Based behavior management system - Research Paper Example

? RESEARCH BASED BEHAVIOR MANAGEMENT SYSTEM SUBMITTED BY: SUBMITTED INSTITUTE: TABLE OF CONTENTS: No Topic Page Introduction……………………………………………………………………… 01 1.1 Behavioral management………………………………………………….. 1.2 Reinforcement and consequences………………………………………. 1.3 Classroom rules and procedures…………………………………………. 1.4 Replacement Skills…………………………………………………………. 1.5 Seating Arrangement……………………………………………………… 1.6 Mainstream classrooms (special considerations) ……………………… 2. Behavior Management System (Plan)………………………………………… 2.1 Determining needs……………………………………………………………. 2.2 Setting Rules…………………………………………………………………… 2.3 Reward system and consequences…………………………………………. 2.4 Managing specific behaviors…………………………………………………. 2.5 Involving Parents and other teachers………………………………………… 3. A functional classroom model for mainstream………………………………… 4. Conclusion…………………………………………………………………………… REFRENCES ABSTRACT The purpose of this paper is to come up with a behavior management strategic plan for classrooms (K2, 3, 6 & 8); with special regard to mainstreaming in light of research. For this purpose, the introductory part of the document is composed in light of relevant recent and scholarly research articles. Behavior management plans based on this research, consisting of reward systems, consequences, classroom rules and replacement skills etc follow on in section two and three for a regular and a mainstream classroom respectively. The article is concluded with a brief discussion and comments regarding the work. 1. INTRODUCTION For years, researchers have been trying to come up with functional models of behavior management to be implemented in classroom settings. According to Abbott and colleagues (2010), the best way to manage behavior in classrooms is via teacher’s training. Changes need to be inducted in the teaching practices within classroom settings to ensure smooth running of any classroom (Abbott, et al; 2010). Belvel (2010) argues that teachers should transit their roles from classroom managers to classroom leaders as the first step in adopting a new, better approach to classroom management. Before going any further, the importance of and need for classroom behavior management should perhaps be highlighted. According to Oliver & Reschley (2007), positive educational outcomes are better achieved in a trouble free environment. Climate of a classroom may not ensure the achievement of all educational goals, but it definitely helps in the process (Belvel, 2010). 1.1 Behavior Management in classroom Behavior management of students is today’s biggest challenge faced by teachers, especially at levels K 3-7(Partin, 2009). Teachers have the ability to influence student’s behavior both, positively as well as negatively (Partin, 2009). Research has shown that interventions in management strategies especially at K 5 and K 6 Level are very effective in behavior management and academic achievement is enhanced as a result (Abbott, et al; 2010). 1.2 Reinforcement (and consequences) Research over the past few decades has shown clearly that reinforcement helps in maintaining class control, managing behavior of the students and yielding academic achievement (Porter, 1961; Hall, et al; 1968). Basic explanation of the process of reinforcement is one that follows a behavior, making the behavior more likely to occur again. Agents with whom reinforcement is brought about can be in many forms (Peters, 2010). Partin (2009) has suggested a hierarchy of reinforcers. The lowest level reinforcers are tangible objects, followed by rewarding activities like painting etc, which are at the second level in reinforcement hierarchy. The third level comprises of social rewards. All these three fall in the category of external reinforcers. The top of the hierarchy is governed by reinforcers related to self and these are internal (Partin, 2008). Reward systems work best when progressed stepwise, starting with small reinforcers, building up to big and important reinforcers according to the severity of the behavior under question (Rainwater, 2008). Every well designed behavior management system is complemented by a consequence system (Rainwater, 2008). A small consequence for example could be detention in class during the break for one day or missing an interesting activity period. It is best to inform the parents of the child about the consequence system and explain its importance and purpose to them before hand. Following are some forms of reinforcement based activities that are helpful in managing behavior in classroom: 1.2.1: Class Contract: A class contract is a set of rules, established on the very first day. Children are reinforced on the completion of these rules. For example, if the teacher wants the children to remain silent during the lesson, she may write a contract that if all children will sit silently for a week, they will have two music classes in the following week instead of one. 1.2.2: Token Economy: In this form of reinforcement, the student is given a token of some sort on the performance of a desired behavior and that token can later be exchanged by a reinforcer by the student. 1.2.3: Mystery Motivators: Another form of reinforcers, mystery motivators are charts, with boxes covered by sticking tape. Each time a child performs a desirable behavior, he/she is given the chance to reveal a space on the chart; which may or may not be marked, showing whether or not the class has achieved a pre determined stage of good behavior. This works as a variable motivator/ reinforcer. 1.2.4: Negative Reinforcement: Negative reinforcement refers to the removal of an unpleasant condition from the environment. According to Hughes (2006), this is not a recommended form of reinforcement to be used in classrooms since it causes the presence of a threat and results in intimidation. 1.3 Classroom procedures (Rules) In order to manage a classroom effectively, it is first and foremost for the teacher to set a standard code of conduct. These procedures to be followed or class rules work best if created with the consent of students (Partin, 2009). It is important to display these rules in class, so that the teacher can point out from the chart if somebody breaks these rules. Rules should be simple and easy. 1.4 Replacement Skills Replacement skills are an important part of a positive behavioral support plan. Replacement skills are those, via which an undesirable behavior is replaced by desirable, social and communicative behavior, which leads to the same functional outcome as the undesirable behavior. For example: if a child is yelling or hitting to gain attention, attention is given to the child when he behaves instead. One form of replacement skills training is the “functional communicative training”. In this, the child is taught to communicate his needs in a more desirable manner, by raising hand for instance (Feeley & Jones, 1996). These skills can be used to develop tolerance for delay of reinforcement by slowly increasing the time in which the child is reinforced after performing the desired behavior. 1.5 Seating Arrangement Seating arrangement is crucial to behavioral management in classroom (Partin, 2009). Classroom design should allow for teacher proximity (Belvel, 2010) and it should ensure an open, uncongested and lively environment for the children; that is free from external noise (Patrin, 2009). The class should be arranged in accordance to the teacher’s goals for the students. If the teacher believes that interaction will be encouraged, the seats can be arranged in groups, otherwise, arranging in rows would perhaps be a better option. It is best to announce on the first day that seat fixtures are temporary; this allows the teacher to observe the children for a few days, and then fix their seats according to their behavior (Partin, 2009). 1.6 Mainstream classrooms(Special Considerations) Predictable environments with opportunities for positive learning experiences are necessary for all students, but especially necessary for students with disabilities (Oliver & Reschley, 2007). Mainstream classrooms are those which consist of disabled as well as not disabled students. The Individuals with disabilities education act (1990) clearly states that no discrimination is to be done on basis of disability in the field of public education and disabled individuals are to be allowed access to all vocational programs nationwide (Livelli, 2006). Research however has revealed that teachers are not well equipped with appropriate training to deal with a mixed classroom (Westberg, 1996; Hawkins, et al; 1988). Teachers responsible for creating effective mainstream environments are trained in keeping individual records, keeping track of functional assessment of behavior and they have skills to implement positive behavioral programs in conjunction with instructional methods (Livelli, 2006). 2 BEHAVIOR MANAGEMENT SYSTEM (Plan) Based on the above cited selected research studies, following is a step wise behavior management system, appropriate for level K 2 across K 8. 2.1. Step 1: Determine needs and organize classroom accordingly: Needs: 1) Discipline. 2) Order. 3) Positive Learning Environment. 4) Comfortable teacher student relationship 5) Respectful students. ARRANGEMENT TO MEET THE NEEDS: The first step in designing a behavioral management plan is of course to arrange the classroom (Partin, 2009). Seating Arrangement: Seating arrangement varies with grade level. Seats can be arranged in form of two or three grouped tables; However for levels K 6 and K 8 etc, where lecture may be involved in lesson, it would be better to arrange the seats in form of rows. Physical Environment: The class should b well equipped, decorated, clean and tidy. 2.2. Step 2: Setting Rules (Conveying expected procedures and setting consequences of rule breaking) Oliver & Reschley (2007) have declared rule formation an activity, which helps in managing classroom behavior by preventing undesirable behavior. The next step in behavior management should therefore be to establish classroom rules and procedures, so that the children know what is expected of them and are also aware of the consequences they will have to face in case of rule breaking. It is a good idea to involve students in rule setting. According to Partin (2009), this not only helps children have an influence on their own school lives, but is also a practice of democracy. Rules for all levels should be simple and few in number, ideally five. For younger classes, like K2, K3 etc, it is advisable to word the rules very basically and to describe them what they mean. RULES: 1) Listen carefully when the teacher is speaking. 2) Keep your hands off others. 3) Be kind to others. 4) Work quietly. 5) Be respectful towards the teacher and other students. PROCEDURES: 1) Raise your hand when you want to speak. 2) Ask permission before leaving the class to use the bathroom. 3) Ask permission of others before using their things. 4) Previous day’s lesson will be revised in first five minutes of class every day. 2.3. Step 3: Establishing Reward System and Consequences: REWARD SYSTEM: (Reinforcement) A reward system is very important where reinforcement is being used. Rewards hierarchy goes from basic/physical/ tangibles to social and then self. The teacher’s reward system should be based on the same hierarchy. The basic rewards should be a candy, a pencil, biscuits or any tangible object. Second level reinforcement may include praise, clapping for the student in class or an award/ title for the day. The highest level of reinforcement must involve rewards that are of personal value to the student. Level 1 Reinforcers: Candy, Pencils, Erasers, Popcorn, Cookie form the jar etc. Level 2 Reinforcers: Praise, Mystery Motivators, Economy Tokens. Level 3 Rewards: An extra music class, extra art activity, choosing seat for one self and extra games period. CONSEQUENCES: 1) Rule breaker will be verbally warned in class. 2) Rule breaker will accept and admit in written that he/she has broken a rule. 3) Rule breaker will be isolated from rest of the class for some time. 4) Rule breaker will have to do extra sums of mathematics. 5) Rule breaker will skip a break or a music class. 6) Rule breaker’s parents will be informed. 7) The head of institution will be informed. 2.4. Step 4: Managing specific behaviors: (Via use of Replacement Skills and Reinforcement) Once the rules have been established and conveyed, the teacher should do some behavioral assessment. ABC of behavior must be considered while doing so (Hughes, 2006). The teacher should note the faulty behaviors, their occurrences, the preceding events (antecedents) and the following event, consequences of the behavior. The behavior must be controlled or changed in this step via reinforcement and consequences. 1) Talkative class: If the class is talkative, the teacher must observe why they are talkative. The teacher should then develop a reinforcement plan along with list of reinforcers. Group incentive works well in such situations. The teacher may say: “If the whole class does not make noise for three days, you can have a music class on the fourth day.” This is called the Circle time strategy, where a behavior is dealt with collectively, for the whole class simultaneously (Evans, et al; 2003). Using replacement skills for the same, the teacher can allow five minutes to the class for talking. They can thus talk all they want and be quite during the lesson time. 2) Attention seeking individuals: If some students are disturbing the class, the teacher should analyze the reason behind it. It may be because the child is seeking attention. The teacher should then develop a reinforcement plan to reinforce un-disturbing behavior and paying attention to the student when he/she is not causing disturbance and ignoring the student when he/she is causing disturbance. Giving the student attention when he/she is not disturbing the class is a replacement skill, the child will slowly realize that he/she is getting the required attention without causing disturbance in class. 3) Bullying: Bullies usually have an acceptance issue. The teacher must find out the reason why the student is bullying. Best way to deal with bullying is to isolate the bully from the rest of the class and explain that: ‘I will let you sit with other children when I feel like you will not hit them again’. Such incentives usually work for them. 4) Rule Breaking: Rule breaking is best dealt with warnings and consequences. Since the rules are made with the consent of the class, rule breaking should directly result in reminding of the rule and then warning. If the rule breaking goes on, the child should be given a time out. If it persists, then the child may be referred to the office and the teacher should also involve the child’s parents to avoid rule breaking. 5) Slow workers: Some children can work quicker but do not do so because they don’t pay attention to work. For such student, small reinforcers or token economy works best. Without initiating competition to work quickly, or announcing a “let’s see who finishes first’ kind of activity, the teacher must announce reinforcers for all those who finish the task in a reasonable time. Small reinforcers like praise, candy or a bag of popcorns is enough for improving such behavior. 2.5. Step 5: Involving the parents and other teachers: It is best to inform the school authorities and the students’ parents about your behavior management plan. The authorities must approve the plan before it can be implemented and parents can be helpful in changing the behavior if they know what strategies the teacher is using and how. 3 MODEL OF A FUNCTIONAL MAINSTREAM CLASSROOM A mainstream class room has different students than a regular classroom, accordingly, some considerations must be made while arranging and managing a mainstream classroom. Step 1: Establishing Needs and determining Seating Arrangement: NEEDS OF A MAINSTREAM CLASSROOM; 1. Special needs’ children equipment: wheel chair, hearing aids etc. 2. Environment: No provocative colors, a seat close to the teacher, seat fixture within a group of children who are not disabled and a class room with no distractions and no external noise or interruptions. 3. Teaching assistants are required for mainstream classrooms that can help the special needs children in understanding the tasks in a better manner. Step 2: Rules and Procedures: Rules and procedures of a mainstream classroom can be pretty much same as a regular class room. A more detailed explanation of the rules and procedures, perhaps with examples however can held the special needs children to understand the rules in a better manner. Step 3: Rewards and Consequences: Rewards and consequences of a mainstream classroom are more or less the same as a regular classroom, however, the consequences must not be over emphasized, for this might intimidate disabled and mentally retarded children since such children are more sensitive. The teacher must make sure that all children are given equal attention. Children who are not disabled must not feel neglected. Teacher can use simple techniques for this: for example, she can keep record of reinforcements given and student’s whose behavior is being worked with. In light of this record, she can ensure that all students are being attended to in a cyclic manner, irrespective of their disability status. Step 4: Replacement Skills and reinforcement based behavioral Activities: This is the main field where regular classrooms and mainstream ones differ. Teachers find it challenging to keep the disabled children engage and bust while the other children are involved in some activity that is not possible for the disabled ones to perform. The teacher must come up with replacement skills and activities in such cases. This time should be utilized to equip the disabled children with effective social skills and anger management strategies. Complex instructional tasks must be broken down into smaller tasks while being presented to a special needs child to avoid frustration and stress in the student. Scaffolding tasks must be presented in a non labeling way (Shadock, et al; 2007). Language related activities should be introduced for children with language disorders. Off task Behavior: Although off task behavior is best dealt with via reinforcement and consequences (Evans, et al; 2003), the teacher can devise other interesting individual activities for the same. The main issue in this behavior is that of attention span. Attention span activities can be introduced for this. For example, the teacher rewards the student first if he completes the task in 30 minutes. This time is then gradually decreased and the student’s on task attention is increased. Social Skills: The disabled children are sent to mainstream classrooms basically to enhance social skills. Isolated activities for disabled children must be avoided as much as possible. Instead, ways should be devised to involve them in class discussions and group work. Disruptive: Incase a child is causing disruptive behavior in class, the teacher should ask him or her to raise hand when something is needed or to be said. If this is not enough or does not work (it is not enough for children who are hyper active), the teacher should then devise other strategies, like reinforcing quite behavior, encouraging written expression of feelings, making the child wait for reward to develop patience and calling for a time out if needed. Step 5: Involving Parents and teachers: The school authorities must have a copy of the teacher’s management plan and the parent teacher meetings should be frequently held to involve parents in the behavior management of the children, especially disabled ones. Frequent parent teacher meetings are also essential because sometimes disabled children have medical issues which the teacher must know in order to deal effectively with the student without causing distress in him/her or over burdening him/her. 4 CONCLUSION In light of above discussions and plans, it can be concluded that a reward system, consequences plan, rules and procedures chart and parental involvement are must for behavioral management in classroom setting. All these are components of behavioral management and should be paid attention to by the teacher. Behavioral management plan should be ready before the first class, and must be at hand for the teacher to refer to whenever needed. Mainstream classrooms present a challenge for teachers who are not trained in special education. Teachers must be acquainted with the special needs of a main stream classroom. Behavior management plans must be approved by the school authorities to have assistance in supplies for reward systems and cooperation in implementing the consequences. REFERENCES Abbott, R.D et al. (2010). Changing teaching practices to promote achievement and bonding to school. American Journal of Orthopsychiatry, Vol.68 (4): pp. 542- 552. Belvel, P.S. (2010). Rethinking Classroom Management. Thousand oaks, California: corwin, SAGE (pp. 3-5, 24, 48). Evans, J; Harden, A; Thomas, J & Benefield, P. (2003). Support for students with EBD in mainstream primary schools. EPPI (Online). Available at: http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/EPPI/EBD/EBD1.pdf Accessed: August 13th, 2011. Feeley, K.M & Jones, E.A. Addressing challenging behavior in children with Down syndrome: The use of applied behavior analysis for assessment and intervention. Down Syndrome Research and Practice, Vol. 11(2): pp. 64-77 Hall, V; Panyan, M; Rabon, D & Broden, M. (1968). 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Sanfransico CA: John Wiley & Sons Peters, L. C. (2010). Reinforcement in the classroom improves student motivation and performance. (Online). Available at: http://www.ttacnews.vcu.edu/2010/01/reinforcement-in-the-classroom-improves-student-motivation-and-performance.html Accessed: August 13th, 2011. Rainwater, D. (2008). How to manage a behavior classroom. SanFransico CA: Syndacast. Shadock, A; Smith, S & Giorcelli, L.(2007). Students with disabilities in mainstream classrooms. (Online). Available at: http://www.dest.gov.au/NR/rdonlyres/D3113371-7E2C-49FE-8017-8495030736BF/19755/InclusiveClassroomTeacherResourceFinal1.pdf Accessed: August 13th, 2011. Westberg, S.L. (1996). Meeting the needs of disabled students in the mainstream. NASSP Bulletin, Vol. 80: 546. Pp. 87-95. Read More