1. Manipulating the Classroom for Student Success Jorge Preciado, Ph.D. Deborah Hudson, Ph. D.

2. What “kind” of students can display problematic behavior? All students. Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue. We need to learn more about Integrating the critical features of effective instruction and classroom management to be able to help all students.

3. RtI: Multi-Tiered Approach

4. Four School Systems

5. Evidence Based Practices in Classroom Management  1. Provide Really Terrific Instruction (RtI) 2.Maximize structure in your classroom.  3. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.  4. Actively engage students in observable ways. 5. Teach students to self-monitor their behavior  (Sugai et al., 2012)

7. 1. Principles of Good Instruction  Review previous lesson(s)  New material in small steps  Opportunities to respond and check for comprehension  Provide models (Model, lead, test format)  Guide student practice  Check for understanding  Teach to mastery  Scaffold activities  Monitor independent practice  Weekly and monthly reviews  Rosenshine (2012)

8. Teaching Reading is Urgent

9. Poor Reading Skills as a Trigger for Problem Behaviors

10. Expanding Beginning Reading Skills Phonology and Morphology Automaticity and Prosody: Reader’s Theatre Morphology Letter Sounds Paragraph Shrinking

11. Further Expanding Beginning Reading Skills Phonology and Morphology Automaticity and Prosody: Reader’s Theatre Morphology Letter Sounds Paragraph Shrinking  Increase opportunities to read  Teach spelling  More writing opportunities

12. 2. Maximize structure in your classroom.  Develop Predictable Routines  – Teacher routines: volunteers, communications,  movement, planning, grading, etc.  – Student routines: personal needs, transitions,  working in groups, independent work, instruction,  getting, materials, homework, etc. Sugai et al., 2012

13. Expectations Routines Be SafeBe ResponsibleBe RespectfulTeacher Responsibilities Passing out Paper Place papers on students desk Hand each student a paper Praise student for passing out papers Praise class Classroom Expectations Matrix

14. Action Plan for Teacher  * Generate action plan content (observable and measurable behaviors to address deficits)  * Potential action plan items may include:  – Describe predictable routine for entering classroom,  turning in homework, (or others that are identified as missing)  – Rearrange furniture to ensure better supervision

15. 3. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.  Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students’ behavior in natural context & provide specific feedback. Evaluate effect of instruction review data, make decisions, & follow up. Sugai et al., 2012

16. Establish Behavioral expectations/Rules A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. Publicly post the rules. Should match SW Expectations

18. Establish Behavioral expectations/Rules Operationally define what the rules look like across all the routines and settings in your school. One way to do this is in a matrix format.

20. Expectations & behavioral skills are taught & recognized in natural context!

25. Prompt or Remind Students of the Rule Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

26. 4. Monitor Students’ Behavior in Natural Context Active Supervision (Colvin, Sugai, Good, Lee, 1997):  – Move around  – Look around (Scan)  – Interact with students Provide reinforcement and specific praise to  students who are following rules. Catch errors early and provide specific, corrective  feedback to students who are not following rules.  (Think about how you would correct an academic  error.)

27. Acknowledge and Recognize

28. Evaluate the effect of instruction  Collect data  – Are rules being followed?  – If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions

29. 5. Teaching Self-management Behaviors  Teach learner to identify the "target" behavior.  Examples: on-task, assignment completed and turned in, problem behavior (e.g., self-stimulation; swearing)  Teach learner how to do the self-management behavior(s) needed  When and how to monitor and record; how to chart  How to self-evaluate  How to self-deliver reinforcers, when, and how much to deliver  How to self-recruit feedback and reinforcement  How to set goals

30. Continued  Create and maintain a "back up" system to insure the maintenance of self-management behaviors  There must be reinforcement for self- management or it will not maintain over time  Monitor for correct use of the self- management procedures and for success with the target behavior  Correct performance and modify procedures as needed  Interestingly, self-management performance need not be “perfect” to affect target behavior, but you should monitor and encourage accuracy