classroom management tier 1: overall classroom management tier 2: specific intensive efforts tier 3:...

Classroom management

Tier 1: Overall Classroom managementTier 2: Specific intensive efforts

Tier 3: Behaviour analysis and specific intervention

Tier 1: Classroom Management

Three components Rules and procedures

Safety Facilitate conditions for learning Minimal number, high consistency

Consequences Must be outlined at outset Must be delivered consistently Focus on the positive consequences

Relationships High warmth/responsiveness High control/demandingness

Tier 1 Example

Appendix D of textbook summarized

1. Carry on2. Debrief later

3. Likely consequence (i.e., loss of priviledge,

Reparation)4. Notify parents

Time out in buddy teachers room

When ready: 1. Re-entry discussion/negotiation

2. Likely consequence (i.e., loss of consequence, reparation)

3. Notify parents

Time out in office

Carry on

Reminder or redirection

Take a break – regain self-control

1. Carry on2. Debrief later

3. Possible consequence (i.e., loss of priviledge,

reparation)

At the level of the lesson...

The following 5 areas are responsible for off-task time in the classroom:

management/transition socializing discipline unoccupied/observing out of the room

Differentiated Lesson Plan

In groups: Select one section Read Decide how you will describe to

class Think about one or two examples

of how you could apply this principle in your classroom management lesson plan.

Brief presentation (2-3 minutes)

Tier 2: Specific intensive efforts

Who receives Tier 2 Behavioural support? Number of office discipline referrals Suspensions Detentions Attendance Lates

What is Tier 2 intervention? Continuous availability Minimal effort required from staff Voluntary student participation Ongoing data collection

Who receives Tier 2?

Standard methods are not working

Time-out's often escalate to office visits

Disruption soon begins again

Incidences of disruption not reduced

Typically standard methods don't work for students who:

Lack the cognitive resources to shift gears or exert their own controls

Engage in power strugglesThis is often difficult to determine. Safest to assume the first if you can't tell.

Intro to Tier 2 Exercise

Think of a student who hasn't responded well to a Tier 1 intervention.

– Are they engaged in power struggles?

– Do they lack a skill necessary to regain their own controls?

Power struggles

They have a need to gain control

Often originates from insecurity about their ability to succeed.

Feelings of mistrust towards authority

Guidelines to help them rediscover a constructive use of power.

Structure in elements of choice

Build trust that you can help them succeed and help meet their needs.

Have a visible web of communication

Strategies for coping with power struggles

Time out place/activity

Bargaining

Break place

Discuss classroom management plan with student but structure in some choice.

Where would you like to go when you're having time out (regaining control/listening wall, etc...)

What would you like to do there until you're ready to re-join the class?

Bargaining

Guidelines

Know what you want

Be specific about your bottom line

Establish good mood and sense of humour.

Steps:

1. Name/state problem

2. Emphasize choice

3. Bargain

4. Seal the deal

Name the problem

In a private meeting with the student notice:

In specific terms

Using “I statements”

In objective manner

Briefly

“When I ask people to come quickly to group, I notice that you go in slow motion”

“I notice that you make faces and whisper when some people are presenting in the group.”

Emphasize student choice

State clear expectations and limits but recognize that the student chooses how he/she works on them.

“I want you to enjoy being in the group but I can't force you to do that.”

“I know you have a lot to share with us and that you could contribute a lot to our class, but that's your decision to make. However, I cannot let you hurt others.”

Bargaining

State clearly what you want and provide 2-3 examples.

“I want to see you use your serious thinking in class. That means you ask good questions in math group, you write full page compositions during writing, and you help solve problems during class work.”

Help them bargain by providing some possible examples.

“Could it be that you would like extra time to read or work on the computer?”

“Could it be that you would like an extra reminder or signal when you start to get silly?”

Seal the deal

Can end with a handshake, smile, or written signed contract

Make sure that the language is specific. What, specifically does the student have to do? What specifically does the teacher have to do?

Continue to implement consequences.

Behavioural Skill Deficits

Help teach the skill

Adapt the environment

Examples of skill instruction

Group social skills instruction Enhancing listening and anger

management Stating goals in positive terms (i.e.

Keep hands to myself) Cueing procedure (evaluate yourself

and group members at 5-min intervals) Recognition for meeting goals

Types of Tier 2 Interventions

ADHD (The Journey) Learn:

Organizational skills strategies to help them pay attention

when faced with distractions To identify cues that lead to socially

desirable behaviour cognitive behavioural techniques to

manoeuvre around obstacles to learning

self-regulation

Types of Tier 2 Interventions

The Challenging Horizons program Interpersonal skills training

(communication and listening skills) Study skills training Organizational skills

Kids Together Listening Organization Self-monitoring Impulse control Problem solving

Overview of Tier 2 interventions

(1) Agree on problem,

(2) Develop explicit steps for the student to follow (i.e., put on a cue card, ring, poster)

(3) Model steps,

(4) Cue student,

(5) Student initiates steps,

(6) Student monitors their performance

Tier 2 exercise

Consider the student you thought of that didn't respond to Tier 1 intervention. Think of a Tier 2 strategy that might be useful for your student?

– Are they engaged in a power struggle? If so, could you structure in choice?

– Do they need to learn specific skills? If so, which ones?

Progress monitoring

Checklists i.e., Student is prepared for work each

period Yes ______ No ______ Rating scales

i.e., Student is prepared for work each period: Almost always, frequently, often, somewhat often, sometimes, almost never, never

Classroom observations i.e., Student has received ____

detentions, lates, time-outs, etc.

Progress monitoring exercise

Design a method to monitor the progress of your student

Checklist? Rating scale? Classroom observations?

Progress monitoring in Tier 2 shouldn't be too time intensive for the teacher

Tier 3: Behavioural intervention

If student has not made sufficient progress during your progress monitoring for Tier 2 move to Tier 3

Tier 3: Step#1 Consult with special education team Conduct a functional behavioural

assessment

Functional Behaviour Analysis Purpose: To determine why the student is

behaving in the way that they are.

1. Identify the problem

2. Gather information

1. Indirect assessment

2. Direct observation

3. Analyze A-B-C (antecedent, behaviour, consequence)

4. Generate hypotheses regarding the function/purpose of the behaviour

5. Test hypotheses by manipulating the variables believed to trigger the behaviour and/or the possible consequences

6. Develop behaviour management plan

7. Progress monitor

Functional Behaviour Analysis Exercise

Either think about or create a case study of a student who has not improved with Tier 2 intervention.

What is the target behaviour that is causing the problem.

Step 1: Identifying the Problem

Pinpoint the behaviour causing learning or discipline problems

Identify and define the behaviour in specific terms (i.e., “During outside play and/or free time with classmates, Marco uses inappropriate language.”)

Case Study: Identifying the Problem

Define these problems in more specific terms DeWayne is disruptive. Finley is disrespectful. Kendra is slow.

Exercise

Define the target behaviour of your case study in specific terms

Skill deficit or behavioural issue?

Is there evidence to suggest that the student does not know how to perform the skill and therefore cannot?

Does the student understand the behavioural expectations for the situation?

Step 2: Gather Information Indirect Assessment

Interviews with teachers and other adults who have direct contact with the student and the student

Checklists i.e., Student is prepared for work each period

Yes ______ No ______

Rating scales i.e., Student is prepared for work each

period: Almost always, frequently, often, somewhat often, sometimes, almost never, never

Indirect Assessment: Important Interview Questions

In what settings do you observe the behavior?

Are there any settings where the behavior does not occur?

Who is present when the behavior occurs?

What activities or interactions take place just prior to the behavior?

What usually happens immediately after the behavior?

Step 2: Gather information

Direct observation: teacher notes how often a target behaviour occurs

1)Anecdotal recording: Teacher observes the student in a particular setting and writes down everything that occurs in that setting

9:30 AM Language Arts – Micah enters the classroom and walks around the room twice, then sits in his chair. He looks out of the window.

9:32 AM Micah speaks out: Teacher can I go to the office? Teacher responds: Micah, get your workbook out and turn to page 56.

9:33 AM Micah gets workbook out and begins to look at the pictures on several of the pages. Continues for quite some time....

:


1) Event recording

The teacher marks or tallies the number of times a specific behaviour occurs.

2) Time sampling

The teacher marks or tallies the number of times a specific behaviour occurs for a specific time period (2 or 5 min.) various times throughout the day.

3) Interval recording

Teacher notes whether a target behaviour is occurring or not occurring during consecutive intervals


1) Duration recording

Recording the length of time that a student engages in a target behaviour

2) Latency recording

Recording the time elapsed between a stimulus (i.e., directive) and response (i.e., following directive)

3) Inter-response time

Recording the length of time between behaviours or responses

Exercise

What are some ways you would gather information?

Indirect assessment Interviews, checklists, rating scales

Direct observations Event recording, time sampling, interval

recording, duration recording, latency recording, inter-response time

Step 3: Analyze information to identify function of behaviour

Setting events Events that occur in another setting prior

to the target behaviour (i.e., argument with friends)

Antecedents What happened prior to the behaviour that

resulted in the behaviour Behaviour

Specific and objective Consequence

What followed as a result of the behaviour

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Response Consequence

Misses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks


Caesar isteased severaltimes about his

hair by his friends before

class

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him to

in-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function?Escape adult &peer attention


Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.

New student Studentapproaches &

speaks inEnglish

Cleo turns away

Other student walks

away

What function?Escape peer attention


When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.

None Teacher askswhat capitolcity of countryis

Napoleongive correctanswer

Teacher givesverbal praise & time to workwith a friend

What function?Access peer &adult attention


As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.”

?? Look at him.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

What function?Access peer attention

Fundamental Rule

“You should not propose to reduce a problem behaviour without also identifying alternative, desired behaviours the person should perform instead of problem behaviour” (O’Neill et al., 1997, p. 71).

What is the context?

What happened immediately before

the PB?

What is thepresenting problem?

What is the result?

What happens?

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

What is the desired

behavior?

DesiredAlternative

TypicalConsequenceSummary StatementWhat is likely to be the result or consequence?

Exercise

For every behaviour listed in your anecdotal recording identify the:

Setting Antecedent Behaviour Consequence

List a alternative positive behaviour for each behaviour you identified.

Step 4: Generate hypotheses

Generate hypotheses regarding function of behaviour

Consider setting events, antecedents, and consequences

Exercise: Generate hypotheses regarding the function of behaviour for your case study

Example: Daryl calls out during instruction. A functional behavioural assessment might reveal the function of the behaviour is to gain attention (i.e., verbal approval of classmates), avoid instruction (i.e., difficult assignment), seek excitement (i.e., external stimulation), or both to gain attention and avoid a low-interest subject.

Step 5: Test hypotheses

Develop a plan to test the hypotheses you've generated by manipulating:

Setting event Antecedent Consequence

Step 6: Make & Implement Behaviour Intervention Plan

Manipulate the setting events, antecedents, and/or consequences of the behaviour

Teach more acceptable replacement behaviours that serve the same function as the inappropriate behaviour

Implement changes in curriculum and instructional strategies

Modify the physical environment.

Step 7: Monitor progress and adjust plan accordingly

Behaviour Intervention Plans must be monitored and data collected and recorded on a regular basis.

Can use: Indirect assessment

Interviews, checklists, rating scales Direct assessment

Anecdotal recording, event recording, time sampling, interval recording, duration recording, latency recording, inter-response time

Modify plan if needed Continue plan if warranted and develop phase out program

as appropriate

classroom management tier 1: overall classroom management tier 2: specific intensive efforts tier 3:...

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