Classroom Behavioral Management Tool:
Teaching Others through Online Learning
Real teachers investigating, explaining, and implementing evidence-based behavior management practices
About This Project
Classroom Behavior Management TOOL: Teaching Others through Online Learning (CBM TOOL) is an online resource hub that offers classroom demonstrations of evidence-based behavior management practices implemented by real teachers. These demonstrations include classrooms spanning from preschool to high school, as well as inclusion and special education specific classrooms in both private and public schools. This resource hub also offers school leaders and faculty within institutions of higher education multiple training and teaching materials, such as, discussion questions, learning activities, current peer-reviewed research, videos of teachers discussing the research to practice pathway, fidelity checklists, and data collection forms. The live demonstrations of these evidence-based strategies gives both pre-service and in-service teachers the ability to see the strategies being implemented with fidelity before they incorporate them into their own classroom.
Why Evidence-Based Practices?
Evidence-based practices are strategies supported by research to guide the learning and behavior of students with and without disabilities (Cook, Tankersley, & Harjusola-Webb, 2008). All of the strategies shared in this hub are rooted in research and serve to help pre-service and in-service teachers become familiar with several EBPs that have been shown to promote positive behavior change in students.
Learning Modules
Module 1
Behavior Specific Praise
Behavior Specific Praise (BSP) has many benefits for both students and teachers. It has been cited as one of the most effective strategies to decreasing challenging behavior and increasing prosocial behaviors.
Module 2
Offering Choice
Providing students with choices is a simple, effective strategy that has been shown to prevent challenging behavior from occurring and increase desirable behavior. It has been shown to have positive effects on students’ social, academic, and behavioral performance.
Module 3
Precorrection
Precorrection is an easy-to-implement antecedent strategy designed to prevent challenging behavior from occurring. It works by identifying the environmental contexts in which challenging behavior is most likely to occur and having teachers state a reminder of appropriate behavior (Ennis et al., 2017) before the student has the opportunity to make an error.
Module 4
Environmental Predictability
There are numerous ways educators can bring a greater sense of predictability to the classroom, such as, use of visual schedules, posting of lists or activities, use of visual timers, and marking off boundaries or areas within a classroom delineated for a specific learning task or activity. It is a good practice for teachers to consistently examine their classrooms or teaching areas for ways that can make the flow, routine, and structure more concrete and understandable for all students.
Module 5
Opportunities to Respond
Opportunities to Respond (OTR) as an evidence-based strategy for behavior management is based on the understanding that one of the most effective ways to reduce behavior challenges in the classroom is to ensure students are participating fully in the given task (Menzies et al., 2017). Within an OTR a teacher presents a stimulus, usually in the form of a question or prompt, the student responds (e.g., verbally, gesturally, in writing), and the teacher delivers feedback (Simonsen, Myers, & DeLuca, 2010).
Module 6
High Probability Request Sequence
High Probability Request Sequences (HPRS) is an evidenced-based antecedent strategy for behavior that is founded on the principle of behavioral momentum (Leach, 2016), where a behavior being consistently reinforced will be less likely to change, even when a new or different stimulus is introduced (Lipschultz & Wilder, 2017). In a HPRS, a student is presented with a sequence of instructions (e.g., 2-3 requests) with which the student is likely to comply (i.e., high probability or high-p), immediately followed by a request that the student is less likely to adhere to (i.e., low probability or low-p; Penrod et al., 2012).
Module 7
Explicit Instruction
Explicit instruction is an evidence-based practice for promoting student success through the systematic and direct teaching of key concepts, skills, and/or strategies. Teachers employ an “I do, we do, you do” instructional practice with fidelity during classroom activities to help make the learning process more observable (Smith et al., 2016).
Module 8
Mystery Motivator
Mystery Motivator (MM) is an evidence-based strategy for behavior management that involves a game-like element (Kowalewicz & Coffee, 2014) in order to motivate and encourage the student through use of student preference. Once these preferences are determined, these motivators can be placed in an envelope or a box with a question mark on it, providing a “mystery” reinforcement using a randomized schedule (Kowalewicz & Coffee, 2014).
Franciscan University of Steubenville
Educating, evangelizing, and sending forth joyful disciples in whatever career path they choose to follow is the core of Franciscan University of Steubenville. Through excellent academic study and a passionately Catholic outlook, Education students respond to the call to look at their future students with the eyes of Christ manifesting positive changes in education, in society, and in the lives of their students.
Ohio Deans Compact on Exceptional Children
Promoting improved support and educational outcomes for all students. The Ohio Deans Compact strives to make the right to a quality education a reality for all students, especially those with disabilities or socio-economic disadvantages, through models of inclusivity, leadership, and professional development.
Contact
Dr. Emily Sobeck
Principal Investigator
Dr. Megan Reister
Co-Principal Investigator