Evidence Based Interventions for Classroom Management

Evidence Based Interventions for Classroom Management

This is a brand new booklet and seminar based on the twenty evidence based strategies in classroom management as determined by Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). We took their information and expanded on it with real examples from the field and included an interactive booklet so participants can leave with a plan for their own classrooms.

The expression classroom management conjures images of discipline and control for many in and out of the field of education.  If one were to take a universal approach, it is the creation of a supportive climate that has an environment set up for success, where replacement behaviors are taught, and responses are reframed to reinforce the replacement behavior rather than the use of a reactive approach which feeds the target behaviors. Brophy (1999) stated, “the most successful teachers approach management as a process of establishing and maintaining effective learning environments” (p.44). Teachers who are successful establish expectations for behavior and then teach, imprint by modeling, practice, and give behavior specific praise for those efforts throughout the year. Furthermore, successful educators monitor and pace their classroom lessons while proactively seeking to encourage appropriate behavior through design (Allen, 2010).

Student success has been directly linked to effective classroom management (Marquez et al.,2016). Professional development (PD) in classroom management has erroneously been assumed to have occurred in school-wide positive behavior support training (Sugai & Horner, 2002). School-wide positive behavior support (PBIS) training is given in all day seminars, covers copious amounts of information, and relies on educators to go back to their school redeliver the information and implement the strategies with fidelity and consistency. PBIS training is systemic training. It focuses on changing the systems in place rather than specific classroom management strategies (Barrett, Bradshaw, & Lewis-Palmer, 2008).

 

What are some of the evidence based strategies for classroom management?

There are 20 general practices that met the criteria for evidence-based classroom management strategies (Simonsen et al., 2008). Within these 20 general practices are five empirically-supported critical features (a) maximize structure, (b) post, teach, review, monitor, and reinforce expectations, (c) actively engage with students in observable ways, (d) use a continuum of strategies for responding to appropriate behaviors, and (e) use a continuum of strategies to respond to targeted behaviors (Simonsen et al., 2008). The 20 general practices found by Simonsen et al. (2008) are listed below:

Each one of the categories on the right will be given through examples from the field. Stories to illustrate the effectiveness of strategies will be told. This is an interactive presentation and participants will leave with ideas they can use the next day. We will also make electronic files available to the school to begin their own online repository of evidence based strategies that are relevant to their grade levels and clientele.

Suggested Agenda. This can be modified to suit your needs.

8:30-9:15- Introduction and Beginning Your Plan For Using This Booklet

9:15-10:00- Maximizing Structure

10:00-10:15- Break

10:15-11:30- Post, Teach, Review, Monitor, and Reinforce Expectations

11:30-12:45- Lunch

12:45-1:30- Actively Engage Students in Meaningful Ways

1:30-2:15- Use a Continuum of Strategies to Acknowledge Appropriate Behavior

2:15-2:30-Break

2:30-3:15- Use a Continuum of Strategies to Respond to Targeted Behavior

3:15-3:30- Building a Repository of Interventions for Your School

 

 

References

Allen, K. (2010). Classroom management, bullying, and teacher practices. Professional Educator. 34(1).

Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10(2), 105-114.

Brophy, J. (1999). Toward a model of the value of aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85.

Colleen, B. (2016) Professional development with video modeling: Effects on behavior specific praise in general education classrooms, ProQuest LLC, Ph.D. Dissertation, George Mason University.

Kerr, M. M., & Nelson, C. M. (2006). Strategies for Addressing Behavior Problems in the Classroom (5th ed). Upper Saddle River, NJ: Pearson Education.

Marquez, B., Vincent, C., Marquez, J., Pennefather, J., Smolkowski, K., & Sprague, J. (2016). Opportunities and challenges in training elementary school teachers in classroom management: Initial results from classroom management in action, an online professional development program. Journal of Technology and Teacher Education 24(1), 87-109.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008) Evidence-based practices in classroom management: considerations for research to practice, Education and Treatment of Children, 31(3).

Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50.

What Works Clearinghouse (2006). U.S. Department of Education.

Wynkoop, K.S. (2016) Watch this! A guide to implementing video modeling in the classroom. Intervention in School and Clinic, 51(3), 178-183.