Behavior Management

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ETAP 623 Fall 2012 ETAP_623_Fall_2012 Meghan Blair



   The purpose of this project is to provide teachers with successful behavior management plans and strategies for the implementation of these plans. These can be used for students ranging from all academic and behavioral abilities, meaning that these programs can be adapted for students with Emotional/Behavioral Disorders to students who rarely/never have behavioral issues since all students can benefit from clear and consistent expectations associated with rewards and consequences. These plans can benefit students in several ways, including their attitude for learning (when frustrated with a topic or task, they will be able to self-navigate a successful way to alter and/or complete the task) and cognitive and intellectual skills to identify behaviors and solutions as well as, following verbal directions to complete a task or self-sooth.


   The following link was used to gather data: 

The survey was formatted to have either free response questions or yes/no responses so as to gather true data from teachers not influences by suggestive options or examples. It asked basic questions about a teacher's beliefs and opinions with regard to need for behavior management plans in their classrooms, the success and failure of their behavior practices and a description of plans they use and have found to be simple and effective.

Participants range in age from 21 to 59. All are educators from pre-school to college. One participant works in educational reform for the state. Of the 15 surveys that were handed out, 7 have been returned to date. All participants stated that they feel a behavior management plan is necessary, however not all are currently using one. Thus, there is a clear need for educators to be provided with resources (such as this lesson) to design and implement an effective plan for their students. Furthermore, the majority of teachers interviewed stated that their students average behavior over a week was unacceptable or in need of improvement.


  Following completion of this course, students will be able to :
         1)Articulate the value of creating a behavior management system for their classroom
         2)Implement a management plan in their classroom
         3)Identify poor classroom management and modify a behavior plan accordingly


   Unit 1: The Need for Behavior Management
       Target Objective - Learner's will use documents to define, in writing, behavior management and list areas of need.
           Lesson 1: What is Behavior Management?
           Lesson 2: Need Established
           Lesson 3: Decreased Need When Implemented
   Unit 2: Behavior Management Plans
      Target Objective - Learner's will be able to discuss and write three types of plans and how they are used.
           Lesson 1: California Behavior Plan
           Lesson 2: Tiered Behavior
           Lesson 3: Changing Color
   Unit 3 : Implementing and Modifying a Plan
       Target Objective - Learner's will be able to design and implement their chosen behavior management plan.
                        - Learner's will be able to identify an issue in implementation or behavior and respond appropriately.
           Lesson 1: Introducing to Students
           Lesson 2: Consistency
           Lesson 3: Adaptations


  • These resources are ones used to compile my information and to further understanding based on individual needs and interests. Each lesson has its own resources cited within the lesson.
   Bennett, T. (2011). Blow the whistle on bad behaviour. Times Educational Supplement, (4965),8-9. 
   Bohanon, H., Fenning, P., Eber, L., & Flannery, B. (2007). Identifying a roadmap of support for secondary students in     
         school-wide positive behavior support application. International Journal Of Special Education, 22(1), 39-52. 
   Forster, M., Sundell, K., Morris, R., Karlberg, M., & Melin, L. (2012). A randomized controlled trial of a standardized      
         behavior management intervention for students with externalizing behavior. Journal Of Emotional & Behavioral Disorders, 
         20(3), 169-183. 
   Hawkins, S. M., & Heflin, L. (2011). Increasing secondary teachers' behavior-specific praise using a video self-modeling and 
          visual performance feedback intervention. Journal Of Positive Behavior Interventions, 13(2), 97-108. 
   Wright, R., & McCurdy, B. (2012). Class-wide positive behavior support and group contingencies: Examining a positive 
          variation of the good behavior game. Journal Of Positive Behavior Interventions, 14(3), 173-180.