|Teacher Preparation, Knowledge and Execution of Effective Classroom Management Principles: Implications for Behavioral Consultation|
|Monday, May 26, 2008|
|1:30 PM–2:50 PM |
|Area: EDC/TBA; Domain: Service Delivery|
|Chair: Regina M. Oliver (Vanderbilt University)|
|Abstract: Effective classroom organization and behavior management are highly endorsed by educators. Many new teachers, however, report inadequate training and little assistance from colleagues and supervisors in establishing positive and productive classroom environments (Baker, 2005; Siebert, 2005). Teachers who feel unprepared to handle classroom management challenges, or report a low ability to address challenging behaviors, are (1) less willing to implement individualized behavior support plans and reinforcement strategies, (2) vary reinforcement schedules, or (3) document student progress for systematic evaluation (Baker, 2005). This has implications for behavioral consultation efforts with teachers; teachers may not have adequate skills to create contexts that support effective implementation of behavior support plans.
This symposium will focus on research examining the preparedness and capacity of teachers to utilize effective management practices at the classroom level. Data on teacher preparation, knowledge, and skills related to effective classroom management strategies will be presented. Descriptive analyses of teachers’ behavior toward students identified to exhibit problem behavior will be discussed. A consultation-based classroom management intervention is outlined; follow up data on teachers’ continued use of classroom management strategies will be presented. Implications for behavioral consultation and reforming preservice and inservice teacher training will be identified.|
|Teacher Preparation in Classroom Management: Are Teachers Prepared for Behavioral Consultation?|
|REGINA M. OLIVER (Vanderbilt University), Daniel J. Reschly (Vanderbilt University)|
|Abstract: Classroom organization and behavior management is necessary as a preventative approach for students who are at-risk for or identified with emotional and behavioral disorder (EBD). It is also an important antecedent to behavioral consultation efforts because effective classroom organization creates contexts that support implementation of behavior support plans. Adequate teacher training in effective classroom organization and behavior management is essential and should begin during pre-service teacher training.
Examining teacher preparation in the area of classroom management provides data regarding pre-service teacher knowledge with implementing behavior management principles. The course syllabi and experiences of students in special education teacher preparation programs were examined with an innovation configuration reflecting principles of effective classroom management across 26 institutions of higher education (IHE) in a large state. The innovation configuration was based on 7 principles of effective classroom management. For each principle, five levels of implementation were defined ranging from no evidence to supervised practice.
The vast majority of university course syllabi did not address classroom organization and behavior management principles to a sufficient degree. Data indicate most content covered in course syllabi concentrate on reactive rather than preventive approaches. Implications for behavioral consultation efforts and for reforming preservice teacher preparation are identified.|
|Teachers’ Knowledge and Use of Effective Classroom Management Strategies: Prerequisites to Consultation-Based Behavioral Interventions.|
|TARA C. PARTIN (Vanderbilt University), Daniel Maggin (Vanderbilt University), Rachel E Robertson (Vanderbilt University), Joseph H. Wehby (Vanderbilt University)|
|Abstract: Teachers’ knowledge about effective classroom management strategies will be examined. Participants will include general and special education teachers from three school districts who are working with students who exhibit problem classroom behaviors. Teachers’ educational and teaching experience will be recorded. In addition, data on teachers’ reports of implementation of positive behavioral supports at the classroom level will be presented. Results will be discussed related to teacher preparation and how the level of confidence that teachers’ report in their use effective classroom management strategies impacts the implementation of student-specific behavioral interventions. Implications for preparing teachers to work with behavior consultants will be discussed.|
|Teacher Praise and Opportunities for Students to Respond to Academic Questions: Pre and Post Intervention.|
|DANIEL MAGGIN (Vanderbilt University), Tara C. Partin (Vanderbilt University), Rachel E Robertson (Vanderbilt University), Joseph H. Wehby (Vanderbilt University)|
|Abstract: Teachers are often ill prepared or lack the knowledge to employ effective classroom management strategies. Two methods that have been shown to be effective for increasing student engagement and decreasing disruptive behaviors are providing opportunities to respond to academic questions (OTR) and praise (Sutherland, 2000; Sutherland, Alder, & Gunter, 2003). In fact, these interventions have been recognized as beneficial classroom management techniques for over 30 years (e.g., Shores, Cegelka, & Nelson, 1973). The purpose of this presentation is to report the pre and post-intervention rates of teacher OTR and praise following the implementation of a teacher-focused classroom management program. Data from a multi-site intervention project designed to assist classroom teachers reduce the occurrence of behavior problems for children with and at-risk for developing emotional and behavioral disorders (EBD) was analyzed. The sample consisted of 108 teachers from both general and special education classrooms. Results demonstrated that (a) teachers had low rates of pre-intervention OTR and praise, (b) teachers assigned to the intervention condition had a significant improvement in OTR and praise rate, and (c) teachers in the intervention condition were able to provide significantly increased duration of instruction.|
|A Teacher-Focused School-Based Intervention in Classrooms with Students with E/BD: Teacher Maintenance of the Intervention.|
|RACHEL E ROBERTSON (Vanderbilt University), Daniel Maggin (Vanderbilt University), Tara C. Partin (Vanderbilt University), Joseph H. Wehby (Vanderbilt University)|
|Abstract: Sixty-three elementary school teachers instructing students with or at risk for emotional/behavioral disorders (EBD) were randomly assigned at the school level to a one-year multi-component classroom management intervention. The intervention included weekly consultation in program implementation. Data on teacher fidelity and maintenance of the intervention will be presented, along with an analysis of variables that may have served to increase or decrease maintenance of intervention components. The presentation will outline the components of the intervention: the Good Behavior Game, teacher self-monitoring, a two day classroom management training, and supplemental reading tutoring. Results of data analysis of maintenance levels of each component will be presented, as well as a discussion of how the components of the intervention could have affected teacher maintenance. The use of maintenance data as social validity will also be discussed.|