Principles of Classroom Management in Inclusive Settings Presented by: Keith S. Lockwood, Ph.D.

Skills Teachers Must Have to Manage Behavior within Classrooms In 2001 the Council of Exceptional Children (CEC) identified the following skills: –Knowledge of prevention and intervention strategies –Use of a variety of non-aversive techniques –Establishment of a consistent classroom routine –Plans and implementation of individualized reinforcement and environmental modifications at levels equal to the intensity of the behavior –Integration of academic instruction, social skills, and behavior management for both individual and group –Assessment of appropriate and problematic social behavior

Identifying and Assessing Challenging Behaviors Areas to focus on: –Behavior-age discrepancy; –Frequency and occurrence of behavior; –Number of symptoms; –Persistence of behavior; –Self- satisfaction; –Severity and duration; and –Inner sufferings Evaluation measures should come from 2 different settings Academic and social skills should be considered Information about the child should come from different people

Methods for Assessing Behavior Behavioral Rating Scales Ecological Assessments Classroom Observations ABC Analyses (describe events before behavior occurred; describe the behavior; and the events that followed) Interviews (gather differing perspectives) Standardized Assessments Social Work Evaluations Psychiatric Evaluations Functional Assessments

Positive Behavioral Support Plans (PBS) Recent research validates the use of PBS in inclusive classrooms –Promotes collaboration b/w Gen. Ed and Spec. Ed, as well as parents and administrators Lewis (2000) identified 6 steps in developing PBS Plans: –Define behavior operationally-- clearly state behavior and what is happening –Conduct a Functional Behavioral Assessment (FBA), as indicated in IDEA –Develop a hypothesis about why the behavior is happening –Target a replacement behavior –Teach student the new behavior –Modify the environment to ensure previous behavior does not result in the same outcome

PREVENTION Hierarchy of Discipline Tactics (Organized from the least intrusive and least complex to the most intrusive to the most complicated) Source: From Effective Discipline (2 nd ed ), Smith and Rivera, Exclusion Punishment Time Out Overcorrection Parent Action Self-Management Peer Management Group Contingencies Fines Criterion-specific rewards Contingent Observations Contingent Instructions Rules Ignoring Specific Praise

Teaching Self-Determination Skills Self-Determination is a set of behaviors that include decision making, choosing preferences, and practicing self-advocacy Adoption of this approach may help create and structure instructional settings that are “option rich, responsive, and informational” (Wall & Dattilo, 1995) Can be applied directly or indirectly within the classroom Teachers can develop activities that include: –Social Skills training –Self Evaluation skills –Self Direction skills –Networking and Collaborative skills –Risk taking –Dealing with Stress