Summary. Dismantling the Deficit Model: Classroom Management Though a Positive. Framework

Transcription

1 Summary Dismantling the Deficit Model: Classroom Management Though a Positive Framework As school psychologists work with teachers to develop effective learning environments, classroom management practices continue to be a topic of interest. An APA survey of teachers from Pre K- 12 th grade revealed that educators identify classroom management as one of their primary needs for assistance (APA, 2006). Maintaining classroom management expertise is of the best interest for students, teachers and practitioners alike, particularly for creating classrooms that are safe and conducive to learning. Therefore, a valuable role of a school psychologist is to inform teachers about why difficulties in classroom management may arise, and to provide them with practical solutions. Overview of Classroom Management in Urban Schools Classroom management is typically referred to as the behavioral strategies used to promote a supportive and effective classroom. However, the majority of literature on the subject emphasizes disciplinary tactics. In fact, classroom management is sometimes viewed as synonymous with classroom discipline. However, school psychologists and other personally have recently discouraged endorsement of strictly a deficit-focused model as many of its practices have been critiqued as ineffective, and possibly detrimental to student behavior. This is especially true for urban schools (Weiner, 2003). Positive behavior supports are suggested as an alternative for developing effective classroom management that does not rely on punitive techniques. However, teachers continue to report difficulty in initiating these practices. School psychologists can play a

2 key role in bridging this gap by providing educators with research-based strategies to establish a positive framework for classroom management. This paper session will outline a research project that incorporates this positive framework with an empirically based intervention in an urban classroom. Project Description The current case took place at an urban elementary school in the Columbus Public Schools district. Here, I spent 1-2 hours a week as a student-consultant with a first grade teacher, whom I will refer to as Ms. G., to address her concerns of behavioral problems in the classroom. The main focus of the consultation was to increase the amount of time that a student, whom will be referred to as A.W., was in his seat. Additionally, Ms. G. noted a secondary goal of establishing expectations of seating behavior for the whole class. Therefore, we chose to implement a classroom management intervention with additional supports for A.W. An adapted version of the Good Behavior Game (GBG), featured in Effective School Interventions, was used as the primary intervention (Rathvon, 2008). Project Design The technique of reframing, shifting the conceptualization of problem behaviors into positive alternatives, was incorporated into the GBG intervention to establish a positive-framework for classroom management. Reframing strategies have demonstrated empirical success in promoting classroom management, particularly in urban settings (Weiner, 2003). To do so, the referral concern was reframed in terms of positive behavior (e.g., only occurrences of the desired behavior, sitting in seat, were recorded). The problem behavior, running around the classroom, was not referred to during the

3 intervention period. To accommodate this reframing, the design was modified to use interval recording. "In-seat behavior" is defined as 1) sitting in the assigned seat, or 2) standing in the desk area and working on class material. Baseline data collected over 6 days revealed that A.W. averaged a 34% incidence rate of in-seat behavior, while his peers averaged a 62% rate. We established the goal for A.W. to be in his seat at a 50% incidence rate. Implementation The class was split into two groups with a daily goal for instances of in-seat behavior. A.W. was given a role as team captain so his progress could be independently tracked. Ms. G. Implemented the Good Behavior Game for one class period, three times each week, per the original GBG design. Data was collected at fiveminute intervals. Desired behavior was positively reinforced immediately with verbal praise and at the end of the day with small prizes. Results A.W. met the goal of a 50% incidence of in seat behavior the latter ten out of twelve days of intervention data collection. Data follows a developmental trend toward increasing in-seat behavior with duration of implementation; see Figure 1. Additionally, Ms. G. reported positive, qualitative changes in self-efficacy, and overall classroom behavior. Learning Outcomes/ Objectives Participants will learn about positive frameworks as an effective practice for classroom management interventions. Additionally, they will learn strategies for

4 engaging and training teachers on how to create a positive-framework as a means of improving classroom management practices. Figure 1. In-seat behavior. This figured illustrates the percent of time A.W. was in his seat during baseline and intervention period

5 References Coalition for Psychology in Schools and Education (2006). Report on the Teacher Needs Survey. Washington, D.C.: American Psychological Association, Center for Psychology in Schools and Education. Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. Guilford Press. Weiner, L. (2003). Why is classroom management so vexing to urban teachers? Theory into practice, 42(4),