1. Classroom management Tier 1: Overall Classroom management
Tier 2: Specific intensive efforts
Tier 3: Behaviour analysis and specific intervention

3. 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

4. Tier 1 Example
Appendix D of textbook summarized

5. Take a break – regain self-control
Reminder or
redirection
Carry on
Take a break – regain self-control
1. Carry on
2. Debrief later
3. Possible consequence
(i.e., loss of priviledge,
reparation)
Time out in buddy teachers room
1. Carry on
2. Debrief later
3. Likely consequence
(i.e., loss of priviledge,
Reparation)
4. Notify parents
Time out in office
When ready:
1. Re-entry discussion/negotiation
2. Likely consequence
(i.e., loss of consequence, reparation)
3. Notify parents

6. 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

7. 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)

9. 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

10. 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 struggles
This is often difficult to determine. Safest to assume the first if you can't tell.

11. 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?

12. 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

13. Strategies for coping with power struggles
Time out place/activity
Bargaining

14. 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?

15. Bargaining Guidelines Steps: Know what you want
Be specific about your bottom line
Establish good mood and sense of humour.
Steps:
Name/state problem
Emphasize choice
Bargain
Seal the deal

16. 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.”

17. 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.”

18. 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?”

19. 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.

20. Behavioural Skill Deficits
Help teach the skill
Adapt the environment

21. 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

22. 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

23. 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

24. 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

25. 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?

26. Progress monitoring Checklists Rating scales Classroom observations
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.

27. 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

28. 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

29. Functional Behaviour Analysis
Purpose: To determine why the student is behaving in the way that they are.
Identify the problem
Gather information
Indirect assessment
Direct observation
Analyze A-B-C (antecedent, behaviour, consequence)
Generate hypotheses regarding the function/purpose of the behaviour
Test hypotheses by manipulating the variables believed to trigger the behaviour and/or the possible consequences
Develop behaviour management plan
Progress monitor

30. 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.

31. 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.”)

32. Case Study: Identifying the Problem
Define these problems in more specific terms
DeWayne is disruptive.
Finley is disrespectful.
Kendra is slow.

33. Exercise
Define the target behaviour of your case study in specific terms

34. 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?

35. 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
Emphasize the following:
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36. 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?

37. Step 2: Gather information
Direct observation: teacher notes how often a target behaviour occurs
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....

38. Step 2: Gather information
Event recording
The teacher marks or tallies the number of times a specific behaviour occurs.
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.
Interval recording
Teacher notes whether a target behaviour is occurring or not occurring during consecutive intervals

39. Step 2: Gather information
Duration recording
Recording the length of time that a student engages in a target behaviour
Latency recording
Recording the time elapsed between a stimulus (i.e., directive) and response (i.e., following directive)
Inter-response time
Recording the length of time between behaviours or responses

40. 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

41. 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

42. 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.
Avoid difficult tasks
What function?
Setting event
Antecedent
Response
Consequence
Sequoia makes
negative self-
statements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
Misses 12:30
medication
Teachers
make
multiple
task demands

43. 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.
Escape adult &
peer attention
What function?
Setting event
Antecedent
Response
Consequence
Caesar is
teased several
times about his
hair by his
friends before
class
His teacher
stares at his
hair in class
Caesar asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention

44. Cleo is new to the 6th grade, & English is her second language
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.
Escape peer attention
What function?
Setting event
Antecedent
Response
Consequence
New student
Student
approaches &
speaks in
English
Cleo turns
away
Other
student walks
away

45. 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.
Access peer &
adult attention
What function?
Setting event
Antecedent
Response
Consequence
Teacher asks
what capitol
city of country is
Napoleon
give correct
answer
Teacher gives
verbal praise
& time to work
with a friend
None

46. As Veloce is walking, other kids look at him & say “what’s up
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.”
Access peer attention
What function?
Setting event
Antecedent
Response
Consequence ??
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Kids shake
heads &
call him
“weirdo”

47. 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).

48. Summary Statement What is the desired behavior? What is the
Alternative
Typical
Consequence
Summary Statement
What is likely
to be the
result or consequence?
What is the
context?
What happened
immediately before
the PB?
What is the
presenting
problem?
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
What is
the result?
What happens?

49. 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.

50. 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.

51. Step 5: Test hypotheses
Develop a plan to test the hypotheses you've generated by manipulating:
Setting event
Antecedent
Consequence

52. 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.

53. 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