evidence based ppt

Evidence-based Practices in

Alba CapdevilaClara Viladrich

Classroom Management: Considerations for Research to Practice

Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380

Table of contents1. Brief description of the article

1.1. Basic concepts needed to understand the article

1.2. Useful for ...

1.3. The aim of the article

2. Literature search methodology: Identification of evidence-based practices

2.1. Maximize structure and predictability

2.2. Post, teach, review, monitor, and reinforce expectations

2.3. Actively engage students in observable ways

2.4. Use a continuum of strategies to acknowledge appropriate behavior

2.5. Use a continuum of strategies to respond to Inappropriate behavior

3. Research to practice

3.1. Guide to implementation Classroom Management Practises throughout the school year

3.2. Assessment of critical features of classroom management

4. Conclusion and implications for future research

1. BRIEF DESCRIPTION OF THE ARTICLE

1.1. Basic concepts: Definitions Classroom management:

describe the process of ensuring that

classroom lessons run smoothly despite disruptive

behaviors by students. The term also implies the

prevention of disruptive behavior.

Emmer &Stough, 2001

Sugai & Horner, 2002

Element of pre-service teacher training and in-service

teacher behaviour and is comprised of 3 central

components:

1. Maximized allocation of time for instruction.

2. Arrangement of instructional activities to

maximize academic engagement and achievement.

3. Proactive behaviour management practices.

1. Brief description

of the article1.1. Basic concepts1.2. Useful for ...1.3. Aim/Purposeof the article 1.4. Structure of theArticle

2. Literature searchmethodology:

3. Research toPractice

4. Conclusion andimplications forfuture research


1.1. Basic concepts: Definitions Evidence-based

It is difficult to establish a definition of evidence-based

approaches.

Most organizations agree that evidence-

based practices meet the following criteria:

a) Evaluated using sound

experimental design and

methodology.

b) Demonstrated to be effective

c) Supported by at least 3 empirical

studies publihed in peer-refereed

journals.

A practice is determined to be evidence-based if these criteria are met.







1.1. Basic concepts: Definitions

Effective action, method: producing results

On-task focused on the job at hand

Off-task behavior "where a student completely

disengages from the learning environment and

task to engage in an unrelated behavior”

Self-esteem respect for oneself (autoestima)







1.2. Useful for.... Teachers who want to know how to deal with diversity.

Teachers who need tips to manage the class.

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1.3. The aim of the article Describe the outcomes of a systematic literature

search conducted to identify evidence-based

classroom management, practices.

Provide an update on what we know about classroom

management research and guidelines for translating

this research into practical classroom practice.






2. Identification of evidence-based practices

LITERATURE SEARCH METHODOLOGY

There are a lot of published studies that deal with the

topic of classroom management.

They searched practices that met their criteria of

“evidence-based”.

Studies were selected if:

a) The setting was a classroom or group context with 2 or

more students

b) School age populations (k-12) were studied

c) The focus was classroom arrangement, instructional

management, increasing behavior, or decreasing

behavior

d) Specific research methodologies were employed

e) The journal used a peer-review process.

2. Literature search

methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.



2. LITERATURE SEARCH METHODOLOGY

Identification of evidence-based practicesResults of literature search:

a) Maximize structure and

predictability

b) Post, teach review, monitor, and reinforce expectations

c) Actively engage students in

observable ways

d) Use a continuum of strategies to

acknowledge appropriate behavior

e) Use a continuum of strategies to

respond to inappropiate behavior

20 Practices grouped

into 5 categories





2. LITERATURE SEARCH METHODOLOGY2.1. Maximize structure and predictability

Description

The amount of teacher or adult-directed activity.

The extend to which routines are explicitly defined.

The design of physical arrangement of the class.





Permanent structure

Placement of furniture

Visual displays


Evidence base

Classrooms with more structure promote more appropiate academic and social behaviors.

Greater task involvement Friendlier peer interactions More helpful behaviors More attentive behaviors Less aggression





Positive

aspects


Research indicates that classroom with more walls (visual dividers) are associated with:

Less teacher distraction in general. Less student distraction from noise. Less restriction of classroom activities. More student satisfaction.

Weinstein (1977) demonstrated that making changes to the classroom design (changes to location of materials, colour, attractiveness of room, use of shelving, etc.) led to:

A more even distribution of children across locations.

A change in the distribution of behaviours observed.

An increase in the variety of appropriate and engaged behaviours.





2. LITERATURE SEARCH METHODOLOGY2.2. Post, teach, review, monitor, and reinforce expectations

Description

Establishing expectations includes identifying and definingsmall number of positively stated expectations or rules.





2. LITERATURE SEARCH METHODOLOGY2.2. Post, teach, review, monitor, and reinforce expectations

Evidence base

Posting, teaching, reviewing expectations (i.e., socialskills) and providing feedback are associated with:





- Decreases in off-task behaviour and

disruptive behaviour (talking out).

- Increases in academic engagement,

leadership and conflict resolution.

2. LITERATURE SEARCH METHODOLOGY2.3. Actively engage students in observable ways

An opportunity to respond (OTR): the teacher prompts or solicits a student response.

Choral responding Response cards







Direct instruction: involves the teacher first modeling, then leading students through content, and finally testing student knowledge of presented content.

Use of signs

Progressive learning

Check students knowledge








Classwide peer tutoring (CWPT): Students are assigned the roles of tutor and tutee.








Classwide peer tutoring (CWPT): students are assigned the roles of tutor and tutee.

Computer assisted instruction (CAI): use technology. One-on-one instruction








Classwide peer tutoring (CWPT): students are assigned the roles of tutor and tutee.

Computer assisted instruction (CAI): use technology. One-on-one instruction

Guided notes: the teacher provides outlines that contain the main ideas and blank spaces for students to fill in additional details.





Practice Benefits

Opportunities to respond

a. Increase in on-task behaviorb. Increase in academic engagementc. Decrease in disruptive behaviord. Increase in the number of correct responses

Direct instruction a. Greater gains across measures of basic skills, cognitive reasoning and self-esteem

b. Greater gains in academic achievementc. Higher rate of on-task behavior

Classwide peer-tutoring

a. Improve academic and reading achievementb. Decrease in off-task behavior c. Increase in academic performance for students with AD/HD

Computer assisted instruction

a. Increase in active engagement time and on-task behavior for students with AD/TH in math. b. Increase in oral reading fluency and on-task behavior for students with AD/TH in reading. c. Similar results for students without AD/TH have been reported.

Guided notes a. Increase in academic achievement as measured by quiz scores

2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior

DescriptionA range of evidence-based strategies that focus on identifying and recognizing appropriate classroom behavior.

Four strategies supported by evidence:





• Specific, contingent praise

• Group reinforcement

contingencies

• Behavior contracts

• Token economies






Positive statement, provided by the teacher, when a desired behavior occurs (contingent) to inform students specifically what they did well.

Specific, contingent

praise






A common expectation for a group of learners and a common positive outcome in the expected behavior.

Group reinforcement

contingencies

dependent

interdependent

independent






Written documents that specify a contingency (relationship between behavior and consequence).

Behavior contracts






When students earn tokens (points, poker chips, etc.) contingent upon desired behavior.

Token economies


Evidence baseEmpirical evidence supports that delivering contingent praise for academic behavior increased participants’:

For appropriate social behavior increased participants’:





• Correct responses

• Work productivity &

accuracy

• Language and math

performance on class work

• Academic performance

• On-task behavior

• Student attention

• Compliance

• Positive self-referent

statement

• Cooperative play

Praise

• Decreased transition time• Decreased inappropiate

behavior• Decreased talk-outs &out-of-seat behavior

Group reinforcement & token economies


Evidence baseEmpirical evidence supports that delivering group reinforcement and token economies have a broad evidential support when used in classroom settings:





• Increased positive & decreased

negative verbal interactions

• Increased student preparedness

for class &assignment

completion

• Increased achievement,

appropiate classroom behavior,

and peer social acceptance

• Increased student attention


Evidence baseAppropriate classroom behavior was improved when group reinforcement contingencies and token economies were combined with:

The use of behavior contracts was related to:

• Establishment and instruction of

class rules

• Self-management and peer-

monitoring

• Social skills training

• Individual contingencies

• Posting positively stated classroom

rules and active teacher

supervision

• Increased student productivity

• Increased on-task behavior and

daily assignment completion

• Improved school grades

• Improved student self-control





2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior

1. Brief, contingent, and specific error correction or explicit reprimands

States the observed behavior and tells the student what

they should do in the future in a brief, concise manner.









2. Performance feedbackStudents are provided with data regarding their engagement in target behaviors.










3. Differential reinforcementApply different positive reinforcement strategies.











4. Planned ignoringThe teacher ignores a student on purpose.












5. Response costWhen a stimulus (token) is removed.












5. Response costWhen a stimulus (token) is removed.

6. Time out from reinforcement





Practice Benefits

Error correction

a. In oral reading activities improved word recognition and reading comprehension. b. Error corrections that were discrete or quiet were more effective than longer or loud in tone error correction.

Performance feedback

a. Increase in appropriate behavior of all students.

Differential reinforcement

a. Improve overall appropriate behavior. b. Reduce inappropriate behavior.

Planned ignoreda. Increases in appropriate social and study behavior.

Response costa. Decrease swearing, aggressive behavior and inappropriate behavior.

Time out from reinforcement

a. Decrease inappropriate behavior






3. RESEARCH TO PRACTICE

Classroom management begins long before the students come into the classroom. Effective teachers plan their classroom management before the school year begins, and know what tasks they will need to undertake at the beginning and throughout the year.

1. Brief descriptionof the article

2. Literature searchMethodology

3. Research toPractice3.1. Guide to implementantionclassroom management practises throughout the school year. 3.2. Assessment of Critical features of Classroom management.


3. RESEARCH TO PRACTICE1. Brief descriptionof the article





3.2. Assessment of Critical features of

Classroom Management






3.2. Assessment of Critical features of

Classroom Management

Can be used by teachers to evaluate their own progress

or by observers to provide specific and contingent

feedback to guide a teacher’s implementation of the

critical features.





Answers Yes Classroom Management is considered

10 or more Effective

7-10 items Somewhat effective

Fewer than 7 Need improvement

4. CONCLUSION AND IMPLICATIONS FOR

FUTURE RESEARCH

1. Each of the critical features can be implmented by teachers with careful

planning.

2. The Classroom Management Assessment tool can be used to identify current levels of

performance and develop a plan for improvement.

3. Researchers should take the following steps to validate, update and expand upon past

research. - Focus on the previous studies’ characteristics.

- Identify the parameters under which procedure is optimized.

- Focus on efforts to evaluate teachers’ methods to maximize their use of evidence based-practices.

- Identify the most effective strategies





“In a language course success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom”

Dorney Malderez, 1999