WEBVTT

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[Music] Welcome to the overview

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on Addressing Student
Problem Behavior.

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Every day, I lose
classroom time because some

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of my students are
out of control.

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They disturb their
classmates, and they don't learn

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as much as they should.

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How can I better
manage my classroom?

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Students in my school flood
the office with referrals

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that should be resolved
in the classroom.

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How can I better
support teachers

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and reduce office referrals?

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At several schools in
my district the number

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of office referrals has
dramatically increased.

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School policies may be
the root of the problem.

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How can I support my
principals in identifying

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and refining approaches
to this problem?

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I'm in fourth grade this year.

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Some of the kids in my class
call me names and hit me,

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even right in class when
the teacher is there.

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What can I do to
feel safer at school?

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Many administrators, teachers,

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and parents across the
country have been asking

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similar questions.

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Recent national surveys show
that school safety and lack

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of discipline are among the
main problems confronting

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public schools.

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Teachers in the general
education classroom face

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significant challenges
managing aggressive, defiant,

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and disruptive behavior.

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In 2006, nearly one-fifth
of the public schools

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in the nation reported
frequent student acts

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of disrespect toward teachers.

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It takes only a few students

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with persistent behavior
problems

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to create a chaotic environment

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that undermines learning
for all students.

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Researchers estimate
that adding just one boy

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with behavior problems
to a class

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of 20 children reduces
the standardized reading

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and math scores of
other boys in the room

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by nearly two percentile points
and increases the likelihood

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by 17% that another boy

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in the class will commit
a disciplinary infraction.

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It is imperative that all
students receive the appropriate

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support to grow socially
and emotionally and be able

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to meet the behavior
expectations of their school.

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Without the necessary support,

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students with chronic behavior
problems may also have academic

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and social difficulties
later in life.

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Social maladjustment and
persistent behavior problems

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in elementary school
predict unsafe behavior,

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such as alcohol use and
physical aggression later,

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as well as academic problems
and high school dropout.

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I'm ready to revisit my school
practices and work with my staff

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to reduce behavior problems.

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Where should I start?

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An IES expert panel has
identified five practices

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that can help your school
reduce behavior problems

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in the classroom.

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1. Identify the conditions that
reinforce problem behavior.

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2. Modify the classroom
environment

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to prevent problem behavior.

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3. Teach and reinforce skills
to promote appropriate behavior.

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4. Form collaborative
relationships with school staff,

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parents, and behavioral experts.

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5. Implement schoolwide
strategies or programs.

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A vital part of aligning
interventions

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with student needs
is data collection.

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Such data may include the
antecedents and consequences

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of the problem behavior.

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The purpose of such
data collection is

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to identify what motivates
some students to behave

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in a disruptive or
defiant manner.

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For some students, that may
be peer or adult attention.

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For other students, it may
be to avoid an academic task.

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Without data collection and
understanding the motive

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for the problem behavior,
teachers may respond

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to a student in a way

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that inadvertently
reinforces the problem behavior

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and increases its frequency.

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Teachers may collect and
analyze data on their own

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or with the support
of other school staff

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and behavior experts.

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Throughout the process, the
behavior should be described

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in concrete terms,
recorded throughout the day

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for at least several weeks,
and analyzed in conjunction

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with other student information
to identify what may prompt

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and reinforce the behavior.

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I've noticed that many
times it's the context

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that triggers problem behavior.

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The classroom environment is
directly related to the rate

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of inappropriate
behavior in the classroom.

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Good classroom management
starts with clear communication

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of the classroom
rules and routines.

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Classroom rules should
be repeated, reinforced,

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and revisited throughout
the year.

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As one strategy, teachers can
make the classroom environment

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more welcoming, warm,
and personalized

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by rearranging the
physical space.

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Also, a preventive approach that
identifies challenging times,

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locations, and tasks,
such as transitions,

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can reduce confusion
and disorderly behavior.

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Finally, teachers can
pace their instruction

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and provide scaffolding

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to reduce student
frustration or boredom.

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They can also use
projects and materials

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to promote student
interest and engagement.

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Teachers can also teach, model,
and reinforce positive behavior.

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Relevant skills may include
appropriate attention-seeking,

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effective interpersonal
communication,

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emotional awareness,
self-management,

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conflict resolution, and
social problem solving.

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It's helpful to identify
the type of skills

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that would benefit from
additional explicit instruction.

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These skills may be
taught to the entire class

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or as enrichment to
a subset of students.

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In either case, concrete
examples

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and practice opportunities

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with feedback will
yield positive results.

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Positive reinforcement in
the form of praise, tokens,

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or small prizes is an
effective way to get students

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in the habit of positive
behavior.

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The goal of the intervention is

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that students will develop
intrinsic motivation

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for respectful, safe,
and caring behavior

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and a good understanding
of the classroom.

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Collecting data, modifying
the environment, teaching

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and reinforcing skills-that
sounds

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like a lot of work for teachers.

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How should I help?

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School principals can
encourage teacher collaboration

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to minimize the burden
on any individual teacher

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and encourage knowledge-sharing

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about useful strategies
and materials.

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In addition, principals
can invite behavior experts

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to the school or provide
training opportunities

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to staff inside the school.

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Internal and external behavior
experts are a helpful source

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of support to teachers.

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They can help collect
and analyze data,

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identify interventions,
and monitor implementation.

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Finally, principals
should encourage

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and facilitate communication
processes with parents

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and legal guardians to
share student information,

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provide parenting
workshops, and collaborate

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in intervention efforts.

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It seems to me that
embedding practices

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in a schoolwide approach
can help all school staff

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and students.

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A schoolwide approach
uses a coherent model

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for implementing practices

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across classrooms
and grade levels.

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Many such approaches
build on the leadership

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of a schoolwide intervention
team.

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Such a team features teachers,
administrators, experts,

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specialists, and parents
who provide guidance

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for intervention and monitor
implementation and outcomes.

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An effective schoolwide
approach is based

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on a comprehensive
needs assessment

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that includes identifying
hotspots in the school,

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where incidents are
likely to happen,

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and the general behavioral
climate of the school.

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It also evaluates
the effectiveness

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of existing behavioral
interventions.

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Based on a needs assessment, the
principal may decide to continue

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with the current approach,
develop a new approach,

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or adopt a packaged program.

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The five practices work well
if implemented together.

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The tools and processes

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for implementing these practices
can vary and should be aligned

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with the cultural, academic,

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and behavioral climate
of the school.

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You will find materials on this
site for each of these practices

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that will help you
work with your staff

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to reduce behavior
problems at your school.

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Each practice includes tips to
help district staff, principals,

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and teachers plan for and carry
out the recommended reforms.

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If you are unfamiliar
with the practices,

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begin with the multimedia
overview

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and expert interviews
in Learn What Works.

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See how schools have
implemented these practices

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in See How It Works.

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Use the tools in Do What Works

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to explore what your
school is already doing well

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and what you can focus on next.

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Remember, there are
materials here for educators

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at all levels of experience.

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Explore them for yourself,
and then use them as you begin

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to implement these
research-based practices

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for reducing behavior problems

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in the elementary
school classroom.