Teaching behavioral expectations and contextually relevant social skills is an effective approach to addressing behaviors throughout the three-tiered prevention continuum of positive behavior support. Teaching expectations, rules, and routines, providing opportunities for practice, and acknowledging students for demonstrating these skills provides educators a way to engage with students…
Teaching behavioral expectations and contextually relevant social skills is an effective approach to addressing behaviors throughout the three-tiered prevention continuum of positive behavior support. Teaching expectations, rules, and routines, providing opportunities for practice, and acknowledging students for demonstrating these skills provides educators a way to engage with students in a positive and proactive manner (Sugai& Horner, 2006).
So, how do we teach expectations, rules, and routines? Using nonlinguistic representation as a teaching tool may enhance student learning and aid with recall (Marzano et al.,2001). Teachers can use a variety of activities and strategies to create nonlinguistic representations for direct instruction of expectations, rules, and routines. Three resources are provided below to help design direct instruction for expectations, rules, and routines using nonlinguistic representation.
Resources
Web Resources:
The IRIS Center: Case Study Unit: Norms & Expectations (broken link) http://iris.peabody.vanderbilt.edu/case_studies/ICS-003.pdf
Special Connections : Tool for Teaching Expectation: Organization http://www.specialconnections.ku.edu/~specconn/page/behavior/classroom/pdf/tool3_desk_visual.pdf
Special Connections: A Lesson Plan for “Walking in Line”
http://www.specialconnections.ku.edu/~specconn/page/behavior/classroom/pdf/tool1_link3.pdf
References
Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Sugai, G. & Horner, R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245-259.
