Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers

Institution	Office of Special Education Programs (OSEP) (ED/OSERS)
Titel	Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
Quelle	(2015), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Evidence Based Practice; Student Behavior; Intervention; Positive Behavior Supports; Classroom Techniques; Instructional Design; Curriculum; Teaching Methods; Data Use; Decision Making; Self Evaluation (Individuals); Behavior Problems; Vignettes; Educational Practices; Data Collection; Prevention; Classroom Environment; Charts; Classroom Design; Teacher Expectations of Students; Responses; Positive Reinforcement; Discipline + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Klassenführung; Lessonplan; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Bildungspraxis; Data capture; Datensammlung; Prävention; Vorbeugung; Klassenklima; Unterrichtsklima; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Klassenraumgestaltung; Disziplin
Abstract	The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students. The effectiveness of these classroom strategies are maximized when: (1) the strategies are implemented within a school-wide multi-tiered behavioral framework, such as school-wide positive behavioral interventions and supports (PBIS; see www.pbis.org); (2) classroom and school-wide expectations and systems are directly linked; (3) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (4) classroom-based data are used to guide decision making. The following school- and classroom-level supports should be in place to optimize the fidelity and benefits of implementation. There are three main parts to this guide on classroom PBIS strategies: (1) Interactive map with corresponding tables, tools, and tips: The interactive map provides the links to the document with the content to support the implementation of the essential features of these classroom strategies; (2) Self-assessment and decision-making chart: These tools are intended to help guide the user to the parts of the document that will be most useful; and (3) Scenarios: Two scenarios are provided to extend learning and provide concrete examples of how to use classroom PBIS strategies and many of the tools suggested in this document in consortium. A short summary and references are provided at the conclusion of the document. [This technical assistance document was adapted from the PBIS Technical Brief on Classroom PBIS Strategies written by: Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putman, 2015.] (ERIC).
Anmerkungen	Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01