Process of Responding to Problem Behavior
The purpose of the team at this stage is to document a clearer schoolwide process to encourage consistency in staff responses to major and minor problem behaviors.
The first step is to think about the array of current responses to typical problem behaviors that occur in the school. The team should be discussing different levels of tolerance for certain behaviors, different verbal and nonverbal responses to students, and whether there are varied approaches to reporting problem behavior under current procedures. In addition, there is likely to be discussion about the varied use of reminders, re-teaching, reprimand and warning, and how adults use these approaches effectively or ineffectively.
An effective response process will have the following characteristics.
- Adult responses to common problem behaviors will be consistent, utilizing common language, and sending common messages,
- Predictability will be increased for students about adult responses to their behavior,
- Administrators will be handling true major behaviors and staff will be handling true minor behaviors,
- The behavioral data will be consistently reported and accurate,
- The effectiveness of any response strategies will be accurately measured through dsata collection and
- Over time, there should be decreased repetition and less escalation of problem behavior.
Ideally, there will be a common and frequently used culture of response when behaviors are still at the minor stage. Again, faculty, staff and administrators will need to test their understanding of the behavior definitions and practice consistent responses to major and minor offenses. Especially at the beginning of implementation, there should be opportunities for adults to discuss their responses to problem behavior and any difficulties they are having in following the agreed response process.