Classroom Management and
Behavior Interventions
Similarities and Differences in
General and Special Education
What Is the Goal of Behavior
Management?

To facilitate student learning.

Ensure learning is successful.
For each individual.
 For all students involved.
 Maximizing academic engaged

Two Forms of Management

Classroom management

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Prevention of the need for crisis
management
Institution in classes of support for
positive learning behaviors
Establishment and fluent use of key
management strategies
Crisis management

When classroom management fails
Effect of Classroom and Behavior
Management
Management Effects
Level 1
Classroom Management
Learning Environment
Well-prepared Planning
Level 2
Classroom Behavior Management
Effective Positive Group Interventions
Effective Individual Interventions
Level 3
Management of Challenging Behaviors
Functional Behavior Management
Behavior Intervention Planning
General Classroom
Positive Effects for 70 to 80% of students
General Classroom
Crisis management for 15 to 25% of students
Alternative and Special Education
5% of the students
Delinquent and Socially Maladjusted
Emotional/Behavioral Disorders
Positive Behavior Interventions and Supports
General Model of Classroom Management
(Savage, 1999)
Management
Management
Dimension
Discipline
Dimension
Establish
Conditions
Fostering
Success
Developing SelfControl and
Character
General Model of Classroom Management
(Savage, 1999)
Establish
Conditions
Fostering
Success
Teacher Leadership
Lesson Planning
Motivating Students
Organizing the Environment
Time Management
General Model of Classroom Management
(Savage, 1999)
Developing
Self-Control
and Character
Choosing a Response
Minor
Problems
Direct
Intervention
Serious
Misbehavior
Persistent
Misbehavior
Responding to Inappropriate
Behavior



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Focus on the purpose of management
 foster student learning
Identify your response motives
Develop and choose from a range of
alternatives
Maintain a “least intrusive” response
schedule
Least Intrusive Response
schedule



Low-Profile Responses
supporting stimulus control
Direct Intervention
Behavior Interventions for
Persistent and Serious
Misbehavior
Low Profile Responses
 Modeling
Appropriate
Behaviors
 Understanding Group
Dynamics
 Addressing Minor Problems
with Low Profile Responses
Modeling
 Don’t
ask students to do
what you will not
 Approach your behaviors
from the students’ view
 Admit that you can
sometimes fail
 Always demonstrate that
you are trying
Group Dynamics
 Groups
reinforce individual
behavior
 Group reinforcement
competes with teacher
reinforcement
 Students play different roles
in groups
Student roles in Groups
 Leaders

Supporters
 Instigators
 Class
clowns
 Scapegoats
 Isolates
Teacher roles in a classroom

Facilitator



Group
maintenance:
promote
group welfare
Confidant
Expert in
content

Leader



Decision
maker
Arbitrator
Expert:
Modeling
Roadblocks to Communication
(Gordon, 1974)

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Orders/commands
Threats
Preaching
Judgments
Name-calling/stereotyping/labeling
Interpreting/analyzing
Undue praise (look for something “positive”)
Sympathizing
Interrogating
Withdrawing/diverting
Communication Facilitators
 Student-Owned
Problems
First
 Active Listening
 “I” Messages
 Sample Activities
Differences in Classroom Management and
Behavior Interventions

Classroom
Management






Normal range of
student behavior
Assumes stimulus
control
Focus on low profile
responses
Focus on Prevention
Managing the
environment
Severe problems left
to experts

Behavior
Interventions





Low to subnormal
range of student
behavior
Teaching stimulus
control
Focus on managing
individual behavior
Focus on Direct
interventions
Address
Severe/Challenging
Behaviors
Problem 1 (from Savage, 1999)

Address this problem from a classroom
management perspective




Keith is not really a problem student. He wants to
please and is a likable student who does acceptable
work. The problem is that he is constantly talking.
When students are working independently, he talks
incessantly to himself and to those around him. It is
not loud talking, but is noticeable. The behavior
disturbs you, and you think it bothers those who are
seated near him.
What might be causing Keith to talk?
Is this a problem requiring your intervention?
What would you do [using classroom management
techniques] to help Keith control his talking?
Problem 2 (Savage, 1999)

Address this problem from a classroom
management perspective




You are teaching a very capable tenth-grade science
class. The students are generally well behaved and
produce outstanding work. A number of the students,
however, tend to be late; arriving in class a few
minutes after the bell rings. They are not disruptive,
but just wait until the last minute. The principal
observes this behavior and reminds you of attendance
policies stating that this problem must rectified. He
plans to monitor this problem and assist you if you
cannot correct it. You are embarrassed and upset. You
decide to use an “I” message and active listening to
get student cooperation and solve the problem.
What I-message would you convey to the class?
What will you do if students become angry or
defensive?
What are some possible actions to suggest to the
class.
Functional Behavior Management

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Observing behavior
Defining behavior
Measuring behavior
Collecting data on observed behavior
displaying observed behavior
Making data-based decisions
Observing Behavior

Determining priority behaviors


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Deciding on a target behavior
Making a determination of the
behavior’s level of priority
Determining whether to remediate,
accommodate, postpone, or ignore
Priority of Target Behavior.

Determine and begin with high-priority
behaviors.


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Low priority behaviors: annoying but not
harmful or of less educational importance.
Mild priority: frequently (but not repeatedly)
interfere with educational performance.
Moderate-priority: repeatedly or significantly
interfere with educational performance.
High-priority: excessive and persistent
disruption to self and others.