Running head: DEVELOPING A BEHAVORIAL MATRIX 1 Developing a Behavioral Matrix Stephanie Herrera American College of Education
DEVELOPING A BEHAVIORAL MATRIX 2 Developing a Behavioral Matrix Introduction
The Behavioral Matrix consists of many different levels of behaviors and consequences at each level. All intensities are behavioral problems that are found in the classroom. Intensity I (Annoying) Behaviors are problems that teachers handle with a minimum of interaction or intervention. Intensity II (Disruptive or Interfering) Behaviors are problems that teachers handle with a more directed intervention. Going up in scale, Intensity III (Persistent or Antisocial) Behaviors are problems that are so significant or so persistent that they require some type of out- of-classroom intervention. Finally, the Intensity IV (Severe or Dangerous) Behaviors are very severe problems that are usually addressed in a District’s Code of Conduct and that usually require some type of student suspension from school. The teachers at Lacey Elementary School (LEM) were asked to identify the expected classroom behaviors along with incentives or rewards, Intensity I behaviors and the corrective responses, Intensity II and Intensity III behaviors and the consequences to each Intensity II and III behaviors. The Intensity IV behaviors and consequences were not identified within the data provided and therefore a data collection and survey were conducted in order to obtain the most appropriate behaviors and consequences at the Intensity IV level. Combining all of the data that the teachers identified and the data from the survey conducted provides enough information to composite a Behavioral Matrix at the grade 4 level, that is represented below. Based off of one of the levels of the Behavioral Matrix, a professional development was developed to address practical ways of building a cohesive school community response in each classroom and school-wide.
DEVELOPING A BEHAVIORAL MATRIX 3 Part 1: Intensity IV Behavior Survey In identifying the Intensity IV Behavior Survey, I looked at everyone in my group’s Intensity IV identified results from other schools and at the most common intense behaviors, from the Code of Conduct, I researched at a particular school. Based off of these results, I created a survey with questions relating to certain Intensity IV behaviors and what consequences would be suited for each Intensity IV behavior. The results were very clear as to what consequences would be most appropriate for these types of Intensity IV behaviors we all happen to find in our research.
DEVELOPING A BEHAVIORAL MATRIX 4 Part 2: Summary of the Behavioral Matrix Behavioral Matrix Grade Level 4
DEVELOPING A BEHAVIORAL MATRIX 5 Expected Classroom Behavior: Incentives and Rewards: Demonstrating good listening Praise or compliments Following directions quickly and the first Positive phone calls or notes home Positive notes to students, in their time Beginning work promptly mailboxes, in their classroom planners Working quietly—completing work Treasure box—daily, weekly Giving the student an additional without disturbing others Focusing on and completing work in a responsibility or having him/her run an timely way errand Keeping arms, feet, and body to your self Letting the class have five minutes at the —in your own space end of the class period as free time Making requests politely or asking for help Letting the student visit the principal for a in a nice way special treat or reward Waiting to be called on to speak “Love notes” in student folders Walking safely Staying appropriately in your own space Using an appropriate tone, volume, and pitch of voice Talking with others positively and supportively Accepting consequences quickly and appropriately Apologizing appropriately Treating classroom furniture, books, other materials with respect Treating others’ personal property with respect Asking adults for help to solve serious problems or stay safe Being kind to others Cooperating with others Sharing with others Joining others appropriately
DEVELOPING A BEHAVIORAL MATRIX 6 Intensity I (Annoying) Behavior: Corrective Responses: Passive off-task behavior (e.g., head on Teacher visual, non-verbal, or physical desk, staring out the window) prompt Not listening/not paying attention Teacher proximity Talking out of turn Teacher redirect Calling/Shouting/blurting out answers Teacher warning Teasing Teacher puts name on the blackboard Talking to neighbors/others without Teacher uses a “Stop & Think” prompt Student is moved to another seat in the permission Distracting Others classroom Teasing/pestering Student needs to apologize to teacher/class Loss of recess time to make up for lost classroom time Student needs to write an action/remediation plan Teacher ends activity for the student; makes him/her watch the other students until they have completed their activity Teacher calls home with student from the classroom Note sent home with parent signature required *Note: These Corrective Responses are organized in a loose continuum of effective teaching responses from least directive to more directive.
DEVELOPING A BEHAVIORAL MATRIX 7 Intensity II (Disruptive/Interfering) Corrective Responses AND a Consequence, Behaviors: such as: Continuing Intensity I Behaviors, OR Additional Offenses: Move the student to another seat in the Not following directions/Passive or active classroom Loss of extra privileges defiance Loss of free time (on a graduated scale) Talking to neighbors/others without Student needs to model the appropriate permission behavior Chronic socializing with peers Letter to parent- written by the student Talking out of turn Notes home written by the teacher Inappropriate tone or volume of voice Detention Calling/Shouting/blurting out answers Phone contact with parent Teasing Parent/student/teacher conference Distracting Others Bullying/Verbally threatening behavior Intensity III (Persistent/Antisocial) Consequences: Behaviors: Continuing Intensity II Behaviors, OR Student needs to write an Additional Offenses: action/remediation plan Notes home written by the teacher Not following directions/significant After-school detention Parent/student/teacher conference defiance In-school suspension Bullying/Verbally threatening behavior Taunting
DEVELOPING A BEHAVIORAL MATRIX 8 Intensity IV(Severe or Dangerous) Consequences or Administrative Response: Behaviors: Continuing Intensity III Behaviors, OR After-school detention In-school suspension Additional Offenses: Expulsion Phone contact with parent Bullying another student Out-of-school suspension Steeling school property Possession of a weapon Cheating/Plagiarism Possession of an illegal substance Summary I found the Behavioral Matrix process to be extremely useful in classifying all of the behaviors and responses or consequences related to each Intensity level because of the advantage of seeing it all displayed on the Matrix. It was interesting to see all of the possible behaviors that caught my attention divided up into the different Intensity categories compared to where I might have placed some behavioral problems. Most were right on target with my opinion but others belonged in another Intensity level. What made it even more assuring is to see when two or more teachers considered the behaviors to be important enough for them to check it off as a sure behavior or consequence at each level; therefore truly convincing me that the behavior is that true specific Intensity level or expected class behavior for LES, grade level 4. The outcome of the classroom expectations was lengthy but I was content to see that so many teachers agreed on the same type of expectations and that they are not letting students lack in respect in their classrooms. In analyzing the data, I observed how many teachers either thought so similarly or differently based on what they checked off as expectations or behaviors. Being a teacher myself, I notice how behaviors and consequences vary from one teacher to another because of the
DEVELOPING A BEHAVIORAL MATRIX 9 different students each teacher has in their class. For instance, one teacher may find “taunting” to be an Intensity II behavior while other teachers may feel that it is an Intensity III behavior. However, there are also very similar behaviors that occur no matter how different the students are in each class and that was especially expressed with the individual worksheets that were filled out. When all four teachers that were surveyed all had checked off the same specific behaviors or consequences for a few offenses, it showed how they all had the same problems in their classrooms and how similar they thought in the appropriate consequence for all. A few of the agreed behaviors from all teachers included: not listening or paying attention, calling, shouting, or blurting out answers, talking to others without permission, talking out of turn, and bullying. Some of the agreed consequences included: moving the student to another seat in the classroom, loss of extra privileges, in-school suspension, and notes home written by the teacher. Having the Behavioral Matrix at a specific grade level, like grade level 4, and the whole school hold many advantages for teacher and staff that have to deal with these students everyday. Keeping all educators aware of what their colleagues are considering as different Intensity levels and responses or consequences is very important in having all look at and handle different behaviors appropriately and common throughout the whole school. As Orosco and Klingner (2010) mentioned in their article, “educators should become familiar with the beliefs, values, and cultural and linguistic practices of their diverse students so that they can support their learning in positive ways” (Orosco & Klingner, 2010, p. 272). No matter what the school is trying to implement it is crucial that all are fully aware of that particular plan; in this case, the Behavioral Matrix allows for all the be equally educated on expectations, behaviors, and responses or consequences. When it is at a specific grade level, it becomes even easier for all students from that grade to be treated equally by all staff members and that is beyond important when a school is trying to be ran most effectively and to the best of its ability. For instance, if a student bullies
DEVELOPING A BEHAVIORAL MATRIX 10 another student, according to the Matrix, a staff member would be able to see that is considered to be an Intensity III offense and the proper consequence that can follow this behavior. Without the Behavioral Matrix, the staff member may have been unsure on how to deal with this type of behavior. In terms of adding strength to a Positive Behavioral Support System (PBSS), a Behavioral Matrix adds so much clarification to what is expected in behavior and how to manage the discipline according to the type of behavior. It strengthens the communication within all involved in the school and that is what a PBSS needs in order to function well in a school. It is probably the reason why Knoff (2007) mentioned that before a PBSS is implemented, the school should have a “Behavioral Matrix” (Knoff, 2007, p. 4). When the school I teach at was ready to implement a new behavioral system, a professional development had to be held to notify all staff of the strategies that would be used. After a clear plan of action, the behavioral system worked out well because the communication was held across the entire school with all staff. The Behavioral Matrix only aids this process and makes it stronger. There is certainly strength in numbers and having all staff know all that is expected would prevent the negative behaviors from occurring more than before because students would understand that all staff will react to their behaviors the same way, causing less reasons to try an offense multiple times. Part 3: Building Community Actions Professional Development Using Behavioral Matrix, the level I felt was important to focus on to build a cohesive schools community response in the classroom and school-wide during this professional development is Intensity I. I feel that we should start with the less severe behavioral problems and work on improving the ways the entire school’s staff responds to it for a few weeks. Once this level is mastered a bit further, it would then be appropriate to focus on the next Intensity
DEVELOPING A BEHAVIORAL MATRIX 11 level and so forth. In order for the entire school community to be involved, all staff that works at LES would have to attend this professional development in order for there to be common comprehension of this entire Intensity level so that if any student is seen demonstrating an Intensity I behavior, any staff member would be able to handle it correctly with a corrective response and as common as a teacher who would handle it in a different part of the school. All of the staff will first view a PowerPoint that has the Behavioral Matrix from LES, watch a video with different Intensity I behaviors shown, then in small groups, all staff will discuss different corrective responses that can be implemented after the Intensity I behaviors are shown in the video. Handouts, a PowerPoint, and a video will be needed for this professional development. Behavioral Matrix Professional Development (PD) Plan In-Service/Workshop #2 Behavioral Matrix: Intensity I Time Requirements: Date: 2/14/2015 30 minutes Desired Outcomes Direct Assessments (Goals & Objectives) (Connection to Goals & Objectives) 1.) The whole school staff will be aware of The assessment will include: Intensity I behaviors and the corrective -an “Exit slip” with a variety of choices on responses that would appropriate. how to respond to Intensity I behaviors and a 2.) Staff members will be able to come up question entailing if each staff member feels with corrective responses based on the comfortable handling the problems at this Intensity I behavior. level. Focus Questions Resources (Directly related to Outcomes) (Ways to find responses to Focus Questions)
DEVELOPING A BEHAVIORAL MATRIX 12 1.) What are Intensity I Behaviors on the Handouts with the Behavioral Matrix Behavioral Matrix? at Lacy Elementary School Opportunity to collaborate with colleagues 2.) What are possible corrective responses to PowerPoint with Behavioral Matrix the Intensity I behaviors? and different Intensity levels highlighted Video displaying Intensity I behaviors 3.) How would you handle an Intensity I behavior? Learning Activities Large Group [LG] ~ Building Small Group [SG] ~ Discovery Centers [CS] ~ Individual [I] ~ Choice background [bb] Learning [dl] Technology [t] Board [cb] Large Group [LG] ~ Direct Small Group [SG] ~ Creative Centers [CS] ~ Listening Individual [I] ~ Research Instruction [di] Problem Solving [cps] [l] Project [rp] Large Group [LG] ~ Pre- Small Group [SG] ~ Creating Centers [CS] ~ Art & Individual [I] ~ Portfolio reading [pr] Connections [cc] Music [am] [p] Large Group [LG] ~ Small Group [SG] ~ Workshop Centers [CS] ~ Writing Individual [I] ~ Discussion [dq] [wp] [w] Presentation [ppt] Delivery Objective ~ Approach ~ Focus Activity ~ Do Support Know How All staff LG [dq] The handouts with the Behavioral *Handouts with members will Matrix will be distributed to each the Behavioral be familiar staff member so they have it to refer Matrix at LES. with the to. Then, a PowerPoint will be *PowerPoint with Behavioral shown by administration that display Behavioral Matrix Matrix the different intensity levels and each Intensity levels
DEVELOPING A BEHAVIORAL MATRIX 13 Intensity I level will be briefly talked about; behaviors and with the exception of the emphasis corrective that will be put on Intensity I responses. behaviors and corrective responses. All staff LG [di] Using the video that demonstrates *Video that members will SG [cps] different Intensity I behaviors, it will demonstrates watch the be viewed as a large group. After, in Intensity I video and be small groups, the staff will discuss behaviors able to come how they would handle each up with behavior from the video as a different corrective response. Intensity I behaviors. Professional Development Plan Closure Since the entire school ‘s staff at LES is now aware of the Intensity I behaviors and possible corrective responses considered at their school, they should all feel comfortable enough to act upon recognizing the behaviors and dealing with them immediately the next school day. This confidence will be developed from what they have learned and experienced in the professional development training. Conclusion The Behavioral Matrix keeps a clear, concise, and thorough understanding as to what level of Intensity behaviors are classified under. Not only does it outline the behaviors in an organized manner, but it also provides a list of incentives for expectations, corrective responses
DEVELOPING A BEHAVIORAL MATRIX 14 for Intensity I behaviors and consequences for Intensity II and III behaviors. It is important to have a Matrix at each grade level that can be integrated for the whole school because it allows all staff members to learn and handle each behavior the same way. Since consistency is a key factor in maintaining discipline procedures effective, it is important that all staff members at a school are educated and familiar with the Matrix because teachers can easily view each behavior and response at a variety of Intensity levels. Professional development allows for all of the staff to become comfortable with and familiar with the Behavioral Matrix so actions are viewed and acted upon with consistency in the school.
DEVELOPING A BEHAVIORAL MATRIX 15 References Berlin Central Middle/High School: Code of Conduct. (2014). Retrieved from http://www.edline.net/files/_4aHWW_/83083ec0a49500723745a49013852ec4/Student_C ode_of_Conduct_2014-15_Premier.pdf Knoff, H.M. (2007). Developing and Implementing the Behavioral Matrix: The Basic Behavioral Matrix Forms. Little Rock, AR: Project ACHIEVE Press. Orosco, M. J., & Klingner, J. (2010). One school’s implementation of RTI with English language learners: ‘Referring into RTI.’ Journal of Learning Disabilities, 43(3), 269-288.