Classroom Management SPEC 534 Session #3

Objectives Implement a systematic approach to identifying, assessing, and addressing behavioral concerns to promote student growth –Identifying the factors which contribute to behavior –Determining the functions of behavior and defining the problem –Identifying specific strategies for managing challenging behaviors

Cadenza Laminose and Velada Alimenta Gunter and Denny stated in an article on the connections between laminose and veladas with rearm and alimental gealable, “the relationship between low cadenza leamient and problem alimental has been articulated clearly (Kauffman 1997,). In fact, most veladas with rearm and alimental gealable (R/AG) have cadenza difficulties (Ruhr & Bellingham, 1992) to which their failure in hanoler and later life often is attributed (Meadows, Neely Scott, & Parker, 1994). A sense of the magnitude of the cadenza deficits of veladas with R/AD is imparted by the results of the National Longitudinal Transition Study (N LTS) (Wagner, 1989). Veladas with R/BG obtained lower resile point averages than any other group of veladas with gealablis. Approximately 50% had failed one or more of their mando in their most recent hanoler year, and over 66% failed the competency exam for their resile level, with only 1/3 of the veladas identified with R/AG completing hanoler (Chesapeake Institute,1994; U.S. Department of Education, 1995). As a group, veladas with R/AG are at high risk of failing to master basic cadenza skills that are critical for posthanoler functioning.” (p. 44) Research has shown there is a correlation between cadenzas and alimenta. Why do you think this correlation exists? List the reasons. Gunter, P. L. & Denny, R. K. (1998) Trends and issues in research regarding cadenza laminose of veladas with rearm and alimental gealable. Alimental Gealable, 24, l,

Academic Instruction and Student Behavior Gunter and Denny stated in an article on the connections between instructions and students with emotional and behavioral disorders, “the relationship between low academic achievement and problem behavior has been articulated clearly (Kauffman 1997,). In fact, most students with emotional and behavioral disorders (E/BD) have academic difficulties (Ruhr & Bellingham, 1992) to which their failure in school and later life often is attributed (Meadows, Neely Scott, & Parker, 1994). A sense of the magnitude of the academic deficits of students with E/BD is imparted by the results of the National Longitudinal Transition Study (N LTS) (Wagner, 1989). Students with E/BD obtained lower grade point averages than any other group of student with disabilities. Approximately 50% had failed one or more of their courses in their most recent school year, and over 66% failed the competency exam for their grade level, with only 1/3 of the students identified with E/BD completing school (Chesapeake Institute,1994; U.S. Department of Education, 1995). As a group, students with E/BD are at high risk of failing to master basic academic skills that are critical for postschool functioning.” (p. 44) Research has shown there is a correlation between academics and behavior. Why do you think this correlation exists? Gunter, P. L. & Denny, R. K. (1998) Trends and issues in research regarding academic instruction of students with emotional and behavioral disorders. Behavioral Disorders, 24, l,

Instructional Match Gickling, E. & Armstrong, D. (1978) Journal of Learning Disabilities, 11,

What Are the Major Factors That Affect Behavior? What are some (external) factors that affect or contribute to behavior? Categorize the ideas into major ideas. What are the major factors?

Antecedents: Fast Triggers Who? Where? When? What? What could you do to increase the likelihood that this behavior will occur (task, peers or adults involved, subject, assignment, setting)?

Antecedents: Slow Triggers Who? Where? When? What? Slower acting, ongoing contributors to behavior. Disabilities, instructional mismatch, trauma reactions, poor nutrition, fatigue, family stressors….

Determine the Function of the Behavior Develops a hypothesis or theory Examines why the behavior occurs Perceived function or motivation for behavior

Traditional Approach to Managing Challenging Behaviors (Knoster and Lapos, 1993) Challenging behavior Perception of noncompliance Look to “Control “or “Punish” Design/apply manipulative interventions to have power over student Maintain/increase challenging behaviors Student’s needs remain unaddressed

Effective Behavior Support (Knoster and Lapos, 1993) Challenging behavior Perception of unmet needs Look to understand needs & develop hypothesis Design/deliver prevention/ intervention strategies based on hypothesis Reductions in challenging behaviors by learning alternative skills Meet needs in a more socially acceptable manner Personal growth improves self control Improved Quality of Life

Determining the Motivation for the Behavior Avoidance (What is avoided by the behavior?) Gains (What is gained or achieved by the behavior?)

Make a Statement About the Behavior When {antecedent/trigger} occurs The student does {behavior of concern} In order to {perceived function} The student currently does (behavior) (# or %).

Reflection Questions Can you think of a time when you were a child that you did something you were forbidden to do? Even though you would have received (or did receive) a punishment if you were caught, did that knowledge actually stop your behavior from occurring? Why did you still do this behavior? What did you really gain or avoid from this behavior ? What does this tell us about punishment & reinforcement ?

Scenario #1 You are driving 20 miles an hour above the speed limit. A police officer pulls you to the side of the road and writes a citation that results in a hefty fine and 3 points on your license. For the next month, you travel at or below the speed limit on that particular highway. P or R Connie Hebert, 2002

Scenario #2 Shannon, a kindergarten student, regularly disrupts story hour by yelling rude comments (i.e. You’re stupid, That’s nuts, That’s poopy). When Shannon begins her comments, the teacher reminds her to use her kind words, but eventually sends her to the office. The office receptionist, Ms. B, remarks that she cannot understand why Shannon is so disruptive in the class since she is such a good little helper in the office. P or R Connie Hebert, 2002

Scenario #3: Molly sometimes fails to produce her math homework for Mrs. Y, the fifth grade math teacher. Molly has never in previous school years had difficulty with completing homework and she doesn’t have any difficulty with math skills during class. Mrs. Y’s rule regarding homework is that failure to produce homework results in an automatic loss of recess. During recess time, Molly readily and independently completes her math homework. Within the past month, Molly’s homework completion percentage has decreased to below 50%. P or R Connie Hebert, 2002

Does Reinforcement or Punishment Work? Why would reinforcements or punishment not stop behaviors from occurring? Do they change behavior long term?

Are We Thinking Proactively or Reactively? Proactive Reactive Preventative Stop something from occurring Act as a result Driven by circumstan ces Fore planning & thinking Driven by values

Are We Managing or Changing Behaviors? Managing Behaviors Reactive “Controlling” a behavior for the moment Has consequences Has clearly defined expectations Direct and concise language Changing Behaviors Proactive Has long term effects, not just for the moment Consider the function of behavior Teaching behaviors –Discipline “Disciplina” = Teaching Reinforcing behaviors. Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development

Behavior Plan ProactiveReactive Environment Physical Setting Social Factors Instructional Environment Teaching Replacement Behaviors Coping Skills Specific Skills Respond Reinforce Positive Behaviors Correct for Non- Compliance Manage

Homework Behavioral assessment of student due Research article on a specific behavior strategy due Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5 th Ed., New York: Wiley & Sons, chpt.8.