Creating a Classroom

Environment
That Promotes Positive
- Edna D. Dahan -
Behavior
Matth •Matthew interrupts Ms. McLeod's lesson with a question but is asked to return to his seat.

•Instead of going back to his seat, Matthew jokes around with his classmates.

ew •Ms. McLeod repeatedly asks Matthew to sit down, but he keeps getting distracted.

•During the lesson, Matthew calls out answers without raising his hand and disrupts other
students.

•Matthew tries to respond to a question but can't remember what he wants to say, so he tells
jokes instead.

•Matthew doesn't pay attention during independent work time and engages in disruptive
behavior.

•Matthew trips on purpose, causing the class to laugh, and Ms. McLeod tells him to focus.

•Matthew continues to distract the class by making jokes and searching for a book instead of
working.

•At the end of the class, Ms. McLeod notices that Matthew and many classmates have only
completed a small part of the assignment.
What strategies could Ms. McLeod use to help Matthew improve his
learning and behavior?

After reading this chapter, we should have the knowledge, skills, and
dispositions to answer that as well as the following questions:

• How can I collaborate with others to conduct a functional behavioral

assessment?
• How can I promote positive classroom behavior in students?
• How can I prevent students from harming others?
• How can I adapt the classroom design to accommodate students’
learning, social and physical needs?
• Consistent classroom behavior aligned with teacher
expectations promotes successful inclusion.
• S o m e s t u d e n t s , l i k e M a t t h e w, m a y e x h i b i t d i s r u p t i v e
behavior that hinders learning and socialization.
• A comprehensive classroom management plan is necessary
to address behavior challenges.
• Strategies and physical design changes should support
p o s i t i v e b e h a v i o r.
• Effective instruction, collaboration, a welcoming
environment, and adherence to discipline policies are
important for successful inclusion.
• A schoolwide positive behavioral support system should align with your classroom
management plan.
• Collaboration and commitment from educators, students, and families are essential.
• The system should establish unified expectations, rules, and procedures.
• Wra p -a ro u n d s e rv ic e s a n d in te rv e n tio n s s h o u ld b e u tiliz e d .
• Creating a caring and safe learning environment is crucial.
• A functional behavioral assessment (FBA) is a person-centered,
multimethod, problem-solving process that involves gathering information
to
• measure student behaviors;
• d e t e r m i n e w h y, w h e r e , a n d w h e n a s t u d e n t u s e s t h e s e b e h a v i o r s ;
• identify the instructional, social, affective, cultural, environmental,
and contextual variables that appear to lead to and maintain the
behaviors; and
• plan appropriate interventions that address the purposes the
behaviors serve for students.
Guidelines for conducting an FBA
1.CREATE A DIVERSE MULTIDISCIPLINARY TEAM
• Assemble a team of professionals with expertise in areas such as
special education, psychology, speech therapy, counseling, and any
other relevant disciplines. This diverse team brings together different
perspectives and knowledge to ensure a comprehensive assessment.
2. IDENTIFY THE PROBLEMATIC BEHAVIORS
• Begin by identifying the specific behaviors that are of concern or need
further assessment. Clearly define the behaviors you want to target
during the FBA process.
 3. DEFINE THE BEHAVIOR
• Develop a clear and specific definition of the target behavior. This
helps ensure that all team members have a shared understanding of the
behavior being assessed. Use objective and measurable terms to define
the behavior.
4. OBSERVE AND RECORD THE BEHAVIOR
• Collect data on the target behavior by directly observing and recording
its occurrence. Use a combination of observation methods, such as
anecdotal records, behavior checklists, or technology-based tools.
Consistent and systematic data collection is crucial for accurate
analysis.
5. OBTAIN ADDITIONAL INFORMATION ABOUT THE STUDENT AND THE BEHAVIOR

• Gather relevant information about the student, including their academic

history, social-emotional development, and any other factors that may
influence their behavior. Consult with teachers, parents, and other
professionals who have interacted with the student to gain a
comprehensive understanding.
6. PERFORM AN ANTECEDENTS-BEHAVIOR-CONSEQUENCES (A-B-C) ANALYSIS
• Analyze the data collected by examining the antecedent events, the
target behavior itself, and the consequences that follow the behavior.
Identify patterns and possible triggers for the behavior, as well as the
reinforcing consequences that maintain it.
 7. ANALYZE THE DATA
• Review and analyze the collected data to identify trends, patterns, and
potential functions of the behavior. Look for factors that may
contribute to the behavior, such as environmental factors, social
interactions, or academic demands. Data analysis helps generate
insights and inform subsequent steps.
 8. DEVELOP HYPOTHESIS STATEMENTS
• Based on the data analysis, develop hypothesis statements that explain
the function or purpose of the behavior. Hypotheses should consider
the antecedents, behavior, and consequences involved. These
statements serve as starting points for intervention planning.
 9. CONSIDER SOCIOCULTURAL FACTORS
• Take into account the sociocultural factors that may influence the
student's behavior. Consider their cultural background, language
proficiency, and individual experiences when interpreting the data and
formulating hypotheses. Cultural perspectives can impact behavior and
communication styles.
10. DEVELOP A BEHAVIORAL INTERVENTION PLAN
• Collaboratively develop a behavioral intervention plan that addresses
the identified behavior. The plan should include specific measurable
goals for desired behaviors and outline strategies, supports, and
resources to modify antecedents and consequences. Assign
responsibilities and identify individuals and services involved in
implementing the plan.
 11. EVALUATE THE PLAN
• Continuously collect data to evaluate the effectiveness of the
intervention plan in influencing the student's behavior, learning, and
socialization. Assess the plan's impact on the classroom environment,
peers, teachers, and family. Revise the plan, modify interventions, and
collect additional data as necessary based on feedback and ongoing
assessment.
• To promote positive classroom behavior in students, you can
implement various strategies and interventions that focus on building
self-esteem, establishing routines, providing consequences, and
employing behavior reduction techniques
 1. Develop students' self-esteem

• Help students develop a positive self-image and a sense of self-worth.

Provide regular feedback and praise for their efforts and achievements.
Encourage them to set goals and celebrate their progress. Create a safe
and supportive environment where students feel valued and respected.
 2. Use antecedent-based interventions
• Antecedent-based interventions focus on modifying the environment or
circumstances before a behavior occurs. Set up the classroom in a way
that minimizes distractions and facilitates student engagement. Provide
clear instructions and expectations, and use visual cues or prompts to
support understanding and compliance. By addressing the antecedents,
you can help prevent challenging behaviors from occurring.
 3. Follow routines
• Establish consistent routines and procedures for daily activities in the
classroom. Clear routines provide structure and predictability, which
can reduce anxiety and disruptive behavior. Communicate and teach
the routines explicitly, ensuring that students understand the
expectations and steps involved. Regularly reinforce and practice the
routines to promote their adherence.
4. Use consequence-based interventions
• Consequence-based interventions involve providing appropriate
consequences in response to students' behavior. Establish a system of
positive consequences or rewards to reinforce desired behavior. This
can include verbal praise, tokens, privileges, or small incentives.
Similarly, apply logical consequences for inappropriate behavior that
are directly related to the actions and offer opportunities for reflection
and learning.
 5. Use self-management interventions
• Teach students self-management strategies to regulate their own
behavior. Help them set goals, monitor their progress, and self-assess
their behavior. Encourage them to reflect on their actions and make
adjustments accordingly. Provide tools like behavior charts or self-
reflection journals to support self-monitoring and self-reinforcement.
6. Use group-oriented management systems
• Implement management systems that promote collective responsibility
and cooperation among students. For example, establish a classroom
economy where students earn rewards collectively based on their
behavior as a group. Encourage collaboration and teamwork through
group projects and cooperative learning activities. Foster a sense of
community where students support each other in maintaining positive
behavior.
7. Employ behavior reduction interventions
• In cases where challenging behaviors persist, it may be necessary to
implement behavior reduction interventions. These strategies involve
identifying the function or purpose of the behavior and implementing
strategies to address it effectively. This may include implementing
behavior contracts, providing alternative behavior choices, or using
strategies like functional behavior assessments and behavior support
plans.
Promoting positive classroom behavior requires consistency, patience,
and a proactive approach. It's essential to establish a positive rapport with
students, provide clear expectations, and create an engaging and
supportive learning environment. Continuously assess and adjust your
strategies based on the individual needs and dynamics of your students to
promote a positive and conducive learning environment.
To prevent students from harming others, including bullies and those with aggressive
behavior:
1.Foster a positive school climate and promote respect and inclusivity.
2.Implement and enforce a clear anti-bullying policy.
3.Teach social-emotional skills and provide targeted interventions for at-risk students.
4.Encourage positive relationships and open communication among students, teachers, and
families.
5.Teach and reinforce positive behaviors while establishing clear rules and consequences.
6.Offer ongoing professional development for staff on addressing bullying and aggression.
7.Involve parents and families in prevention efforts and provide resources and support.
8.Establish peer support systems and empower bystanders to intervene.
9.Monitor and supervise common areas to deter harmful behaviors.
10.Create a holistic approach that addresses underlying causes and promotes a safe school
environment.
 Seating Arrangements:

• Arrange desks or tables to promote collaboration and interaction

among students.
• Consider flexible seating options such as bean bags, standing desks, or
floor cushions to accommodate different preferences and comfort
levels.
• Ensure that seating arrangements allow for easy movement and
accessibility for students with physical disabilities.
 Teacher's Desk:

• Position the teacher's desk in a way that allows for clear visibility and
accessibility to students.
• Avoid creating physical barriers between the teacher and students,
fostering a sense of approachability and openness.
 Bulletin Boards and Walls:

• Use bulletin boards to display student work, educational resources,

and relevant information that supports the curriculum.
• Create visual aids and charts that facilitate learning and
understanding.
• Incorporate displays that celebrate diversity, inclusivity, and positive
behavior to promote a welcoming and supportive classroom
environment.
 Learning Centers and Specialized Areas:

• Designate specific areas for different learning activities or centers,

such as a reading nook, art corner, or science exploration area.
• Ensure that materials and resources are easily accessible in each area.
• Make use of technology and multimedia tools to enhance learning
experiences.
 Classroom Design Adaptations:

• Consider the layout and organization of the classroom to optimize

space and minimize distractions.
• Provide storage solutions for students' belongings and instructional
materials to maintain a clutter-free environment.
• Adjust lighting and acoustics to create a comfortable and conducive
learning atmosphere.
• Incorporate elements of nature, such as plants or natural lighting, to
promote a calming and stimulating environment.
Thank
you