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Classroom management
Tier 1: Overall Classroom managementTier 2: Specific intensive efforts
Tier 3: Behaviour analysis and specific intervention
Tier 1: Classroom Management
Three components Rules and procedures
Safety Facilitate conditions for learning Minimal number, high consistency
Consequences Must be outlined at outset Must be delivered consistently Focus on the positive consequences
Relationships High warmth/responsiveness High control/demandingness
Tier 1 Example
Appendix D of textbook summarized
1. Carry on2. Debrief later
3. Likely consequence (i.e., loss of priviledge,
Reparation)4. Notify parents
Time out in buddy teachers room
When ready: 1. Re-entry discussion/negotiation
2. Likely consequence (i.e., loss of consequence, reparation)
3. Notify parents
Time out in office
Carry on
Reminder or redirection
Take a break – regain self-control
1. Carry on2. Debrief later
3. Possible consequence (i.e., loss of priviledge,
reparation)
At the level of the lesson...
The following 5 areas are responsible for off-task time in the classroom:
management/transition socializing discipline unoccupied/observing out of the room
Differentiated Lesson Plan
In groups: Select one section Read Decide how you will describe to
class Think about one or two examples
of how you could apply this principle in your classroom management lesson plan.
Brief presentation (2-3 minutes)
Tier 2: Specific intensive efforts
Who receives Tier 2 Behavioural support? Number of office discipline referrals Suspensions Detentions Attendance Lates
What is Tier 2 intervention? Continuous availability Minimal effort required from staff Voluntary student participation Ongoing data collection
Who receives Tier 2?
Standard methods are not working
Time-out's often escalate to office visits
Disruption soon begins again
Incidences of disruption not reduced
Typically standard methods don't work for students who:
Lack the cognitive resources to shift gears or exert their own controls
Engage in power strugglesThis is often difficult to determine. Safest to assume the first if you can't tell.
Intro to Tier 2 Exercise
Think of a student who hasn't responded well to a Tier 1 intervention.
– Are they engaged in power struggles?
– Do they lack a skill necessary to regain their own controls?
Power struggles
They have a need to gain control
Often originates from insecurity about their ability to succeed.
Feelings of mistrust towards authority
Guidelines to help them rediscover a constructive use of power.
Structure in elements of choice
Build trust that you can help them succeed and help meet their needs.
Have a visible web of communication
Strategies for coping with power struggles
Time out place/activity
Bargaining
Break place
Discuss classroom management plan with student but structure in some choice.
Where would you like to go when you're having time out (regaining control/listening wall, etc...)
What would you like to do there until you're ready to re-join the class?
Bargaining
Guidelines
Know what you want
Be specific about your bottom line
Establish good mood and sense of humour.
Steps:
1. Name/state problem
2. Emphasize choice
3. Bargain
4. Seal the deal
Name the problem
In a private meeting with the student notice:
In specific terms
Using “I statements”
In objective manner
Briefly
“When I ask people to come quickly to group, I notice that you go in slow motion”
“I notice that you make faces and whisper when some people are presenting in the group.”
Emphasize student choice
State clear expectations and limits but recognize that the student chooses how he/she works on them.
“I want you to enjoy being in the group but I can't force you to do that.”
“I know you have a lot to share with us and that you could contribute a lot to our class, but that's your decision to make. However, I cannot let you hurt others.”
Bargaining
State clearly what you want and provide 2-3 examples.
“I want to see you use your serious thinking in class. That means you ask good questions in math group, you write full page compositions during writing, and you help solve problems during class work.”
Help them bargain by providing some possible examples.
“Could it be that you would like extra time to read or work on the computer?”
“Could it be that you would like an extra reminder or signal when you start to get silly?”
Seal the deal
Can end with a handshake, smile, or written signed contract
Make sure that the language is specific. What, specifically does the student have to do? What specifically does the teacher have to do?
Continue to implement consequences.
Behavioural Skill Deficits
Help teach the skill
Adapt the environment
Examples of skill instruction
Group social skills instruction Enhancing listening and anger
management Stating goals in positive terms (i.e.
Keep hands to myself) Cueing procedure (evaluate yourself
and group members at 5-min intervals) Recognition for meeting goals
Types of Tier 2 Interventions
ADHD (The Journey) Learn:
Organizational skills strategies to help them pay attention
when faced with distractions To identify cues that lead to socially
desirable behaviour cognitive behavioural techniques to
manoeuvre around obstacles to learning
self-regulation
Types of Tier 2 Interventions
The Challenging Horizons program Interpersonal skills training
(communication and listening skills) Study skills training Organizational skills
Kids Together Listening Organization Self-monitoring Impulse control Problem solving
Overview of Tier 2 interventions
(1) Agree on problem,
(2) Develop explicit steps for the student to follow (i.e., put on a cue card, ring, poster)
(3) Model steps,
(4) Cue student,
(5) Student initiates steps,
(6) Student monitors their performance
Tier 2 exercise
Consider the student you thought of that didn't respond to Tier 1 intervention. Think of a Tier 2 strategy that might be useful for your student?
– Are they engaged in a power struggle? If so, could you structure in choice?
– Do they need to learn specific skills? If so, which ones?
Progress monitoring
Checklists i.e., Student is prepared for work each
period Yes ______ No ______ Rating scales
i.e., Student is prepared for work each period: Almost always, frequently, often, somewhat often, sometimes, almost never, never
Classroom observations i.e., Student has received ____
detentions, lates, time-outs, etc.
Progress monitoring exercise
Design a method to monitor the progress of your student
Checklist? Rating scale? Classroom observations?
Progress monitoring in Tier 2 shouldn't be too time intensive for the teacher
Tier 3: Behavioural intervention
If student has not made sufficient progress during your progress monitoring for Tier 2 move to Tier 3
Tier 3: Step#1 Consult with special education team Conduct a functional behavioural
assessment
Functional Behaviour Analysis Purpose: To determine why the student is
behaving in the way that they are.
1. Identify the problem
2. Gather information
1. Indirect assessment
2. Direct observation
3. Analyze A-B-C (antecedent, behaviour, consequence)
4. Generate hypotheses regarding the function/purpose of the behaviour
5. Test hypotheses by manipulating the variables believed to trigger the behaviour and/or the possible consequences
6. Develop behaviour management plan
7. Progress monitor
Functional Behaviour Analysis Exercise
Either think about or create a case study of a student who has not improved with Tier 2 intervention.
What is the target behaviour that is causing the problem.
Step 1: Identifying the Problem
Pinpoint the behaviour causing learning or discipline problems
Identify and define the behaviour in specific terms (i.e., “During outside play and/or free time with classmates, Marco uses inappropriate language.”)
Case Study: Identifying the Problem
Define these problems in more specific terms DeWayne is disruptive. Finley is disrespectful. Kendra is slow.
Exercise
Define the target behaviour of your case study in specific terms
Skill deficit or behavioural issue?
Is there evidence to suggest that the student does not know how to perform the skill and therefore cannot?
Does the student understand the behavioural expectations for the situation?
Step 2: Gather Information Indirect Assessment
Interviews with teachers and other adults who have direct contact with the student and the student
Checklists i.e., Student is prepared for work each period
Yes ______ No ______
Rating scales i.e., Student is prepared for work each
period: Almost always, frequently, often, somewhat often, sometimes, almost never, never
Indirect Assessment: Important Interview Questions
In what settings do you observe the behavior?
Are there any settings where the behavior does not occur?
Who is present when the behavior occurs?
What activities or interactions take place just prior to the behavior?
What usually happens immediately after the behavior?
Step 2: Gather information
Direct observation: teacher notes how often a target behaviour occurs
1)Anecdotal recording: Teacher observes the student in a particular setting and writes down everything that occurs in that setting
9:30 AM Language Arts – Micah enters the classroom and walks around the room twice, then sits in his chair. He looks out of the window.
9:32 AM Micah speaks out: Teacher can I go to the office? Teacher responds: Micah, get your workbook out and turn to page 56.
9:33 AM Micah gets workbook out and begins to look at the pictures on several of the pages. Continues for quite some time....
:
Step 2: Gather information
1) Event recording
The teacher marks or tallies the number of times a specific behaviour occurs.
2) Time sampling
The teacher marks or tallies the number of times a specific behaviour occurs for a specific time period (2 or 5 min.) various times throughout the day.
3) Interval recording
Teacher notes whether a target behaviour is occurring or not occurring during consecutive intervals
Step 2: Gather information
1) Duration recording
Recording the length of time that a student engages in a target behaviour
2) Latency recording
Recording the time elapsed between a stimulus (i.e., directive) and response (i.e., following directive)
3) Inter-response time
Recording the length of time between behaviours or responses
Exercise
What are some ways you would gather information?
Indirect assessment Interviews, checklists, rating scales
Direct observations Event recording, time sampling, interval
recording, duration recording, latency recording, inter-response time
Step 3: Analyze information to identify function of behaviour
Setting events Events that occur in another setting prior
to the target behaviour (i.e., argument with friends)
Antecedents What happened prior to the behaviour that
resulted in the behaviour Behaviour
Specific and objective Consequence
What followed as a result of the behaviour
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.
Setting event Antecedent Response Consequence
Misses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
Setting event Antecedent Response Consequence
Caesar isteased severaltimes about his
hair by his friends before
class
His teacherstares at his hair in class
Caesar askshis teacher what she’sstaring at
His teachersends him to
in-school detention
Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.
What function?Escape adult &peer attention
Setting event Antecedent Response Consequence
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.
New student Studentapproaches &
speaks inEnglish
Cleo turns away
Other student walks
away
What function?Escape peer attention
Setting event Antecedent Response Consequence
When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.
None Teacher askswhat capitolcity of countryis
Napoleongive correctanswer
Teacher givesverbal praise & time to workwith a friend
What function?Access peer &adult attention
Setting event Antecedent Response Consequence
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.”
?? Look at him.“What’s up!”
“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?
Kids shakeheads & call him “weirdo”
What function?Access peer attention
Fundamental Rule
“You should not propose to reduce a problem behaviour without also identifying alternative, desired behaviours the person should perform instead of problem behaviour” (O’Neill et al., 1997, p. 71).
What is the context?
What happened immediately before
the PB?
What is thepresenting problem?
What is the result?
What happens?
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
What is the desired
behavior?
DesiredAlternative
TypicalConsequenceSummary StatementWhat is likely to be the result or consequence?
Exercise
For every behaviour listed in your anecdotal recording identify the:
Setting Antecedent Behaviour Consequence
List a alternative positive behaviour for each behaviour you identified.
Step 4: Generate hypotheses
Generate hypotheses regarding function of behaviour
Consider setting events, antecedents, and consequences
Exercise: Generate hypotheses regarding the function of behaviour for your case study
Example: Daryl calls out during instruction. A functional behavioural assessment might reveal the function of the behaviour is to gain attention (i.e., verbal approval of classmates), avoid instruction (i.e., difficult assignment), seek excitement (i.e., external stimulation), or both to gain attention and avoid a low-interest subject.
Step 5: Test hypotheses
Develop a plan to test the hypotheses you've generated by manipulating:
Setting event Antecedent Consequence
Step 6: Make & Implement Behaviour Intervention Plan
Manipulate the setting events, antecedents, and/or consequences of the behaviour
Teach more acceptable replacement behaviours that serve the same function as the inappropriate behaviour
Implement changes in curriculum and instructional strategies
Modify the physical environment.
Step 7: Monitor progress and adjust plan accordingly
Behaviour Intervention Plans must be monitored and data collected and recorded on a regular basis.
Can use: Indirect assessment
Interviews, checklists, rating scales Direct assessment
Anecdotal recording, event recording, time sampling, interval recording, duration recording, latency recording, inter-response time
Modify plan if needed Continue plan if warranted and develop phase out program
as appropriate
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