Classroom Systems Oregon PBS March 17, 2004

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Classroom SystemsOregon PBSMarch 17, 2004
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Classroom ODRs (majors only)Tidwell, Flannery,
Lewis-Palmer (in press)
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Shores et al. (1993)

• Students with EBD
• Integrated and segregated placements
• Five hours of direct observation (11-20 days)
• Findings
• 40 of teacher behavior consisted of to do
  statements
• 2.4 praise statements per hour
• Fewer than one-half of student hand raises were
  acknowledged by teacher.
• Teacher Command-Student Compliance-Teacher
  Command was most frequent sequence.

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Wehby, Dodge, Valente, CPRG (1993)

• Students at high risk for EBD
• First-grade classrooms
• Two hours of direct observation across 4 days
  during second half of the school year.
• Findings
• Twenty-four to do statements per hourfor high
  risk group compared to 16 per hour for low risk
  group.
• Twice a many negative statement to high risk
  students.

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Wehby, Symons, Shores. (1995)

• Students with EBD.
• Segregated classrooms and special school
• Eight to ten hours of direct observation (15-20
  days)
• Findings
• Less than 2 praise statements per hour.
• Nearly 26 to do statements per hour to
  children.
• Sixty-four percent of to dostatements were
  social in nature.

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Summary of Descriptive Research (e.g., Wehby,
Shores, Symmons, etc.)

• Low rates of instructional interactions.
• Extremely low rates of praise.
• When interactions occur, most often around
  non-academic issues.
• Most academic activities consist of independent
  seatwork.
• Inconsistent distribution of attention.
• Compliance to a command generally resulted in
  the delivery of another command
• Correct academic responses by a student did not
  occasion teacher praise above chance levels.

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What Effect Do These Interactions Have On Teacher
Behavior (Wehby, 2000)

• Increased levels of inappropriate student
  behavior appears to lead to fewer instructional
  interactions with students.
• Teachers attend more consistently to students
  inappropriate behavior and less consistently to
  appropriate behavior.
• Over time, teachers are getting more
  opportunities to practice less than effective
  teaching practices.

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Hagan (1998)

• 12 middle school students (6th-8th)
• Two settings (successful, unsuccessful)
• Students (academic and behavior)
• Teachers (instruction and behavior management)
• Found statistically different rates of student
  behavior. Teacher behavior appears to account for
  this change
• Rates of attention
• Responses to problem behavior
• Type of responses (e.g., threats)

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Common Mistakes

• Students know what is expected of them
• Absence of clear rules
• Vaguely stated rules
• Punishing students for failure to exhibit a
  behavior that they do not know how to do

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Current Issues within the Field

• Establishing and sustaining instructional rates
  that match the effective teaching literature
• Ratio of attention (appinapp)
• Opportunities to respond
• Correct academic responding
• Assessing classroom and instructional management
• Supporting teachers

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So What Can We Do?
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Social Competence Academic Achievement
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
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Basic Rule

• Design the structure and functions of classrooms
  to increase predictability and to accommodate
  individual and collective need of students.

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Building Blocks

• Sound design of instruction
• Effective curriculum
• Efficient presentation of instruction of
  curriculum
• Proactive behavior management

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Prerequisites

• Appropriate and relevant curriculum
• Meets needs
• Perceived as important
• Appropriate goals and curricula that are fair,
  functional, and meaningful
• Avoid frustration, dissatisfaction, confusion,
  rebellion, etc.

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Classroom Organization
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Classroom Design Considerations

• Physical environment
• Student routines
• Teacher routines
• Behavior management
• Curriculum and content
• Data evaluation and management

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Routines

• Increase predictability and consistency
• Both teacher and student routines
• Build into environment/prompts
• Bear Stops
• Consider common routines
• Lining up
• Meeting personal needs

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Expectations

• Expectations serve as a framework for guiding
  both student and teacher behavior throughout the
  year
• Communicate teacher expectations
• Provide basis for teacher to catch the students
  being good
• Facilitate communication (teacher-student,
  student-student)

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Establishing Effective Classrooms

• Develop plan before school starts
• Determine expectations
• Teach expectations directly
• Use first weeks of school to establish
• expectations and behavior/routines
• climate (laugh, smile, accept student
  ideas)Kameenui Simmons (1990)

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• Determine expectations
• State positively
• Limited to 3-5
• Make public/posted
• Teach expectations directly
• Examples and non-examples
• Involve students
• Teach and re-teach

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• Use continuum of strategies to encourage
  expectations
• teach expected behavior
• increase opportunities for academic and social
  success
• provide positive feedback more often than
  corrections and reprimands (e.g., 4 to 1)
• move from tangible to social reinforcement
• move from external to self-managed reinforcement
• individualize reinforcement

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• Use continuum of strategies to discourage/correct
  inappropriate behaviors
• use strategies for encouraging expected behavior
• attend to students who display expected behavior
• precorrect for problem behavior
• redirect when early problem indicators occur
• Individualize correction procedures
• Evaluate regularly

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Example - Universal

• Elementary school
• 5th grade teacher requested support from PBS team
  on classroom management
• Veteran teacher (20 years)
• High rates of ODRs
• Parents upset
• Teacher thinking of earlier retirement

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What was going on

• 1/3 of all ODRs from teachers classroom
• However, about 1/2 of her students referrals were
  from non-classroom settings
• Seven of the red zone students were in her
  classroom

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Assessment

• In addition to ODRs
• Direct observations
• Student-teacher interactions
• Student engagement
• Met with teacher (librarian, custodian)
• Routines
• Schedules

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What we Did

• Developed 3 lesson plans based on school-wide
  expectations
• Counselor and teacher taught lessons
• Utilized SW Wildcat Paws
• Two students received FBA-BIP (one moved to
  another classroom)
• Simplified classroom routines

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Example - Targeted

• Three 3rd grade teachers, share students
• High number of students with problem behaviors
• Designed a point-sheet tied to SW
• Visual feedback from UO student

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Summary

• Apply features of SW-PBS to Classroom
• Know the Practices and the Data
• We struggle with the Systems that support staff
• Adopt and sustain effective teaching
• Several studies on-going, but just beginning