Module 3 Discussion CI5033

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Dec 6, 2023

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A social skills program, the Behavioral Matrix, and the time-out process are integral components of a Positive Behavioral Support System. Contribute to the Discussion by responding to the guiding questions. ● How should an administrator respond to a teacher who, during the first week of use, refers a student who demonstrates an Intensity I Offense on the Behavioral Matrix to the office? How should an administrator respond to a teacher who continually does this, even after specific feedback and correction? ○ Dr. Knoff explains an Intensity I Offense on the behavioral matrix as annoying behavior (Knoff, 2023a.) The behavior is mild, but in the way and somewhat disruptive. This looks different for every grade level but could be things such as making disruptive noises, talking to other students while the teacher is talking, not paying attention or off-task behaviors. There should be no office referral for Intensity I Offenses because while annoying and potentially disruptive, it does not bring the entire classroom to a halt or endanger anyone. Appropriate corrective responses could be teacher warning, redirect, proximity, or moving the student/removing the distraction from the student. In this situation, the consequence of the action is being referred to the office. The idea is to motivate appropriate behavior, not punish inappropriate behavior (Knoff, 2023c.) The punishment may not change the behavior and in this case, if the student is talking in class, sending them to the office will not be as effective as relocating the student or giving them a verbal warning. As an administrator, I would discuss the Behavioral Matrix with the teacher to ensure they understand the proper usage. Discussing the different Intensity Offenses and appropriate correct responses with that behavior to ensure they fully understand would be the first step. If time and time again the teacher continually does this, a more severe consequence would need to be had. It would similarly be how the Behavioral Matrix works for the students but in terms of how faculty and staff use it appropriately. ● How can a school’s administration and discipline committee maximize the entire staff’s consistent use of the social skills program and the Behavioral Matrix? ○ Knoff discusses posting the Behavioral Matrix everywhere so students know what is expected of them (Knoff, 2023 a.) The teachers are responsible for teaching the students the Behavioral Matrix which, in turn, will help them remember it as well. To ensure the entire staff’s participation and use, monthly or quarterly meetings can be had to discuss how using the matrix and program is going and what changes have been seen in regards to office referrals, suspensions etc (Knoff, 2023b). ● How can a school’s administration and discipline committee move a school faculty from wanting to punish student misbehavior to focusing on the use of strategic interventions that eliminate the misbehavior and replace it with prosocial behavior? ○ If faculty is still wanting to punish student misbehavior then the school is not ready for a PBSS. To begin changing minds, I would first show evidence and facts on how these interventions and pre interventions help students not just

behaviorally but also academically. Knoff (2023c) states that teachers should put emphasis on motivating the appropriate behavior, not punishing the inappropriate behavior. Instead of reacting, the staff should look to stop the inappropriate behavior before it even begins. This looks different for every grade, school, and class of students. Showing teachers that effectively stopping the bad behavior before it even begins (when possible) increases academics and decreases the amount of bad behavior will encourage them to make the change. References Knoff, H. (Course Lecturer) (2023a). The Behavioral Matrix. [Expectations and Responses]. American College of Education. Knoff, H. (Course Lecturer) (2023b). Motivation and Celebrations. [Expectations and Responses]. American College of Education. Knoff, H. (Course Lecturer) (2023c). The Research Base (M3). [Expectations and Responses]. American College of Education.

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