classroom systems: targeted group intervention
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Classroom Systems: Targeted Group Intervention . C.J. Frank Norfolk City Public Schools Dr. Kristy Lee Park, BCBA George Mason University. Got problems?. Is this an option?. How about this?. All are options, but are they…. Evidence-based? - PowerPoint PPT PresentationTRANSCRIPT
Classroom Systems: Targeted Group Intervention
C.J. Frank Norfolk City Public Schools Dr. Kristy Lee Park, BCBA George Mason University
Got problems?
Is this an option?
How about this?
All are options, but are they…
• Evidence-based?• Best practice?• Proven to work?• Effective?• Logical?• LEGAL
9 Year Old Arrested at School (WINK News 10/15/08)
9-year-old girl was arrested at Royal Palm School on Tuesday and is now facing two felony charges for battery on an education employee. The report says the girl purposely spit on her two teachers while they tried to control her.
Don’t use PUNISHMENT that will land you on the front page …..
Presentation Focus
• Basics of classroom management: What every teacher should know
• Example of a class-wide strategy: Good Behavior Game
9 Year Old Arrested at School (WINK News 10/15/08)
9-year-old girl was arrested at Royal Palm School on Tuesday and is now facing two felony charges for battery on an education employee. The report says the girl purposely spit on her two teachers while they tried to control her.
EXTRAI EXTRA! Read all about it”
The Education Professional who brought you the new Craftmatic Adjustable Shamwow Chia Px90 George Forman Grilling Jack LaLane Juicing Ab Flexer Behavior Modifier! Guarantee: No more problematic behaviors!
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• If it sounds too good to be true…
It probably is!
One behavior management strategy
will not work for all
What “kind” of students can display problematic behavior?
All students. Students with/without labels who are served in
general/special education can display problematic behavior.
This is not a special education issue.
It is an education issue.
Let’s talk about BOB
• 6th grade inclusion math teacher
• 10 years teaching in elementary and middle schools in Virginia Beach
• Referred a student for behavior support
Problem Behaviors
• Problems with TALKING, Teasing, Telling Jokes, Telecasting feelings…
Which student?
Universal
Targeted
Intensive
Classroom Management Tiers
For ALL students in the Class
Some students who need additional academic or behavioral support
Few students who may need individualized, function-basedintervention
Universal Classroom Management
WHO: Class-wide, available to ALL students
WHEN: Taught at the beginning of the year and reviewed & prompted throughout
WHAT: Rules, Routines, and Arrangements
Targeted Classroom Management
WHO: Some students
WHEN: Strategies that teachers are likely to put in place at the first sign that students are struggling, minor problem behaviors
WHAT: Interventions that provide additional prompts to encourage appropriate behaviors and discourage inappropriate behaviors
Intensive Classroom Management
WHO: Few students
WHEN: When patterns of problem behaviors are starting to develop
WHAT: Interventions that individualized and address the function of the behavior
20
Evidence-Based Management Strategies (Fairbanks, Sugai, Guardino, & Lathrop, 2007)
1. Rules2. Predictable environment3. Good instruction4. Strategies for when students do the right thing5. Strategies for when students do NOT do the right
thing
Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.
Classroom Rules
My 3 Classroom RULES1. Do what I say2. Refer to rule number 13. Repeat
My WAY or the HYWAY
Do your rules tell the students what you want them to do?
Classroom Rules
My 3 Classroom RULES1. One person talks at a time2. Raise hand and Wait to be called3. Talk it out during TALK TIME
Predictable Environment
Maximize STRUCTURE & PREDICTABILITY in your classroom
1. Physical layout of the classroom• Physical arrangement that minimizes distraction • Physical arrangement that minimizes crowding• What’s your classroom traffic flow?• Any blind spots in the classroom?
Predictable Environment
Maximize STRUCTURE & PREDICTABILITY in your classroom
2. Classroom Routines• Procedures when students come in the mornings• Procedures during small group work• Procedures during teacher instruction• Procedures during group work• Procedures when leaving the classroom
Good Instruction – Active Engagement
• Provided the class different ways to participate and respond during instruction time
– Choral responding – Thumbs up / Thumbs down
Example: Mr. Paper (student with ASD) subtly flips up thumb when he does not want to talk
Active Supervision
• Grow a pair of eyes behind your headM.S.I.• Move around• Scan• Interact
• Specific praise to students who are following rules• Catch errors early and provide specific, corrective
feedback to get them back on task
Get to know the student
The Two-By-Ten Intervention (Mendler, 2000)
• Made a commitment to spend 2 minutes per day for 10 consecutive days to get to know the student
• Asked about his day, talked about things he liked• Did not talk about problem behaviors during these
times
Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.
Strategies for when students do the right thing
Continuum specific and contingent praise• Marbles in a jar• Punch cards• Mystery motivator
When students talked out
• Error correction– “What’s the rule?”– “You were ___________, You need to…”– “Do it” and move on
Strategies for when students did not follow rules
• Look• Wait, paused instruction for 10 seconds• Error correction• Think Sheet• Time out card
The worst class ever
BEFORE they used these strategies
The Best Class Ever
AFTER they used these strategies
Classroom Management Strategy: Good Behavior Game
What is it? • Class-wide intervention to reduce problem behavior
Description: 1. Defined expectations2. Divided class into two teams3. Set cut off level4. When a student shows a problem behavior, point is given to the team. 5. Team with the least amount of points wins.
(Barrish, Saunders, & Wold, 1969)
Classroom Management Strategy: Good Behavior Game
1. Rules: One person talks at a time, Raise hand and Wait to be called, Talk it out during TALK TIME
2. Define problem behavior • Call Outs: The student talks, calls out, or makes verbalizes
without teacher permission
Classroom Management Strategy: Good Behavior Game
3. Quick data on who was talking out and how often Baseline: range: 19-49
average: 25
4. Made teams based on the data
5. Class decided on what they will earn in the prize box
Classroom Management Strategy: Good Behavior Game
Call OUTS in a 6th grade classroom
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 280
10
20
30
40
50
60
dates
Freq
uenc
y of
Tal
k ou
ts
Baseline GBG No GBG GBG GBG + Mystery Motivator
6. Set talk out cut off level at 3
7. Explained rules to class
8. Set time and subject (Math, 30 minutes)
9. Let students know when game was starting
10. T.A. marked when students talked out
Classroom Management Strategy: Good Behavior Game
10. At the end of the game, talk outs counted
11. Team with least points wins
Classroom Management Strategy: Good Behavior Game
Team 1 Team 2Good Behavior Game
Tips for using the Good Behavior Game:
• Look at the data… is the problem behavior going down?– Assigning points consistently when you observe
misbehavior– Do not get pulled into arguments with students about
points– Reliably giving rewards to Game winners. – Do not overuse the Game.
Good Behavior Game: Troubleshooting
Call OUTS in a 6th grade classroom
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 280
10
20
30
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50
60
dates
Freq
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y of
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k ou
ts
Baseline GBG No GBG GBG GBG + Mystery Motivator
Call OUTS in a 6th grade classroom
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 280
10
20
30
40
50
60
dates
Freq
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Baseline GBG No GBG GBG GBG + Mystery Motivator
Fade out
Call OUTS in a 6th grade classroom
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 280
10
20
30
40
50
60
dates
Freq
uenc
y of
Tal
k ou
ts
Baseline GBG No GBG GBG GBG + Mystery Motivator
Comments or Questions