Classroom Systems: Targeted Group Intervention

Classroom Systems: Targeted Group Intervention

C.J. Frank Norfolk City Public Schools Dr. Kristy Lee Park, BCBA George Mason University

Got problems?

Is this an option?

How about this?

All are options, but are they…

• Evidence-based?• Best practice?• Proven to work?• Effective?• Logical?• LEGAL

9 Year Old Arrested at School (WINK News 10/15/08)

9-year-old girl was arrested at Royal Palm School on Tuesday and is now facing two felony charges for battery on an education employee. The report says the girl purposely spit on her two teachers while they tried to control her.

Don’t use PUNISHMENT that will land you on the front page …..

Presentation Focus

• Basics of classroom management: What every teacher should know

• Example of a class-wide strategy: Good Behavior Game

9 Year Old Arrested at School (WINK News 10/15/08)

9-year-old girl was arrested at Royal Palm School on Tuesday and is now facing two felony charges for battery on an education employee. The report says the girl purposely spit on her two teachers while they tried to control her.

EXTRAI EXTRA! Read all about it”

The Education Professional who brought you the new Craftmatic Adjustable Shamwow Chia Px90 George Forman Grilling Jack LaLane Juicing Ab Flexer Behavior Modifier! Guarantee: No more problematic behaviors!

ACT NOW!

• If it sounds too good to be true…

It probably is!

One behavior management strategy

will not work for all

What “kind” of students can display problematic behavior?

All students. Students with/without labels who are served in

general/special education can display problematic behavior.

This is not a special education issue.

It is an education issue.

Let’s talk about BOB

• 6th grade inclusion math teacher

• 10 years teaching in elementary and middle schools in Virginia Beach

• Referred a student for behavior support

Problem Behaviors

• Problems with TALKING, Teasing, Telling Jokes, Telecasting feelings…

Which student?

Universal

Targeted

Intensive

Classroom Management Tiers

For ALL students in the Class

Some students who need additional academic or behavioral support

Few students who may need individualized, function-basedintervention

Universal Classroom Management

WHO: Class-wide, available to ALL students

WHEN: Taught at the beginning of the year and reviewed & prompted throughout

WHAT: Rules, Routines, and Arrangements

Targeted Classroom Management

WHO: Some students

WHEN: Strategies that teachers are likely to put in place at the first sign that students are struggling, minor problem behaviors

WHAT: Interventions that provide additional prompts to encourage appropriate behaviors and discourage inappropriate behaviors

Intensive Classroom Management

WHO: Few students

WHEN: When patterns of problem behaviors are starting to develop

WHAT: Interventions that individualized and address the function of the behavior

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Evidence-Based Management Strategies (Fairbanks, Sugai, Guardino, & Lathrop, 2007)

1. Rules2. Predictable environment3. Good instruction4. Strategies for when students do the right thing5. Strategies for when students do NOT do the right

thing

Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.

Classroom Rules

My 3 Classroom RULES1. Do what I say2. Refer to rule number 13. Repeat

My WAY or the HYWAY

Do your rules tell the students what you want them to do?

Classroom Rules

My 3 Classroom RULES1. One person talks at a time2. Raise hand and Wait to be called3. Talk it out during TALK TIME

Predictable Environment

Maximize STRUCTURE & PREDICTABILITY in your classroom

1. Physical layout of the classroom• Physical arrangement that minimizes distraction • Physical arrangement that minimizes crowding• What’s your classroom traffic flow?• Any blind spots in the classroom?

Predictable Environment

Maximize STRUCTURE & PREDICTABILITY in your classroom

2. Classroom Routines• Procedures when students come in the mornings• Procedures during small group work• Procedures during teacher instruction• Procedures during group work• Procedures when leaving the classroom

Good Instruction – Active Engagement

• Provided the class different ways to participate and respond during instruction time

– Choral responding – Thumbs up / Thumbs down

Example: Mr. Paper (student with ASD) subtly flips up thumb when he does not want to talk

Active Supervision

• Grow a pair of eyes behind your headM.S.I.• Move around• Scan• Interact

• Specific praise to students who are following rules• Catch errors early and provide specific, corrective

feedback to get them back on task

Get to know the student

The Two-By-Ten Intervention (Mendler, 2000)

• Made a commitment to spend 2 minutes per day for 10 consecutive days to get to know the student

• Asked about his day, talked about things he liked• Did not talk about problem behaviors during these

times

Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.

Strategies for when students do the right thing

Continuum specific and contingent praise• Marbles in a jar• Punch cards• Mystery motivator

When students talked out

• Error correction– “What’s the rule?”– “You were ___________, You need to…”– “Do it” and move on

Strategies for when students did not follow rules

• Look• Wait, paused instruction for 10 seconds• Error correction• Think Sheet• Time out card

The worst class ever

BEFORE they used these strategies

The Best Class Ever

AFTER they used these strategies

Classroom Management Strategy: Good Behavior Game

What is it? • Class-wide intervention to reduce problem behavior

Description: 1. Defined expectations2. Divided class into two teams3. Set cut off level4. When a student shows a problem behavior, point is given to the team. 5. Team with the least amount of points wins.

(Barrish, Saunders, & Wold, 1969)


1. Rules: One person talks at a time, Raise hand and Wait to be called, Talk it out during TALK TIME

2. Define problem behavior • Call Outs: The student talks, calls out, or makes verbalizes

without teacher permission


3. Quick data on who was talking out and how often Baseline: range: 19-49

average: 25

4. Made teams based on the data

5. Class decided on what they will earn in the prize box


Call OUTS in a 6th grade classroom

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Baseline GBG No GBG GBG GBG + Mystery Motivator

6. Set talk out cut off level at 3

7. Explained rules to class

8. Set time and subject (Math, 30 minutes)

9. Let students know when game was starting

10. T.A. marked when students talked out


10. At the end of the game, talk outs counted

11. Team with least points wins


Team 1 Team 2Good Behavior Game

Tips for using the Good Behavior Game:

• Look at the data… is the problem behavior going down?– Assigning points consistently when you observe

misbehavior– Do not get pulled into arguments with students about

points– Reliably giving rewards to Game winners. – Do not overuse the Game.

Good Behavior Game: Troubleshooting


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Fade out


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Classroom Systems: Targeted Group Intervention