Classroom Management for Coaches: Targeted Assistance for the Classroom Teacher

Transcription

1 Classroom Management for Coaches: Targeted Assistance for the Classroom Teacher May 18, 2011 Dennis C. Cullen M.A., BCBA PAPBS Implementer s Forum Pennsylvania Training and Technical Assistance Network

2 PaTTAN s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3 PDE s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4 Objectives Define the elements of effective classroom management Describe the use of checklists and tools for coaching around classroom management

5 Evidence Evidence-based Practices in Classroom Management: Considerations for Research to Practice Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of Children Meta-analysis of evidence-based effective classroom management practices

6 Evidence-Based Practices 1. Maximize structure 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations 3. Active engagement 4. Acknowledge appropriate behaviors 5. Establish continuum of strategies to respond to inappropriate behavior

7 Evidence-Based Practices MAXIMIZE STRUCTURE

8 Maximize structure Structure Amount of teacher or adult-directed activity Explicitly defined routines Design and physical arrangement of classroom Permanent structures Placement of furniture Traffic flow Teacher/student areas Visual displays MINIMIZE CROWDING & DISTRACTION

9 Maximize Structure More Structure More appropriate academic & social behaviors Greater task involvement Friendlier peer interaction More helpful behaviors More attentive behavior Less aggression

10 Evidence-Based Practices POSITIVELY STATED EXPECTATIONS

11 Positively Stated Expectations Post Teach Review Monitor Reinforce

12 Positively Stated Expectations Academic engagement, leadership and conflict resolution Off-task behavior and disruptive behavior

13 Positively Stated Expectations Post Teach Review Monitor Reinforce

14 Routines/Settings Entering the Classroom Teacher Instruction Independent Work Group Work Expectations Respect Responsibility Enter Quietly Put all items in proper location Have all materials Use proper signal for public/private questions Take notes Follow directions first time Work quietly Place completed work in proper place Take turns talking and listening Do your part of the assignment Safety Walk Keep hands/ feet to self Stay in designated area Use indoor voice Settle disagreements peacefully 14

15 Positively Stated Expectations Pairing RULE-INSTRUCTION with FEEDBACK and REINFORCEMENT leads to the largest gains. Active Supervision - decreases in classroomwide minor behavioral incidents.

16 Evidence-Based Practices ACTIVELY ENGAGE STUDENTS

17 Actively Engage Students Increased pace for opportunities to respond Increase on-task behavior Increase in academic engagement Decrease in disruptive behavior Increase in number of correct responses

18 Actively Engage Students Opportunities to Respond Direct Instruction Peer tutoring Computer Assisted Instruction Guided Notes

19 Evidence-Based Practices ACKNOWLEDGE APPROPRIATE BEHAVIOR

20 Acknowledge Appropriate Behavior Continuum RANGE of evidence-based strategies Focus on identifying and recognizing APPROPRIATE classroom behavior

21 Acknowledge Appropriate Behavior Specific Contingent Praise Group Contingencies Behavior Contracts Token Economy Systems

22 Evidence-based Practices RESPONDING TO INAPPROPRIATE BEHAVIOR

23 23

24 Responding to Inappropriate Behavior Continuum Range of evidence-based strategies Decrease the likelihood of inappropriate behavior

25 Responding to Inappropriate Behavior 1. Brief, contingent, & specific error correction 2. Performance feedback 3. Differential reinforcement 4. Planned ignoring 5. Response cost 6. Time out from reinforcement

26 Responding to Inappropriate Behavior Brief, Contingent, & Specific Error Correction Informative statement States the observed behavior Informs what should be done in the future CONCISE E.g. Diane, you called Dennis a disrespectful name. If Dennis is bothering you, you can let him know that he needs to stop. If he doesn t stop, you can get help from an adult.

27 Responding to Inappropriate Behavior Performance Feedback Provide students with data about target behavior Teacher specifies Target behavioral criterion Reward if criterion is met Can be used to track positive behaviors

28 Responding to Inappropriate Behavior Differential Reinforcement CONTINGENT reinforcement when student engages in Low rates of an undesired behavior Behaviors other than the undesired behavior An alternative behavior An incompatible behavior

29 Responding to Inappropriate Behavior Planned Ignoring Systematically withhold attention from a student WHEN he or she performs the undesired behavior

30 Responding to Inappropriate Behavior Response Cost when a stimulus (token) is removed contingent upon the student engaging in undesired behavior Related to Value of tokens & Reinforers Rate & schedule the student can earn tokens

31 Responding to Inappropriate Behavior Time out from Reinforcement student removed from reinforcing environment to a less reinforcing environment contingent upon an undesired behavior

32 Targeted Support COACHING CLASSROOM MANAGEMENT

33 Coaching Classroom Management Checklists Classroom Management: Self-Assessment Revised Geoff Colvin's Classroom Strategies (adapted) Best Practice Classroom Management Checklist FLPBS Project Classroom Assistance Tool

34 Coaching Classroom Management Activity Directions Review the Checklists Complete the Table Identify advantages Identify disadvantages Identify how you as a coach might use one of the tools BE PREPARED TO SHARE! You may work individually or in teams. Have completed worksheet when done.

35 Objectives Define the elements of effective classroom management Describe the use of checklists and tools for coaching around classroom management

36 Contact Information Dennis C. Cullen ext Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Carolyn C. Dumaresq, Ed. D., Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education