Classroom Management for Learners with Disabilities Darlene Gallagher March 2017 University Of Phoenix, SPED525

CLASSROOM MANAGEMENT

Classroom Management Definition Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. The purpose of implementing classroom management strategies is to enhance prosocial behavior and increase student academic engagement. http://www.apa.org/education/k12/classroom-mgmt.aspx

A few Characteristics of Students with Emotional or Learning Disabilities that may influence behavior Characteristics Hyperactive *Challenge Others Argumentative *Difficulty Following Directions Easily Frustrated *Verbally or Physically Aggressive Deficits in Communication Skills *Withdrawn Uses Inappropriate Language *Lying, Stealing Difficulty Reading Social Skills *Complains of being Sick Impulsive *Difficulty in Reading and/or Math Please Note not all students with emotional and learning disabilities display these characteristics.

Guidelines for Establishing Classroom Rules & Procedures For learners With Special Needs Classroom Management begins with classroom arrangement, classroom rules, classroom procedures, and a classroom schedule. Why? The classroom environment in how it is set up with rules/expectations that are visible and clear will effect the behavior of the students in a classroom.

Classroom Arrangement Furniture arranged so teacher can move within the class to monitor and assist students Furniture arranged so students have a clear view of the teacher, smart board, lessons Reduce noises, crowding, and distractions with in the class by use of partitions Make sure learning materials are within reach for students

Classroom rules Classroom Rules State classroom rules positively Create classroom rules with students (if applicable) Use visual supports for classroom rules Keep rules short and to the point for example “Hands to Self”, “Use Walking Feet”, ‘Inside Voices” Post Rules were all students can see them Introduce Rules and Refer to them often in teachable moments

Example of Visual Classroom Rules

Classroom Procedures Classroom Procedures Classroom Procedures for the classroom rules and behaviors in class such as center rotation and standing line need to be practiced often and reinforced when done appropriately. Teach the procedure – Use visual supports Practice the procedure – can practice through role play and social stories. Reinforce when procedure appropriately done Procedures and Rules need to be Consistent and Clear

Classroom Schedule Classroom Schedule Visual Classroom Schedules that depict your classroom daily activities offer the student with disabilities a sense of routine which in turn provides a sense of security. Schedules should: Vary for the days of week but be consistent in use Be visible – posted and undated through out the day Have a Change Card to prepare students for unexpected change in schedule. This procedure should be taught and practiced through the year. Initiate the schedule – when will students use their schedule

Sample Change Card Classroom Schedule The change card for classroom schedules can ease transitions during unexpected changes in the daily routine for a student with disabilities. Example of Change in Schedule Card

APPLIED BEHAVIOR ANALYSIS Applied Behavior Analysis – ABA ABA uses scientific principles of learning and motivation to effectively teach. Seeks to improve specific behaviors while demonstrating a relationship between the procedures used and change in individual’s behavior. ABA uses various techniques such as positive reinforcement to increase appropriate behaviors and social interactions. Other ABA techniques include progress monitoring and manipulating antecedents; both include the importance of instructional content (are activities interesting, age appropriate, student preferences within some lessons and the classroom environment discussed in the previous slides (schedule, rules, arrangement).

ABA continued ABA BASICS Reinforce the Positive Behavior Consequence for Negative Behavior Extinction – Removal of a Reinforcement can be verbal redirection Time Out Response Cost – Withdrawing a favorable activity after each occurrence of target behavior. For example, after displaying physical aggression towards a peer, student compute time is taken away for the afternoon. Differential Reinforcement – positive consequences are used to reduce the strength of undesirable behavior. Example, teacher ignores out of seat behavior and reinforces student while in their seat. Prompting – to help student do the behavior by themselves Systematic

Applied Behavior Analysis ABA https://workingwithact.com/2015/06/08/how-can-behaviour-analysis-help-in- coaching-part-1/

Positive behavior Support for Learners with Disabilities Positive Behavior Support helps school staff create and maintain a safe, supportive learning environment, promote positive life skills, and reduce negative behaviors so that all children can succeed in school. PBS addresses both individual behavior and environmental factors. Plus, the focus is on skills building rather than punishment. Behaviorally Based Approach School Wide, Classroom and Individual Behavior Support Set of Core Behavioral Expectations for whole school Engages all school staff in maintaining expectations Teaches the expectations through out the school through discussions, role plays, and social stories Provides positive reinforcement for appropriate behaviors Consequences for not following expectations Data collection

Positive Behavior Intervention Systems PBIS is the implementation of a school wide Positive Behavior System. The focus of PBIS is to develop individualized interventions that stress prevention of problem behaviors. PBIS involves: Observation of circumstances and purpose of problem behavior Data Collection Teaching Appropriate Behaviors to replace inappropriate behaviors Reinforce appropriate behaviors

PBIS

Example of School-Wide PBIS Expectations BE KIND BE SAFE BE INDEPENDENT Be Kind – examples say hello, shake hands, help others, use inside voice Be Safe – examples hands to self, stay with class, walk inside, listen to teacher Be Independent – examples do your own work, raise your hand, try your best

Benefits of Positive Behavior Supports for Learners with Disabilities Teaches Appropriate Behaviors Uses Positive Reinforcement School Wide Supports Prevents Problem Behaviors

Functional Behavior Assessment Functional Behavior Assessment Definition Functional Behavioral Assessment and/or a Behavior Intervention Plan are designed to identify behavior problems of students and to develop a plan with interventions to address these problematic behaviors. The student in accordance with the Individuals with Disabilities Act (IDEA) must have a FBA or BIP if they present significant behaviors that interfere with their own learning or the learning of other students.

Basic Steps – Functional Behavior Assessment FBA Steps Define Target Behavior Collect Data on ongoing behavior Record - events and behaviors that proceed and follow the target behavior Develop Hypothesis under which target behavior occurs Develop Intervention Plan

Functional Behavior Assessment

Social Interventions to Use with students Displaying social difficulties Teacher set tone in classroom that all students are valuable Develop rapport with students Show students you care, ask about their day, interests Structure learning activities that reduce failure Use student think a louds Encourage students to participate in extracurricular activities Identify students who are detached or appear depressed Refer students to school social worker or counselor if needed Pair student with a buddy peer model for social activities Provide encouragement Social Skills Training Social Stories and role plays

Preparing Instructional Environment for students with disabilities ARRANGING THE ENVIRONMENT INSTRUCTION Learning How does the classroom environment facilitate the teaching learning process.? Is the environment welcoming, structured, and prevents problematic behaviors? 1. Classroom Arrangement 2. Classroom Rules and Expectations 3. Classroom Seating and Centers 4. Classroom Schedule 5. Classroom Procedures How the teacher organizes instructional groups to promote learning and positive behavior. Plus, when to use which instructional arrangement and procedures/rules that pertain to each. Large Group Instruction Small Group Instruction One-to-One Instruction Through different learning techniques students can practice various skills they have been introduced through instruction. This practice of skills can be: Independent Learning Cooperative Learning

References W- http://www.apa.org/education/k12/classroom-mgmt.aspx Vaughn, S. R., & Bos, C.S. () Strategies for Teaching Children with Learning and Behavior Problems, Ninth Edition, Ch. 2 & 4, Boston: Pearson