SPD-200-RS-Classroom-Management-Matrix PDF

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Name: Cheryl Franklin Class: SPD 200 Date: July 3, 2020 Instructor: Geraldine Davis

Classroom Management Matrix Part 1: Classroom Management Strategies Examples of Misbehavior or Disruptive Behavior Research and identify five possible misbehaviors or disruptive behaviors that could occur in the inclusive classroom. 1. Aggressive and confrontational behavior

Misbehavior or Disruptive Behavior Classroom Management Strategies For each cause, describe two research-based strategies for addressing and managing misbehavior or disruptive behavior. Procedures should include specific elements of Positive Behavioral Interventions and Supports (PBIS) Tiered Framework. Several studies have determined that any 1. Try multiple interventions for 4 weeks, I will combination of factors can lead to violent behavior collect and track and record specific data on every in children. This can include aggressive and violent intervention used. I will have a one on one with the student. I will also move the student location behavior. Children can also observe aggressive Potential Causes of Misbehavior or Disruptive Behavior Research and explain potential causes for each of the five misbehaviors or disruptive behaviors previously identified.

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2 behavior from their parents or they could be a victim of abuse (Child and Adolescent Psychiatry, 2015).

2. Always out of their seat

3. Anger

4. Bullying

Children with (ADHD) attention deficit disorder are in continuous moving. These kids cannot keep quiet. Overactive students have problems with controlling their impulses, they can be told to sit still or stop fidgeting or talking. Nevertheless, within minutes they'll be at it again.

Students get angry when they cannot communicate their needs. Students can also get mad when the school work is to difficult for them and get frustrated when continually falling short, and is continuously trying their best. Having a traumatic experience can also ignite anger in a child (Cunningham, n.d.). Bullies may not know how to manage the pressure from unmet expectations, often lacking the ability the sole a problem, so they vent their frustrations on those around them. The bully is afraid of feeling inferior, they want attention. They sometimes try to take away from the fact that they are struggling with their schoolwork and tries to feel superior by

in the classroom and teach coping skills as a part of tier one PBIS (Tier 1 Positive Behavior Interventions, n.d.). 2. If nothing in tier one works, I will write o a behavior contract to help improve behavior and a Behavior Intervention Plan to assist with the different behavior of the children (https://www.pbisworld.com/tier-2/, 2019). 1. Create breaks for the student 2. Create opportunities for overactive students to move around. Have them hand out supplies, collect papers, and deliver messages. This will helps kids to do a physical task and move around ("PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For impulsivity," n.d.). 1. Do coping lessons and interventions for the whole class or groups. 2. Do interventions individually by customizing specific coping sessions and interventions ("PBISWorld.com Tier 3 Positive Behavior Intervention And Support of Teach Coping Skills," n.d.). 1. Acknowledge positive student behavior to boosts confidence, self-concept, and self-esteem

2. Teach conflict resolutions using PBIS Level 1 whole class. Teach Level 2 groups, and 3,

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3 bullying other people.

5. Defiant Unwilling to let issues go or drop them Dislike being told what to do Do the opposite of what told

Causes may be a combination of inherited, which can be a child's natural disposition or temperament and possibly neurobiological differences in the way nerves and the brain function. Also environmental factors such as problems with parenting that may involve a lack of supervision, inconsistent or harsh discipline, or abuse or neglect

customize lessons for individuals ("PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For Aggression/Bullying," n.d.). 1. Multiple interventions avoid power struggles, give clear and concise directions. Be consistent, offer choices, have a more structured routine, praise when cooperative and well behaved, and praise when the right attitude and involvement occur. 2. If tier 1 and 2 fails, do a Functional Behavior Assessment (FBA) to provides more information about students' behavior and Helps identify factors regarding actions that may not be obvious. Also, it gives data trends and patterns. This can help identify the root causes, functions, and reinforcers of behaviors ("PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For defiant," n.d.).

Part 2: Narrative Inclusive classrooms have students with disabilities who have chances to learn in the same classroom with non-disabled students. In an inclusive classroom, the general education teachers and Special Education teachers work together. The theory of inclusion classes is that all students learn differently. Teachers work together in designing instruction to meet all the students' needs so that they could be successful. Every student's needs might be different according to their disability. Teachers sometimes put positive behavioral interventions and supports (PBIS) in place to meet each student's needs (The Understood Team, 2019). © 2020. Grand Canyon University. All Rights Reserved.

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Putting positive behavioral interventions and supports (PBIS) is a condition in an attempt to improve student behaviors and academic outcomes. This is put in place as a way to manage the class. Classroom management strategies are intended to help students adjust and function in the classroom with minimum interruptions or disturbances (PBIS, 2019). PBIS has three tiers, Tier one is a Universal Prevention (All), which supports serve as the foundation for behavior and academics. The second tier is Targeted Prevention (Small group), which focuses on improving specific skill shortcomings that students have. And Tier three is an Intensive, Individualized Prevention. Classroom management, however, Tier one is the implementation of structured classroom management strategies. This is in place to help and benefit all students, which maintains appropriate behavior in a classroom setting.

PBIS procedures help to meet students' needs. Some schools have a Response to Intervention (RTI) plan. Training and support are given to teachers in support of their classroom Positive Behavior Intervention & Supports (PBIS) implementation. PBIS is vital to put into effect PBIS in students' classes to improve individual student behavior and academics ("PBIS.org | Classroom PBIS," 2015).

When meticulously applied, classroom PBIS systems have fewer disruptions, and improved student behavioral and academic outcomes and more teaching students. For the program to work effectively, the school district needs to have documentation and a plan in place to support the implementation based on what was documented. Classroom PBIS has the best results when it is used within a schoolwide PBIS structure. Expectations in the classroom should mirror the expectations schoolwide. Students should understand © 2020. Grand Canyon University. All Rights Reserved.

5 what the expectations are in their class when it is strengthened with the schoolwide expectations ("PBIS.org | Classroom PBIS," 2015).

Classroom management approaches are meant to help students adapt and function in the classroom with fewer distractions or disruptions. If a class of students is continuously full of chaos, students off task, and lack of structure, then the classroom is not a safe environment. Teamwork and strategies can help students feel involved and secure in their classrooms. Safety is of paramount importance, and these strategies help to add safety measures for all of our students. Strategy and collaboration work for the advantage of all students to lessen classroom distractions and increase safe classrooms. By implementing these strategies in the classroom, educators are doing their best to meet all their student's needs.

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6 References ADHD EDITORIAL BOARD Share Article Menu. (2006, October 6). Hyperactive Children at School: ADHD Teacher Strategies. Retrieved January 27, 2020, from ADDitude website: https://www.additudemag.com/energy-to-spare/ Child and Adolescent Psychiatry. (2015, December). Violent Behavior in Children and Adolescents. Retrieved July 2, 2020, from www.aacap.org website: https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Understanding-ViolentBehavior-In-Children-and-Adolescents-055.aspx#:~:text=Numerous%20research%20studies%20have%20concluded https://www.pbisworld.com/tier-2/. (2019). PBISWorld.com Tier 2 Positive Behavior Interventions And Supports. Retrieved from Pbisworld.com website: https://www.pbisworld.com/tier-2/ PBIS.org | Classroom PBIS. (2015). Retrieved from Pbis.org website: https://www.pbis.org/topics/classroom-pbis PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For defiant. (n.d.). Retrieved July 4, 2020, from www.pbisworld.com website: https://www.pbisworld.com/tier-1/interventions-by-behavior/defiant/ The Understood Team. (2019, August 5). 4 Benefits of Inclusive Classrooms. Retrieved July 4, 2020, from Understood.org website: https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/4-benefits-of-inclusiveclassrooms Tier 1 Positive Behavior Interventions. (n.d.). PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For Aggression/Bullying. Retrieved July 2, 2020, from www.pbisworld.com website: https://www.pbisworld.com/tier-1/interventions-by-behavior/aggressivebullying/ © 2020. Grand Canyon University. All Rights Reserved....