classroom management chicago 10.8.09

8/2/2019 Classroom Management Chicago 10.8.09

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1

Classroom Management:

From Critical Features to

Successful Implementation

Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D.

http://usfweb2.usf.edu/university-communications-and-marketing/marketing/logos/index.asp

http://uconn.edu/index.php

http://usfweb2.usf.edu/university-communications-and-marketing/marketing/logos/index.asp



2

Advance Organizer

• Critical Features of Classroom Management

• Research to Practice

– Study: Training Teachers in Classroom Management

– Discussion: Strategies You’ve Used with Success

• Wrap-up



3

Part I

Critical Features of Evidence-based

ClassroomManagement



4

Acknowledgements for this portion:

www.pbis.org

www.cb

er.org

Other Members of

Research Team:

Sarah Fairbanks, Amy Briesch,

Diane Myers, & George Sugai

http://www.pbis.org/

http://www.cber.org/






5

SWPBSSystems

Classroom

Non-classroom Family

Student



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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 about

the 5 critical features of

effective classroom management

to be able to help all students.



7

Evidence Based Practices in

Classroom Management

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce asmall number of positively statedexpectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to

acknowledge appropriate behavior.

5. Establish a continuum of strategies torespond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)



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• Develop Predictable Routines– Teacher routines

– Student routines

• Design environment to (a) elicit appropriatebehavior and (b) minimize crowding anddistraction:– Arrange furniture to allow easy traffic flow.

– Ensure adequate supervision of all areas.– Designate staff & student areas.

– Seating arrangements (groups, carpet, etc.)



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2. Post, Teach, Review, Monitor, and reinforce

a small number of positively stated

expectations.

Establish

Teach

PromptMonitor

Evaluate



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• 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

Behavioral expectations/RulesEstablish



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• 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.

• This matrix should compliment your

school-wide matrix, but be specific to

your classroom setting.

Behavioral expectations/RulesEstablish



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Rules within Routines Matrix

Routines

Rules

EnteringClassroom

Seat WorkSmallGroup

Activity

LeavingClassroom

Respect

Responsibility

Safety



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• Teach expectations directly.

– Define rule in operational terms— tell students what therule looks like within routine.

– Provide students with examples and non-examples of rule-following within routine.

• Actively involve students in lesson—game, role-play, etc. to check for their understanding.

• Provide opportunities to practice rule followingbehavior in the natural setting.

rules in the context of routines Teach



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Expectations & behavioral skills are taught &recognized in natural context



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• Provide students with visual prompts (e.g.,

posters, illustrations, etc).

• Use pre-corrections, which include “verbalreminders, behavioral rehearsals, or

demonstrations of rule-following or socially

appropriate behaviors that are presented inor before settings were problem behavior is

likely” (Colvin, Sugai, Good, Lee, 1997).

or remind students of the rulePrompt



16

0

10

20

30

40

5060

70

80

90100

1 2 3 4 5 6 7 8 9 10 11 12 13

P e r c e n t o f I n t e r v a l s

Observation Sessions

Baseline Alternating Treatments

No Prompt

Prompt

What happens when we prompt a student

ONE time at the beginning of class?

Student 1

(Faul, Stepensky, & Simonsen, under review)



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0

10

20

30

40

5060

70

80

90100

1 2 3 4 5 6 7 8 9 10 11 12 13

P e r c e n t o f I n t e r v a l s

Observation Sessions

Baseline Alternating Treatments

Prompt

No Prompt

It worked for the next student too! Student 2

(Faul, Stepensky, & Simonsen, under review)



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• Active Supervision (Colvin, Sugai, Good, Lee, 1997):

» Move around

» Look around (Scan)

» Interact with students

» Reinforce

» Correct

students’ behavior in natural contextMonitor



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• 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

the effect of instructionEvaluate



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PROCEDURES FOR MONITORING & EVALUATING

Social Skills Lesson Plan

2 RECAP P t T h R i M it d



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2. RECAP: Post, Teach, Review, Monitor, and

reinforce a small number of positively

stated expectations.

Establish

Teach

PromptMonitor

Evaluate



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Provide high rates of opportunities to respond

Consider various observable ways to engagestudents

Link engagement with outcome objectives



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Range of evidence based practices

that promote active engagement

Direct Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Guided notes

Response Cards



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• Specific and Contingent Praise

• Group Contingencies

• Behavior Contracts

• Token Economies



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• Error Corrections

• Differential

Reinforcement

• Planned ignoring

• Response Cost

• Time out from

reinforcement


respond to inappropriate behavior.



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Recap: Evidence Based Practices

in Classroom Management


2. Post, teach, review, monitor, and reinforce a small number of positively statedexpectations.








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Research to Practice: Training Teachers to

Provide Prompts, OTRs, &

Specific Praise to Students



28

Acknowledgements for this portion:

www.pbis.org

www.cber.org

Other Members of Research Team:

Diane Myers & Carla DeLuca








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What does the research say?

• Teachers typically receive little training in

classroom management

(Begeny & Martens, 2006; Markow, Moessner, & Horowitz, 2006)

• Multi-component training packages (didactic

training + coaching + performance feedback +

etc.) result in desired behavior change,especially when trained skills are effective(Abbott et al., 1998; Hiralall & Martens, 1998; Madsen, Becker, &

Thomas, 1968; The Metropolitan Area Child Study Research Group

& Gorman-Smith, 2003; Rollins et al., 1974).



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Purpose & Research Question

• Purpose of study: study the efficacy of a

specific teacher training protocol: Prompt-

Occasion-Reinforce Training (PORT)

• Research question: Is there a functional

relationship between PORT (explicit

training, with performance feedback) and teachers’ use of trained classroom

management skills (i.e., presentation of

prompts, OTRs, and specific praise)?

(Simonsen, Myers, & DeLuca, in press)



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Setting & Participants

• Setting:– Public alternative school that serves secondary

students with high incidence disabilities (primarily

students with ED)

• Participants:

– Laura: a certified special & general education teacher

with a Master’s degree and 16 years of teaching

experience– Lisa: a certified special education teacher with a sixth

year degree and 13 years of teaching experience

– Bob: a certified special education teacher with a

Master’s degree and 13 years of teaching experience(Simonsen, Myers, & DeLuca, in press)



32

Simonsen M ers & DeLuca in ress

Design

• Multiple-baseline across teacher behaviors design– IV: PORT Intervention

• Explicit training (phase 1)

– Discussion: definition, rationale, +/- examples, critical features

– Activities: scripting prompts/praise, etc.– Self-management: select strategy

• Performance feedback (phase 2)

– Meeting to review skill

– Daily narrative (verbal or written) and graphic feedback

– DV: Teachers use of trained classroom management

skills (measured with partial interval recording)

• % of intervals with prompts for social behavior

• % of intervals with OTRs for academic behavior

• % of intervals with specific (and general) praiseNow…let’s look at the data!



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0.0Mean

(prompts)2.4 7.8

29.9Mean(OTRs)

19.5 40.1

2.2Mean

(specific)10.4 22.5




34

0.0Mean

(prompts)1.0 6.3

6.8Mean(OTRs)

7.7 27.3

1.4Mean

(specific)3.4 14.3




35

0.0Mean

(prompts)0.2 2.2

27.3Mean(OTRs)

22.9 33.0

0.6Mean

(specific)1.1 7.9




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Limitations & Implications

• Main Limitations:

– Small & unique sample/setting

– Did not measure student behavior

– No agreed upon standards for optimal rates

of each teacher behavior

• Implications:

– Training should be accompanied by feedback

– More research is needed




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Research to Practice:Discuss Challenges with

Moving Research

to Practice



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We know…“training by itself does not

result in positive

implementation…or

intervention outcomes”

(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp. 40-41)

So, what do we do?



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Strategies…

• Explicit training

– Discussion: definition,

rationale, +/- examples,

critical features– Activities: scripting

prompts/praise, etc.

– Self-management: select

strategy

• Performance feedback

– Meeting to review skill

– Daily narrative and

graphic feedback

What did we do?• One shot in-service?

• On-going training?

• Mentoring?

• Coaching?

• Performance feedback?

• _____________________

• _____________________

• _____________________

What do you do?



40

Stay tuned…

Heather George will give us

all strategies we can use to

promote successful

implementation during the

next session.



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Wrap-up of Part 1

R E id B d P ti



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Recap: Evidence Based Practices

in Classroom Management


2. Post, teach, review, monitor, and reinforce a small number of positively statedexpectations.






R T i i T h i



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Recap: Training Teachers in

Classroom Management

• Findings:

– Teachers demonstrated behavior change only

once they received performance feedback

• Implications:

– Training should be accompanied by feedback

– More research is needed


Th k !



44

Thank you!

www.pbis.org

www.cber.org

[email protected]








45

Part II

Classroom Management:

From Critical Features to

Successful Implementation

Acknowledgements



46

Acknowledgements

for this portion:

http://flpbs fmhi usf edu



47

Advance Organizer

• Protocol for ensuring successful classroommanagement training

• Various methods of delivery

• Building capacity for sustainability

– Classroom Consultation Guide

– http://flpbs.fmhi.usf.edu/revision07/secondary/Classroo

m%20Consultation%20Guide.pdf

• Wrap-up



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Classroom PBS Emphasizes

• Using data to make decisions

• Implementing preventative strategies

• Teaching & recognizing appropriate

behavior

• Implementing responding strategies

• Using effective classroom practices• Monitoring & evaluating progress



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Building a Foundation for RtI

• Response toIntervention

– Classroom Level PBSis a critical step in RtI

models• Prevention

• Tools for remediation

• Room foraccommodation

– Classroom strategiesshould be includedEARLY in hierarchy of supports

Tier 1/Universal

Classroom

Small groups of students

Individual Students

Rough dayin the

classroom



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ExtendingPrimary/Core/Tier 1

Interventions

into

Classroom Systems

Benchmarks of Quality:



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Benchmarks of Quality:

New Classroom Items(Kincaid, Childs & George, 2005)

47. Classroom rules are defined for each of the school-wide expectations andare posted in classrooms

48. Classroom routines and procedures are explicitly identified for activities(e.g. entering class, asking questions, sharpening pencil, using restroom,dismissal)

49. Expected behavior routines in classrooms are taught50. Classroom teachers use immediate and behavior specific praise

51. Acknowledgement of students demonstrating adherence to classroomrules and routines occurs more frequently than acknowledgement of inappropriate behaviors

52. Procedures exist for tracking classroom behavior problems

53. Classrooms have a range of consequences/interventions for problembehavior that are documented and consistently delivered

Scoring Guide

Evident in: most classrooms (>75% of classrooms

many classrooms (50-75% of classrooms)

only a few classrooms (less than 50% of classrooms)



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Setting up your System

• Establish a classroom PBS system that iscongruent with your existing SWPBS(Tier 1) system

• Faculty need to understand how the twoare aligned and interrelated

– Work to tie the two systems together!

– Refer to Classroom PBS Plan handout

• Students need to understand that this isan extension of the SWPBS system

Need for Classroom Training



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Need for Classroom Training

~5%

~15%

~ 80% of Students

Tier 1

Tier 2

Tier 3

Determining if Your School Needs



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Determining if Your School Needs

Classroom Support

1. Gather sources of data necessary to identify classrooms in need School Level

Classroom Level

2. Examine the data to assess whether or not there is a need for Classroom PBS– Support classroom teachers in embedding PBS into

their classroom practices?

– Support groups of students in need of behavioralsupport in addition to existing school-widesupports?



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Classroom Level Supports

• Support the SW system so students can

show success across variations in:

– Curriculum

– Instructional style

– Classroom routines

– Settings (OSEP, Classroom Supports, 2004)

• Macro Level (state and district)

• Micro Level (school and classroom)

Mi L l



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Micro-Level

Prerequisites for Success

• School– School Improvement Plan

• Determine goals/objectives classroom training will

target

• Determine participants

– All classrooms or target classrooms?

– Evaluation

• Determine who will evaluate effectiveness– Resources/Participants

• Staff, time, funding

Mi L l



57

Micro-Level

Prerequisites for Success

• Classroom– Goals

• Determine 1-month, 3-month, and annual goals

• All or target classrooms/students?

– Evaluation

• Determine who and how to evaluate effectiveness

• Visibility and political support

– Resources/Participants• Staff, time, funding

Id tif i g Cl PBS



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Identifying Classroom PBS

• ODRs (major and minor)• Teacher requests for support• Teacher ratings and rankings of students

• Teacher referrals to Special Education• Informal “walk -throughs” • Classroom observations

• Do the data indicate a systems issue or an

issue for a few teachers?



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Assessing Classroom Support

• ODRs

• Classroom Management: Self Assessment

Revised (7r)

• Classroom Assessment Tool (see FLPBS

Project)

• Formal observations of classroom

– Frequency

– Severity

– Duration measures



60

Training Formats• In person

– Large group, Team-based

• State-wide, regional, district-wide, school-wide

– Individual district

• School team-based or district-level personnel– Individual school

• All teachers or target teachers

• Distance

– On-line modules

– Website resources – Classroom Consultation Guide

Classroom PBS:



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Team Consultation Guide• Who should use the Guide?

– Individuals supporting classroom teachers

– Classroom teachers

– School-based PBS Team members implementing Tier 1 PBS on campus

• Individual Teacher Support

• Team System-Wide Support

• Purpose of the Guide

– Utilize variety of tools to assess

• Environment

• Behavior System

• Curriculum & Instruction

– Use data to identify, assess, & evaluate classrooms in need of

support– Implement a problem-solving process

• Determine appropriate interventions

• Evaluate effectiveness

• http://flpbs.fmhi.usf.edu/revision07/secondary/Classroo

m%20Consultation%20Guide.pdf

Classroom



62

Step 1: Identify and Analyze the Problem

Step 2: Develop thePlan

Step 3: Implement the Plan

Step 4: Evaluate the Plan(Response to Intervention)

What do we do about it?

What’s the problem and why is it happening?

How do we do it?

Is it working?

Classroom

Problem-Solving Process

Step 1:



63

Step 1:

Identify & Analyze the Problem

• Looking at Data

• Office Discipline Referral data

– by classroom

– by behavior

• Minor Incident Reports

• Teacher Nominations• Administrator Observation

Step 1:



64

Step 1:

Identify & Analyze the Problem

• Looking at Class-Wide Data

• Office Discipline Referral data

– by time

– by motivation– by administrative decision

• Admin Walkthrough/Formal Observation

• Classroom Assessment Tool (CAT)

• Positive Environment Checklist (PEC)

• Classroom Management: Self Assessment Revised(7r)

• Direct Observation

Who is the focus?



65

Who is the focus?

• Data may be collected on:• entire classroom of students

• select individuals within classroom

• Target those select individuals that areresponsible for the bulk of incidences

• OR

• Target the entire class to obtain more specificinformation if many students are engaged inproblem behavior or to help clarify problemareas

Baseline Data Collection Guidelines



66

Baseline Data Collection Guidelines

• Define the behavior that you wish to observe.Be specific.

• Decide which type of behavioral recording isbest suited to monitor the behavior.

• Determine if observation data should focus onselect individuals or the entire classroom.

• Decide who will observe the behavior.

• Decide how long your observations will last.

• Observe and record classroom behavior.

• Collect observation data until patterns emerge.



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Analyzing Patterns of Behavior

• Once data are collected next step is toanalyze the data so as to:

– Clearly define the problem & goal

– Extrapolate possible triggers and maintaining variables surrounding target behavior

• Determine conditions when behavior is less likely to occur, most likely to occur

• Identify the motivation or function of the target behavior

• Develop hypothesis as to why the targetbehavior is occurring



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Analyzing Patterns Worksheet

• Data Gathered

• Problem Identification Statement

• Goal Statement

• Suspected Function of the Behavior

• Hypothesis Statement

• Refer to Analyzing Patterns Worksheet in Guide



Goal Statement



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Goal Statement

• Describes what the classroom teacherand team would like to have happeninstead of the problem behavior

At least 80% of the students in Teacher #2’s classroom will engage in on -task behavior (listening quietly to instruction,taking relevant notes, keeping their eyes on the teacher) for at least 15 consecutive minutes during large-group reading instruction.



71

Antecedents & Consequences

• Highlight conditions when the target behavior is mostlikely to occur

– What triggers the target behavior?

– What sets the occasion for the target behavior?

• Highlight conditions when the target behavior is leastlikely to occur

– What does the environment look like?

– What seems to be working for students during this time?

• Highlight responses to target behavior that occur

repeatedly – What does the teacher do after the inappropriate behavior?

– What do peers do once the target behavior is exhibited?



72

Function of the Behavior

• Once clear conditions (before and after

the target behavior) have been identified

determine the function of the behavior• Function = Reason WHY the behavior is

occurring

Hypothesis Statement



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• Once you’ve defined the problem and isolated

conditions that tend to trigger and maintain the target behavior, develop your hypothesis for why itis occurring.

• Your hypothesis should be based upon what thedata shows.

• You will then develop interventions linked to the

hypothesis. Specifically, your interventions shouldinclude preventative, educative, and respondingstrategies matched to the antecedents, targetbehavior, and consequences on those hypotheses

you have the most support for.




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Example:• When the teacher doesn’t review recently

learned material, and changes topics before

checking for comprehension, close to half of the

students in the classroom engage in disruptive behavior to avoid the new task

• based on Instructional Organization, Curriculum & Instruction sections in Guide




75


Example:

• When the teacher explains directions to the

entire class, close to half of the students in

the classroom engage in disruptive behavior in order to escape the task, as it appears

they aren’t fluent in using proper listening

skills

• based on Ecological Factors, Behavior

System sections in Guide



76

Step 2: Develop the Plan

• Use the information gathered on the Analyzing Patterns Worksheet to develop a plan forintervention within the classroom

• The Classroom Intervention Plan should link various strategies to the hypothesis and include:

• Classroom Expectations & Rules

• Teaching Behavior

• Classroom Procedures

• Reward System

• Responses to Problem Behavior• Modifications to the Environment and Curriculum &

Instruction

• Use the Resources provided to assist in thedevelopment of the intervention plan



77

Resources

• Access empirically-validated interventions• Resource sections in the Guide include:

– Teaching Behavior

– Reward Systems

– Responding to Problem Behavior

– Environment

– Curriculum and Instruction

• Remember to use resources available at yourschool



78

Step 2: Develop the Plan

• Review and select appropriate

interventions based upon hypothesis

statement

• Read the narrative of each section

• Look through the examples/tools

• Consider other available resources

• Select strategies that are feasible andagreeable to the teacher

• Use the Classroom Intervention Plan



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• Decide on a start date

• Be sure those implementing the plan

have been trained on it prior to starting

• Record data during implementation &

use it to monitor effectiveness of the

plan

• Provide regular feedback to teacher



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• Implementation monitoring(Is it really happening?)

• Establish plan for tracking individual and

group performance

• Daily tally of incidents and rating of task engagement

• ODRs for classroom

• Determine schedule for monitoring

• Implementation

• Outcomes

Check for



81

Check for

Intervention Effectiveness

- Daily tally of behavior incidents

- Daily rating of task engagement

- Office discipline referrals for that classroom

- Work products of students (accuracy, work

completion)

- Number of students participating in discussions

- Time students spend on-task

- Student interviews

- Observation systems (BOSS)

S 4 E l h Pl



82

Step 4: Evaluate the Plan

• Monitor and evaluate outcomes of the interventions todetermine whether or not strategies are working

• Did we meet the intervention goal? (Review the GoalStatement on the Analyzing Patterns Worksheet)

• Are there:

– decreases in problem behavior?

– increases in appropriate behavior?

– achievement of broader goals?

– durability of behavior change over time?

– increases in academic achievement?

St 4 E l t th Pl



83


• Is the plan working?

YES NO

•Plan to maintain the

intervention (include

generalization & fading

procedures)

•Modify existing plan or

develop a new plan

•Consider referring

back to problem-solving

team if intervention

isn’t working

St 4 E l t th Pl



84


• Outcomes of Successful Classroom PBS:• Significant reduction in problem behavior

• Students are engaged more

• Students complete assignments/tasks• Students follow classroom expectations &

routines

• Teacher comments are positive

• Small number of students need individualizedbehavior support

Resources



Resources

• Heather Peshak George, Ph.D.

– FL PBS: RtI:B Project at USF

– Co-PI, Co-Director & PBIS Research Partner

• Phone: (813) 974-6440

• Fax: (813) 974-6115

• Email: [email protected]

• State Website: http://flpbs.fmhi.usf.edu

• National Website: www.pbis.org

• Association on PBS: www apbs org

mailto:[email protected]

http://flpbs.fmhi.usf.edu/


http://www.apbs.org/

http://www.apbs.org/


http://flpbs.fmhi.usf.edu/

mailto:[email protected]

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