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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?

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Classroom Systems: Targeted Group Intervention


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classroom systems targeted group intervention

Classroom Systems: Targeted Group Intervention

C.J. Frank Norfolk City Public Schools Dr. Kristy Lee Park, BCBA George Mason University

all are options but are they
All are options, but are they…
  • Evidence-based?
  • Best practice?
  • Proven to work?
  • Effective?
  • Logical?
  • LEGAL
slide6

9 Year Old Arrested at School

(WINK News 10/15/08)

Don’t use PUNISHMENT that will land you on the front page …..

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.

presentation focus
Presentation Focus
  • Basics of classroom management: What every teacher should know
  • Example of a class-wide strategy: Good Behavior Game
slide8

9 Year Old Arrested at School

(WINK News 10/15/08)

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!

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.

act now
ACT NOW!
  • If it sounds too good to be true…

It probably is!

what kind of students can display problematic behavior
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.

let s talk about bob
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
Problem Behaviors
  • Problems with TALKING, Teasing, Telling Jokes, Telecasting feelings…
classroom management tiers
Classroom Management Tiers

For ALL students in the Class

Universal

Some students who need additional academic or behavioral support

Targeted

Intensive

Few students who may need

individualized, function-based

intervention

universal classroom management
UniversalClassroom 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
TargetedClassroom 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
IntensiveClassroom 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

evidence based management strategies fairbanks sugai guardino lathrop 2007
Evidence-Based Management Strategies (Fairbanks, Sugai, Guardino, & Lathrop, 2007)

1. Rules

2. Predictable environment

3. Good instruction

4. Strategies for when students do the right thing

5. 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
Classroom Rules

My 3 Classroom RULES

Do your rules tell the students what you want them to do?

  • Do what I say
  • Refer to rule number 1
  • RepeatMy WAY or the HYWAY
classroom rules1
Classroom Rules

My 3 Classroom RULES

  • One person talks at a time
  • Raise hand and Wait to be called
  • Talk it out during TALK TIME
predictable environment
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 environment1
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
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
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
Get to know the student

The Two-By-Ten Intervention (Mendler, 2000)

  • Made a commitment to spend 2 minutes per day for 10 consecutive daysto 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
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
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
Strategies for when students did not follow rules
  • Look
  • Wait, paused instruction for 10 seconds
  • Error correction
  • Think Sheet
  • Time out card
the best class ever
The Best Class Ever

AFTER they used these strategies

slide35

Classroom Management Strategy: Good Behavior Game

What is it?

  • Class-wide intervention to reduce problem behavior

Description:

  • Defined expectations
  • Divided class into two teams
  • Set cut off level
  • When a student shows a problem behavior, point is given to the team.
  • Team with the least amount of points wins.

(Barrish, Saunders, & Wold, 1969)

slide36

Classroom Management Strategy: Good Behavior Game

  • Rules: One person talks at a time, Raise hand and Wait to be called, Talk it out during TALK TIME
  • Define problem behavior
    • Call Outs: The student talks, calls out, or makes verbalizes without teacher permission
slide37

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

call outs in a 6 th grade classroom
Call OUTS in a 6th grade classroom

Baseline GBG No GBG GBG GBG + Mystery Motivator

slide39

Classroom Management Strategy: Good Behavior Game

6. Set talk out cut off level at 3

7. Explained rules to class

  • Set time and subject (Math, 30 minutes)
  • Let students know when game was starting

10. T.A. marked when students talked out

slide40

Classroom Management Strategy: Good Behavior Game

10. At the end of the game, talk outs counted

11. Team with least points wins

slide41

Good Behavior Game

Team 1

Team 2

slide42

Good Behavior Game: Troubleshooting

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.
call outs in a 6 th grade classroom1
Call OUTS in a 6th grade classroom

Baseline GBG No GBG GBG GBG + Mystery Motivator

call outs in a 6 th grade classroom2
Call OUTS in a 6th grade classroom

Baseline GBG No GBG GBG GBG + Mystery Motivator

call outs in a 6 th grade classroom3
Call OUTS in a 6th grade classroom

Baseline GBG No GBG GBG GBG + Mystery Motivator