Manipulating the Classroom for Student

SuccessJorge Preciado, Ph.D.

Deborah Hudson, Ph. D.

What “kind” of students can display

problematic behavior?

All students. Students with/without labels who are served ingeneral/special education can display problematic behavior.This is not a special education issue. It is an education issue.

We need to learn more aboutIntegrating the critical features ofeffective instruction and classroom management to be able to help all students.

RtI: Multi-Tiered Approach

Four School Systems

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Evidence Based Practices in

Classroom Management 1. Provide Really Terrific Instruction (RtI)

2.Maximize structure in your classroom. 3. Post, teach, review, monitor, and

reinforce a small number of positively stated expectations.

4. Actively engage students in observable

ways.

5. Teach students to self-monitor their behavior (Sugai et al., 2012)

Why Really Terrific Instruction?

1. Principles of Good Instruction

Review previous lesson(s)

New material in small steps

Opportunities to respond and check for comprehension

Provide models (Model, lead, test format)

Guide student practice

Check for understanding

Teach to mastery

Scaffold activities

Monitor independent practice

Weekly and monthly reviews

Rosenshine (2012)

Teaching Reading is Urgent

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Fluency

Reading in an Alphabetic Writing

Big Ideas in Beginning Reading

Poor Reading Skills as a Trigger for Problem Behaviors

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Fluency

Reading in an Alphabetic Writing

Big Ideas in Beginning Reading

Expanding Beginning Reading Skills

Phonology and Morphology

Automaticity and Prosody: Reader’s Theatre

Morphology

Letter SoundsParagraph Shrinking

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Fluency

Reading in an Alphabetic Writing

Big Ideas in Beginning Reading

Further Expanding Beginning Reading Skills

Phonology and Morphology

Automaticity and Prosody: Reader’s Theatre

Morphology

Letter SoundsParagraph Shrinking

Increase opportunities to read Teach spelling

More writing opportunities

2. Maximize structure in your classroom.

Develop Predictable Routines

– Teacher routines: volunteers, communications,

movement, planning, grading, etc.

– Student routines: personal needs, transitions,

working in groups, independent work, instruction,

getting, materials, homework, etc.Sugai et al., 2012

ExpectationsRoutines

Be Safe Be Responsible

Be Respectful TeacherResponsibilities

  

Passing out Paper   

Place papers on students desk Hand each student a paper

    Praise student for passing out papers Praise class

      

       

      

       

Classroom Expectations Matrix

Action Plan for Teacher * Generate action plan content

(observable and measurable behaviors to address deficits)

* Potential action plan items may include:

– Describe predictable routine for entering classroom,

turning in homework, (or others that are identified as missing)

– Rearrange furniture to ensure better supervision

3. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

Establish behavioral expectations/rules.• Teach rules in context of routines.• Prompt or remind students of rule prior

to entering natural context.• Monitor students’ behavior in natural

context & provide specific feedback.• Evaluate effect of instruction review

data, make decisions, & follow up.

Sugai et al., 2012

Establish Behavioral expectations/Rules

• A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do.

• Publicly post the rules.• Should match SW Expectations

Establish Behavioral expectations/Rules

• Operationally define what the rules look like across all the routines and settings in your school.

• One way to do this is in a matrix format.

Expectations & behavioral skills are taught &recognized in natural context!

Prompt or Remind Students of the Rule• Provide students with visual

prompts (e.g., posters, illustrations, etc).

• Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

4. Monitor Students’ Behavior in Natural Context• Active Supervision (Colvin, Sugai, Good, Lee,

1997): – Move around – Look around (Scan) – Interact with students

• Provide reinforcement and specific praise to students who are following rules.

• Catch errors early and provide specific, corrective

feedback to students who are not following rules.

(Think about how you would correct an academic

error.)

Acknowledge and Recognize

Evaluate the effect of instruction Collect data – Are rules being followed? – If there are errors,• who is making them?• where are the errors occurring?• what kind of errors are being

made?• Summarize data (look for

patterns)• Use data to make decisions

5. Teaching Self-management Behaviors

Teach learner to identify the "target" behavior. Examples: on-task, assignment completed and

turned in, problem behavior (e.g., self-stimulation; swearing)

Teach learner how to do the self-management behavior(s) needed When and how to monitor and record; how to chart How to self-evaluate How to self-deliver reinforcers, when, and how

much to deliver How to self-recruit feedback and reinforcement How to set goals

Continued

Create and maintain a "back up" system to insure the maintenance of self-management behaviors There must be reinforcement for self-

management or it will not maintain over time Monitor for correct use of the self-

management procedures and for success with the target behavior Correct performance and modify procedures

as needed Interestingly, self-management performance

need not be “perfect” to affect target behavior, but you should monitor and encourage accuracy

Name:

Date:

How Am I Doing?

Monday Tuesday Wednesday Thursday Friday Activities

Sitting on Desk

Stars/Points:

Sitting at the Carpet

Stars/Points:

Standing in Line

Stars/Points:

Total Points: __________

Points needed for free play: Points needed for free choice:

Name:

Date:

Look at my Good Work!

Activities

Monday Tuesday Wednesday Thursday Friday

Reading

Writing

Academic Language

Mathematics

Recess

Silent Reading

Social Studies

Science

Physical Education

Music

Computer Lab

Art

Total Points: __________

Benchmark Goal for Each Subject: _________

Points for Recess

Points for Free Play

Points for Free Choice

Goal/Points for the Day

Bonus Points Points for the Week