Effective Classroom ManagementTherapeutic Interventions That Enhance Teaching

Chris Cochran

Purpose and BackgroundThis project provides resources for teachers in a collaborative format that allows them to improve their practice in a self-directed pace and process.

The underlying belief is that effective instructional strategies and therapeutic techniques are complimentary and can create a learning environment characterized by trust, curiosity and the joy of discovery.

Three Themes ThroughoutThis project focuses on three aspects of practice that relate to working with students:

Skills-based Academic Skills – Math, reading, writing Organizational Skills – analyzing, chunking, prioritizing, problem solving Emotional Skills – regulating feelings/impulses like anger, excitement,

disappointment, confusion Social Skills – listening, perspective-taking, taking turns, communicating needs

and wants

Attachment and Community-based Belief that learning is enhanced by collaboration Social skills are key in students’ success in school and life as they start and

maintain relationships

Applied Behavior Analysis (ABA)/Behavior Modification Belief that behavior can be observed and measured, and can be changed with

intervention Consider and address needs so that the behavior meeting that need is no longer

needed A – B – C: Antecendent – Behavior – Consequence (What happens before and

after behavior) Students, parents and school staff can have impacts on behavior in the

interaction between the environment and personal motivation to meet needs and wants

Building Community in the Classroom Group norms, agreements

Be safe, respectful, responsible (PBIS) Be safe, kind and engaged Love & Logic – Do whatever you like as long

as it doesn’t cause a problem for anyone.Strategies to do this:Democratic: post-its, butcher paperGroup Process: gifts we bring, things we needTeacher-led: ask for input (or not), present rules

Classroom Management Approaches Positive Behavior Intervention Supports (PBIS)

www.pbis.org

Envoy http://www.michaelgrinder.com Love & Logic loveandlogic.com Democratic Approaches Interest-based or student-directed learning De-escalation techniques:

OIS: http://cms.oregon.gov/dhs/spd/pages/provtools/ois/index.aspx

CPI: crisisprevention.com

Right Response: rightresponse.com

Individualized Behavior Assessment/Interventions Functional Behavior Assessments

(FBA) are used to analyze student behaviors that disrupt learning or inhibit the student’s growth.

Behavior Intervention Plans (BIP) are then developed for an individual student to address the motivation related to the behavior, or the need being met. The goal is to change the environment or interventions to change the behavior.

Sensory SensitiveStudents learn best when their other needs are met.

Safety – physical and emotional Physical well-being – hunger, discomfort Sensory – light, heat, texture, sound, etc. Tasks – are tasks developmentally approp?

Intervention Ziggurat/CAPS: http://www.txautism.net/docs/Guide/Interventions/Ziggurat.pdf

Readiness to Learn: http://www.ncactopp.org/schoolreadiness.php

Due Process TipsFrom the beginning, we want our work with families to be characterized by transparency, communication, warmth and respect. Due Process is part of that, and should be preventative in nature, involving the family at each step of the referral, evaluation and review process, with extra efforts being taken to communicate what families can expect and what opportunities families and students will have for input and feedback in the process. 

Due Process includes: Proactive communication Inclusive practices with family and student Providing prior notice and appropriate information regarding

process, decisions and services Asking for questions and feedback Letting the family and student know of their essential and

valued role in the team and process

It should be noted that while SpEd law is generally federal in origin (IDEA), each state has regulations around how schools comply with those laws.

SpEd Process Tips Things to consider in terms of eligibility: (be prepared for your meeting) Do we have the person(s) knowledgeable of the student? Do we have the person(s) knowledgeable of the evaluation data? Do we have the person(s) knowledgeable of the process and/or forms?   Things to consider when looking at providing FAPE for a student: How can we serve this student successfully in the least restrictive

environment (LRE)? What interventions and supports have been tried/successful in the general

ed. classroom? Does educational benefit for this student include academic, social or

emotional/therapeutic supports? Educational benefit, FAPE, and a bias towards the LRE should drive team

decisions. Are decisions informed by current and valid data, specific to that student? Before considering placement, always ensure that the above ideas have

been addressed.

It should be noted that while Sped law is generally federal in origin, each state has regulations around how schools comply with those laws.

More ResourcesSensory Dietswww.sensorysmarts.comwww.bbbautism.com/sensory_diet.htm

ADHDwww.pediatricneurology.com/schoolrx.htmhttp://www.mental-health-matters.com/index.php?option=com_content&view=article&id=557