BBEST Classroom Techniques

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Motivational Systems
Class-wide and individual arrangements to encourage the students to participate and learn target skills, includes group goals, mystery man, contracts and token economies.

Descriptive and Visual Feedback
Precise and timely information given to the students verbally and with visual strategies, in reference to their performance and the achievement of their goals.

Social Skills Training
Teaching of specific skills that will increase the students' social competence. Some examples include accepting feedback, praising others, learning how to negotiate, sharing, joining a group, cooperating, etc.

Anger Management
Teaching and practice of skills to help the students control their emotions  and their behavior in a variety of situations that are likely to lead to challenging behaviors. Anger management provides students with acceptable ways to express their anger or frustration and helps them calm down and take another person's perspective.

Effective Transitions
Implementation of class-wide strategies to make transitions effective and efficient. Transitions can be in-class (from math to reading, or social studies to science) or out of class (from the classroom to the cafeteria or art room). Transitions are often the times when students behaviors are most challenging and good strategies can help teachers improve classroom management.

School-Home Partnerships
Frequent contact with parents and guardians to assure that all relevant adults are informed of the student's progress.

Daily Home Report
A summary of the student's behavior during each class period is sent home every day so that parents can praise good performance and are aware of potential problems or issues.

TALID Point System
The point system is the daily monitoring and feedback procedure that: 1) provides a clear objective way to evaluate student adherence to rules and progress towards rule-based behaviors; 2) is an integral part of the over-all behavior management system; 3) teaches expected school behaviors; and 4) provides a feedback mechanism to students and parents in the form of the Daily Progress Report (DPR).

The point system will be used to:

  1. Monitor school-related skill/behavior of students.
  2. Provide a short term contingency for appropriate and inappropriate behaviors.
  3. Monitor behaviors and performance of whole classrooms.
  4. Monitor performance of the BBEST Program to provide efficacy data.
  5. Provide a mechanism to target problem areas requiring additional individual or group interventions to improve student and/or program performance.
  6. Provide information about baseline performance and progress of individual students, individual goals, and/or group goals.
  7. Act as an integral part of the Step System.

Individualized Behavior Goals
Each student's program includes individual goals in order to redirect challenging behavior and teach new pro-social skills. Individual goals target specific behaviors that a student may have trouble with and include the situation, behavior, and the criterion. An example is: When frustrated during math, Bianca will ask appropriately for help, 2 out of 3 times.  Working on individual goals helps students know specifically what skills they need to learn and allows them to focus each week on one skill.

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