Do you have a student wit disruptive behavior?Keep reading
Antecedent based Intervention is used to decrease a behavior by changing or modifying the environment. School has not yet started for me here in Texas but I already know a few of my returning friends my want to wander around the room or new friends will have aversion or anxieties being in a unfamiliar place and with new staff this is an intervention I will need right away. This intervention actually comes from ABA but before I lose you, let me just say you don't have to be a therapist to provided this intervention and it does not have to be in a 1 on 1 setting.
We all have had a student who frequently engages in disruptive outburst, and can derail the most well planned lesson, which interferes with learning, this is when you can use ABI. The first step in ABI is to identify the events that take place immediately before and after the interfering behavior to figure out what triggered the student's behavior. I like to use an ABC chart (Antecedent Behavior Consequence) to record data on the behavior.
Once I determine what the antecedent or the event that occurred before the behavior, then I can modify the environment to see if it prevents the behavior. An example I dealt with before was I had a student that road the bus then when he got to school would shirk really loud, like pierce your ear drum loud all the way down the hallway to the room. Well I could not figure out why and because he was non verbal he could not articulate to me what was wrong and would be too upset to use the pictures on my lanyard. So after about three days of screaming outburst and troubleshooting the school and bus environment I called his mother to see if there was something happening at home and she explained that he refused to eat breakfast at home. Our schedule was the students get off the bus, go to the room, do morning work, and eat breakfast during announcements which led me too the conclusion that he might have an anxiety over the uncertainty of how long it would take before he ate breakfast. My students food was brought into the classroom by a paraprofessional but this kids needed to know that he was going to eat soon. So I arranged to have him be the breakfast helper once he got off the bus his job was to go to the cafeteria with the paraprofessional get the class breakfast and deliver the food to the room then follow the schedule. This worked once no more shirking the hearing of others was saved and most importantly his anxiety of feeling like he was not going to eat was eased. That my friends is ABI, simple, easy, effective.
people with Autism. It was very intensive yet beneficial to teaching. I now implement the EBP’s in meaningful ways within my classroom and they are imbedded within my lessons instead of in isolation.
So I want to do a series about lesson planning but the best way to do that is to break down the components of the lessons. Communication is a major part of all my lessons because most of my students are non-verbal. Lately, I feel like that have reached a point in their language development that I can't get them the past, they have labels and can make a request but I really need them to use words for true language. So this post will be how I have started to be more intentional about getting my students using their preferred modality of communication functionally.
Project Core has great strategies for implementing the use of core words in the classroom. One of the strategies I have been trying is Predictable Writing Charts because it is a systematic approach to writing. Since I have seen success in the systematic approach to large group reading with increased reading comprehension I gave this a try. My district uses Fontas and Pinnell LLI so I decided to use the story that I read in the small group as sentence stems.
Here is my planning for Predictable Writing Charts for the upcoming week. This week in short because President's Day is Monday so we don't have school. The lesson is supposed to be 5 days but Friday I will do two activities. So during shared reading, we will make a book.
Tuesday: Day 1: Writing the sentences
Wednesday Day 2: Reread sentences and analyze
Thursday: Day 3: Cutting and reconstructing sentences.
Friday: Day 4: Be the Sentence/and Make a book.
We are reading the book titled Rex, so the Topic will be What do you like to play outside?
What activities do you use to incorporate in your classroom to add in Core Vocabulary?