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The Power of the Paraprofessional. Critical Components for Classroom Management July 8, 2006. What is behavior management?. A wide variety of techniques used to monitor and change behaviors. Classroom Management Methods for increasing behavior Methods for decreasing behavior

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critical components for classroom management july 8 2006

The Power of the Paraprofessional

Critical Components for Classroom Management

July 8, 2006

what is behavior management
What is behavior management?
  • A wide variety of techniques used to monitor and change behaviors.
  • Classroom Management
  • Methods for increasing behavior
  • Methods for decreasing behavior
  • Data collection
  • A team effort!
slide3

Causes of Misbehavior

  • Attention: Most People Like Attention. If a student receives attention for a behavior, They will more than likely repeat it.
  • Environment: If a students home environment is stressful, and inappropriate behavior is being modeled; the student will be most comfortable with what is familiar.
  • Genes: It is common for families to pass down traits. Behavioral issues such as aggression, attention and impulsivity do have genetic origins
roles in the classroom
Roles In the Classroom
  • On your note card, write down what you feel the expected role is for each of the following: teachers, Para educators, students.
  • When you are done, discuss your answers as a group.
there is no i in team
There is no “I” in team!
  • All members of the team must work together for a behavior management to be successful
  • Keep a written copy of your behavior plans, and review it as needed
  • Provide feedback to the team on what is working on the plan and what is not.
as the day begins
As the day begins…
  • Presentation of skit.
  • What are your reactions to what you saw?
  • Was there team work involved?
steps to effective classroom management
Steps to Effective Classroom Management:
  • Procedures
  • Cueing
  • Transitions
  • Schedules
procedures
Procedures
  • It is important your students know what to expect.
  • Procedures and routines provide predictability and should be in place for the following activities:
    • Interacting with the classroom environment
    • Procedures and rules outside the classroom
    • Group and individual coursework
    • Observance of the rules
the fab four
The Fab Four
  • Procedures and rules should be explained to students and support staff at the beginning of the school year. This will develop routine.
  • Support staff will need to know the procedures to help reinforce them.
  • Knowing procedures ahead of time will greatly assist you when conflict arises.
cuing
Cuing
  • Cuing is the use of nonverbal actions or symbols in the classroom to help eliminate disruption.
  • Common types of cuing include:
    • Writing your name on the chalkboard to go to the bathroom.
    • Using sign language for water or bathroom so students may use this instead of disrupting a group.
    • Teachers using a musical triangle at the beginning or end of an activity.
    • Moving a card in a pocket to indicate

change in location for students

why is cuing necessary
Why is cuing necessary?
  • Cuing helps aide classroom management by reducing the number of disruptions during the day.
  • Students develop a sense of independence.
  • Students are responsible for keeping themselves on track and alerting staff to changes or needs.
transitions
Transitions
  • Transitions happen all day long in the classroom.
  • Examples of transitions include:
    • Entering or leaving the classroom.
    • Changing activities
    • Getting out new supplies for lessons
    • Traveling from class to class
ideas for smooth transitions
Ideas for Smooth Transitions
  • Use music to cue a transition to a new activity.
  • Use “Line Police” to monitor students walking down the hall
  • Strong procedures for changing classes (secondary)
  • Turn lights off and on at beginning and end of activities.
schedules
Schedules
  • Schedules help students be informed of activities during the day.
  • Students should be aware of expectations related to schedules such as bringing appropriate materials to class, arriving on-time, and beginning work promptly
the para educator s role in classroom management
The Para educator's Role in Classroom Management
  • Learn classroom procedures
  • Learn cues used by teachers
  • Develop cues to use with students when necessary
  • Know daily schedule for self and students
  • Assist students when they go off task
  • Assist with data collection
  • Be familiar with any behavior plans and assist with implementation
  • Be the eyes and ears for the teacher
slide16
Now…
  • Remember the skit from earlier? Watch it again.
  • This time, write down suggestions to improve the classroom management for the time seen in class.
  • Share with the group!
functional behavior analysis
Functional Behavior Analysis
  • Many times students exhibit behaviors which frustrate and baffle staff. The Para-professional will be called on to assist with data collection for a student’s Functional Behavior Analysis (FBA).
  • The FBA can be a critical component in effective classroom management.
what is an fba
What is an FBA?
  • An FBA is a means of collecting data on a student and using that data to determine why a student exhibits a certain behavior.
  • FBA results are used to determine replacement behaviors for a student and also develop a Behavior Improvement Plan in which the paraprofessional and the teacher will be key in the implementation of the plan.
components of the fba
Components of the FBA
  • Identifying Target Behaviors
  • Assessment/Data Collection
  • Putting together meaning
  • Functional Analysis
  • Goals
  • Behavior Intervention Plan
the breakfast club
“The Breakfast Club”
  • Watch the short clip from “The Breakfast Club”
  • Record any observations made about Judge Nelson’s character during this scene.
assessment data collection
Assessment/Data Collection
  • Areas to assess or collect data:
    • Family Interviews
    • Student Interviews
    • Record Reviews
    • IEP Reviews
    • Observations
    • Motivational Assessment Scale
types of observation collection devices
Types of Observation Collection Devices
  • ABC sheet- used to record the antecedent, behavior, and consequence during a period of time.
  • Scatter Plot sheet- used to record the number of times identified behaviors occurred during time intervals.
  • Interval Recording-used to record what behavior is being exhibited at intervals of time.
the breakfast club take two
“The Breakfast Club” Take Two
  • Watch the clip from “The Breakfast Club” again
  • Each of you have been given an observation data collection form to fill out.
  • Use your sheet to record observations during the scene
target behaviors
Target Behaviors
  • A target behavior is a specific behavior of concern exhibited. Observations of this behavior should be very concrete.
  • Example: Bob shows aggressive behaviors. This includes hitting lockers, throwing trash cans, breaking glasses, etc…
  • BEING CLEAR HELPS EVERYONE KNOW THEY ARE LOOKING AT THE SAME BEHAVIOR!
what do we do with the data
What Do We Do With The Data?
  • Collection of data is only one step in the FBA.
  • Forming graphs and using triangulation can help see relationships between behaviors, antecedents, and consequences.
  • Data Relationships help form a hypothesis for the behavior
forming a hypothesis
Forming a Hypothesis
  • After data is collected and compared, a hypothesis needs to be formed.
  • The hypothesis should be stated in terms of “When a student does this..” or “Before a student does this…”
  • The hypothesis is a reasoning for why the behavior occurs.
role play
Role Play!
  • Volunteers will role play behavioral scenarios for you to observe
  • During the role play, use a data collection sheet to observe behaviors.
  • Form groups. Share out information from the data collection and create a graph to help you see patterns.
  • Form a hypothesis for the behavior.
what does it mean for para educators
What does it mean for Para educators?
  • Para educators are invaluable to the classroom management and behavior management procedure.
  • Para educators often work closely with students and have insight unknown to teachers about behaviors or antecedents to behavior during class.
team players
Team Players
  • Para educators need to be included in the formation of classroom management techniques and know how to use behavior control methods to work with students more effectively.
  • Para educators are often the best source of data about students. Staying on the same page as the team, helps the whole team help the student.
  • Para educators are critical members of the classroom team!
reference
Reference

Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional Support of Students with Disabilities: Literature from the Past Decade. Exceptional Children, 68(1), 45. Retrieved August 4, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000880042