PRACTICE GUIDELINES FOR STUDENT BEHAVIOR The guidelines below serve as a reference for selecting and using effective behavior management practices (Geoff Colvin, Jen Freeman, Sarah Fairbanks, Tim Lewis, Diane Myers, Terry Scott, Brandi Simonsen) SPECIFIC PRACTICES BEHAVIOR Respond promptly, explicitly, authentically, and contingently Appropriate behaviors Signal occurrence of appropriate behavior that represent school Name appropriate behavior and related school-wide expectation and classroom Deliver explicit and specific praise and effective reinforce expectations. Infrequent and Minimize attention, using planned ignoring or differential reinforcement disruptive minor Signal error occurrence and remind of expected behavior, using specific error correction behavior errors (e.g., Model/display expected behavior, using strategies to teach expectations out of seat, talking, late, unprepared) Reinforce displays of expected behavior immediately, using specific praise or other acknowledgement strategies
PRACTICE GUIDELINES FOR STUDENT BEHAVIOR The guidelines below serve as a reference for selecting and using effective behavior management practices (Geoff Colvin, Jen Freeman, Sarah Fairbanks, Tim Lewis, Diane Myers, Terry Scott, Brandi Simonsen) BEHAVIOR SPECIFIC PRACTICES Respond promptly, explicitly, authentically, and contingently Appropriate behaviors that represent school and classroom expectations. Signal occurrence of appropriate behavior Name appropriate behavior and related school-wide expectation Deliver explicit and specific praise and effective reinforce Infrequent and minor behavior errors (e.g., out of seat, talking, late, unprepared) Minimize attention, using planned ignoring or differential reinforcement Signal error occurrence and remind of expected behavior, using specific error correction Model/display expected behavior, using strategies to teach expectations Reinforce displays of expected behavior immediately, using specific praise or other acknowledgement strategies disruptive