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EDUCATIONAL PSYCHOLOGISTS

STOIC: CLASSROOM MANAGEMENT

• S Structure for success

• T Teach expectations

• O Observe and monitor

• I Interact positively

• C Correct fluently

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CHAMPS: FOR EXPECTATIONS FOR AN ACTIVITY

• C

• H

• A

• M

• P

• Can students talk to each other during this activity?

• How do students get teacher attention and their questions answered?

• What is the activity, task or objective? What is the end product?

• Can students move about? What are the rules about movement?

•  Is there full participation? What does work behavior look or sound like?

THE CLASSROOM CHECKUP

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THE CLASSROOM CHECK-UP

1.  Assess classroom 2.  Feedback 3.  Menu of options 4.  Select intervention(s) 5.  Monitor, review, and revise

THE CLASSROOM CHECK-UP

1.  Assess classroom q  Teacher interview q  Build rapport q  Classroom ecology checklist q  Classroom observation

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THE CLASSROOM CHECK-UP

2.  Feedback q  Coach/consultant provides feedback on assessment

findings q  Feedback includes strengths and needs

THE CLASSROOM CHECK-UP

3.  Menu of options q  Teacher and coach/consultant collaboratively develop a

menu of options for intervening to create positive classroom outcome(s)

q  The menu considers q  Student learning style, strengths and needs q  Evidence-based practices q  Teacher instructional style q  Support for implementation q  Goal for the student and the class

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THE CLASSROOM CHECK-UP

4.  Select interventions q  Teacher chooses intervention(s) to implement q  Coach/consultant provides ongoing support for

implementation

THE CLASSROOM CHECK-UP

5.  Monitor, review and revise q  Teacher self-monitors implementation of intervention(s) q  Teacher takes data on outcome(s) related to

intervention(s) use q  Consultant/coach explores data with teacher q  Consultant/coach observes in classroom at least three

times q  Teacher and consultant/coach makes joint decisions on

maintenance or revision of plan

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EVIDENCE BASED PRACTICES

EVIDENCE-BASED PRACTICES (EBP)

•  What are EBP? •  Practice supported by research findings and/or

demonstrated as being effective through a critical examination of current and past practices.

•  What criteria are used to define them? •  How were these criteria identified? •  Have they stood the tests of time?

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OVERVIEW: EXAMPLE

EBP CMS NAC NPDC Antecedent Package

(0-16) (17-21) Modifications of events that typically precede the occurrence of a target behavior. These alterations are made to increase the likelihood of success or reduce the likelihood of problems occurring.

(3-18) Includes choice; cueing/prompting; environmental enrichment/modification; errorless learning; incorporating special interests, thematic priming

Antecedent-based Interventions (EC-MH) Includes using highly preferred activities, changing schedule/ routine, implementing preactivity interventions, offering choices, altering the manner in which instruction is provided, and enriching the environment

EBP CMS NAC NPDC

Antecedent Package

(0-16) (17-21) (3-18) (EC-MH)

Behavioral Package

(0-16) (0-21) (EC-MH) Differential reinforcement, extinction, reinforcement (EC, E) Discrete trial training (E) Time delay

Cognitive Behavioral Package

(0-16)

Comprehensive Behavioral Treatment for Children

(0-16) (0-9) (EC,E) Discrete trial training

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EBP CMS NAC NPDC

Functional Behavior Assessment

(EC-MH)

Functional Communication Training

(EC-E)

Joint Attention Intervention

(0-16) (0-5)

Modeling (0-16) (3-18) (E-MH) Video modeling

Multi-component Package

(0-16)

Naturalistic Teaching Strategies

(0-16) (0-9) (EC-MH)

EBP CMS NAC NPDC

Parent-implemented Interventions

(EC-E)

Peer-implemented Interventions

(0-16) (3-14) (EC-E)

Picture Exchange Communication System

(0-16) (EC-E)

Pivotal Response Training

(0-16) (3-9) (EC-E)

Response Interruption and Redirection

(EC-MH)

Visual Supports (0-16) Schedules

(3-14) Schedules

(EC-MH)

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EBP CMS NAC NPDC

Self-management

(0-16) (3-18) (EC-MH)

Social Interventions

(0-16) Social Communication Intervention (0-16) Social Skills Package

(EC-MH) Social Skills Groups

Social Narratives

(0-16) Story-based Intervention Package

(6-14) Story-based Intervention Package

(EC-MH)

Speech Generating Devices

(EC-MH)

Structured Teaching

(0-16) (EC-MH)

EBP CMS NAC NPDC

Task Analysis (EC-MH)

Technology-based Treatment

(0-16) (E-MH) Computer-Aided Instruction

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TEN MINUTE TOOLS

Autism Observation Walk-Through Instrument: General Education

Classroom Environment/Operation Curriculum/Instruction Teacher/Staff Interactions Inclusive Practices

Ƒ Classroom areas clearly defined

Ƒ Materials are organized, accessible, and at appropriate cognitive/developmental level of student

Ƒ Smooth/efficient transitions occur between activities for student

Ƒ Individualized visual supports utilized

Ƒ Daily classroom schedule posted

Ƒ Student specific schedule utilized

Ƒ Student specific behavior expectations visible and positively worded

Ƒ Student specific environmental accommodations used to prevent or minimize problem behaviors

Ƒ Individualized reinforcement systems used

Ƒ Student independence encouraged by all staff

Ƒ Staff allows adequate response time

Ƒ Instruction adapted to student’s abilities & learning styles

Ƒ Work systems individualized

Ƒ Student actively engaged in learning

Ƒ Visual supports utilized to support student comprehension

Ƒ Social skills instruction is embedded in curriculum and/or taught to student

Ƒ Instruction includes:

· IEP goals

· Content standards

· Functional skills

· Play/Leisure

Ƒ Special interests incorporated into student’s instruction

Ƒ A.T. is available to support student’s learning

Ƒ Individualized communication system/s in place

Ƒ Sensory needs built into student’s instruction

Ƒ Data drives instruction

Ƒ Staff interactions with student is positive

Ƒ Communication among staff limited to programming and student focused

Ƒ All staff are engaged with student

Ƒ Confidentiality of student is preserved

Ƒ Student is in age-appropriate general education settings

Ƒ Student participates with nondisabled peers in classroom/non-classroom routines

Ƒ Student engaged in same subject matter with needed modifications

Ƒ Student interacts with and is supported by nondisabled peers

Ƒ Related service personnel deliver therapy within or across instructional activities

Ƒ Peers, support staff and other personnel recognize and support student when needed

Ƒ Evidence of collaboration between spec/gen. ed. teachers

Copyright © OCALI 2013 No part of this document may be reproduced, copied, distributed, modified, or adapted, without the prior written permission of OCALI.

Student:

District/Classroom Teacher:

Observer:

Date of Observation:

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Autism!Observation/Walk3Through/Instrument:/Student/Specific!Student:!!!

District/Classroom!Teacher:!!

Observer:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Date!of!Observation:!!

!

Classroom/Environment/Operation/ Curriculum/Instruction/ Teacher/Staff/Interactions/ Inclusive/Practices/❏ Classroom!areas!are!clearly!

defined!

❏ Materials!are!organized,!accessible,!and!at!appropriate!cognitive,!

developmental!level!of!student!

❏ Smooth/efficient!transitions!occur!between!activities!for!student!!

❏ Individualized!visual!supports!are!utilized!

❏ Daily!classroom!schedule!is!posted!❏ Student!specific!schedule!is!used!❏ Student!specific!behavior!

expectations!are!visible!and!

positively!worded!

❏ Student!specific!environmental!accommodations!are!used!to!

prevent!or!minimize!problem!

behaviors!

❏ Individualized!reinforcement!systems!are!used!

❏ Student!independence!is!encouraged!by!all!staff!!

❏ Staff!allows!adequate!response!time!!

❏ Instruction!is!adapted!to!student’s!abilities/learning!styles!

❏ Work!systems!are!utilized!❏ Student!is!actively!engaged!in!

learning!

❏ Visual!supports!are!utilized!to!support!student!comprehension!

❏ Social!skills!instruction!is!embedded!in!curriculum!and/or!

taught!to!student!!

❏ Instruction!includes:!o EBP!

o IEP!goals!

o Content!standards!

o Functional!skills!

o Play/Leisure!

❏ Special!interests!are!incorporated!into!student’s!instruction!

❏ A.T.!is!available!to!support!student’s!learning!

❏ Individualized!communication!system/s!is!in!place!

❏ Sensory!needs!are!built!into!student’s!instruction!

❏ Data!drives!instruction!

❏ Staff!interactions!with!student!is!

positive!

❏ Communication!among!staff!is!

limited!to!

programming!and!

student!focused!

❏ All!staff!are!engaged!with!

student!

❏ Confidentiality!of!student!is!

preserved!

❏ Student!is!in!ageOappropriate!general!

education!settings!

❏ Student!participates!with!nondisabled!peers!in!

classroom/nonO

classroom!routines!

❏ Student!is!engaged!in!same!subject!matter!with!

needed!modifications!

❏ Student!interacts!with!and!is!supported!by!

nondisabled!peers!

❏ Related!service!personnel!deliver!

therapy!within!or!across!

instructional!activities!

❏ Peers,!support!staff!and!other!personnel!

recognize!and!support!

student!when!needed!

❏ Evidence!of!collaboration!between!spec/gen.!ed.!T’s!

!

CHECKLISTS FOR TIERS I, II, AND III

THE NEST MODEL

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PROFESSIONAL DEVELOPMENT RESOURCES

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IDEA PARTNERSHIP

•  Characteristics •  Supports/interventions •  Eligibility (US standards) •  Programming •  Functional behavior assessment

http://www.ideapartnership.org/index.php?option=com_content&view=article&id=1493

IDEA PARTNERSHIP

•  PowerPoint slides •  Presenter guides

•  Notes for each PowerPoint slide •  Activities •  Questions •  Resources •  Glossary

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TEXAS AUTISM RESOURCE GUIDE FOR EFFECTIVE TEACHING

•  Evaluation for Identification and Programming and Issues Related to Eligibility and Diagnosis

•  Educational Implications (Characteristics) •  Evaluation •  Interventions •  Glossary

http://www.txautism.net/manual.html

FUNCTIONAL BEHAVIOR ASSESSMENT

THE Z IGGURAT MODEL BY ASPY AND GROSSMAN

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FUNCTIONAL BEHAVIOR ASSESSMENT

•  Functional assessment attempts to discover the reason(s) why behavior occurs

•  Intervention without understanding of the function is often ineffective or effective only for a short period of time

•  Mandated by IDEA

ABC-ICEBERG

•  Assesses patterns of behavior with an understanding of the characteristics of ASDs

•  Adapted from functional behavioral assessment and the iceberg metaphor

•  Prevents a “band aid” approach to intervention •  Prevents punitive approaches

© Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D

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Specific Behaviors

Underlying Characteristics* # ___ ____________________________

# ___ ____________________________ # ___ ____________________________ # ___ ____________________________ # ___ ____________________________

Antecedent(s) Behavior

Consequence(s)

       

© Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D. *As determined through the Underlying Characteristics Checklist

ABC-Iceberg

Underlying Characteristics*

Specific Behaviors

Antecedent(s) •  Sequence change •  Unexpected event •  Activity interrupted ���

Behavior Difficulty with change

Consequence(s) •  Attention from adult •  Verbal/physical��� redirection •  Change occurs ���

• Drops to floor • Whines • Yells about the change • Cries • Stiffens body

*As determined through the Underlying Characteristics Checklist © Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.

ABC-Iceberg Chad

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COMMON BEHAVIOR FUNCTIONS ON TRADITIONAL FBA MEASURES

•  Escape/avoidance •  Adult/peer attention •  Tangible items •  Access to preferred activities •  Sensory stimulation

WHAT INTERVENTIONS WOULD YOU DESIGN FOR THIS

STUDENT? 36

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Underlying Characteristics*

Specific Behaviors

Antecedent(s) •  Sequence change •  Unexpected event •  Activity interrupted ���

Behavior Difficulty with change

Consequence(s) •  Attention from adult •  Verbal/physical��� redirection •  Time to calm •  Change occurs ���

• Drops to floor • Whines • Yells about the change • Cries • Stiffens body

*As determined through the Underlying Characteristics Checklist © Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.

ABC-Iceberg Chad

The items identified from the Underlying Characteristics Checklist (UCC) for a particular child should be the basis for intervention. They are the behaviors underlying the behavior -- the real reasons for the behavior.

Underlying Characteristics*

Specific Behaviors

Antecedent(s) •  Sequence change •  Unexpected event •  Activity interrupted ���

Behavior Difficulty with change

Consequence(s) •  Attention from adult •  Verbal/physical��� redirection •  Time to calm •  Change occurs ���

• Drops to floor • Whines • Yells about the change • Cries • Stiffens body

*As determined through the Underlying Characteristics Checklist © Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.

ABC-Iceberg Chad

[14] Has eccentric or intense preoccupations

[18] Has problems handling transition and change

[19] Has strong need for closure [24] Interprets words literally

[52] Displays poor problem-solving skills

[87] Difficulty identifying and expressing emotions

[89] Difficulty managing stress and/or anxiety

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WHAT INTERVENTIONS WOULD YOU DESIGN FOR THIS

STUDENT? 39

THE ZIGGURAT MODEL ASPY & GROSSMAN