AGENDA PROACTIVE CLASSROOM • Encouraging positive behavior MANAGEMENT: DESIGNING A SYSTEM • Core classroom management components TO SUPPORT STUDENT SUCCESS • Take-away strategies Andrea M. Capizzi, Ph.D. , BCBA-D Department of Special Education, Vanderbilt University RTI2-B Summer Summit June 14, 2017 CORE MANAGEMENT COMPONENTS PROACTIVE VS. REACTIVE • More efficient • Positive Reinforcement • More effective • Structure • Arrangement • Rules and expectations • Routines • Consistent with school-wide system REINFORCEMENT PRAISE • Positive Reinforcement • How well do teachers praise? • Adding something (usually praise) that increases the • Why are some teachers resistant to praise? likelihood that students will engage in a behavior again • Tell students what they are doing right when they are doing it • ”behavior-specific praise”
Praise/Hour 50 45 TIME TO THINK … 40 35 30 25 • Do you praise enough? 20 15 • Are you more likely to reprimand or praise? 10 • How can you increase praise for your students? 5 0 White (1975) Early Elementary Floress & Jenkins (in press) Kindergarten Reinnke et al. (2013) K-3rd White (1975) Late Elementary BurneH & Mandel (2010) 1st-6th Brophy (1981) 1st-8th* White (1975) Middle School White (1975) High School Sutherland et al. (2000) 5th grade EBD Gable et al. (1983) ID, MH, LD/EBD Wehby et al. (1995) 6-12 year olds EBD* Shores et al. (1993) EBD* A D A P T E D F R O M J E N K I N S , F L O R E S S , & R E I N K E ( 2 0 1 5 ) STRUCTURE HIGH STRUCTURE CLASSROOMS… • Have more space around students • High vs. Medium vs. Low • Clearly defined rules and expectations • Classroom structure is the level to which movement and • Limited free movement around the classroom activities are predictable and dictated in a classroom • Clearly defined and taught routines • Which students need high structure? • Generally have: • Fewer behavioral difficulties • Higher academic engagement and achievement Why is this? TIME TO THINK … CLASSROOM ARRANGEMENT • Limit Distractibility • What is your current level of structure? • Decrease distractors for students (e.g. peers, windows, computers, etc.) • Would your students benefit from high structure? • Increase Accessibility • Movement around the room should be free of obstructions for you and your students • Optimize Visibility • You can see students and they can all see you and the board
CLASSROOM ARRANGEMENT RULES • Tips: • Clear rules and expectations • Desks in rows (at least to start the year) • 3-5 is the optimal amount • Positively stated • Decrease clutter • In place all day and everywhere • Cover windows with curtains or artwork if distracting • Should be consistent with school-wide rules for students • Etc. • Take time to teach your rules and explain them in the context of your classroom activities SAMPLE ROUTINES • Be Respectful • Ways to get things done in the classroom • Be Responsible • Examples: • Be Ready • Requesting help • Asking to use the restroom • Turning in work • clear, concise, covers all behaviors • Taking tests • Entering the classroom • Teach, practice, review, reinforce!! Teacher Name: Type of class: Grade Level: (circle one) Elementary School ___________________________________ _____________________________________ Middle School High School Structure Risk Factors (√ all that apply) Evaluate the items you checked to identify the minimal level of structure _____ More than 50% of students needed for your classroom receive reduced/free lunch (circle the appropriate level for your classroom) High Moderate Low PLANNING ASSESSMENT WORKSHEET Structure Structure Structure _____ 3 or more students identified (>3 checked) (1-2 checked) (0 checked) • Space between • Minimal/no • Free seating as SPED/ADD/ADHD students space between choice • Assigned seats students • Free movement _____ 3 or more students • No free movement • Assigned seats around room identified around room • Some free • Talking with as “at risk” or below grade • No talking without movement peers without Level permission around room permission • Traditional • Some free-talking • Students _____ Elementary school classroom layout with peers at arranged in certain times groups (i.e. rows) • See handout _____ School located in a “high- • Students arranged in pairs crime” area or groups Classroom Layout Answer the following questions about your classroom and √the appropriate box Yes No Does your desk layout match the level of structure you noted above? Can you see ALL of your students from everywhere in the room? Can ALL of your students see you from each desk? Can ALL of your students see the board from each desk? Can you get to EACH student quickly from anywhere in the room? Can students get to all materials without distracting you and peers? Do you have a quiet space for students to work independently, with groups, and/or with you? Does your classroom layout suit student age, level, and type of class? Does your layout support student attention and productivity? For any responses of “No” – How will you change your layout to better support learning? Classroom Decor Answer the following questions about your classroom décor and √the appropriate box Yes No Is your décor: Calm? Age Appropriate? Positive/Inspirational? For any responses of “No” – How will you change your decor to encourage student learning?
Rules Answer the following questions about your classroom rules and √the appropriate box Yes No Are your rules posted in a visible area? Do you have 3-5 rules? Are your rules age-appropriate, clear, concise, and written positively? For any responses of “No” – How will you modify your rules? TAKE AND USE STRATEGIES Routines List up to 5 routines you would like all students in your classroom to learn and follow: 1. How will you teach this routine? 2. How will you teach this routine? • Individual Reinforcers 3. How will you teach this routine? • Survey your students 4. How will you teach this routine? • Find out what is reinforcing 5. How will you teach this routine? • Use activity reinforcers – you don’t always need edibles and tangibles Maintaining and Monitoring Behavior Answer the following questions about maintaining a management plan and collecting data on problem behavior List 3 ways you will praise appropriate student behavior: • Class-wide Contingencies 1. _________________________________________________________________________________________________ 2. _________________________________________________________________________________________________ 3. _________________________________________________________________________________________________ Do you keep data on student behavior in your classroom? If “yes”, what type of data do you collect? _____________________________________________________________________ If “no”, what type of data collection would be feasible in your classroom? ______________________________________________________________________ INDIVIDUAL STRATEGIES • Goal Charts, Contracts, Token Economies • Private vs. Public Praise • Remember that not everyone need s the same thing • Differentiate!!! https://s-media-cache-ak0.pinimg.com/originals/06/78/d9/0678d9028d35f4ecff684a3ca84a23b8.png Contracts need: Name of student Date Behavior Expectations for student Supports provided by teacher Rewards if Goal is Met Signatures Date of Review
THE CLIP CHART BEHAVIOR STICK IS NOT A THE CLIP CHART BEHAVIOR STICK IS NOT A POSITIVE BEHAVIORAL METHOD – NO MATTER POSITIVE BEHAVIORAL METHOD – NO MATTER HOW CUTE YOU TRY TO MAKE IT HOW CUTE YOU TRY TO MAKE IT • Not evidence—based • Not evidence—based • Reactive • Reactive • Punitive & Negative for • Punitive & Negative for many many • Can increase problem • Can increase problem behavior in some behavior in some students students CLASS-WIDE CONTINGENCIES BUILD IT, FILL IT, OR SPELL IT • Working together for a common reinforcer • Steps: 1. Set a goal 2. Identify behavioral expectations for earning ”pieces” or “letters” and explain to students 3. Provide the reinforcer publicly BUILD IT FILL IT • “Brownie Points” ADD IMAGE • Warm Fuzzies (pom poms in a jar) • Puzzle Pieces ADD IMAGE • “Drops” in the bucket (marbles or small balls in a jar) • Come up with your own ideas based on your school • Anything visual works! mascot, subject area, etc. The options are endless
WHAT KIND OF REINFORCEMENT SPELL IT SYSTEM WILL YOU PUT IN PLACE • All this takes is a white board and marker • For individual students? • Choose a word or phrase and students earn letters. Once • For the whole class? they spell the word or phrase, they earn the reinforcer AWESOME Go Wildcats! WRAPPING IT ALL UP THANK YOU! • Structure • My contact information: • Clear rules and expectations • Positive Reinforcement Andrea Capizzi • Punishment doesn’t work Andrea.capizzi@vanderbilt.edu • Should be consistent with school-wide system • Questions
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