Tag Archive for 'b mod'

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GBG implementation grant

Here’s a winning story from a little while back. Under the headline “FdL School District receives $500,000 grant,” the Oskkosh (WI, US) Northwestern reported that a local education agency will be using grant funds to implement the venerable Good Behavior Game (GBG) in its classrooms. The leadership of Fond du Lac School District has already adopted a positive behavior support system, and the GBG will fit right into it well. Notably, the Fond du Lac schools folks adopted the GBG before it recently received renewed recognition from the US Top Tier Evidence organization.

The Fond du Lac School District recently was awarded the Prevention Practices in Schools Grant.

The award is for $100,000 a year for five years.

The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, awarded the grant to allow the district to implement evidence-based prevention practices in schools, according to a school district press release.

The purpose of the program is to prevent aggressive and disruptive behavior among young children in the short term, and prevent antisocial behavior and the use of illicit drugs in the longer term.

The district will be implementing a program called the Good Behavior Game, which is a behavioral classroom management strategy that involves helping children learn how to work together.

Read the full article, “FdL School District receives $500,000 grant.” Learn more about Fond du Lac School District. Check out coverage on Teach Effectively about Top Tier Evidence recognition of the GBG.

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Precision Teaching conference pending

The 2010 International Precision Teaching Conference will be held in Seattle (WA, US) 4-6 November 2010. Sponsored by the Standard Celeration Society, a group that promotes the use of systematic data collection procedures and objective analysis of instructional practices, the conference promises to have lots of reports that will appeal to readers of Behavior Mod. There will be special rates for students, excellent presentations, lots of chances for interaction with knowledgable folks. Check it out!

Where: Holiday Inn, 211 Dexter Ave. North, Seattle, WA 98109—Hotel Front Desk: 1-206-728-8123 | Hotel Fax: 1-206-728-2779 (Group Reservation Code: Morningside
When: 4-6 November 2010
Registration: See the Celeration.org page pointing to the Paypal form for the registration link!

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Why not only positives?

Teacher A: Wouldn’t it be wonderful if we didn’t have to use any aversive procedures. Punishment is such a drag.

Teacher B: Yes! I agree. Positive reinforcement is sooo powerful—shaping, schedules, maintenance, and all that. You can do just about everything with it.

Teacher A: Really. I mean, we should make our classes totally positive this year. No negatives. None!

As strongly as I advocate the use of positive strategies in classroom management (“Catch ‘em being good!”), I have to acknowlege that there are at least three reasons it is impossible to create behavior management systems that exclusively employ positive reinforcement. Here’s why reasonable folks should resist the superficial appeal of the all-positive or positives-only Chimera.

Continue reading ‘Why not only positives?’

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No spanking


Look under ‘posters & stickers’

I am pleased to call readers’ (both of you) attention to NoSpank.net. Although much of the advocacy presented there promotes parenting and teaching practices that have limited scientific bases, the organizing feature is a rejection of the use of physical violence as a disciplinary method. I support that effort.

There are at least 40-11 better alternatives, starting with teaching the child or youth what to do. More specifically and technically, here is a list of alternative methods for reducing the chances that a behavior will occur in the future:
Continue reading ‘No spanking’

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Behavior contracts that work

Over on Smart Classroom Management, the site where he presents tips based on his book, Michael Linsin offers three reasons for not using behavior contracts. After a brief introduction that is generally pretty accurate, he argues that (a) “behavior contracts label students,” (b) “external rewards are short term,” and (c) “follow through is a bear.” He recommends employing a consistent behavior management plan for classrooms and adhering to it faithfully.

I certainly agree with the recommendation that teachers adopt and faithfully execute a carefully conceived and evidence-based classroom management plan, but I disagree with Mr. Linsin’s rejection of use of behavior contracts both because I think that contracts may be a component of a comprehensive management plan and because I think the objections he raises are specious.
Continue reading ‘Behavior contracts that work’

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Need for management training

Just in case anyone doubts the need for preparing teachers to manage classroom behavior, here are five illustrations:
Continue reading ‘Need for management training’




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