WEBVTT 00:00:05.286 --> 00:00:06.626 My name is Michael Epstein. 00:00:06.626 --> 00:00:11.576 I'm the William Barkley Professor of Special Education at the University of Nebraska, Lincoln. 00:00:11.766 --> 00:00:17.646 The Practice Guide was written for general education teachers and school administrators. 00:00:17.646 --> 00:00:26.306 The purpose of the Practice Guide is to provide a set of tools for teachers to use to prevent 00:00:26.306 --> 00:00:32.195 and also manage disruptive, noncompliant, defiant behavior. 00:00:32.625 --> 00:00:42.936 The first recommendation is for teachers to identify the specific problem behavior 00:00:43.196 --> 00:00:47.636 and what occurs before and after the behavior. 00:00:48.026 --> 00:00:58.236 To this end, it is recommended that teachers collect data on the frequency of the behavior, 00:00:58.526 --> 00:01:05.245 where the behavior occurs, what are the conditions under which it occurs. 00:01:05.946 --> 00:01:13.186 Also, it is important for teachers to understand what occurs before the behavior 00:01:13.336 --> 00:01:17.446 and what occurs following or reinforcing the behavior. 00:01:17.666 --> 00:01:24.926 Recommendation two is written to teachers so that they can modify the classroom environment 00:01:25.016 --> 00:01:29.366 so that it'll lead to decreases in inappropriate behavior. 00:01:29.866 --> 00:01:39.296 The third recommendation is to acknowledge that some students do not have the skill set 00:01:39.776 --> 00:01:47.166 to demonstrate appropriate social skills, to demonstrate appropriate problem solving, 00:01:47.676 --> 00:01:52.036 to work in groups in an appropriate manner, 00:01:52.556 --> 00:01:57.606 that they don't know how to self-manage their own behavior. 00:01:58.146 --> 00:02:10.895 To this end, we suggest that teachers teach these behaviors directly by modeling these behaviors 00:02:10.895 --> 00:02:17.306 for students, for allowing students the opportunity to practice these behaviors, 00:02:17.576 --> 00:02:25.226 and that when the students practice these behaviors that teachers provide critical feedback. 00:02:25.226 --> 00:02:32.156 Recommendation four was written to acknowledge that many times with behavior issues 00:02:32.156 --> 00:02:36.986 in a classroom that teachers feel that they're an island unto themselves 00:02:36.986 --> 00:02:38.926 and that they have to deal with that. 00:02:38.926 --> 00:02:46.146 And so, we suggest that it's important in the school for classroom teachers to reach 00:02:46.146 --> 00:02:52.476 out to other teachers individually and collectively so they can be mentored on how 00:02:52.726 --> 00:02:57.416 to manage behavior and discipline issues. 00:02:57.946 --> 00:03:04.746 We also suggest that teachers reach out beyond the school to behavior experts 00:03:04.746 --> 00:03:10.606 in the school district and in the community to develop professional partnerships. 00:03:11.286 --> 00:03:18.236 The third part of the recommendation is that teachers reach out to parents and family members 00:03:18.776 --> 00:03:25.136 to become true partners in developing plans to manage the behavior 00:03:25.466 --> 00:03:28.926 of their children in school and home settings. 00:03:29.376 --> 00:03:35.466 The fifth recommendation recognizes the importance 00:03:35.636 --> 00:03:40.676 to implement schoolwide discipline plans when necessary. 00:03:42.876 --> 00:03:52.336 There are times when inappropriate behavior enters the classroom because of issues 00:03:52.336 --> 00:03:58.586 and problems in the lunchroom, in the hallway, and on the playground. 00:03:58.956 --> 00:04:03.326 And teachers, alone, are challenged to do something 00:04:03.326 --> 00:04:07.226 when the behavior transports itself into the classroom. 00:04:07.786 --> 00:04:12.556 This requires the development of the schoolwide strategy. 00:04:13.096 --> 00:04:18.676 To this end, we suggest that school teachers 00:04:18.676 --> 00:04:26.846 and administrators form a school improvement team that would look into this area. 00:04:27.386 --> 00:04:35.556 There were three basic principles that guided our work as we prepared the document. 00:04:36.026 --> 00:04:46.146 The first is to acknowledge that school is a social experience, and that, 00:04:46.466 --> 00:04:54.726 in order to facilitate positive behavior and to facilitate learning, 00:04:55.606 --> 00:05:02.126 that it's very important that positive social interactions occur. 00:05:02.126 --> 00:05:09.416 And to that end, it's critical that there be positive student-student interactions 00:05:09.416 --> 00:05:13.306 and that there be positive student-teacher interactions. 00:05:14.736 --> 00:05:23.386 The second principle is that schools need to become more culturally competent, 00:05:23.856 --> 00:05:31.626 that the student body in American schools is changing on a yearly basis, 00:05:31.626 --> 00:05:40.036 and that schools and school administrators and teachers need to become more expert 00:05:40.546 --> 00:05:46.316 on the cultural experiences and cultural backgrounds of the students that they teach. 00:05:46.476 --> 00:05:55.176 And the third principle is that schools need to be driven more on data 00:05:55.176 --> 00:06:06.496 and to make decisions based on the data that they collect on what occurs in the school settings 00:06:06.496 --> 00:06:12.036 and also the academic and behavioral outcomes that are produced 00:06:12.036 --> 00:06:15.486 in individual classrooms and in the school as a whole.