Establishing Training Capacity for Classroom Management Heather Peshak George, Ph.D. Kim Herrmann, S.S.P. University of South Florida Marla Dewhirst Illinois PBIS Network Forum for Change - SWPBS: Integrating Systems for All Students October 30-31, 2008 – Chicago, IL
23
Embed
Establishing Training Capacity for Classroom Management Heather Peshak George, Ph.D. Kim Herrmann, S.S.P. University of South Florida Marla Dewhirst Illinois.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Establishing Training Capacity for Classroom
ManagementHeather Peshak George, Ph.D.
Kim Herrmann, S.S.P.University of South Florida
Marla DewhirstIllinois PBIS Network
Forum for Change - SWPBS: Integrating Systems for All StudentsOctober 30-31, 2008 – Chicago, IL
2
Agenda
• Introduction to Classroom PBS: Team Consultation Guide
• Get to Know the Guide
3
Classroom Consultation Guide
• Designed by Florida’s Positive Behavior Support: Response to Intervention for Behavior Project (FLPBS: RtIB)
• For teachers, it allows for classroom consultation without waiting for an “expert” to arrive
• For support staff, it is an effective resource• http://flpbs.fmhi.usf.edu/revision07/second
• Overview– How to use the Guide– Classroom Problem-Solving Process
• Step 1: Identify and Analyze the Problem– Getting Started: Looking at Your School-Wide Data– Looking At Classroom-Level Data– Classroom Assessments– Direct Observation Data– Creating Your Problem Identification Statement, Hypothesis and Goals
• Step 2: Develop the Plan– Completing The Intervention Plan– Using Resources & Tools to Assist in Plan Development
• Teaching Behavior• Reward Systems• Responding to Problem Behavior • Environment• Curriculum and Instruction
• Step 3: Implement the Plan• Step 4: Evaluate the Plan• Worksheets
– Classroom Assessment Tool (CAT)– Analyzing Patterns– Classroom Intervention Plan
Table of Contents
TAB 1
TAB 2
TAB 3TAB 4TAB 5
Su
b t
ab
s
Step 1: Identify and Analyze the Problem
Step 2: Develop the Plan
Step 3: Implement the Plan
Step 4: Evaluate the Plan(Response to Intervention)
What do we do about it?
What’s the problem and why is it happening?
How do we do it?
Is it working?
Problem-Solving Process
9
Step 1: Identify & Analyze the Problem
• Looking at Class-Wide Data• Office Discipline Referral data
– by time – by motivation – by administrative decision
• Data may be collected on: • entire classroom of students • select individuals within classroom
• Target those select individuals that are responsible for the bulk of incidences
OR
• Target the entire class to obtain more specific information if many students are engaged in problem behavior or to help clarify problem areas
11
Analyzing Patterns Worksheet(see slides 12-14)
• Data Gathered
• Problem Identification Statement
• Goal Statement
• Circumstances Behavior is Most/Least Likely
• Possible Function (s) of the Behavior
• Hypothesis Development
Data Gathered
Circumstances Behavior is Most/Least Likely
Problem Identification Statement
Goal
Statement
Possible Functions of Behavior
Hypothesis
Development
15
Step 2: Develop the Plan
• With classroom teacher, review and select appropriate interventions based upon hypothesis statement• Read the narrative of each section• Look through the examples/tools• Consider other available resources• Select strategies that are feasible and
agreeable to the teacher
16
Intervention Design
• Resource sections in the Guide include:– Teaching Behavior– Reward Systems– Responding to Problem Behavior– Environment– Curriculum and Instruction
• Remember to consider resources available at your school
• Complete the Intervention Plan (see slides 17-18)
Tea
chin
g B
ehav
ior
Rew
ard
Sys
tem
s
Res
po
nse
to
P
rob
lem
Beh
avio
rE
nvi
ron
men
tC
urr
icu
lum
&
Inst
ruct
ion
19
Step 3: Implement the Plan
•Coordinate with everyone involved and decide on a start date
•Be sure those implementing the plan have been trained on it prior to starting
•Record data during implementation & use it to monitor effectiveness of the plan
•Provide regular feedback to teacher
20
Step 4: Evaluate the Plan
•Is the plan working?
YES NO•Plan to maintain the intervention (include generalization & fading procedures)
•Modify existing plan or develop a new plan•Consider referring back to problem-solving team if intervention isn’t working
21
• Did we meet the intervention goal?– (Review the Goal Statement on the Analyzing
Patterns Worksheet)
• Are there:– decreases in problem behavior?– increases in appropriate behavior?– achievement of broader goals?– durability of behavior change over time?– increases in academic achievement?
Step 4: Evaluate the Plan
22
Implementation Fidelity•Implementation monitoring
(Is it really happening?)
•Establish plan for tracking individual and group performance• Daily tally of incidents and rating of task engagement• ODRs for classroom
•Determine schedule for monitoring• Implementation• Outcomes