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

2. CLASSROOM MANAGEMENT

3. 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.

4. 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Deficits in Communication Skills *Withdrawn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.

5. 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.

6. 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

7. 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

8. Example of Visual Classroom Rules

9. 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

10. 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

11. 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

12. 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).

13. 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

14. Applied Behavior Analysis
ABA coaching-part-1/

15. 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

16. 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

17. PBIS

18. 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

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

20. 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.

21. 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

22. Functional Behavior Assessment

23. 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

24. 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

25. 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