1. Changing the Classroom Structure to Enhance Student Success
Jennifer Tate, BCBA, LCSW
Janice Gont, Diagnostic Teacher, M.Ed.
ILCCBD Conference
February 6, 2016

2. Thoughts for the day What do we want students to get out of school?
How does the classroom structure change to fit current students?
How do we tap into student interest to increase engagement?
How do we ensure students get what they need from an activity?

3. THE BIG IDEAS ENGAGEMENT Engagement in the classroom environment
Check for academic problems
Identify the underlying function of behaviors
Eliminate behavioral triggers
Redefine the behavioral goal as a replacement behavior
Rule out the most likely cause for misbehavior first
Be flexible in responding to misbehavior
Manage behaviors through strong instruction
-Intervention Central
Engagement in the classroom environment
Engagement in the academic material
Use interest
Alternate activities based on learning preferences
Engagement in the learning process
Contest/Competition
Data collection
Incentives

4. Functions that Maintain Behavior
Escape/ Avoidance
Attention Seeking
Obtain/ Access to preference
Sensory stimulation/ Automatic

5. Engagement Impacts Function
Engaged in learning
School is less aversive
Reduction of negative behaviors

6. Preventative Strategies
Be flexible about what the class looks like
Use attention getters
Support during less structured activities
Preferential Seating
Predictability
Proximity to Staff
Extended Processing Time
Establish Rapport

7. Learning preferences can change over time in response to
We all have a preferred learning style, or method we take in and process information best.
Learning preferences can change over time in response to
Environment
Emotions
Social Skills
Physical needs
Psychological needs
Auditory
Visual
Kinesthetic
Tactile

8. Visual Learners… Prefer visual representations of information
Have difficulty remembering verbal instructions
Prefer visually modeled directions / steps
Typically enjoy books
Use color to organize information
Need to see the teacher
Typically ask questions
Prefer quiet work time
Tend to be daydreamers
Can be shy
Doodlers…
Tidy …. Can have anxiety about organization YET… may come across as disorganized.

9. Classroom Strategies for Visual Learners…
Visual Schedules
Written/ Visual directions
Task strips – directions/ steps
Videos to reinforce concepts
Seating close to teacher or where instruction is occurring
Quiet area for independent work tasks
Allow time to calm/ breaks

10. Auditory Learners… Prefers lecture format/ verbal directions
Verbally/ socially outgoing
Likes to explain things
Enjoys music
Talkative…
Prefers study groups/ small groups for learning
May be a slow reader
Easily distracted by noise/ talking
Can get lost when directions are missed
May take in information quickly and need additional challenge
May have difficulty reading information and then writing answers on tests – prefers to listen

11. Classroom Strategies for Auditory Learners…
Verbal presentation of tasks, may need to repeat.
Time for small group discussion
Extension activities ready for additional challenge
Tests read aloud
May want calming music while working
Breaks with sound/ music/ movement/ peer buddy

12. Tactile/Kinesthetic Learners…
Like to move!
Can have difficulty with body regulation
Like sports, movement activities
Learn by imitation- like practicing skills
Learn by touching/ exploring with hands on
Enjoys games
Impulsive
Like to touch others – can be affectionate
Like to talk about feelings
Prefer comfortable clothing
May have difficulty reading or are unmotivated to read
Need clearly defined TIME LIMITS
Need movement to engage memory/ retrieval

13. Classroom Strategies for Tactile/ Kinesthetic learners…
Priority seating near teacher/ where instruction is occurring
Technology! IPADs, touch screens/ devices
Movement breaks regularly!
Movement based learning/ practicing rote skills (ex: jumping while counting, air spelling, clapping when reading words)
Stand vs. sitting when appropriate
Fidget items ( squishy ball, putty, squeeze item)
Hands on exploration of concepts (centers)
Apply learning to rhythm, rhythmic movements to enhance memory
Timer for activities

14. Enhancing Engagement Multi- modal learning
Addresses multiple ways simultaneously to strengthen learning preferences while maximizing engagement.
Verbal strategies
Visuals
Movement Strategies
Hands on strategies
Strategies targeted can consider independent and instructional levels for students
Allow for differentiation at multiple learning levels and diverse behavioral learning needs.

15. Maximizing Multi-modal Strategies
Tic- Tac- Toe charts
Learning preference/ flexible groupings
Multi- ability groupings ( strength based)
Interest groupings – can be motivating to the “unmotivated”
OTR – Opportunities To Respond
Successful at maximizing engagement with students having behavioral challenges in the classroom
Versitle… whole group, small group, individualized
Can incorporate multi-modes to respond based on needs
**How do you facilitate the skill work with students who have behavioral needs? Strengths based approach
Organizing student groups with learning preferences in mind so that groups are collaborative and represent multi modes of learning.

16. Flexible Classroom Environments
(Imbeau & Thomlinson, 2010)
Classroom
Dysfunctional
Adequate
Orderly,
Orderly restrictive &
Orderly enabling
Takes into consideration behavioral and learning needs by allowing students to learn in ways that meet their strengths, learning preferences, and body needs.
Takes into consideration behavioral and learning needs by allowing students to learn in ways that meet their strengths, learning preferences, and body needs.
Orderly enabled classrooms promote flexibility in relation to meeting students needs, while not sacrificing structure.

17. What do orderly “enabled” classrooms look like?
Well established routines/ expectations
Ongoing modeling, teaching, practice and reinforcement of routines and expectations
Routines & Structure
Calm Down Spot – quiet area
Learning areas sensitive to learning needs
Flexible
Set- up
Enabling students to make choices that support their interests, preferences
Flexibility to avoid power struggles with challenging students
Structured choice opportunities

18. Moving Forward…

19. Contact Information
Jan Gont
Jen Tate