evidence-based classroom management: moving from research to practice brandi simonsen, ph.d
TRANSCRIPT
Evidence-based Classroom Management:Moving from
Research to Practice
Brandi Simonsen, Ph.D.
Advance Organizer
• Critical Features of Classroom Management
• Research to Practice: Training Teachers in Classroom Management
• Wrap-up
Critical Features of
Evidence-basedClassroom
Management
Acknowledgements for this portion:
www.pbis.org
www.cber.org
Other Members of Research Team:
Sarah Fairbanks, Amy Briesch, Diane Myers, & George Sugai
SWPBSSystems
Classroom
Non-classroom Family
Student
Schoo
l-
wide
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.
We need to learn more about
the 5 critical features of
effective classroom management
to be able to help all students.
Evidence Based Practices in Classroom Management
1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
1. Maximize structure in your classroom.
• Develop Predictable Routines– Teacher routines– Student routines
• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:– Arrange furniture to allow easy traffic flow.– Ensure adequate supervision of all areas.– Designate staff & student areas.– Seating arrangements (groups, carpet, etc.)
2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
• A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do.
• Publicly post the rules.
• Should match SW Expectations
Behavioral expectations/Rules
Establish
• Operationally define what the rules look like across all the routines and settings in your school.
• One way to do this is in a matrix format.
• This matrix should compliment your school-wide matrix, but be specific to your classroom setting.
Behavioral expectations/Rules
Establish
Rules within Routines Matrix
Routines
Rules
Entering Classroom
Seat WorkSmall Group
Activity
Leaving Classroom
Respect
Responsibility
Safety
• Teach expectations directly.
– Define rule in operational terms—tell students what the rule looks like within routine.
– Provide students with examples and non-examples of rule-following within routine.
• Actively involve students in lesson—game, role-play, etc. to check for their understanding.
• Provide opportunities to practice rule following behavior in the natural setting.
rules in the context of routines
Teach
• Provide students with visual prompts (e.g., posters, illustrations, etc).
• Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).
or remind students of the rule
Prompt
students’ behavior in natural context
Monitor
• Collect data– Are rules being followed?– If there are errors,
•who is making them?•where are the errors occurring?•what kind of errors are being made?
• Summarize data (look for patterns)
• Use data to make decisions
the effect of instructionEvaluate
PROCEDURES FOR MONITORING & EVALUATING
Social Skills Lesson Plan
2. RECAP: Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
Provide high rates of opportunities to respond
Consider various observable ways to engage students
Link engagement with outcome objectives
Range of evidence based practices
that promote active engagementDirect Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards
4. Establish a continuum of strategies to acknowledge appropriate behavior.
• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies
• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement
5. Establish a continuum of strategies to respond to inappropriate behavior.
Recap: Evidence Based Practices in Classroom
Management1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
7rPositive Behavior SupportClassroom Management:Self-Assessment Revised
Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai
Center on Positive Behavioral Interventions and SupportsUniversity of Connecticut
Version: April 7, 2006
To help teachers self-evaluate…
Research to Practice: Increasing
Teachers’ Use of Classroom
Management Skills
Acknowledgements for this portion:
www.pbis.org
www.cber.org
Other Members of Research Team:
Diane Myers & Carla DeLuca
What does the research say?
• Teachers typically receive little training in classroom management (Begeny & Martens, 2006; Markow, Moessner, & Horowitz, 2006)
• Multi-component training packages (didactic training + coaching + performance feedback + etc.) result in desired behavior change, especially when trained skills are effective(Abbott et al., 1998; Hiralall & Martens, 1998; Madsen, Becker, & Thomas, 1968; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003; Rollins et al., 1974).
Purpose & Research Question
• Purpose of study: study the efficacy of a specific teacher training protocol: Prompt-Occasion-Reinforce Training (PORT)
• Research question: Is there a functional relationship between PORT (explicit training, with performance feedback) and teachers’ use of trained classroom management skills (i.e., presentation of prompts, OTRs, and specific praise)?
(Simonsen, Myers, & DeLuca, in press)
What does our research say?
• Quick recap: Two years ago, we conducted a study on the effects of training (which included “self-management”) plus performance feedback
• Study details: – Setting: Public Alternative School– Participants: Laura, Lisa, & Bob– Design: Multiple baseline across behaviors
(Simonsen, Myers, & DeLuca, in press)Now…let’s quickly look at the data!
Bottom line…“training by itself does not result in positive implementation…or intervention outcomes” (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp. 40-41)
But, what about self-management…
Acknowledgements for this portion:
www.pbis.org
www.cber.org
Other Members of Research Team:
Ashley MacSuga, Lindsay Fallon, Lauren Evanovich, & Jennifer Morgan
Current Study (In Preparation)
• Quick overview: This year, we tested the effects of different self-monitoring strategies on teachers’ use of praise
• Study details: – Setting: Public Middle School– Participants: 5 Teachers– Design: Alternating Treatments Design
(No intervention, Tally, Count, Rate)
Now…let’s quickly look at the data for one teacher.
Wrap-up
Recap: Evidence Based Practices in Classroom
Management1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
Recap: Increasing Teachers’ use of Classroom Management
Skills• Findings from Study 1:
– Teachers demonstrated behavior change only once they received performance feedback
• Emerging results from Study 2:– Self-monitoring may result in increased skill
use (stay tuned…)
• Implications:– Training should be supplemented with ____– More research is needed
