Classroom Systems: Targeted Group Intervention

1. Classroom Systems: Targeted Group Intervention C.J. Frank Norfolk City Public Schools Dr. Kristy Lee Park, BCBA George Mason University

2. Got problems?

3. Is this an option?

4. How about this?

5. All are options, but are they… • Evidence-based? • Best practice? • Proven to work? • Effective? • Logical? • LEGAL

6. 9 Year Old Arrested at School (WINK News 10/15/08) Don’t use PUNISHMENT that will land you on the front page ….. 9-year-old girl was arrested at Royal Palm School on Tuesday and is now facing two felony charges for battery on an education employee. The report says the girl purposely spit on her two teachers while they tried to control her.

7. Presentation Focus • Basics of classroom management: What every teacher should know • Example of a class-wide strategy: Good Behavior Game

8. 9 Year Old Arrested at School (WINK News 10/15/08) EXTRAI EXTRA! Read all about it” The Education Professional who brought you the new Craftmatic Adjustable Shamwow Chia Px90 George Forman Grilling Jack LaLane Juicing Ab Flexer Behavior Modifier! Guarantee: No more problematic behaviors! 9-year-old girl was arrested at Royal Palm School on Tuesday and is now facing two felony charges for battery on an education employee. The report says the girl purposely spit on her two teachers while they tried to control her.

9. ACT NOW! • If it sounds too good to be true… It probably is!

10. One behavior management strategy will not work for all

11. 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.

12. This is not a special education issue. It is aneducationissue.

13. Let’s talk about BOB • 6th grade inclusion math teacher • 10 years teaching in elementary and middle schools in Virginia Beach • Referred a student for behavior support

14. Problem Behaviors • Problems with TALKING, Teasing, Telling Jokes, Telecasting feelings…

15. Which student?

16. Classroom Management Tiers For ALL students in the Class Universal Some students who need additional academic or behavioral support Targeted Intensive Few students who may need individualized, function-based intervention

17. UniversalClassroom Management WHO: Class-wide, available to ALL students WHEN: Taught at the beginning of the year and reviewed & prompted throughout WHAT: Rules, Routines, and Arrangements

18. TargetedClassroom Management WHO: Some students WHEN: Strategies that teachers are likely to put in place at the first sign that students are struggling, minor problem behaviors WHAT: Interventions that provide additional prompts to encourage appropriate behaviors and discourage inappropriate behaviors

19. IntensiveClassroom Management WHO: Few students WHEN: When patterns of problem behaviors are starting to develop WHAT: Interventions that individualized and address the function of the behavior

20. Evidence-Based Management Strategies (Fairbanks, Sugai, Guardino, & Lathrop, 2007) 1. Rules 2. Predictable environment 3. Good instruction 4. Strategies for when students do the right thing 5. Strategies for when students do NOT do the right thing Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.

21. Classroom Rules My 3 Classroom RULES Do your rules tell the students what you want them to do? • Do what I say • Refer to rule number 1 • RepeatMy WAY or the HYWAY

22. Classroom Rules My 3 Classroom RULES • One person talks at a time • Raise hand and Wait to be called • Talk it out during TALK TIME

23. Predictable Environment Maximize STRUCTURE & PREDICTABILITY in your classroom 1. Physical layout of the classroom • Physical arrangement that minimizes distraction • Physical arrangement that minimizes crowding • What’s your classroom traffic flow? • Any blind spots in the classroom?

24. Predictable Environment Maximize STRUCTURE & PREDICTABILITY in your classroom 2. Classroom Routines • Procedures when students come in the mornings • Procedures during small group work • Procedures during teacher instruction • Procedures during group work • Procedures when leaving the classroom

26. Good Instruction – Active Engagement • Provided the class different ways to participate and respond during instruction time • Choral responding • Thumbs up / Thumbs down Example: Mr. Paper (student with ASD) subtly flips up thumb when he does not want to talk

27. Active Supervision • Grow a pair of eyes behind your headM.S.I. • Move around • Scan • Interact • Specific praise to students who are following rules • Catch errors early and provide specific, corrective feedback to get them back on task

28. Get to know the student The Two-By-Ten Intervention (Mendler, 2000) • Made a commitment to spend 2 minutes per day for 10 consecutive daysto get to know the student • Asked about his day, talked about things he liked • Did not talk about problem behaviors during these times Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.

29. Strategies for when students do the right thing Continuum specific and contingent praise • Marbles in a jar • Punch cards • Mystery motivator

30. When students talked out • Error correction • “What’s the rule?” • “You were ___________, You need to…” • “Do it” and move on

31. Strategies for when students did not follow rules • Look • Wait, paused instruction for 10 seconds • Error correction • Think Sheet • Time out card

32. BEFORE they used these strategies The worst class ever

33. The Best Class Ever AFTER they used these strategies

34. Classroom Management Strategy: Good Behavior Game

35. Classroom Management Strategy: Good Behavior Game What is it? • Class-wide intervention to reduce problem behavior Description: • Defined expectations • Divided class into two teams • Set cut off level • When a student shows a problem behavior, point is given to the team. • Team with the least amount of points wins. (Barrish, Saunders, & Wold, 1969)

36. Classroom Management Strategy: Good Behavior Game • Rules: One person talks at a time, Raise hand and Wait to be called, Talk it out during TALK TIME • Define problem behavior • Call Outs: The student talks, calls out, or makes verbalizes without teacher permission

37. Classroom Management Strategy: Good Behavior Game 3. Quick data on who was talking out and how often Baseline: range: 19-49 average: 25 4. Made teams based on the data 5. Class decided on what they will earn in the prize box

38. Call OUTS in a 6th grade classroom Baseline GBG No GBG GBG GBG + Mystery Motivator

39. Classroom Management Strategy: Good Behavior Game 6. Set talk out cut off level at 3 7. Explained rules to class • Set time and subject (Math, 30 minutes) • Let students know when game was starting 10. T.A. marked when students talked out

40. Classroom Management Strategy: Good Behavior Game 10. At the end of the game, talk outs counted 11. Team with least points wins

41. Good Behavior Game Team 1 Team 2

42. Good Behavior Game: Troubleshooting Tips for using the Good Behavior Game: • Look at the data… is the problem behavior going down? • Assigning points consistently when you observe misbehavior • Do not get pulled into arguments with students about points • Reliably giving rewards to Game winners. • Do not overuse the Game.

43. Call OUTS in a 6th grade classroom Baseline GBG No GBG GBG GBG + Mystery Motivator

44. Call OUTS in a 6th grade classroom Baseline GBG No GBG GBG GBG + Mystery Motivator

45. Fade out

46. Call OUTS in a 6th grade classroom Baseline GBG No GBG GBG GBG + Mystery Motivator

47. Comments or Questions