1. Classroom Management Strategies and Targeted Interventions Terrance M. Scott University of Florida

2. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). Prevention Rules, Routines, Arrangements Reaction Positive and Negative Consequences

3. Discipline Works When …. Prevention creates more Positive than negative consequences Punishment (failure) Reinforcement (success) 4 : 1

4. Characteristics of Effective Classrooms Effective Classrooms -low incidence of behavior problems -high success rates (80% or better) -Academic learning time/engaged time -time with materials or activities related to the outcome measures that are being used

5. 1. Instruction guided by pre- planned curriculum  learning goals and objectives established.  sufficient allocated time for each goal is established.  curriculum calculated to provides kids several opportunities to learn.

6. 2. Students are carefully oriented to lessons specify goals and objectives modeling pacing questioning prompting appropriate feedback praise corrective feedback low rates of criticism

7. 4. Established standards for classroom and school “ Characteristics of Effective Rules ” Expected behaviors are explicit Rules are stated positively Rules are stated succinctly Rules are stated in observable terms Rules are made PUBLIC…easy to see Ensure enforceability/reward Smaller numbers of rules (about 5) Consistency Rules need to be taught Model the rules for the students

8. 5. Teacher/Student Interaction -high expectation for student learning -incentives and rewards to promote excellence -personal interactions between teacher/student are positive

9. Classroom management Instruction of both academic and social behavior through teaching important rules and developing routines and physical arrangements to maximize the probability that students will be successful with those rules in school and in life.

10. Classroom Management Components Component 1: Teach important behaviors. Component 2: Facilitate student success in the school and in life. Component 3: Measure and communicate success of management by the success of individuals.

11. Classroom Management: Alternative Perspectives No Control –No rules or structure –Students “discover” –What is teacher’s role? Over-control –Strict control of all actions –Harsh consequences –Teacher as authority figure Control refers to our ability to predict behavior under specific circumstances

12. Logic - Effective Management: Academics

13. Logic - Ineffective Management: Academics ?

14. Academic vs. Social Behavior Academics Skills –Factual –Static –Immutable Social Skills –Age dependent –Culturally dependent –Contextually dependent Key Question: What will make students successful when the leave the classroom?

15. Logic for Social Management

16. Effective Classroom Management 2. routines, prompts, cues, seating arrangements, questioning, scanning, etc. 1. rationale, example selection and sequencing, model, supervised practice, effective feedback, etc. 3. Observe behavior during Instruction and in real world, provide feedback & fade

17. Academic - Effective

18. Social - Effective

19. Ineffective Social Management 2. no facilitation of success In the environment 1.just a rule - no models, no Thought to examples or practice ` 3. Ignore positive behavior and no correction for errors

20. Classroom Management Component 1 Instruction

21. Ineffective Instruction: Sets the Occasion for Student Failure

22. Effective Instruction Effective example selection and sequencing Task analysis Facilitate success Delivered at the level of the student Effective instruction is:

23. Instructional Sequence Presentation - tell and model Recitation - student Q & A Individual Work - with teacher feedback -make sure students get it Group work -activities, experiments, etc. -chance to discover application to real world Test - Make sure they have skill fluency

24. Let’s try non-explicit social instruction: What is Zore? The concept is Zore Social Concept All examples are accurate ACTIVITY

25. INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - FAILURE = osh Osh = ?

26. EFFECTIVE MODELS EFFECTIVE PRACTICE TESTING OUTCOMES EFFECTIVE INSTRUCTION = osh Osh = = not osh = osh RED SIDED RECTANGLE SUCCESS = osh

27. Rule Guidelines Development -small number -state positively -concise -concrete - (can model) Implementation -be consistent -be business-like -reinforce compliance

28. Create Matrix

29. Respecting Others WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists

30. Classroom Management Component 2 Routines and Arrangements

31. Smooth and Effective Transitions 1. teach transition rules 2. avoid disruptive practices/routines 3. schedule to minimize transitions 4. Pre-correction - advance organizers 5. create routines

32. Routines: Classroom Transition Examples Rules for Transition out of Classroom Use: insures clean-up and prevents riot on way out of class put items in desk sit quietly wait for teacher to dismiss reinforce quiet/compliant students with first dismissal

33. Routines: Classroom Transition Examples Transition Lottery Use: efficient lesson transitions to undesired subjects teacher numbers all books at transition time, teacher gives directions and gives signal for a lottery teacher pulls numbers from a jar and provides a prize for the student whose number was pulled

34. Select the least intrusive prompt necessary Plan to fade prompts Try to first use prompts as prevention Use prompts as first level of correction Prompts, Cues, & Pre-corrects Chris: prompts

35. Chris

36. Arrangement Prompt

37. Pre-Correction

38. Prompts

39. Classroom Management Component 3 Assessment and Consequences

40. Use the least amount necessary Approximate and/or pair with natural reinforcers Make part of routine and systems Pre-plan and teach consequences Effective Reinforcement Eric: hand raising

41. Use the least amount necessary Pre-plan and teach Use only with reinforcement for replacement behavior Should defeat function of problem behavior Effective Punishment Chris: Punishment

42. Avoid Power Struggles

43. Ignoring Eric: Ignore

44. Targeted Groups Social Skills Instruction to Small Groups

45. 3.1 Teach teacher gives clear set up explanations definition of essential rule description of skill components and variations Skill: Impulse Control

46. 2.8 2.3 Discuss and Engage Skill: Impulse Control

47. 1.2 Teach Listening Key rules are made explicit

48. Model model / demonstrate the skill –select competent and respected students and adults –only the teacher models incorrect responses –select examples from natural context –at least two positive demonstrations of each example

49. 0.2 Model Listening Make clear what the key rules are by pointing them out in each modeling episode

50. 2.4 Model Positive Example Skill: Impulse Control 1.Stop 2.Think 3.Pick an action 4.Go

51. 1.3 Prompts and Pre-Correction

52. 1.9 1.8 Non-Examples Leave a step out and make students identify it 1.Stop 2.Think 3.Pick an action 4.Go

53. 2.7 2.6 Connect Negative and Positive Examples

54. 1.5 1.4 Prompting

55. 2.1 Prompting and Reinforcement

56. Practice role play activities –focus on relevant features –have student "think aloud" –teacher can provide coaching during lesson –teacher may need to prompt appropriate responses –involve all members of the group by assigning tasks / questions –have student self evaluate after activity

57. 0.3 Practice Listening Involve all students in each practice session by giving them jobs and engaging them afterward

58. 1.7 Set-Up Role Play Practice

59. Review & Test 1.review essential rule for the day 2.test on untrained examples through role plays 3.test each student as often as possible (daily) 4.request demonstration of skill whenever possible (verbally or role play) 5.lesson homework

60. 3.3 3.2 Impulse Control 1.Stop 2.Think 3.Pick an action 4.Go

61. 3.5 3.4 Impulse Control 1.Stop 2.Think 3.Pick an action 4.Go

62. 4.04 4.03 Responding to Teacher: Teaching & Modeling Rule: Keep a calm voice and explain

63. 4.07 Responding to Teacher: Practice 4.08

64. 4.09 Engaging a Reticent Student in the Modeling

65. Promoting Maintenance and Generalization Strategies To Use During Training – Use naturally occurring examples within role plays – Use naturally occurring reinforcers – Use appropriate language – Pinpoint activities students likely to engage

66. 0.6 Train for Generalization

67. 4.05 Train for Generalization

68. The University of Florida Doctoral Program In Behavior Disorders Terry Scott Dept. of Special Education PO Box 117050 Gainesville, FL 32611-7050 (352) 392-0701 x 263 terryscott@coe.ufl.edu

69. Like Classroom Management? Rancher The rancher manages the herd of cattle by limiting their movement to the confines of the fenced pasture – this keeps them healthy and accounted for. Contractor The contractor manages the project by overseeing the quality and completion of work – this insures that the project is completed with adequate integrity and in a timely manner. Police Officer The police officer manages the roadway by watching for and responding to violators of the established rules of the road - this helps keep the roadways safe.

70. Like Classroom Management? Teach Important Behavior Facilitate Success Evaluate Individual Success Rancher Contractor Police Officer NO YES NO NO NO YES NO YES NO