A 3 day (22 hour) course on  effective and safe management of physical aggressive behavior.     www.pcma.com 

(Melbourne to Jacksonville)          

 Practitioner 2 Level Training

Email me directly to set up your training. 

Watch this video to learn more about PCM

The goal of this page is to show you how to use all of the materials from my site from student  entrance to exit. It is based on my previous experience as a classroom teacher, behavior specialist  as well as documented research  referenced throughout this site.  The essential component that I am not able to put a link to or draw a diagram of  is this:  the child needs to  like  you and your classroom environment.   If they do not,  then most likely…. they are not going to work for you.  To make that happen I suggest be  organized, be energetic, have fun, and give the child a safe environment to learn and play in and amazing things will happen.                                  

 I hope this site gives you some ideas to make that happen for you and the students in your classroom.                             

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Before Students Enter

The first step in developing an effective  classroom is to survey the room that you are given and identify any potentially dangerous areas where a child can leave the room or possibly injure themselves by climbing or hiding. For example: rear classroom doors, outdoor exits, coffee makers, closets with materials or areas within the classroom where a student can climb on top or underneath touching dangerous items such as electrical outlets . 

I have checked my classroom for any dangers or items that may have been moved by maintenance the night before. I also look for areas that could be unintentionally reinforcing to a child. For examples: drawers, windows, cupboards or closets with materials in them. 

If the child can access/explore these areas freely and find something reinforcing such as a treat or a toy, then the child will be less likely to work for me  at work times.   

Our goal is to develop a classroom that is reinforcing to the students that will provide the highest probability for on task behavior and create the most  opportunities for language development.                                                    

I have created clear warning labels   and posted them clearly at students eye level.   Click here to make yours                                                                   

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This is an overhead diagram of the classroom. You can see it here in this video:

Location is important in deciding what activities get performed where. Low distraction area for individual work with me….more distraction in an area of free play as an example.                                                    When you finished  the physical structure of your room you want to be sure you check to see that you have:   Separate areas that are well defined for work and play/leisure activities they are as follows:                                                    

1·      1:1 work area with me:                                                  

2·      An independent work area :                                  

3·      Book area                                                    

4·      Computer area                                                    

 5·     Home/ Dress up play  area                                                   

6 ·     Circle area: our area for circle time/ story time                                                   

7 ·     Group Table area                                                    

 5 work areas set around the classroom utilizing the cupboards or shelves for storage of materials. A center table area for group activities and circle area for group time.  Areas in all visuallydefined with carpets, tape and a visual timer.                                                    

Each of the areas defined with a full page colorful visual sign  which matches the pictures that are on their individual schedules that are by the front door OR  in a centralized area of the classroom.

 You can download the complete collection of visuals here:    

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 My assistant is given a clipboard to carry each day in the morning  which contains the following information:                                                    

1.Her schedule and what the plan for the day is right here for  . Here is another example of a teacher schedule. daily-schedule                                                    

 2. 4 students data sheets that she will keep data on for the day on Click here for the IEP data collection  document                                                  

3. A copy of 7 ways to prompt is laminated and taped  to the back of the clipboard. For a copy click here                                                   

4.  An Antecedent Behavior Consequence (ABC) data form if any behavioral events occur.   For a copy click here                                          

On occasion I have also used a frequency data collection form like this                                             

The routine is important and communication amongst all team members is essential and everyone must know where to go and when.                                                       

Above you will see that the classroom is broken into 2 zones for staff coverage. She is responsible for 1  half and I am responsible for the other. What ever students enter her zone she is to assist and work with and whatever students are in my zone I am expected to work with.                                                   ————————————————————————————————–

8- 8:30 am Students Enter to Group Time:

The students enter the room and their schedule is by the door telling them where to go first. All students have the same first picture card and that is  “GROUP TABLE TIME”                                                    

          We are all starting together at the center table with a fun light activity that the children will want to do. Examples: puzzles, coloring, leggos, small manipulatives. The essential piece is that the children see me and the room as reinforcing and fun. We are starting the day off with a preferred activity using the concept of behavioral momentum. Read about that here          

All areas of the rotation will be the same for the students except for the 2 areas that are designated below because each student will start in a different center.

Now all students are going to rotate around the room on a timed 15 minute schedule going clockwise from area to area in the room.  The first transition of the day will be made  with a sound (timer bell) and my voice command of   ”check your schedules ” Each child will go to their schedule take the visual  and find the area of the classroom that the card matches.  

Some will share an area some will not. Knowing my students and sending the right students to the right sections at the right time is an integral part of the class success.       The assistant and I will assist and guide students and get them started in each of the work areas.   The next visual cue will be IN the center and will send the student to the center to their right. 

8:30-9:30  Work Rotation Time

Every 15 minutes we will transition to our right. In each work area there is a picture that corresponds to the center on the students. They will take that picture and go to the next center and insert the card into an envelope at that center. If transitioning independently is a goal of the student then my assitant will look for the cards in the envelopes as she walks around to see who transitioned with their schedule and placed the cards in the right spots.    

1·        1:1 work area with me :   For a nice collection of  WORKTASK IDEAS  c

For some children I may use  a 1st then board to let them know that there is a reinforcer clearly available to them after our short bit of work is done . Click the picture and take a blank one.

2·   An independent work area:   Individualized activities in labeled bins that the child could do independently. Such as writing his name or tracing a letter. Click here                                                   

3·   Book area: Books of various levels/ hand writing  sheets can be practiced as well                                                 

4·  Computer area: Computer activities for website/activity ideas click here                                                

 5· Home/ Dress up play  area:  Buttoning clothese, trying on shirts, untying knots in shoes, lacing boards are all items that can be put in this area and data can be taken on.            

9:30 -10 Circle Time:

Each week I have a theme for the week and the activities in circle time are based on the theme.                                                   

Here is my Planning Page it looks like this

POSSIBLE ACTIVITIES CAN INCLUDE:

“HOW ARE YOU FEELING TODAY?” BOARD AS SEEN HERE

10-10:30 Outside Play          

We are heading outside and lining up can be difficult for some students. So I suggest using  these easy feet to label, laminate and tape to the floor for each student to stand on as they transition out to the playground.                                                         

10:30- 11:30 : Work Rotation 2

            Students enter the room and check their schedules which sends them to the second round of class activities that they didn’t get to complete in the first round.        Some students may be working on using sign language so I use this site to help me                           

11:30- 12 Lunch Time:

This is the time where the importance  of manding (requesting items) is at it’s peak foof the day. The students are going to be more verbal during the lunch/ snack time due to thee motivation of the students to want to eat.   We are in the natural environment and can teach many lessons in during the lunch time.               

12-12:15 Story Time  

       A simple activity like the feelings board can be used during story time by clicking right here  or we can use a social story like one of these    

 12:15- 12:45 Group/ Art Activity 

     ( As I continue to expand this page I will digitize my entire lesson plans/Planning Page when that is done all of my art activities wil be available until then there are many great books and resources available for this ) 

12:45- 1:30 Bathroom/ Cleanup Rest time  

Students get their mats and take a well deserved and earned  half hour rest. After all of the language development through the morning most students had no problem laying down and going right to sleep.    

 1:30- Pack up Closing Group

We always got together at the end of the day to review the vocabulary words of the day  any activites that we completed to assist the students  with sharing those words at home with parents.   

  Click the video below to see my interview with one of my favorite classroom teachers whose classroom closely rembles this description.   

.                        

Lentini, R., Vaughn, B. J., & Fox, L. (2005).  Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.                                                            

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90 Suggestions for teacher working with children with ADHD. Easy to read and well written CLICK HERE: adhd-brochure

adhd_resource_pt2

A vast site with a nice collection of behavior charts. May take some digging around but there are some interesting charts.

Charts with sports teams are very nice just to name one that caught my eye

http://www.freeprintablebehaviorcharts.com/

Test Taking Strategies powerpoint a very good fun ppt. filled with useful information and fun….