Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

2019 ◽  
Vol 22 (1) ◽  
pp. 38-50
Author(s):  
Kimberly D. Monson ◽  
Paul Caldarella ◽  
Darlene H. Anderson ◽  
Howard P. Wills
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Positive Reinforcement ◽  
Single Subject ◽  
Teacher Praise ◽  
Initial Investigation ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms ◽  
Middle School Art

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms

2016 ◽  
Vol 19 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Jessica N. Torelli ◽  
Blair P. Lloyd ◽  
Claire A. Diekman ◽  
Joseph H. Wehby
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
General Education ◽  
Stimulus Control ◽  
Multiple Schedule ◽  
Management Strategies ◽  
Schedules Of Reinforcement ◽  
Multiple Schedules ◽  
Classroom Management Strategies ◽  
Teacher Attention

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 119-128
Author(s):  
Jessica N. Simpson ◽  
Stephanie Hopkins ◽  
Christopher D. Eakle ◽  
Chad A. Rose
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Behavior Management ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Behavior Specific Praise

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary

2018 ◽  
Vol 27 (3) ◽  
pp. 175-176 ◽  
Author(s):  
Jennifer Freeman
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Management Strategies ◽  
Special Issue ◽  
Instructional Feedback ◽  
Low Intensity ◽  
Classroom Management Strategies ◽  
Academic Instruction ◽  
Request Sequence ◽  
Behavior Specific Praise

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

scholarly journals Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

2021 ◽  
Vol 13 (5) ◽  
pp. 2558
Author(s):  
Anna Enrica Strelow ◽  
Martina Dort ◽  
Malte Schwinger ◽  
Hanna Christiansen
Keyword(s):  
Classroom Management ◽  
Work Experience ◽  
Online Survey ◽  
Behavioral Control ◽  
Management Strategies ◽  
Perceived Behavioral Control ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
The Difference ◽  
Students With Adhd

Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction

2018 ◽  
Vol 54 (3) ◽  
pp. 131-140 ◽  
Author(s):  
Sarah A. Nagro ◽  
Dawn W. Fraser ◽  
Sara D. Hooks
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Student Behavior ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Group Response ◽  
Teacher Success ◽  
Curriculum Instruction

Teacher success is critical to student success, yet teachers are challenged daily to meet their students’ diverse learning and behavioral needs. Of major concern is the time many teachers spend managing student behaviors, which takes time away from instruction. One way to reduce time spent managing student behavior and increase student engagement is to use proactive classroom management strategies. Teachers can embed proactive research-based strategies within their lesson plans to reduce behavior problems and improve achievement for all students, including students with disabilities. This article highlights four research-based proactive strategy categories including whole-group response systems, movement integration, visual supports, and student choice. This article illustrates how teachers can embed strategies from these categories in their lesson planning and includes a lesson plan template with teacher-created examples.

scholarly journals Online Classroom Management and Motivation

2021 ◽  
pp. 23-27
Author(s):  
Svetlana Buzu ◽  
◽  
Mariana Beschieru ◽  
Keyword(s):  
Online Education ◽  
Classroom Management ◽  
Student Behavior ◽  
Online Teaching ◽  
Management Strategies ◽  
Online Classroom ◽  
Classroom Management Strategies ◽  
Single Room ◽  
Wide Range ◽  
Engaged Teachers

Teaching online has become a considerable challenge for many educators. Everybody is talking about the revolution digital classroom has brought into the education world. Keeping the generation engaged, teachers need to find innovative and versatile methods, to use technology and manage the class online. Whether learning in a physical classroom or online, effective classroom management is the key component to a productive environment. Although, students are not all present in a single room, teachers must be intentional about managing student behavior and engagement in an online setting. Some challenges can be anticipated, and online classroom management strategies effectively overcome those challenges. Online learning focuses on a wide range of technological based learning platforms, delivery methods, and the integration of educational technology components into the learning environment. This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.

Implementing Positive Behavior Support in Preschools

2016 ◽  
Vol 19 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Krystine A. Jolstead ◽  
Paul Caldarella ◽  
Blake Hansen ◽  
Byran B. Korth ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
Challenging Behavior ◽  
Skills Training ◽  
Positive Behavior ◽  
Single Subject ◽  
Student Group ◽  
Teacher Praise ◽  
Task Behavior ◽  
Tier 1 ◽  
On Task Behavior

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

scholarly journals Consultation as a vehicle for increasing novice teachers' use of evidence-based classroom management strategies

2015 ◽  
Author(s):  
◽  
Lindsay E. Oram
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Student Teaching ◽  
Student Behavior ◽  
Management Strategies ◽  
Teacher Behavior ◽  
Student Behaviors ◽  
Baseline Design ◽  
Classroom Management Strategies ◽  
Consultation Model

Teachers' classroom management skills have a significant impact on students' short and long-term outcomes. Unfortunately, research has demonstrated that teachers, particularly novice teachers, often struggle to effectively manage classrooms and student behavior. Teacher consultation, which is defined as working one-on-one with a teacher in order to build a specific set of skills in order to best meet the needs of students, has emerged in the literature as method for enhancing teacher skills. This study examined the integration of a classroom management consultation model, the Classroom Check-up, into the student teaching component of a pre-service education program for four participants. Impacts on teacher and student behaviors were examined using a multiple baseline design. Results indicated positive teacher behavior change related to praise, opportunities to respond, precorrections, reprimands, and time spent teaching and decreased student disruptive behaviors. Overall, both student teacher and student behaviors were positively impacted by participation in the Classroom Check-up consultation model.

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