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1851 Berry Blvd
Louisville, KY 40215
Phone: 800-579-1085
Fax: (502) 368-5577

Seminar Agenda

Which Seminar Are You Interested In?

From Chaos to Classroom Control: Managing Disruptive Classroom Behavior

Session I (8:00am-10:00am)
"Typical and Atypical Classroom Behavior Patterns"
Session II (10:15am-11:30am)
"Responding to Typical Behaviors"
I. Understanding Disruptive Student Behavior
• a. Identifying a disruptive student-Activity
• b. Understanding the function of behavior
II. Typical (Normal) Behavior Patterns
• a. Genetic Predisposition
• b. The Importance of Gender
• c. Ages and Stages of Development
• d. Reinforcing Behavior
• e. Goals of Student Misbehavior
III. Atypical (Abnormal) Behavior Patterns
• a. Learning Deficits
• b. Neurological Deficits
• c. Attention Deficit Hyperactivity Disorder
• d. Autism
• e. Behavioral Disorders
I. Understanding the need for discipline in the Classroom
• a. The need for classroom behavior plans
• b. Factors influencing in classroom behavior problems
• c. Establishing a PBIS discipline plan
II. Benefits of a PBIS discipline plan
III. Establishing Positive Behavior Intervention Supports in the classroom
• a. Setting the Stage for a PBIS Program
1. A Three Tier Intervention Program
2. Organizing the Classroom for Positive Discipline
3. Best Practices of Classroom Behavior Management
4. Before Implementing a Discipline Strategy
• b. Tier I Discipline Strategies for Typical Behavior
1. Re-direction
2. Isolation
3. Taking away a privilege
4. Talking to a student
5. Sending to principal
6. Note home to parent


LUNCH ON YOUR OWN! (11:30am-12:30pm)


LUNCH ON YOUR OWN! (11:30am-12:30pm)

Session III (12:30pm-1:45pm)
    "Moving From Chaos to Control: Managing Atypical Behavior"
Session IV (2:00pm-3:00pm)
"PBIS Classroom Disciple Plan"
I. Behavior Management for the Atypical Student
• a. Ten Discipline Rules that Teachers Must Follow
• b. Systematic Approach to Discipline
II. Tier-II: Stabilizing Classroom Behavior
• a. Button Factory
• b. The Turtle Technique
• c. Using a Timer
• d. Using a Recorder
• e. Index Cards
• f. Daily Progress Report
• g. Token Economy
1. Using a Token Economy System
2. Implementing a Token Economy in the Classroom
3. Making the Token Economy Program Work
III. Tier-III: Discipline for Chronic Behavior Problems
• a. Implementing a Behavior Modification Program
• b. The Train Track/The Football Field
I. A. Using the ABC Model to Determine Behavior
• a. Antecedent
• b. Behavior
• c. Concequence
II. B. Identifying goals of misbehavior
• a. Attention
• b. Avoidance
III. Group Activity
IV. Designing a Classroom Behavior Plan
• a. Factors associated with a successful plan
• b. Data driven
• c. Not a control tool
V. Developing a Classroom Behavior Plan
• a. Conducting an organization assessment
• b. Formulating specific questions to be answered
• c. Identifying existing data
VI. Implementing your classroom behavior plan
• a. Designing the classroom for positive discipline
• b. Using visual cue
• c. Four components of a classroom behavior plans