations while providing good classroom management skills. This practice is highly effective because it manages the students’ progress, has a built-in fidelity component and it eventually enables the student to improve self-regulation which is an executive functioning skill (Campbell & Anderson, 2011). Check-in, Check-out is a common positive behavioral intervention that can be used class-wide. |
Community accountability ensures that students all have one common goal. It creates a sense of community in the classroom and increases the likelihood that students are attentive. It fosters cooperative group work and healthy competition between classmates. Furthermore, community accountability has been proven to increase retention of workers in the workplace (Manion & Bartholomew 2004). |
Visual Activity Schedules (VACs) help increase the on-task and task completion behavior of students with deficits in executive functioning (Bryan & Gast 2000). It can help students get started on their tasks, remain on task and complete assignments within a timely manner. VACs can be used for individual students, small groups or within the whole group. A whole group schedule/agenda can be posted on the board and reviewed with the class daily. Visuals can be modified as appropriate to each student and can contain pictures, words or both. |
A Daily Report Card (DRC) can be used to communicate the student’s behavioral progress between the parent and teachers. Specific behavioral objectives such as “student arrived to class on time” and “student turned in assignments” are listed on the DRC. DRCs promote accountability, fidelity and they can help improve student's executive functioning skills ( Miller, Crovello, & Chafouelas, 2017). |