Monday, November 19, 2012
Behavior Interventions... 6th Grade -UP
Within my EBD program, I feel that a lot of our behavior interventions are working well for students, scheduled breaks, visual schedules, social skills groups, point sheets/reinforcement programs. My last two years, I have had few 5th graders. This year, I have 6. Now is the time for me to start planning how to transition/gradually transfer responsibility to these 5th graders to prepare them for 6th grade and up. So, any ideas/experience for how these types of interventions are implemented within classrooms in the upper-grades? Are visual schedules used much (i.e., individualized schedules to carry around), do students self-initiate for breaks. What works well in your rooms for students who have behavior/social/emotional needs? Thanks!
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Ryan,
ReplyDeleteI don't have tons of feedback regarding this but I do know that most of my 7th students with EBDs do not self-initiate on taking breaks. They tend to stay in the room until they are asked to leave because of disruptions, disrespect, inappropriate behaviors, insubordination, etc.
I have found that using point sheets and reinforcement sheets, some students strive to achieve their goals with occasional bouts of giving up and having a really bad day. But they do seem to help overall.
I know that with out schedule at West, the use of visual schedules would be extremely helpful because our schedule is very complicated and changed practically every day. And most of my EBD students don't remember to bring their planners around so they don't have a good place to put a schedule. They will need to realize that they either need to bring their materials with them from class to class or they need to talk to their teachers (or case manager) about arranging a place they can leave their things in each of their classes.
Hope that helps!
I only have a couple EBD students, but several ASD students. Of these students, I only have one who will self-advocate to take a break when needed. The others need to be sent out to process.
ReplyDeleteI agree with Eric and it seems like the students with EBD don't seem to remember to bring their planners, although a visual schedule definitely does help those who do. Especially with ASD students who don't like change, knowing exactly where to go and when has been extremely helpful. I also have several students who use tablets. They are allowed to use them to write their homework down before or after class. This has seemed to help students keep track of their work a little better than with just a planner.
I have one student who uses a point sheet. It seems to be working well for him in my class. I also lucked out because I teach this student's favorite subject, so he is generally well behaved in class. I know that if he loses points, however, by the time he gets to 7th hour he is generally checked out and "gives up," much like Eric mentioned. I do think the point sheet is a good system though.
With my EBD students, positive reinforcement always helps. They don't have points sheets (at least that I've seen), but I try to remind myself to be encouraging as often as possible. With one of my students, I sent a "good news" post card home when he had a good week.
ReplyDeleteEBD students have a "fast pass" to process, but often don't self-advocate as Megan and Eric said. I usually have to ask them to process.
I think that advocacy is important. My EBD students, in the past, have actually been better about initiating the need for breaks than my other students, such as my ASD students or my LD students. That being said, not abusing privileges, like breaks or going to a different room to work, has been a struggle for my EBD students. I find that, like Mara said, positive reinforcement is key for these students. Also giving time to process directions has worked for me in the past. For example, "I am going to come back in five minutes, and I need to see your book open and see you working on the reader response journal." For me, developing a positive relationship with EBD students is essential. If they know I'm on their side, they are more willing to be flexible and listen.
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