Classroom Management SPEC 534 Session #2. Objectives Identify the factors that contribute to student...
-
Upload
abel-lynch -
Category
Documents
-
view
214 -
download
0
Transcript of Classroom Management SPEC 534 Session #2. Objectives Identify the factors that contribute to student...
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