Pennsylvania Training and Technical Assistance Network Classroom Management for Coaches: Targeted...

Pennsylvania Training and Technical Assistance Network

Classroom Management for Coaches: Targeted Assistance for the Classroom Teacher

May 18, 2011Dennis C. Cullen M.A., BCBA

PAPBS Implementer’s Forum

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the

Bureau of Special Education, and to build the capacity of local

educational agencies to serve students who receive special

education services.

PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary

Aids and Services before considering a more restrictive environment.

Objectives

• Define the elements of effective classroom management

• Describe the use of checklists and tools for coaching around classroom management

Evidence

Evidence-based Practices in Classroom Management: Considerations for Research to PracticeSimonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of Children

• Meta-analysis of evidence-based effective classroom management practices

Evidence-Based Practices

1. Maximize structure 2. Post, teach, review, monitor, and

reinforce a small number of positively stated expectations

3. Active engagement4. Acknowledge appropriate behaviors5. Establish continuum of strategies to

respond to inappropriate behavior

MAXIMIZE STRUCTUREEvidence-Based Practices

Maximize structure

• Structure– Amount of teacher or adult-directed activity– Explicitly defined routines– Design and physical arrangement of

classroom• Permanent structures• Placement of furniture• Traffic flow• Teacher/student areas• Visual displays

MINIMIZE CROWDING

& DISTRACTION

Maximize Structure

• More Structure– More appropriate academic & social

behaviors– Greater task involvement– Friendlier peer interaction– More helpful behaviors – More attentive behavior – Less aggression

POSITIVELY STATED EXPECTATIONS

Evidence-Based Practices

Positively Stated Expectations

• Post• Teach• Review • Monitor• Reinforce

Positively Stated Expectations

Positively Stated Expectations

• Post• Teach• Review • Monitor• Reinforce

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Positively Stated Expectations

• Pairing RULE-INSTRUCTION with FEEDBACK and REINFORCEMENT leads to the largest gains.

• Active Supervision - decreases in classroom-wide minor behavioral incidents.

ACTIVELY ENGAGE STUDENTS

Evidence-Based Practices

Actively Engage Students

• Increased pace for opportunities to respond– Increase on-task behavior– Increase in academic engagement– Decrease in disruptive behavior– Increase in number of correct responses

Actively Engage Students

• Opportunities to Respond• Direct Instruction• Peer tutoring• Computer Assisted Instruction• Guided Notes

ACKNOWLEDGE APPROPRIATE BEHAVIOR

Evidence-Based Practices

Acknowledge Appropriate Behavior

• Continuum– RANGE of evidence-based strategies

– Focus on identifying and recognizing APPROPRIATE classroom behavior

Acknowledge Appropriate Behavior

• Specific Contingent Praise• Group Contingencies• Behavior Contracts• Token Economy Systems

RESPONDING TO INAPPROPRIATE BEHAVIOR

Evidence-based Practices

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Responding to Inappropriate Behavior

• Continuum– Range of evidence-based strategies

– Decrease the likelihood of inappropriate behavior

Responding to Inappropriate Behavior

1. Brief, contingent, & specific error correction

2. Performance feedback3. Differential reinforcement4. Planned ignoring5. Response cost6. Time out from reinforcement

Responding to Inappropriate Behavior

• Brief, Contingent, & Specific Error Correction– Informative statement – States the observed behavior– Informs what should be done in the future– CONCISE

• E.g. “Diane, you called Dennis a disrespectful name. If Dennis is bothering you, you can let him know that he needs to stop. If he doesn’t stop, you can get help from an adult.”

Responding to Inappropriate Behavior

• Performance Feedback– Provide students with data about target

behavior– Teacher specifies

• Target behavioral criterion• Reward if criterion is met

– Can be used to track positive behaviors

Responding to Inappropriate Behavior

• Differential Reinforcement – CONTINGENT reinforcement when student engages in– Low rates of an undesired behavior– Behaviors other than the undesired

behavior– An alternative behavior– An incompatible behavior

Responding to Inappropriate Behavior

• Planned Ignoring– Systematically withhold attention from a

student WHEN he or she performs the undesired behavior

Responding to Inappropriate Behavior

• Response Cost – when a stimulus (token) is removed contingent upon the student engaging in undesired behavior – Related to

• Value of tokens & Reinforers• Rate & schedule the student can earn tokens

Responding to Inappropriate Behavior

• Time out from Reinforcement – student removed from reinforcing environment to a less reinforcing environment contingent upon an undesired behavior

COACHING CLASSROOM MANAGEMENT

Targeted Support

Coaching Classroom Management

• Checklists– Classroom Management: Self-

Assessment Revised– Geoff Colvin's Classroom Strategies

(adapted)– Best Practice Classroom Management

Checklist– FLPBS Project Classroom Assistance Tool

Coaching Classroom Management

• Activity Directions– Review the Checklists– Complete the Table

• Identify advantages• Identify disadvantages• Identify how you as a coach might use one of

the tools• BE PREPARED TO SHARE!

• You may work individually or in teams. Have completed worksheet when done.

Objectives

• Define the elements of effective classroom management

• Describe the use of checklists and tools for coaching around classroom management

Contact Information www.pattan.net

Dennis C. Cullendcullen@pattan.net800-441-3215 ext. 7232

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Carolyn C. Dumaresq, Ed. D., Deputy Secretary

Office of Elementary and Secondary Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education