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Classroom Interventions and Supports

1.1 SETTINGS EFFECTIVELY DESIGN THE PHYSICAL ENVIRONMENT OF THE CLASSROOM

Description and Critical Elementary What to avoid Empirical Support and Resources
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Design classroom to  All lessons would start out in whole  Requiring students to use one
facilitate the most typical group, so the topic could be specific strategy  This book describes the
instructional activities (e.g., introduced. Whole group would be  Requiring students to be silent benefits of creating a classroom
small groups, whole group, teacher lead, however questions will  Only using worksheets (no that is based around support
learning centers) be posed to students to get them hands on) and inspiration in an early
involved, as well as students will be  Avoid using manipulatives for childhood classroom
asked to share their strategies. anything other than the lesson  Isbell, R. T, & Evanshen, P.
 All students will all be held at hand (2012). Real classroom
accountable during whole group makeovers : practical ideas for
instruction working out the problems early childhood
individually on their own dry erase classrooms. Lewisville, NC:
board. Gryphon House.
 Students would then break up into
small groups to work on problems
individually. Students will be  This book is a guide with
provided with different details and images describing
manipulatives, to allow those who how to set up a classroom to get
work better hands on can use the the most creativity and the most
strategy that works best for them. work out of students
Small groups will be student lead;  Leimanis-Wyatt, M.
however, the teacher should walk (2010). Classroom DIY : a
around and pose questions to students practical step-by-step guide to
to further their thinking. setting up a creative learning
environment. New York:
Arrange furniture to allow  In my classroom I would have a large  Placing desks in rows Routledge.
for smooth teacher and rug in the front of the room for whole  Placing desks too close together
student movement group instruction.  Pushing students beyond their
 Tables and chairs would be placed in limits
groups since many lessons will
involve group work.
 There will be a break area with fidget
toys for students that are feeling
overwhelmed to step out until they
feel more comfortable.

Assure instructional  All material needed for students will  Put materials scattered across
materials are neat, orderly, be in small baskets on or next to their the classroom
and ready for use group of desks, so students do not  Not providing materials at all
have to gather them.  Putting materials out of
 Extra materials will be available to students reach
students in a cabinet or on a shelf that
is the height of the students. This
shelf will be open for students to
gather materials at any time.
 At the beginning of the year students
will be taught where these materials
are and appropriate times for student
get up and get these materials.

Post materials that support  Student work will be hung all over  Requiring students to memorize
critical content and learning the ways, and students can refer to the formulas
strategies (e.g., word walls, student work when they need a  Not posting anything on the
steps for the writing strategy to use. wall
process, mathematical  For math lessons, an anchor chart
formulas) with the lesson of the day and two or
more strategies will be provided in
the front of the class every day.
During group work and independent
work students can come up and view
this anchor chart when they need help
 Any needed formulas will be written
on a formula sheet so that they are
available when needed
Classroom Interventions and Supports

1.2 Develop and Teach Predictable Classroom Routines

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Establish predictable  Activities should be clear and  Switch classroom set up and  This article and the videos
patterns and activities happen at the same order routines without notifying included discuss different
everyday students classroom procedures, attention
 A daily agenda should be posted  Transition to the next task or getting practices, and student
at the front of the room, so next part of the day without jobs that can be helpful in
students are aware what happens giving clear instructions creating predicable classroom
Teach Routines and next setup
procedures directly  Transitions should be clear,  (2013). Procedures and
smooth, and measurable Routines: The Effective
Teacher. New York, N.Y.:
 Students should spend the first  Not laying out expectations for Infobase.
few weeks of school practicing students
procedures modeled by the  Telling students the classroom
instructor procedures without showing  This resource describes how to
 Procedures should be adjusted or them clearly what is expected create routines to reduce
Recognize students when revisited whenever necessary  Do not follow through with problematic behaviors that
they successfully follow  Procedures should be clearly laid procedures happen during times such:
classroom routines and out for all aspects of the day not o For example: If you before or after break times,
procedures just during classroom time. Such state that when you carpet times, getting the classes
as for specials, lunch, recess, ring a bell that attention, etc.
arrival, dismissal, etc. students should be  Cowley, S. (2006). Classroom
silent, to make sure routines. [England]: Teachers
Outline the steps for that the procedure is TV/UK Department of
completing specific taken seriously you Education.
procedures must wait until all
students are
completely
silent before moving
on
 Thank students for following  Calling out students for poor or
directions undesirable behavior in front of
 Make sure to be equitable with the entire class
praise  Give candy bars, toys, or any
 Intrinsic motivations is more other physical items in
powerful than extrinsic exchange for desired behavior
motivation
o Telling a student, they
did a good job and
giving them a pat on the
back is more equitable
and more meaningful
than giving them
something such as a
candy bar

 Make sure that all procedures are clear  Blaming students for not doing
o Example: instead of saying throw your as they were asked if directions
paper scraps in the trash can, tell them to are not clear.
pick up their paper scraps walk them to the o In the example had
trash can and carefully place them in. Any the instructor just said
that fall on the floor should be picked up throw your paper
and placed in the trash can scraps in the trash can,
a student might try to
literally throw them
across the classroom.
Classroom Interventions and Supports

1.3 Post, Define, and Teach Three to Five Positive Classroom Expectations

Description and Critical Elementary What to avoid Empirical Support and Resources
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Expectations should be  Students should have input on a  Expectations should not include  In this book the author does
observable, measurable, portion of the classroom expectations “teacher jargon” that is too hard research on other schools to see
positively stated,  Expectations should be posted across for students to understand why some are doing well and
understandable, and always the classroom and should be referred  Chosen solely based on the others are not. One reason that
applicable to often teacher’s values he saw success were in evident
 There should be school wide and detailed classroom
expectations that are universal from expectations
classroom to classroom  Nunn, L. M. (2014). Defining
student success : the role of
school and culture. New
Involve students in defining  Students get to decide when  Banning technology in the Brunswick, New Jersey:
expectations within technology would be useful for them classroom or using technology Rutgers University Press.
classroom routines in the classroom as a punishment
(especially at the secondary  Allow students to decide when it  Deciding for students all the
level) would be helpful to collaborate with expectations and not taking
others, and when they need to work their considerations into play
alone

 Make sure expectations are reviewed  Not following through with


Obtain student commitment often expectations or not making sure
is support expectations
 When students are not following that all students are following
expectations, redemonstrate them to instructions
make sure that they are understood  Not readdressing expectations
often, this will cause students
not to internalize the
expectations
Classroom Interventions and Supports

2.1 Supervision Use Active Supervision and Proximity

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A process for monitoring  During our lesson, during whole  Allow students to set where they  This film discusses and shows
the classroom, or any group instruction I want all students are hidden, therefore making examples of different student
school setting that to be in view point so that I can see them more likely to get off task behavior categories and how to
incorporates moving, the participation of all students  Only walking around near a watch out for them in the
scanning, and interacting  During group time, or centers for certain group of students (making classroom
frequently with students’ math, I want all desks to be placed so the assumptions these students  (1978). Monitoring Classroom
there is a path way to get from group will cause trouble) Behavior, Part 1. Indiana U
INCLUDES: to group  There should never be a time Instructional Support Ser.
 Scanning: visual when I, the instructor, am sitting
 Ask students how they are doing as
sweep of entire space at my desk, or away from the
they are working in small groups or
students, I want to constantly be
 Moving: continuous individually observing students work, without
movement, proximity  During transactions communicate interrupting students work
 Interacting: verbal with students to make sure that they  Not announcing transitions just
communication in a are aware of what is coming next moving on without giving
respectful manner, any  Speak to students as people not as students time to mentally prepare
precorrections, lesser than you. and gather supplies
noncontingent  All ways speak with a quiet calm  Avoid yelling at students or
attention, specific voice raising your voice at students,
verbal feedback  Start the lesson with what went well creating a more negative
and what did not last lesson and what environment
we as a class can do to improve the  As a teacher only address your
lesson of the day thoughts on what did and did not
 At the end of every day have a go well in a lesson without
community circle where students also letting students chime in
get to discuss how well they think the  Not address how a lesson went at
day went all even if it was unconstructive
Classroom Interventions and Supports

2.2 Opportunity Provide High Rates and Varied Opportunities to Respond

Description and Critical Elementary What to avoid Empirical Support and Resources
Features
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use to support behavior in additional resources?
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A teacher behavior that  Individual or Small group  Not asking students for a  This video describes the
requests or solicits a student questioning response at all proper way to ask “thick
response (e.g., asking a o Draw Popsicle sticks with  Signaling out certain questions” that get students
question, presenting a students’ names on them students for answers to think more deeply and
demand) Opportunities to when no one volunteers to  Only calling on one or two want to get involved in
respond include: answer and not reuse them students discussion
• Individual or small after that student has been  Massicotte, N.
group questioning: called on (2015). Thick thinking
– Use a response pattern o Limit the number of times a means asking thick
to make sure that all student can volunteer to questions. Thousand
students are called on answer a question. Say Oaks, California, United
• Choral responding: “Maybe we can hear from States: Corwin Press.
– All students in a class someone new that hasn’t
respond in unison to a spoken yet,” or something of
teacher question the same aspect
• Nonverbal responses: o Ask students to “call on a
– Response cards, student friend when they are
response systems, guided struggling to answer a
notes question
 Choral Responding:
o During the math portion of
the day, when we are doing
whole group instruction,
students will read the
equation on the board
together
 Nonverbal Responses:
o Thumbs up if you are done
o 1-5 method where students
hold up their fingers with
either a number to show how
comfortable they were with
the question at hand
o Having students raise their
hand when they are done
answering a question
o Have students use their hands
to show the answer they got
for a math equation
Description and Critical Elementary What to avoid Empirical Support and Resources
Features
How can I use this practice in my What should I avoid when I’m What evidence supports this
What key strategies can I elementary classroom implementing this practice practice , and where can I find
use to support behavior in additional resources?
my classroom
Verbal statement that During Class is it important to praise  Do not constantly praise the 
names the behavior students for completing tasks based on same student without praising
explicitly and includes a expectation others
statement that shows  Thank students often for following  Not thank students at all
approval instructions to make them feel good  Scold students more than praise
• May be directed toward an about following expectations them
individual or group  Make sure to address what it was that
• Praise should be provided they did well.
soon after behavior, o For example, if a student is
understandable, sitting on the rug quietly
meaningful, and sincere • instead of just saying “good
Deliver approximately five job _____” you would want
praise statements for every to say “thank you ____ for
one corrective statement being a leader on the carpet
• Consider student by sitting quietly”
characteristics (age,  Use equity with praise by making
preferences) when sure to praise those students who
delivering behavior-specific need it the most
praise, and adjust
accordingly (e.g., praise
privately versus publicly)
2.3 Acknowledgement Use Behavior-Specific Praise

Description
2.3 and Critical
Acknowledgement Continued Elementary What to avoid Empirical Support and Resources
Features
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my classroom
Behavior contracts:  Behavior Contracts  Assuming that students  In this book it lays out behavior
Documenting an agreement  At the have students sign a contract understand the expectations contracting and how to make
between a teacher and that can be hung in the room.  Holding students to different sure that students are being held
student(s) about: (a) Preferable have the expectations on a standards based on whether you accountable for their own
expected behavior, (b) poster and have all students sign the feel they are “good” or “bad” or behavior
available supports to poster saying they understand and are able to succeed  Connolly, T. (1995). The well-
encourage expected will follow all of the expectations. If  Using a token system where managed classroom:
behavior, (c) rewards a student is not following the proper students can lose rewards promoting student success
earned contingent on behavior you can show them the  Displaying how much each through social skill
expected behavior, and (d) poster created and explain that they student in a class has in the instruction. Boys Town, Neb.:
consequences if expected have agreed previously agreed to token economy Boys Town Press.
behavior does not occur (or follow these behaviors and need to be
if undesired behavior does sure that they are doing so.
occur) Group  Group Contingencies
contingencies: All students  All students will be required to follow
have the opportunity to the same expectations and sign the
meet the same expectation same contract to be treated fairly in
and earn the same reward; terms of behavior
the award may be delivered:  Token Economy
(a) to all students when one  Students will have the opportunity to
or a few students meet the earn stickers on their assignments
criterion (dependent), to all when their either got their correct
students if all students meet answers or showed that they put in
the criterion (inter- their fullest effort
dependent), or to each  When students follow expectations
student if the student meets
long term they should have the
the criterion (independent)
opportunity to win a reward any
Token Economies: where from earning a special toy to
Delivering a token (e.g.,
play with on the play ground, to
pretend coin, poker chip,
points, tally mark, stamp) getting a pass that allows them to skip
contingent on appropriate a homework assignment, to an entire
behavior that is class getting a to watch a movie in
exchangeable for a back-up class
item or activity of value to
students
Classroom Interventions and Supports
2.4 Prompts and Precorrections

Description and Critical Elementary What to avoid Empirical Support and Resources
Features
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use to support behavior in additional resources?
my classroom
Reminders that are  Remind students what is  Only addressing  This article discussing
provided before a behavior expected while transitioning expectations at the predicting behaviors based
is expected that describes from one point to another beginning of the year and on your students in a
what is expected: o In math class when never readdressing them kindergarten classroom
• Preventative: take place transitioning from  Assuming all students  Schweinhart, L. J.
before the behavior whole group to understand and moving on (1975). Kindergarten
response occurs individual work I would without assuring that group management and
• Understandable: the say to my students students are aware of the teacher ability to predict
prompt must be understood “Now remember during expectations children's behavior. .
by the student independent work you  Stating expectations in a
• Observable: the student need to be sure you are negative way by telling
must distinguish when the staying quiet so that them what not to do
prompt is present everyone can have time
• Specific and explicit: to work. If you would
describe the expected like to ask your
behavior (and link to the neighbor a question,
appropriate expectation) make sure you are
Teach and emphasize self speaking quietly. Please
delivered (or self-managed) raise your hand if you
prompts have a question for me
and I will come help
you.
 Before moving on ask students to
put a thumb up with they
understand and a thumb down if
they do not, so the ones with a
thumb down can be addressed
 The teacher will demonstrate the
behavior to make sure students
can visualize it (model the tone
of voice, model raising your
hand, show where materials are
and/or how to put materials back
in the proper fashion
Classroom Interventions and Supports

2.5 Error Correction

Description and Critical Elementary What to avoid Empirical Support and Resources
Features
How can I use this practice in my What should I avoid when I’m What evidence supports this
What key strategies can I elementary classroom implementing this practice practice , and where can I find
use to support behavior in additional resources?
my classroom
• An informative statement,  Make sure that you are stating  Yelling at students  In this book the author
typically provided by the corrections in a positive manner  Not letting them know discusses in the state law
teacher, that is given when o For example, instead of what they would like to do the right for students to
an undesired behavior scolding a student for  Correcting students in a their own language. With
occurs, states the observed getting out of their chair negative and/or none that in mind, we need to be
behavior, and tells the during a lesson, ask constructive manner cautious of how we speak
student exactly what the them to please have a back to our students, being
student should do in the seat until they have sure to treat them like
future asked to get up people
• Delivered in a brief,  Speak calmly and respectfully  Perryman-Clark, S.,
concise, calm, and  Telling the student what you Kirkland, D. E., Jackson,
respectful manner, typically would like them to be doing A., & Smitherman, G.
in private (2015). Students' right to
• Pair with specific their own language : a
contingent praise after the critical
student engages in sourcebook. Boston,
appropriate behavior Massachusetts: Bedford /
• Disengage at end of error St Martin's.
correction and redirection—
avoid “power struggles”
2.6 Use Other Strategies to Respond to Problem Behavior

Description and Critical Elementary What to avoid Empirical Support and Resources
Features
How can I use this practice in my What should I avoid when I’m What evidence supports this
What key strategies can I elementary classroom implementing this practice practice , and where can I find
use to support behavior in additional resources?
my classroom
Planned ignoring:  Completely ignoring the  For this video they discuss
Systematically withholding  During a whole group activity, a student and not trying to pros and cons of ignoring
attention from a student student is refusing to join the rest get them involved in the students in the classroom,
when he or she exhibits of the group and instead is activity and maintaining the flow
minor undesired behavior clicking a pen at their desk. At  Continuing to ignore the of the day without
that is maintained first, I would just ignore that behavior when it is distracting other students
(reinforced) by teacher behavior and continue to teach distracting others  (2008). Ignoring
attention the rest of my students  Allowing the behavior to disruptive
 The teacher might go sit with escalate behavior. [London]:
Differential reinforcement: that student while the rest of the  Yelling at the student for Teachers TV/UK
Systematically reinforcing: class is working. The teacher conducting this behavior Department of
• Lower rates of problem might let them know that they Education.
behavior (differential value their contribution and
reinforcement of low rates would have enjoyed working
of behavior [DRL]) • Other with them (DRL)
behaviors (differential  Offer a reward such as getting to
reinforcement of other take a break after contributing in
behavior [DRO]) the group activity (DRO)
• An alternative 
appropriate behavior
(differential reinforcement
of alternative behavior
[DRA])
• A physically incompatible
appropriate behavior
(differential reinforcement
of incompatible behavior
[DRI])
Classroom Interventions and Supports

2.6 Use Other Strategies to Respond to Problem Behavior

Description and Elementary What to avoid Empirical Support and Resources


Critical Features
How can I use this practice in my What should I avoid when I’m What evidence supports this practice , and where can I find
What key elementary classroom implementing this practice additional resources?
strategies can I use
to support behavior
in my classroom
Response cost:  This article discusses the harm that is caused when students
Removing  If a student has a toy or  Reprimanding students lose their recess. This article also discussed alternatives to
something (e.g., item that is distracting when the for not following taking away recess.
token, points) them and disrupting the expectations when  http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/
based upon a class, then the item expectations are not give detail/detail?vid=5&sid=9c718444-f3d5-418c-89b8-
student’s behavior would need to be taken clearly 8af055817b72@sessionmgr104&bdata=JnNpdGU9ZWRzL
in attempts to away  Taking away an item right WxpdmU=#AN=127489691&db=pwh
decrease the  If a student is damaging away even if they are not
behavior classroom materials, disrupting the rest of the
they will need to be class (the student may stop
Time-out from taken away on their own not realizing
reinforcement:  The expectation for they are making noise and
Brief removal of: classroom materials does not need to be
(a) something need to be given to the intervened.
preferred (e.g., students
activity, item) or o If in math we
(b) the student are working
from a preferred with unifix
environment based cubes students
on undesired need to be told
behavior that all
materials need
to stay flat on
their desk
unless asked by
the teacher to
use them.
o Students need
to be told
before you
begin that if
they are not
using the
materials as
directed that
they will be
taken away
early and they
will not be able
to participate
Classroom Interventions and Supports

3.1-3.4 Data System

Description and Critical Tools and Resources for Data Non-Examples of Use Conditions and Examples
Features Collection Method For what types of behaviors will
How can I use this to efficiently track this strategy be appropriate?
What key strategies can I
use to support behavior in student behavior in my classroom?
my classroom
3.1 Counting behaviors:  During our lessons when a  Never take away
Record or document how student is acting out they will be something such as recess  How often a student gets
often or how many times a written down on a chart that is as a punishment out of their chair
behavior occurs (frequency) placed on the teacher’s desk.  The count of a students  How often a student shouts
within a specified period of Each time that student acts out behavior should not be out
time; convert to rate by there will be a consequence such displayed for the rest of the
dividing count by time as needing to go take a break in class to see, this should be
(minutes or hours) observed the break area, or going to privately used
another classroom  Avoid sending students to
3.2 Timing:  When a student is sent to another the principal’s office only  How long a student is up
Record or document how classroom they will need to take send student to the front and out of their chair
long: (a) a behavior lasts a timer with them that they hand office as a last resort  How long a student spends
(duration from beginning to to that teacher so monitor to  Only record disruptive and in the classroom break area
end), (b) it takes for a make sure it is not being altered frequent behavior
behavior to start following  A behavior should occur 3
an antecedent (latency), or or more times to be
(c) how much time elapses considered frequent
between behaviors (inter-
response time)
3.1-3.4 Data System

Description and Critical Features Tools and Resources for Data Collection Non-Examples of Use For what types of Conditions and Examples For what
What key strategies can I use to support Method How can I use this to efficiently behaviors will this strategy be types of behaviors will this strategy
behavior in my classroom track student behavior in my classroom? inappropriate? be appropriate?
3.3 Sampling: Estimating how  Create a percentage of how
often a behavior occurs by  Create a chart to track the time  Not tracking when the often that student is off task
recording whether it happened period in which a behavior occurs behavior is occurring and and track the improvement
during part of an interval (partial and see how that behavior correlates instead scolding the student based
interval), during the whole interval with the time period every time it occurs
(whole interval), or at the end of  Have a timer handy at all times to
the interval (momentary time time a behavior
sampling)
Shorter intervals lead to more
precise measurement
Partial interval is appropriate for
shorter and more frequent
behaviors; whole interval is
appropriate for longer behaviors;
and momentary time sampling
facilitates multi-tasking (you
record at the end of the interval)
 Be sure to write down in a notebook
3.4 Antecedent- or on a piece of paper describing
BehaviorConsequence (ABC)
cards, incident reports, or
what happened before during and  Writing down what is  Throwing materials across
after a behavior happening with a behavior but
office discipline referrals:  If you are having trouble analyzing the rooming
not trying to figure out why
Record information about the why the behavior is occur this behavior is occurring  Being violent
events that occurred before, collaborate with another teacher, the
during, or after a behavioral principal, or the special education
incident teacher to decide why the behavior is
occurring and how the behavior can
be reduced or even stopped
completely

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