Presenter

THE THEATRICS OF BEHAVIOR MANAGEMENT!

Lee Stickle, M.S. Ed. Former Director at Technical Assistance Systems Network’s Autism and Tertiary Behavior Support Project.

Lee has more than 4 decades of experience working with students that exhibit challenging behavior as well as Autism Spectrum Disorders.  This presentation will be packed with practical and evidence-based strategies for managing challenging behavior in the classroom. Here’s a breakdown of the key points she will cover:

1. **Antecedent Interventions & Building Positive Relationships: **
– Lee will stress the importance of preventing challenging behaviors before they occur by addressing the events or situations that trigger those behaviors.
– The foundation of this approach lies in creating strong, positive relationships with students. When students feel connected to their teachers, they are more likely to engage in desired behaviors and less likely to act out.

2. **The 7 Low-Intensity, High-Impact Strategies (Lane, Oakes, & Others): **
– These strategies include evidence-based, manageable interventions that teachers can apply in everyday classroom situations without needing extensive resources or training.
– They focus on proactive ways to guide student behavior, which can significantly reduce disruptions and promote positive classroom environments.

3. **Geoff Colvin’s Cycle of Intervention: **
– The Cycle of Intervention is a framework that helps educators intervene early in the sequence of challenging behavior.
– By intervening at the right moment in the behavior chain, educators can prevent escalation and promote more positive behavioral patterns.
– This approach emphasizes that early and consistent intervention helps break negative behavior cycles and foster positive student outcomes.

4. **Reinforcement and Avoiding Unintended Reinforcement of Undesired Behaviors: **
– Lee will dive deep into the science of reinforcement—how behaviors are strengthened when they are followed by rewards or positive consequences.
– A key challenge is avoiding reinforcing behaviors we want to reduce. For example, sometimes giving attention to a disruptive student might unintentionally strengthen that disruptive behavior. Lee will provide strategies to reinforce desired behaviors while avoiding unintentional reinforcement of challenging ones.

5. **Function-Based Thinking and Intervention Selection: **
– One of the core ideas Lee will address is understanding the *function* of challenging behavior. In other words, identifying why a student is engaging in a certain behavior (e.g., attention-seeking, escaping tasks, sensory needs) can help inform the most effective intervention.
– Function-based thinking allows educators to select interventions that are tailored to the specific needs of the student, rather than using a one-size-fits-all approach.

6. **Promoting Student Engagement as an Antecedent Intervention: **
– A key theme throughout Lee’s presentation will likely be the idea that student engagement is a powerful way to prevent challenging behaviors.
– Whether academically or socially, students who are engaged in meaningful activities are less likely to engage in disruptive behavior. This will emphasize the importance of creating engaging and relevant learning experiences.

7. **Empowering Teachers as Architects of the Classroom Environment: **
– Ultimately, the emphasis will be on the role of the teacher in shaping the classroom environment to prevent and address challenging behavior.
– Teachers are not just managing behavior but are also creating a space where students can thrive—both academically and socially.

This combination of proactive strategies, understanding the function of behavior, and reinforcing positive engagement can equip teachers with the tools they need to effectively manage challenging behaviors and create a supportive, thriving classroom environment.