School-wide Behavior Management System

    The behavioral needs of the students attending the Masera Learning Center are best addressed when intervention is implemented in a dignified, respectful and least intrusive manner. Students’ behaviors are examined in the context in which they occur and in terms of the functions that serve to maintain the behavior. Masera Learning Center subscribes to the principles of Applied Behavior Analysis (ABA), with a focus on positive reinforcement for appropriate behaviors. Negative behaviors are discouraged through planned ignoring and teaching of alternative behaviors that may serve the same function.

Differential Reinforcement of Alternative Behaviors (DRA)

  • As part of the building-wide management system, each student is placed on an individual DRA contract outlining expected appropriate behavior and reinforcement received when it is displayed. The first step is to identify the motivators or reinforcers for each student, which will be represented in picture symbols on the back of the contracts for easy access. Reinforcers can include food, drinks, toys, free time, use of the computer, as examples.

    • First…Then… Contract:
    This is the simplest contract to use and understand. Picture symbols of the types of work or behavior expected are put under First, while a reinforcer of the student’s choice is put under Then. Once the pre-determined work or behavior is displayed, using a short time interval or ratio, the student earns the reinforcer.

    • Behavior Contract:
    Specific alternative behaviors are targeted with this type of contract, such as remaining seated or keeping hands down. The contract uses both picture symbols and words to help show the student expected behavior. The contract is reviewed after a pre-determined time interval or ratio, students are asked to self-monitor their behavior by indicating “yes” or “no.” If yes, they earn their chosen reinforcer. If no, they are reminded of appropriate behavior, told to try again, and the interval or ratio begins again.

    • Token Contract:
    This is a more complex contract for students who are able to work for longer periods of time and wait for reinforcement. At set time intervals or ratios of tasks completed, the student will earn a token. Once all token are earned they can be traded in for the reinforcer of their choice.
    •  Meter Contract: Specific interfering behaviors are targeted.  The goal is to the teach the student self regulation by recognizing their own level of escalation.  It works on three levels beginning with green (where students want to be), yellow ( a warning is raised for students to self-regulate back to green behavior), red ( not earning , displaying inappropriate behavior).  Like all other contracts at MLC, students are reinforced for displaying appropriate/safe behaviors.
     ***Behavior Intervention Plans***The need for an individualized behavior intervention plan (BIP),  will be determined if the DRA procedures are not successful, or if the behavior in question involves self-injury or aggression towards others. Parent and district consent are required for this level of intervention.

Behavioral Support Team

  • When interfering behaviors escalate threatening the safety and well-being of students or staff, a CRISIS has emerged,  requiring the assistance of the behavioral support team. The Behavioral Support Team, consisting of an administrator, psychologist and floater teacher assistants, are trained in Crisis Prevention Institute (CPI) emergency intervention techniques to help reduce the conflict. The Behavioral Support Team will respond when a Code C is called by the classroom staff for assistance.

Use of Quiet Room

  • Quiet Rooms are part of the building-wide management system and are available to students who require a safe, quiet and separate location while they regain control. This may occur on a proactive basis, where the student requests the use of the Quiet Room to calm down, or on a reactive basis during a crisis where the student presents a health and safety risk to himself or others. Relaxation techniques and visual supports are employed to help the student return to class as quickly as possible. Parents are informed when the Quiet Room has been utilized.