Classroom Management and Behavior Interventions

Similarities and Differences in General and Special Education

What Is the Goal of Behavior Management?

To facilitate student learning. Ensure learning is successful.

For each individual. For all students involved. Maximizing academic engaged

Two Forms of Management

Classroom management Prevention of the need for crisis

management Institution in classes of support for

positive learning behaviors Establishment and fluent use of key

management strategies Crisis management

When classroom management fails

Effect of Classroom and Behavior Management

Managem ent E ffects

G enera l C lassroomPositive E ffects for 70 to 80% of students

Level 1C lassroom Managem ent

Learning Environm entW ell-prepared P lanning

G enera l C lassroomC risis m anagem ent for 15 to 25% of students

Level 2C lassroom Behavior Managem ent

E ffective Positive G roup InterventionsE ffective Individual Interventions

Alternative and Specia l Education5% of the students

D elinquent and Socia lly Malad justedEm otional/Behaviora l D isorders

Level 3Managem ent o f C hallenging Behaviors

Functional Behavior Managem entBehavior Intervention P lanning

Positive Behavior Interventions and Supports

General Model of Classroom Management(Savage, 1999)General Model of Classroom Management(Savage, 1999)

Management

Management Dimension

Discipline Dimension

Developing Self-Control and Character

Establish Conditions Fostering Success

General Model of Classroom Management(Savage, 1999)General Model of Classroom Management(Savage, 1999)

Establish Conditions Fostering Success

Teacher Leadership

Time Management

Organizing the Environment

Motivating Students

Lesson Planning

General Model of Classroom Management(Savage, 1999)General Model of Classroom Management(Savage, 1999)

Developing Self-Control

and Character

Choosing a ResponseSerious Misbehavior

Direct Intervention

Minor Problems

Persistent Misbehavior

Responding to Inappropriate Behavior

Focus on the purpose of management foster student learning

Identify your response motives Develop and choose from a range of

alternatives Maintain a “least intrusive” response

schedule

Least Intrusive Response schedule

Low-Profile Responses supporting stimulus control

Direct Intervention Behavior Interventions for

Persistent and Serious Misbehavior

Low Profile Responses

Modeling Appropriate Behaviors

Understanding Group Dynamics

Addressing Minor Problems with Low Profile Responses

Modeling

Don’t ask students to do what you will not

Approach your behaviors from the students’ view

Admit that you can sometimes fail

Always demonstrate that you are trying

Group Dynamics

Groups reinforce individual behavior

Group reinforcement competes with teacher reinforcement

Students play different roles in groups

Student roles in Groups

LeadersSupporters

Instigators Class clowns Scapegoats Isolates

Teacher roles in a classroom

Facilitator Group

maintenance: promote group welfare

Confidant Expert in

content

Leader Decision

maker Arbitrator Expert:

Modeling

Roadblocks to Communication (Gordon, 1974)

Orders/commands Threats Preaching Judgments Name-calling/stereotyping/labeling Interpreting/analyzing Undue praise (look for something “positive”) Sympathizing Interrogating Withdrawing/diverting

Communication Facilitators

Student-Owned Problems First

Active Listening “I” Messages Sample Activities

Differences in Classroom Management and Behavior Interventions

Classroom Management Normal range of

student behavior Assumes stimulus

control Focus on low profile

responses Focus on Prevention Managing the

environment Severe problems left

to experts

Behavior Interventions Low to subnormal

range of student behavior

Teaching stimulus control

Focus on managing individual behavior

Focus on Direct interventions

Address Severe/Challenging Behaviors

Problem 1 (from Savage, 1999)

Address this problem from a classroom management perspective

Keith is not really a problem student. He wants to please and is a likable student who does acceptable work. The problem is that he is constantly talking. When students are working independently, he talks incessantly to himself and to those around him. It is not loud talking, but is noticeable. The behavior disturbs you, and you think it bothers those who are seated near him.

What might be causing Keith to talk? Is this a problem requiring your intervention? What would you do [using classroom management

techniques] to help Keith control his talking?

Problem 2 (Savage, 1999)

Address this problem from a classroom management perspective

You are teaching a very capable tenth-grade science class. The students are generally well behaved and produce outstanding work. A number of the students, however, tend to be late; arriving in class a few minutes after the bell rings. They are not disruptive, but just wait until the last minute. The principal observes this behavior and reminds you of attendance policies stating that this problem must rectified. He plans to monitor this problem and assist you if you cannot correct it. You are embarrassed and upset. You decide to use an “I” message and active listening to get student cooperation and solve the problem.

What I-message would you convey to the class? What will you do if students become angry or

defensive? What are some possible actions to suggest to the

class.

Functional Behavior Management

Observing behavior Defining behavior Measuring behavior Collecting data on observed behavior

displaying observed behavior Making data-based decisions

Observing Behavior

Determining priority behaviors Deciding on a target behavior Making a determination of the

behavior’s level of priority Determining whether to remediate,

accommodate, postpone, or ignore

Priority of Target Behavior.

Determine and begin with high-priority behaviors. Low priority behaviors: annoying but not

harmful or of less educational importance. Mild priority: frequently (but not repeatedly)

interfere with educational performance. Moderate-priority: repeatedly or significantly

interfere with educational performance. High-priority: excessive and persistent

disruption to self and others.