What Works Clearinghouse: Reducing Behavior Problems in the Classroom

1. What Works Clearinghouse:Reducing Behavior Problemsin the Classroom Michael H. Epstein, Ed.D. University of Nebraska-Lincoln mepstein1@unl.edu

2. Why a Practice Guide onBehavior • Gallup poll results • 20% of children at risk of behavior problems • Relationship between behavior and academic performance • Principals (70%) believe teachers illprepared to maintain classroom order • Less than 15% of staff development is devoted to behavior management

3. Panel Members • Mike Epstein (Chair) – University of Nebraska-Lincoln • Marc Atkins – University of Illinois-Chicago • Doug Cullinan – North Carolina State University • Krista Kutash – University of South Florida • Robin Weaver – Harmony Hills Elementary School Principal (Silver Spring, MD)

4. SRI Staff • Michelle Woodbridge (Study Director, author) • Mary Wagner (Senior Consultant, author) • Jennifer Yu (Researcher, author) • Carl Sumi (Researcher)

5. Practice Guide: Scope • Primary audiences include: – General education elementary school teachers who will implement practices – Elementary school/district administrators who will promote practices • Final product is “more like a consensus panel report than a meta-analysis” in terms of breadth and complexity of topic addressed.

6. Practice Guide:Production Steps • Select chair and panelists • Achieve consensus on recommendations and justify with supporting evidence • Draft document within prescribed time period (approximately 3 mos.) • Receive feedback from IES and a rigorous external peer review process; revise document as necessary Total project timeline = about 8 months

7. Overall Format/Content • Overview – Behavior problems in the classroom • Recommendations – Summary of evidence – Implementation guidelines – Roadblocks and solutions • Appendix – Technical information on studies • Designs, sample sizes, effect sizes • References

8. Recommendation 1 • Identify specifics of problem behavior and conditions that prompt and reinforce it. – Level of Evidence: Moderate – Implementation Guidelines • Concretely describe the behavior problem and its effect on learning. • Observe and record frequency and context of the problem behavior. • Identify what prompts and reinforces the problem behavior.

9. – Potential Roadblocks and Solutions • Cannot collect data and teach at same time – Keep it simple, number of behaviors, time, and frequency • Class has too many problems – Focus on one priority behavior – Record antecedents and consequences • I tried and failed – Give the interventions time to work • Behavior travels into my classroom – Teachers monitor “trouble spots” – Calm and focus students

10. Recommendation 1Level of Evidence • Why Moderate? – Multiple single-subject research studies demonstrated effectiveness of interventions tailored to antecedents and consequences of behavior problems – Only emerging evidence on feasibility of general educator applying assessment- based approaches (Gresham, 2004; Gresham et al., 2004)

11. Recommendation 2 • Modify the classroom learning environment to decrease problem behavior. – Level of Evidence: Strong – Implementation Guidelines • Revisit, re-practice, and reinforce classroom expectations.

12. Guidelines Needed in TheseSituations • Arriving at and leaving the classroom • Distributing materials and turning in assignments • Requesting help form the teacher • Transitioning to new activities or settings • Experiencing interruptions in routines, such as fire drills or substitute teachers • Working independently and in groups • Returning from recess or another class (art, music, or P.E.)

13. Recommendation 2 • Modify the classroom learning environment to decrease problem behavior. – Level of Evidence: Strong – Implementation Guidelines • Revisit, re-practice, and reinforce classroom expectations. • Modify the classroom environment to encourage instructional momentum

14. Recommendation 2 • Modify the classroom learning environment to decrease problem behavior. – Level of Evidence: Strong – Implementation Guidelines • Revisit, re-practice, and reinforce classroom expectations. • Modify the classroom environment to encourage instructional momentum • Adapt or vary instructional strategies to increase opportunities for academic success and engagement.

15. – Potential Roadblocks and Solutions • Teachers do not want to disrupt routines – Time used to practice new routines will increase quality of instructional time in the end – Prepare students well for change; ask students to model new behaviors as reward for appropriate behavior • Do not have time to rethink classroom – Make one change in one setting

16. Recommendation 2Level of Evidence • Why Strong? • – 3 RCTs, 1 QED, and 6 single-subject research studies demonstrated empirical support for: • Preventive classroom management • Direct and differentiated instruction • Peer tutoring Ialongo et al. (2001); Everston (1989); Webster-Stratton, Reid & Hammond (2004)

17. Recommendation 3 • Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate. – Level of Evidence: Strong – Implementation Guidelines • Identify where the student needs explicit instruction for appropriate behavior. • Teach skills by providing examples, practice, and feedback. (McGinnis & Goldstein,1997) • Manage consequences so that reinforcers are provided for appropriate behavior and withheld for inappropriate behavior. (Akin-Little et al., 2004; Brophy, 1982)

18. Instructional Strategies • Explaining the appropriate behavior so that students develop a thorough understanding of school norms. • Breaking each behavioral skill down into concrete, teachable steps. • Modeling the skill and providing a variety of examples of its appropriate use. • Offering opportunities for guided and independent practice. • Prompting and cuing the student about the use of the behavioral skill. • Giving specific feedback, being sure to praise successful approximations and to encourage complete mastery. • Diminishing gradually the external prompts and rewards. • Reinforcing the use of the behavioral skills over time.

19. Using Rewards • Use small rewards frequently, rather than large rewards infrequently. • Deliver rewards quickly after the desired behavior is exhibited. • Reward behavior, not the individual, and communicate to students the specific behavior that led to the reward. • Use several different kinds of rewards selected carefully to ensure that they are reinforcing students. • Gradually begin to reduce and then eliminate rewards.

20. – Potential Roadblocks and Solutions • Teachers fear extrinsic rewards undermine student motivation (Akin-Little et al., 2004; Cameron et al., 2001) - Tie reinforcement to student competence - Reward students with behavior-specific praise • Teaching behavior is beyond my responsibilities - Integrate behavior skill building into curriculum

21. Recommendation 3Level of Evidence • Why Strong? – 5 RCTs and 3 single-subject research studies demonstrated effectiveness of teaching and reinforcing replacement behaviors to reduce inappropriate behaviors • Attention seeking • Social skills • Problem solving • Self management • Self control

22. Recommendation 4 • Draw on relationships with colleagues and families for guidance and support. – Level of Evidence: Moderate – Implementation Guidelines • Collaborate with other teachers for continued guidance and support. • Build collaborative professional partnerships with school,district, and community behavior experts who can consult with teachers when problems are serious enough to warrant help from outside the classroom. (Martens & DiGennaro, 2007; Hughes, Lloyd, & Buss, 2007) • Encourage parents and other family members to participate as active partners in teaching and reinforcing appropriate behavior.

23. – Potential Roadblocks and Solutions • Faculty meetings can be a waste of teachers’ time – Administrators should encourage a culture of professional learning – Use time together productively to joint problem-solve • Behavior consultants expect too much – Focus on what is doable • Parents won’t participate – Communicate regularly with parents

24. Recommendation 4Level of Evidence • Why Moderate? – 1 QED and 1 single-subject study demonstrated peer teacher relationships (i.e., coaching) improved student social skills and engagement – 1 RCT confirmed effectiveness of teachers’ consulting with behavioral experts • Limitation: study conducted specifically with ADHD population – 2 RCTs confirmed positive effect of teacher-parent partnerships • Limitation: study conducted with specific teacher-parent program

25. Recommendation 5 • Implement schoolwide strategies to reduce negative and foster positive interactions. – Level of Evidence: Moderate – Implementation Guidelines • Address schoolwide behavior issues by involving a school improvement team • Collect information on the hot spots throughout the school, such as the frequency of particular schoolwide behavior problems and when and where they occur

26. Identifying “Hot Spots” • Completing teacher surveys that provide general impressions of hot spots in other areas of the school. • Allotting time during staff meetings to discuss schoolwide behavior problems and identify specific times and locations when those behavior problems most often occur. • Organizing teachers and other school personnel in charge of common areas, to observe and document behavior problems throughout the school. • Collecting and analyzing office referral data.

27. Recommendation 5 • Implement schoolwide strategies to reduce negative and foster positive interactions. – Level of Evidence: Moderate – Implementation Guidelines • Address schoolwide behavior issues by involving a school improvement team • Collect information on the hot spots throughout the school, such as the frequency of particular schoolwide behavior problems and when and where they occur • Monitor implementation and outcomes using an efficient method of data collection and allow ample time for the program to work. • If warranted, adopt a packaged intervention program that fits well with identified behavior problem(s) and the school context.

28. Adopting a SchoolwideProgram • What are the types of behaviors we want to promote or reduce in our school? • Is our school willing and able to spend money and time to implement a packaged intervention program? • Are we looking for an intervention that is administered by outside consultants or do we prefer to train existing school personnel? • What are the unique features of our school and how will the intervention fit these features? • How will an intervention fit into our current school schedule and curriculum?

29. – Potential Roadblocks and Solutions • Packaged programs may be too costly – Consider evidence-based programs that meet school needs – If too costly, encourage school staff to observe patterns of problem behavior to assist in formulating an intervention • Nothing will work in our school – School administrators involved and support effort – Secure 80% staff commitment

30. Recommendation 5Level of Evidence • Why Moderate? –1 QED study demonstrated positive effects of schoolwide changes e.g., structure, organization) on student social relationships and acceptance – 4 RCTs and 1 single-subject study documented impact of schoolwide intervention program on reduced problem behaviors • Limitation: RCTs support only specific schoolwide program, not all components of recommendation

31. Principles • Trusting and supportive relationships lay the foundation for positive behavior. • There is increased need for building cultural competence among school communities. • Collecting data is critical in targeting resources and changing strategies to improve behavior.

32. To download and print • http://ies.ed.gov/ncee/wwc/publications/practiceguides/

33. Implications for Practice

34. General Education Teachers • Implement IES Practice Guide recommendations • Develop positive teacher-student relationships • Be data driven • Work in teams with other teachers

35. Special Education Teachers • Implement IES Practice Guide recommendations • Work with general education staff • Be good consumers of research

36. Psychological &Counseling Staff • Be knowledgeable of recommendations • Collaborate with school personnel as partners

37. School Administrators • Support comprehensive staff development programs • Facilitate positive teacher-teacher relationships • Support schoolwide behavior programs • Use schoolwide data systems

38. Parent/Family Members • Alert teachers to practice guide recommendations • Become active partners with school personnel

39. University Faculty • Implement scientifically-based preparation programs • Contribute to evidence base • Enhance research skills in leadership preparation programs

40. Doctoral Studies at the University of Nebraska Contact Michael H. Epstein mepstein1@unl.edu