ERIC ED435119: Prevention Strategies That Work.

22 Pages·1999·0.51 MB·English

by  ERIC

DOCUMENT RESUME
EA 030 093
ED 435 119
Prevention Strategies That Work.
TITLE
Vermont Univ., Burlington.
INSTITUTION
Office of Special Education and Rehabilitative Services
SPONS AGENCY
(ED), Washington, DC.
1999-00-00
PUB DATE
21p.; "Written and produced by Warger, Eavy, and
NOTE
Associates."
H237F0036
CONTRACT
Guides - Non-Classroom (055)
PUB TYPE
EDRS PRICE MF01/PC01 Plus Postage.
Behavioral Objectives; Educational Administration;
DESCRIPTORS
*Educational Environment; Elementary Education;
Instructional Leadership; *Prevention; Program Descriptions;
Student Behavior
ABSTRACT
This guide describes six prevention practices that K-8
administrators have found to accelerate school performance, increase
readiness for learning, and reduce problem behaviors. It shows that to create
a safe school environment, preventive measures for children's behavior and
emotional problems must be in place. It advocates positive behavior
management, social- skills instruction, academic enrichment, parent
partnerships, and school/community-agency linkages. Although such practices
cannot prevent all inappropriate behaviors from occurring, they can help
create a school environment that promotes positive behavior. The information
in the guide is based on the work of researchers at 6 universities who spent
the last 6 years implementing school-based prevention practices. Their focus
was on students with--and at risk of developing--emotional and behavioral
disorders. Examples of prevention strategies from each of these projects are
included throughout the document. Although research-based strategies varied
across the districts represented in the guide, one finding remained constant.
That is, administrators were key players in making prevention work. They
provided an environment that fostered positive behavior and made available
specialized support and services that interrupt cycles of negative behavior.
Contact information for each project is found at the end of the guide.
(Contains 20 references.)
(RJM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
E. Pr
ra
Prevention S
egies
That Work
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
ar"This document has been reproduced as
What Administrators Can Do To Promote
received from the person or organization
originating it.
Positive Student Behavior
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
dministrators know only too well that concern for student misbehavior
is not new
although the behavior problems have become more
preva-
lent, violent, and destructive during the past 20
years. In poll after poll,
behavior problems, lack of discipline, student safety, and violence in the
TO THE EDUCATIONAL RESOURCES
schools, make the top 10 list of concerns about public education. And these
INFORMATION CENTER (ERIC)
1
concerns are no longer directed only at middle and high schools. Increas-
ingly, serious discipline problems are affecting elementary schools
as well.
As many elementary classroom teachers will tell
you, they spend an inordi-
nate amount of time and energy managing student misbehavior and con-
flict
time that could be spent on teaching and learning. A
recent survey
found that elementary students disrupt the classroom and talk back
or dis-
obey teachers more frequently than they did
a decade ago (Langdon, 1997).
Until recently, practitioners often waited until the behavior became serious
enough to warrant referral to special education
or other intensive services.
Sadly, the teachers and parents of too
many of these students see signs of
potential difficulty long before the behavior escalates
to the point of refer-
ral
in some cases, by the end of first grade (Wehby, Dodge, Valente, and
others, 1993). Although many young children today participate in early child-
hood programs designed to prevent future learning problems (e.g., Head
Start, Early Start, preschool), elementary school is
a child's first experience
with formal schooling. While many children easily adjust
to the rules and rou-
tines that define the code of conduct in public school classrooms,
some students
need more support in making this transition.
BEST COPY AVAILABLE
2
1
IC
dents with
Unfortunately, there has been little support for
emo-
and at risk of developing
tional and behavioral disorders. Examples of
early intervention when a child shows signs of
behavioral difficulties, and in some cases there
prevention strategies from each of these projects
are included throughout this document. Con-
have been significant barriers. For example, a
tact information for each project is found at the
clause in the 1997 reauthorization of the Indi-
end of the document.
viduals with Disabilities Education Act (IDEA)
has inadvertently caused some administrators
Research-based strategies varied across the dis-
to refrain from discussing and addressing mi-
tricts represented in this guide, but one finding
nor behavioral difficulties while others have
remained constant. First and foremost, admin-
begun automatically to refer students for the
istrators are key to making prevention work.
slightest infraction.
Their role is twofold: providing an environment
Administrators are wise to be concerned. The
that fosters positive behavior and making avail-
able specialized support and services that can
number of referrals continues to increase and
interrupt cycles of negative behavior.
the need to prevent many of these troublesome
behaviors has never been so great. Fortunately,
prevention strategies do exist that enable school
What Do We Know
communities to redirect misbehavior and reduce
the potential for misbehavior early on, before
About Prevention?
the need for formal discussion arises.
Effective prevention programs are based on the
This guide describes prevention practices that
premise that early response to learning, behav-
K-8 school administrators have found to be ef-
ioral, and emotional problems can lead to bet-
fective in accelerating school performance, in-
ter outcomes for students. Prevention strategies
creasing readiness for learning, and reducing
are built into the school's foundation as part of
problem behaviors. Creating a safe school envi-
the regular school program. They are accessible
ronment requires, among other things, having
not just those students who
to all students
in place many preventive measures for children's
qualify for special programs such as special edu-
behavioral and emotional problems. While these
cation or Title I.
practices cannot prevent all inappropriate behav-
indeed, administrators
iors from occurring
Two types of universal prevention approaches
could implement all of the strategies in this guide
fit well at the elementary school level. These are:
and still experience behavioral problems for which
Classroom and schoolwide structural
they need more intensive strategies they can
strategies. Practitioners provide consis-
help you create a school environment that pro-
tent environments in classrooms and
motes positive behavior.
throughout the entire school. These
The information in this guide derives from the
approaches are designed to benefit all
students by building uniform structure
work of researchers at six universities who spent
the last six years implementing school-based
and a positive climate that promotes and
prevention practices. Their focus was on stu-
supports appropriate behavior. Structural
Prevention Strategies That Work
Components of Promising
Prevention Programs
Does your school have the following
prevention practices?
Prevention in the Classroom
ci Positive behavior management.
O Social skills instruction.
O Academic enrichment.
Schoolwide Prevention
O Unified discipline approach.
O Shared expectations for socially competent
behavior.
O Academic enrichment.
School-Family-Community Linkages
O Parent partnerships.
O Community services.
Prevention Strategies That Work
How can we build community agency
approaches, both those found within
individual classrooms and those that are
linkages?
implemented schoolwide, typically
Following are examples of promising strategies
address prevention from a multidimen-
in each of these areas.
sional perspective that includes behavioral
management, social skills instruction, and
Prevention in the
academic enrichment.
Classroom
School as a pathway to family and
community agency partnerships. Al-
Administrators know that effective classroom
though classroom and schoolwide
such as good classroom organiza-
practices
structural strategies provide a stable and
tion, engaging lessons with high rates of stu-
positive environment for most students,
dent response, positive climates, accommoda-
some students need additional support.
tions to match students' ability levels, and mild
Sound prevention strategies at this level
usually will
consequences for misbehavior
establish linkages between the primary
lead to appropriate behaviors for the majority
aspects of students' lives: home and
of students. However, many of today's students
family, school and classroom, and
often require additional support.
community and social service agencies.
Family, school, and community agency
Prevention approaches in classrooms focus on
partnerships can provide temporary
what students need to be successful (Dodge &
assistance that can preempt the need for
Bickert, 1996). They extend the practitioner's
more intensive interventions.
reach in helping students before corrective mea-
working in tandem
Both types of prevention
sures are necessary (Henley, 1997). Prevention
and on a consistent basis
are necessary.
has two important advantages over corrective,
after-the-fact discipline. First, it tends to be cost
Comprehensive school-based prevention strat-
it is much easier to prevent inap-
effective
egies at the elementary level are relatively new
propriate behaviors than it is to correct them.
However, in most cases administrators will have
Second, there are no negative consequences for
some prevention strategies already in place. They
children who behave appropriately.
they
can use these structures as building blocks as
work to establish a more comprehensive approach.
In most classroom and schoolwide prevention
approaches, there is an emphasis on:
Prevention strategies can help administrators
Behavior management systems that teach
answer the following questions:
and reward appropriate behaviors.
What can be done in the classroom?
Social skills instruction as an integral part
of the curriculum.
What works schoolwide?
How can we support students through
Academic enrichment to ensure that
students master key knowledge and skills.
school-family partnerships?
Prevention Strategies That Work
Positive Behavior Management
Classroom Prevention in Action:
Positive Behavior Management
Prevention through classroom management
typically focuses on developing appropriate stu-
At A Glance
dent behaviors, accelerating classroom learning,
and decreasing inappropriate behaviors. Features
Is this Prevention Strategy Right for My School?
of positive classroom management include:
Positive behavior management
Provides:
system.
Clearly communicated expectations for
Instructional strategy for
Features:
student behavior. Teachers define accept-
teaching and reinforcing
able behaviors in a concrete manner.
positive behaviors; student self-
Acceptable and desired behaviors are
monitoring.
within reach for the students.
Students in elementary grades.
Serves
Teacher training in techniques;
Requires:
Ongoing positive and corrective feed-
reinforcers (e.g., tangibles,
back. Teachers tell students what they are
high-interest activities).
doing correctly and praise them for
Enhancements: Peer tutoring; social skills;
parent involvement.
appropriate behavior. In addition,
teachers redirect inappropriate behavior
before more intensive interventions
become necessary (Montague, Bergeron,
An increase in academic engagement, in seat
& Lago-Delello, 1997).
behavior, and in positive student interaction
Fair and consistent treatment of stu-
what administrator would not want a strategy
that delivered these results? The Behavior Pre-
dents. Rules, consequences, and enforce-
vention Program works with educators to de-
ment procedures are clearly defined and
velop classroom management systems that fo-
articulated to all students (Henderson,
cus on helping students develop these and other
1997). There are no surprises; students
know what is expected and what will
positive behaviors.
happen if they deviate from the estab-
In the Behavior Prevention Program approach,
lished system. The posted rules and mild
teachers identify their expectations and teach
consequences are fair and applied consis-
the appropriate behaviors directly. Key instruc-
tently to all students.
tional strategies include modeling, providing
An important element of positive behavior man-
practice, rewarding good behavior, and having
agement is teaching students to monitor their
students self-monitor their progress. Teachers
own behaviors. Self-monitoring provides stu-
find that this approach increases their use of
dents with a strategy for observing their own
praise and reinforcement of proactive skills
behavior, recording it, and evaluating how they
a powerful strategy in teaching students how to
did. Typically, self-monitoring strategies con-
behave.
sist of teacher cues, a student checklist of ap-
propriate behaviors, and systematic reinforce-
The Good Student Game is an example of how
ment for progress. Self-monitoring helps stu-
teachers can focus on promoting positive be-
dents internalize their behavior and provides a
haviors using a class monitoring system (Babyak,
visual reminder of what is expected of them.
Luze, & Kamps, in press). Teachers teach and
Next, Mr. Perry set performance goals and re-
monitor positive behaviors (e.g., staying seated
wards. In order to receive 10 minutes of free
and working quietly) and students learn how
time at the end of the day, all students were ex-
to self-monitor these behaviors.
pected to demonstrate the appropriate behav-
The steps to the Good Student Game are:
iors 80% of the time. Because students routinely
asked (and sometimes pleaded) for free time,
Identify when to play the game.
Mr. Perry felt confident that students would
Identify and clearly define behaviors to be
value this reward.
rewarded.
Mr. Perry taught the Good Behavior Game pro-
elk
Set goals for individual and group
cedures to students in a 20-minute session. To
"The prevention
performance.
programs have made a
set the context, he began by having students
great impact on our
discuss the relationship between good behavior
Select rewards (e.g., pencils, notebooks,
students. The strong
and classroom success. He then presented the
extra time at recess, etc.).
programs imple-
behaviors, modeled them, and gave students
mented have strength-
Set the monitoring interval (e.g., variable
ened the social and
ample opportunities to practice them.
or intermittent intervals when students
academic performance
of our students. Our
will assess and record their own behavior).
Finally, he showed students how their behavior
students now display
would be monitored. By participating in the
more of a positive
Teach the game procedures to students.
disposition, and
Good Behavior Game, students learned to self-
Play the game.
discipline problems
monitor their behavior. Over time, students
have declined Our
internalized the appropriate behaviors.
Consider the following example. Mr. Perry, a
student attendance
has improved signifi-
fourth grade teacher, taught a diverse group of
cantly as well I feel
youngsters. In addition to typical students, there
the prevention ap-
Social Skills Instruction
were students with attention problems, students
proach helps improve
with learning and behavioral difficulties, lim-
the positive school
Teachers must be clear about their expectations
climate which is
ited-English-proficiency students, and gifted
regarding social skills. We may say we expect
critical in urban
students. Classroom management was a con-
students to listen, to show respect, to cooper-
schools serving high
stant struggle.
rates of minority and
ate, to be responsible, and to resolve conflicts.
low socioeconomic
However, unless we make sure students under-
groups."
Students had trouble following directions and
stand what we mean and what they are supposed
Walla Crawford,
completing assignments. Since many students
to do, we cannot expect compliance.
Principal
had particular difficulty during independent
Kansas
work times, Mr. Perry decided to use the Good
Social skills instruction includes classroom sur-
Student Game during those periods to keep stu-
vival skills (e.g., listening, answering questions,
dents on -task. To support this goal, he identi-
asking for help) and critical peer skills (e.g.,
fied the following behaviors:
cooperating, showing empathy, making friends).
Most elementary aged students can benefit from
Stay seated.
social skills instruction. But students with be-
Raise your hand if you have a question.
havior problems often have social skill deficits
that put them at a distinct disadvantage in class-
Work quietly.
room and schoolwide interactions.
Raise your hand when you finish.
Prevention Strategies That Work
Effective social skills instruction also can affect
At A Glance
classroom management practices. For example,
many classroom routines require that students
Is this Prevention Strategy Right for My School?
demonstrate good social skills (e.g., listen, ask
Provides:
Social skills instruction for
politely, cooperate, share materials). Teaching
classroom routines, rules, and
transition procedures.
social skills can help to clarify teacher expecta-
Features
Classroom-based model for
tions and help students understand how they
teaching social skills and self-
should behave.
monitoring to all students.
Students in elementary grades.
Serves:
Social skills instruction also can help improve
Teacher training in techniques.
Requires:
social interactions and reduce problem behav-
Enhancements: Academic support (e.g.,
ior. An increasingly common view holds that
instruction matched to
some students who misbehave do so because
students' needs, instructional
strategies such as peer
they lack the social skills necessary for making
tutoring); positive behavioral
more appropriate choices. In this context, so-
management system that
cial skills become "replacement behaviors"
includes self-management.
we teach students how to behave appropriately
Project SUCCESS recommends teaching social
so they will make the "right" choices. For in-
skills as part of the curriculum. The compo-
stance, a child may respond in anger by hitting
nents of the Project SUCCESS approach are:
another child because he or she has not been
taught acceptable alternatives.
Define the social skill to be taught in
observable terms.
There are literally hundreds of commercially
000
Teach the social behaviors that make up
available social skills programs (see Alberg, Petry,
the skill.
& Eller, 1992). Examples of social skills pro-
grams that support prevention include:
Model the skill.
Skillstreaming the Elementary School
Engage students in practicing the skill.
Child (McGinnis & Goldstein, 1997)
Provide reinforcement and feedback for
Teaching Social Skills: A Practical
skill performance.
Instructional Approach (Rutherford,
Have students self-monitor their behaviors.
Chipman, DiGangi, & Anderson, 1992).
Skills for Living (Quest International,
Although some teachers choose to teach social
1988).
skills as a subject area in its own right, others
integrate social skills instruction throughout the
curriculum. Project SUCCESS links social skills
Classroom Prevention in Action:
instruction with activity or lesson requirements
Social Skills Instruction
because most instructional formats
discus-
Today's students bring to the classroom a di-
sion, cooperative learning, peer tutoring, group
versity of background experiences and social
problem solving, etc.
require social as well
learnings. Too often, students fail at tasks be-
as academic skills. If students do not have the
cause they have not developed the social skills
social prerequisites for participating in an ac-
they need to succeed.
tivity (e.g., listening, following directions, ask-
U
Prevention Strategies That Work
using the Project SUCCESS ap-
tening"
ing questions, etc.), they may respond with off-
task and other inappropriate behaviors.
proach. As part of instruction, she had students
self-monitor their progress (see sidebar) in ev-
Using the Project SUCCESS model, teachers
ery lesson and class activity.
teach the social skills that support participation
in academic activities. For example, students
Self-Monitoring
Card
may be expected to solve a math story problem
in groups, discuss the characters in a story dur-
Listening Manners
ing literacy circle, or use a writing process to
<
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edit a partner's writing. Teachers teach the social
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c CO
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skills concurrently with the academic content.
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Eyes on the speaker.
Project SUCCESS also recommends teaching
Hands still (in your lap).
social skills that are linked to classroom rules.
Consider this example. Ms. Trujillo posted the
Feet on the ground.
"In order to ensure the
following classroom rules:
Ears ready to listen.
academic success of
our children, our
Lips quiet.
Listen to my teacher and follow her
school strives for a
Focus on the speaker.
directions.
true partnership with
the community so we
Stay in my seat unless I have permission
can support the whole
child as well as the
to leave.
Academic Enrichment
family. We are able to
Stop talking when my teacher tells me.
consider and act on
Students with learning difficulties sometimes
the social emotional
Although Ms. Trujillo phrased the rules clearly
physical psychological
exhibit behavioral problems. For example, the
add academic needs of
and in a positive manner, she questioned
student who has difficulty staying on task dur-
our children. We do
whether the students had the necessary social
ing reading group may have an underlying read-
whatever it takes."
skills to comply. For example, she had to ask
ing problem that should be assessed. Remedial
Dr. Grace Nebb,
the class repeatedly to listen while she was talk-
Principal
programs, such as those in reading, can play
Florida
ing. At one point she became so frustrated with
important roles in preventing behavior prob-
several students that she exclaimed, "Why don't
lems (Rankhorn, England, Collins, Lockavitch,
you ever listen?" She was very surprised to find
Algozzine, 1998).
later that even though these youngsters had been
chatting, they had been following her directions
Academic tutoring
and especially peer tutor-
for completing their assignment.
ing
is often cited as a viable prevention strat-
egy. Peer tutoring can have a positive effect on
Ms. Trujillo decided that some of her students
student learning, is cost effective, and can be
probably did not know how to listen. As she
effective in improving both the tutor's and
thought more about her dilemma, she ques-
tutee's social development (Algozzine &
tioned whether or not she had made her expec-
Ysseldyke, 1992).
tations for social behavior clear to the students.
To enhance their social skills, Ms. Trujillo de-
Several of the projects featured in this guide
cided to teach listening skills
incorporated tutoring into their total preven-
specifically the
subskill, "letting the listener know you are lis-
tion programs. Examples include:
Prevention Strategies That Work
The Behavior Prevention Program found
and clearly stated procedures for correct-
that classwide peer tutoring (Greenwood,
ing problem behaviors.
Delquadri, & Carta, 1997) facilitated
Shared expectations for socially compe-
development of basic literacy skills and
tent behavior. Schoolwide support plans
active student engagement in instruction.
address social and behavioral needs by
Project SUCCESS found that cross-age
helping students learn to manage their
peer tutoring resulted in significantly
own behavior. The emphasis is on
improved reading scores for students who
teaching students how to solve conflicts,
were at risk for behavioral problems.
be responsible, and behave in socially
appropriate ways as members of a learn-
ing community.
Schoolwide Prevention
Examples of prevention strategies reflecting
Teachers can use universal prevention strategies
these features follow.
in their classrooms to achieve positive student
outcomes. Results may be even better, however,
Schoolwide Prevention in Action:
when the entire school staff is committed to
Unified Discipline Approach
universal prevention and when there is a
schoolwide learning environment that promotes
At A Glance
positive academic, behavioral, and social-emo-
tional outcomes for all students (CEC, 1997).
Is this Prevention Strategy Right for My School?
Provides:
A schoolwide discipline plan.
Positive behavior management, social skills in-
Features:
Schoolwide discipline plan
struction, and academic enrichment techniques
reflects unified attitudes,
form the basis for a schoolwide approach.
expectations, and consequences
for misbehavior; staff roles are
Throughout the school day and across all school
clearly defined.
environments students should be encouraged
Students in grades K-6.
Serves:
to adapt their behavior to the school setting.
Require:
Staff training in techniques;
Expectations for behavior, rules, and conse-
planning time; computer
quences should be consistent. Schoolwide pre-
software; monitoring measures.
vention approaches support adaptive behavior;
Enhancements: Remedial reading support;
Total Quality Education
schoolwide structures enable all staff to iden-
approach in classrooms; home-
tify signs of problems early and to take steps to
school collaboration.
resolve them.
A major focus of the Improving the Lives of
In addition to programs that address special
Children project is the development of a four-
academic learning needs, common features of
prong schoolwide discipline plan. These four
schoolwide prevention programs include:
components are:
Unified discipline approach. Throughout
Unified attitudes. Teachers and other
the school there are clearly defined
school personnel share the belief that
expectations and rules for appropriate
instruction can improve behavior and
behavior, with common consequences
that helping students develop positive