Classroom Management

SPEC 534

Session #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

Descriptions vs. Judgments

• Descriptions– See, Hear,

Touch– Evidence

based– Specific

language

• Judgments– Inferences– Feelings– Assumptions

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

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

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

What Should Be Recorded?

• Student name

• Date(s) of observation

• Observer

• Location

• Type of activity

• Duration of observation

• Targeted behavior for observation

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.

Duration

Average duration of behavior: 18/30 minutes = 60% of the time.

Setting Start time

Stop time

Duration

Total time

Story 10:05 10:11 6 minutes

Seat 10:16 10:25 9

Blocks 10:31 10:35 4 18 minute

s

Momentary Interval

1 2 3 4 5 6 7 8 9

Story + + - + + - - - +

Seat + - - - + + - + +

Blocks

- + - - - - - + -

Percentage of behavior occurrence: 15/27 = 55.5%

Time to Practice

• Choose a format to collect quantitative data.– Tally/Frequency– Duration– Momentary

• Watch the video

• Causes pain to the cat.

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

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?

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?

Determine the Function of the

Behavior

• Develops a hypothesis or theory

• Examines why the behavior occurs

• Perceived function or motivation for behavior

Traditional Approach to Managing Challenging Behaviors

(Knoster and Lapos, 1993)

Challengingbehavior

Perception of noncompliance

Look to “Control “or “Punish”

Design/applymanipulativeinterventionsto have power over student

Maintain/increasechallenging behaviors

Student’s needsremain unaddressed

Effective Behavior Support(Knoster and Lapos, 1993)

Challengingbehavior

Perception of unmet needs

Look to understand needs &develop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviors by learning alternativeskills

Meet needs in a moresocially acceptablemanner

Personal growth improvesself control

ImprovedQuality ofLife

Determining the Motivation for the

Behavior

• Avoidance (What is avoided by the behavior?)

• Gains (What is gained or achieved by the behavior?)

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)?

Antecedents: Slow Triggers

• Who? Where? When? What?

• Slower acting, ongoing contributors to behavior. Disabilities, instructional mismatch, trauma reactions, poor nutrition, fatigue, family stressors….

Make a Statement About the Behavior

• When {antecedent/trigger} occurs

• The student does {behavior of concern}

• In order to {perceived function}

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. 5th 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