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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