Developing a Behavioral Matrix
- 1. Running head: Developing a Behavioral Matrix 1 Developing a Behavioral Matrix Naci Karadeniz American College of Education
- 2. Developing Behavioral Matrix 2 Abstract This paper explores the Behavioral Matrix (BM)’s development and its implementation using mock data from the worksheets given. Also, it describes how the educative time out process interfaces with it. A composite BM will be developing for a fourth grade classroom. Using a code of conduct, five to eight severe, extreme behaviors and their corresponding responses will be identified. Keywords: Behavioral Matrix, time-out process, describe, implementation, identify, code of conduct.
- 3. Developing Behavioral Matrix 3 4th grade class Intensity Level IV Behaviors Level IV Behaviors Administrative Responses by discipline manual Drugs In school suspension Weapons out of school susopension Vandalizing school property longtermout of school suspension Bullying Expulsion Theft of illegal conduct Communicatingwithlaw enforcement Intimidation Possession or Use of fireworks Reckless vehicle use Trespassing Sexual Harassment Harassment/bullying towards employees Gang Involvement Alcohol/Narcotics/Drugs Repeated rule violations Threatening behavior towards staff member Involvement in fighting Throwing Objects to others Probationary contract broken Physical Aggression Sexual behavior False fire alarm or false emergency calls Disorderly conduct Racial harassment Racial harassment Disability harassment Arson Alcohol
- 4. Developing Behavioral Matrix 4 4th grade class Behavioral Matrix(BM) School-wide Expected Behavior Rewards/Incentives Talking appropriately Praise, praise, praise Sharing with others Being nice to others Treats Working silently and without disturbing others Finishing work on time Pizza party with school admin Keeping arms, feet, and body to yourself Giving and accepting a compliment appropriately Tickets for a drawing Waiting for permission to speak Walking in a safely manner Motivational shirts Taking responsibility for actions Utilizing appropriate tone and voice Showing good listening behaviors Pass for a Homework Accepting consequences with no complain Apologizing appropriately Ticket for a win Treating school property with respect Treating others’ personal property with respect Compliments Asking adults for help appropriately Asking for Help nicely Positive feedback in folders Working in a cooperation Following directions promptly Calling parents for a positive feedback Joining others appropriately Being aware of your own feelings and the feelings of others Positive points Treating others with respect Staying appropriately in your own space Telling the truth coupon and school dollars to shop from the basket Starting and finishing a conversation appropriately Giving five minutes at the end of the period Beginning work immediately Positive notes to students’ planners
- 5. Developing Behavioral Matrix 5 Intensity 1 Offenses Corrective Responses Teasing Teacher warning Talking out of turn Changing student’s seat Talking to others without teacher’s permission Teacher writes students’ name on the board Not listening/not paying attention Teacher proximity Disturbing others Student needs to apologize to classmates Pestering Teacher “Stop & Think” prompt Being off-task Teacher visual, non-verbal, or physical prompt Speaking out answers Teacher redirect Loss of recess time Student writes a remediation plan Teacher makes him/her watch the other students Sending a note home Intensity 2 Offenses Corrective Responses Bullying/Verbally threatening behavior No free time Using Inappropriate tone No privileges Talking out of turn Conference with Parent/student/teacher Not following direction Student writes a letter and sends it to parent Continuing Intensity 1 Behaviors Teacher sends a note home Talking to others Teacher has conference with parent Teasing Parent call Giving out the answers Detention Chronic socializing with peers Relocating students’ seat in the classroom Disturbing others Student models the appropriate behavior
- 6. THE SCALE OF EFFECTIVE SCHOOL DISCIPLINE AND SAFETY (SESDS) 6 Intensity 3 Offenses Corrective Responses Bullying/Verbally threatening behavior Sending a note to home from school official Continuing Intensity 2 Behaviors No recess Taunting Student writes a remediation plan Not following directions Student models the behavior After school Detention Out-of-school suspension Parent/student/teacher conference In-school suspension Teacher schedules a conference with parent It is vital to meet the standards and expectations for students’ motivation. In order to do this, Behavioral Matrix (BM), should be understood by all stakeholders. This is part of School wide positive support system (SWPBSS). School Wide Positive Behavior Support System (SWPBSS) consist of some important steps (Skill, Accountability, Consistency, Special Situation Analyses, Crisis Prevention, Intervention, and Response and Community and Family Outreach) (Knoff, 2007). Positive responses, incentives and rewards take an important role in Behavioral Matrix (BM) so in order to implement this system, the elements of matrix. This matrix can change from grade level to grade level. Also, corrective responses should be researched based. With this system, school goal is to decrease the inappropriate behavior and overall discipline problems and establishing a positive school culture. The Behavioral Matrix is a document that specifies the behavioral expectations at the each grade levels in the school. It is the anchor to the Positive Behavior Support System (PBSS)’s accountability process (Knoff, 2012).
- 7. THE SCALE OF EFFECTIVE SCHOOL DISCIPLINE AND SAFETY (SESDS) 7 School discipline committee involves and train staff members for a healthy Behavioral Matrix, teacher buy-in is important and if there is a teacher who is not following the matrix or doing the same mistakes over and over again then school admin should prepare a corrective action plan to improve the teacher quality on this matrix system and make sure all teachers are on the same page for School wide positive behavior support system (SWPBSS).
- 8. THE SCALE OF EFFECTIVE SCHOOL DISCIPLINE AND SAFETY (SESDS) 8 References Knoff, H. M. (2007). Developing and Implementing Behavioral Matrix. The Basic Behavioral Matrix Forms. Project ACHIEVE Press. Knoff, H. M. (2012). Implementing Project ACHIEVE at the School and District Levels: Positive Behavioral Support System (PBSS) Implementation Fact Sheet. “Building Strong Schools to Strengthen Student Outcomes”