Chapter 9: Correcting
Chapter 9: Correcting
•
Task 1: Analyze and Adjust the Implementation of Your Basic
Management Plan
(Classroom Rule Violations & Early Stage Misbehavior - Chapter 3)
•
Task 2: Analyze and Adjust the Strategies You Are Using to Build a
Positive Relationship with the Student
•
Task 3: Analyze the Misbehavior and Develop a Function-Based
Intervention
Awareness Type Misbehaviors
Ability Type Misbehaviors
Attention Seeking Misbehaviors
Habitual And Purposeful Types of Misbehaviors
Tasks in this chapter are designed to help you
follow a sequential process to correct
misbehavior:
1.
Make minor changes to your Classroom Management
and Discipline Plan,
2.
Use positive relationships and interactions as a
motivation strategy,
3.
Analyze the function of the chronic misbehavior and
design an intervention plan based on data.
Chapter 9 Tips!
•
Who this chapter is for - page 358
•
Effective corrections are - page 359
•
Read & Highlight the “take note” - page 360
Task 1: Activity



Blank reproducible Form 9.1 on CD & in your handouts
Completed sample on pages 362 – 363
Bulleted plan (questions to consider) on pages 364 - 365
FYI:
Individual student: your goal – tweak your plan, keep the needs of this
student in mind
FIRST try easy interventions, strategies, ideas
Keep positive feedback very high
Consistent implementation for 2 weeks
Task 1: Activity – 15 minutes

Table teams: Identify a student with chronic misbehavior
Tip - it really helps if the teacher (s)is with you when
problem solving 

Complete any 2 questions on Reproducible Form 9.1

Refer to the completed sample and/or bulleted plan on
pages 362 – 365

Group share
Task 2: Quick Notes




Reproducible Form 9.2 on CD
Completed sample on pages 367 – 368
Bulleted plan (questions to consider) on pages 369 – 370
Mini poster
FYI:
Individual student: your goal - improve your connection with the student
FIRST try easy interventions, strategies, ideas
Keep positive feedback very high
Consistent implementation for 2 weeks
Task 3: Analyze the misbehavior and
develop a function-based intervention
Highlight this information:

Why students misbehave on pages 371 – 372

6 Step Approach to address chronic behavior
pages 372 – 373

Function-based Intervention Plan
Reproducible Form 9.3 on CD
Completed sample on page 374
Individual Student Interventions
Match your interventions to the function of
the behavior.
Include “teaching” of replacement behaviors.
An intervention handout to keep forever!
2 options
Your goal: Be a behavior detective!
Be prepared to categorize
misbehaviors as early-stage,
awareness type, ability type,
attention seeking, or
habitual/purposeful
and be prepared to use SPECIFIC
intervention strategies for each
category – see handout.
Chapter 9 Summary
Sequential process with 3 Tasks:
 Tweak your plan
 Connect with your students
 Match the intervention to the function of the behavior.
STOIC – spend more time on “STOI” and you’ll decrease the
time you spend on “C.”
~
Always be willing to
try another intervention
if your intervention plan
is not producing the results
you want to see!
~