1. Classroom Management SPEC 534 Session #2

2. Objectives Identify the factors that contribute to student behavior, including the impact educators have on student behavior –Determining the factors that contribute to behavior Implement a systematic approach to identifying, assessing, and addressing behavioral concerns to promote student growth –Assessing behavior/baseline –Determining the functions of behavior and defining the problem

4. Descriptions vs. Judgments Descriptions –See, Hear, Touch –Evidence based –Specific language Judgments –Inferences –Feelings –Assumptions

5. Defining a Behavior of Concern Observable –Can be seen or heard Measurable –Can be counted Specific –Can be clearly understood and agreed upon by others

6. The Numbers and Words About Data Quantitative data (Numbers) –Instructional level –Frequency –Duration –Overall progress Qualitative data (Words) –Environmental conditions Setting Relationships –Intensity –Developmental level –Function of behavior

7. Observational Based Assessment Clearly define the behavior to observe –Observable (can be seen) –Measurable (can be counted) –Specific (clear terms, not vague, no room for a judgement call) Observe at least 3 times –Different/same settings –Different/same times –Different/same activities

8. What Should Be Recorded? Student name Date(s) of observation Observer Location Type of activity Duration of observation Targeted behavior for observation

9. Tally/Frequency Jon hits another student Jon leaves his seat during story time Jon throws blocks Behavior Occurrence Count: 8 within a 15 minute observation.

10. Duration Average duration of behavior: 18/30 minutes = 60% of the time. SettingStart time Stop time DurationTotal time Story10:0510:116 minutes Seat10:1610:259 Blocks10:3110:35418 minutes

11. Momentary Interval 123456789 Story ++-++---+ Seat +---++-++ Blocks -+-----+- Percentage of behavior occurrence: 15/27 = 55.5%

12. Time to Practice Choose a format to collect quantitative data. –Tally/Frequency –Duration –Momentary Watch the video Causes pain to the cat.

13. Narrative or Anecdotal Logs Observation –Describes directly what is seen or heard in context –Factual Reflection –Personal reflections or perceptions –Analysis of student strengths and weaknesses

14. ABC’s of Behavior Antecedents –What occurs immediately before the inappropriate behavior? Behavior –What behavior actually occurred? Consequences –What occurs immediately after the inappropriate behavior?

15. Reflection Questions Can you think of a time when you were a child that you did something you were forbidden to do? Even though you would have received (or did receive) a punishment if you were caught, did that knowledge actually stop your behavior from occurring? Why did you still do this behavior? What did you really gain or avoid from this behavior ? What does this tell us about behavior?

16. Determine the Function of the Behavior Develops a hypothesis or theory Examines why the behavior occurs Perceived function or motivation for behavior

17. Traditional Approach to Managing Challenging Behaviors (Knoster and Lapos, 1993) Challenging behavior Perception of noncompliance Look to “Control “or “Punish” Design/apply manipulative interventions to have power over student Maintain/increase challenging behaviors Student’s needs remain unaddressed

18. Effective Behavior Support (Knoster and Lapos, 1993) Challenging behavior Perception of unmet needs Look to understand needs & develop hypothesis Design/deliver prevention/ intervention strategies based on hypothesis Reductions in challenging behaviors by learning alternative skills Meet needs in a more socially acceptable manner Personal growth improves self control Improved Quality of Life

19. Determining the Motivation for the Behavior Avoidance (What is avoided by the behavior?) Gains (What is gained or achieved by the behavior?)

20. Antecedents: Fast Triggers Who? Where? When? What? What could you do to increase the likelihood that this behavior will occur (task, peers or adults involved, subject, assignment, setting)?

21. Antecedents: Slow Triggers Who? Where? When? What? Slower acting, ongoing contributors to behavior. Disabilities, instructional mismatch, trauma reactions, poor nutrition, fatigue, family stressors….

22. Make a Statement About the Behavior When {antecedent/trigger} occurs The student does {behavior of concern} In order to {perceived function}

23. Homework Read –Foster-Johnson, L. and Dunlap, G. (1993) Using functional assessment to develop effective, individualized interventions for challenging behaviors. –MacDonald, M. R.& Kunkel, S-H. (2002) The Path To Positive Classroom Management. Z. Dubah Press. pp 108. 111. – Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5 th Ed., New York: Wiley & Sons, chpt.8. Begin observations of student –Bring next week your observations & narrative logs (ABC ) Locate a research article on a specific behavior strategy due 9/24