unlversal 8S for Classroom p.

1

!"#$%&'() +,'#-#$% .%/($#,& 0122,&- 3,& -/% 4)(''&,,5
Lorl newcomer
unlverslLy of Mlssourl

1o daLe, over 7,000 schools are lmplemenLlng schoolwlde sysLems of poslLlve behavlor supporL
(SW8S). AL Lhe unlversal/prlmary Ller, Lhese schools creaLe a foundaLlon of supporL Lo prevenL
problem behavlor and academlc fallure for all sLudenLs. 1hls prevenLlve approach can decrease Lhe
frequency of problem behavlors and reduce Lhe developmenL of more serlous problems wlLh sLudenLs
aL rlsk. lor Lhose sLudenLs who do noL respond Lo Lhe unlversal supporLs, secondary and LerLlary
lnLervenLlons exLend Lhe conLlnuum of supporLs avallable Lo lmprove soclal and academlc ouLcomes. A
cruclal seLLlng for prlmary sysLems of supporL ls Lhe classroom, however, prlmary supporLs aL Lhe
classroom level ofLen recelve Lhe leasL amounL of aLLenLlon and presenL Lhe greaLesL lnconslsLencles ln
lmplemenLaLlon. lf schools are Lo maxlmlze efforLs aL Lhe prlmary level, unlversal sysLems of supporL ln
Lhe classroom musL be addressed.
LffecLlve, evldence based managemenL sLraLegles are Lhe foundaLlon of prlmary lnLervenLlons ln
Lhe classroom seLLlng. 8ecause Lhere ls a slgnlflcanL relaLlonshlp beLween sLudenL behavlor ln Lhe
classroom and Lhe surroundlng envlronmenL (kern & Clemons, 2007, kern, Callagher, SLarosLa, Plckman
& Ceorge, 2006, newcomer & Lewls, 2004, 1homas, 8ecker, & ArmsLrong, 1968), proacLlve classroom
managemenL sLraLegles focus on creaLlng an envlronmenL sLrucLured Lo (a) ldenLlfy, Leach and
encourage Lhe behavlors LhaL wlll lead Lo sLudenL success, (b) prevenL problem behavlors and (c)
faclllLaLe academlc success. 1hls prevenLlve approach lncludes an lnLegraLlon of boLh proacLlve behavlor
managemenL and lnsLrucLlonal pracLlces. ln a recenL llLeraLure revlew of evldence-based pracLlces ln
classroom managemenL, Slmonsen eL al (2008) ldenLlfled flve crlLlcal feaLures of effecLlve classroom
managemenL: (a) maxlmlze sLrucLure, (b) posL, Leach, revlew, monlLor, and relnforce expecLaLlons, (c)
acLlvely engage sLudenLs ln observable ways, (d) use a conLlnuum of sLraLegles for respondlng Lo
approprlaLe behavlors, and (e) use a conLlnuum of sLraLegles Lo respond Lo lnapproprlaLe behavlors. A
unlversal 8S for Classroom p. 2

comprehenslve managemenL plan Lherefore addresses noL only behavlor managemenL, buL also
lnsLrucLlonal managemenL and envlronmenLal managemenL. ln Lhls arLlcle, we wlll revlew effecLlve
pracLlces ln behavlor, lnsLrucLlonal, and envlronmenLal managemenL and provlde suggesLlons for
lmplemenLaLlon wlLhln Lhe framework of SW8S unlversal supporLs.
.%/($#,& 6("(7%5%"-
LffecLlve behavlor managemenL beglns wlLh overL procedures and rouLlnes deslgned Lo Leach
and promoLe poslLlve expecLaLlons, lnhlblL or dlscourage rule vlolaLlng behavlor and creaLe a culLure of
compeLence ln whlch communlcaLlon and procedures are effecLlve and efflclenL. A well-deslgned
behavlor managemenL plan focuses on prevenLlng raLher Lhan respondlng Lo problem behavlor. CrlLlcal
feaLures of behavlor managemenL lnclude (a) sLraLegles Lo Leach, revlew, monlLor, and relnforce
expecLaLlons, (b) a conLlnuum of sLraLegles for respondlng Lo approprlaLe behavlors, and (c) a
conLlnuum of sLraLegles Lo respond Lo lnapproprlaLe behavlors. 1he followlng secLlon presenLs a
dlscusslon on each of Lhese feaLures.
!"#$%& (")*"+& ,-.*/-( #.0 ("*.1-($" "23"$/#/*-.4!
1eachlng and relnforclng expecLaLlons ls achleved by esLabllshlng clear rules and rouLlnes, uslng
precorrecLs and relnforcemenL procedures.
567"48 8ules are Lhe foundaLlon of effecLlve classroom managemenL. 1he exLenL Lo whlch
sLudenLs know Lhe rules and how Lo follow Lhe rules ls poslLlvely correlaLed wlLh approprlaLe behavlor
(8osenberg, 1986). 8ules for Lhe classroom should reflecL and supporL schoolwlde expecLaLlons, yeL
Lallored Lo promoLe behavlor speclflc Lo Lhe classroom seLLlng. 8efore esLabllshlng a seL of classroom
rules, one musL flrsL deLermlne whlch sLudenL behavlors are conduclve Lo a poslLlve learnlng
envlronmenL as well as anLlclpaLe any problem behavlors LhaL dlsrupL Lhe envlronmenL. 1he rules are
deslgned Lo clearly communlcaLe Lhe deslred behavlors Lo Lhe sLudenLs and ldenLlfy replacemenL
behavlors for exlsLlng problems. LffecLlve rules have Lhe followlng characLerlsLlcs:
unlversal 8S for Classroom p. 3

#$%& '(% )*'*%+ ,- ./),*,0% *%(1)! LffecLlve rules ldenLlfy Lhe approprlaLe behavlor and are
speclflc enough Lo ellmlnaLe any confuslon or amblgulLy regardlng Lhe meanlng.
#$%& '(% /2)%(0'23% '-+ 1%')4('23%! When rules refer Lo behavlors LhaL can be seen and
measured ln Lerms of accuraLe performance, Lhere ls no quesLlon as Lo wheLher or noL a rule has
been followed.
#$%& '(% ),1.3% '-+ '5% '..(/.(,'*%! Wordlng ls brlef and ls easlly undersLood by Lhe LargeL
populaLlon.
#$%& '(% 6%.* */ ' 1,-,141! llve classroom rules are sufflclenL for mosL seLLlngs. A good
package of rules wlll address compllance, movemenL around Lhe classroom, Lalklng, work
compleLlon, and readlness.
8ules communlcaLe deslred behavlors, Lherefore lL ls useful Lo conslder Lhe dlsLlncLlon beLween
rules and expecLaLlons. An expecLaLlon ls deflned as a confldenL or sLrong hope LhaL someLhlng wlll
happen" whereas a rule ls an auLhorlLaLlve prlnclple seL forLh Lo gulde behavlor" (expecLaLlon, 2008,
rule, 2008). LxpecLaLlons are generally sLaLed sLandards of conducL and ofLen convey Lhe characLerlsLlcs
LhaL lead Lo success boLh ln and ouL of school (l.e. Lo be responslble, respecLful and Lo do Lhelr besL).
Clearly sLaLed rules, on Lhe oLher hand, ldenLlfy, deflne, and /.%('*,/-'3,7% concepLs of accepLable
behavlor speclflc Lo Lhe classroom seLLlng LhaL are necessary Lo malnLaln order and a well-funcLlonlng
envlronmenL. llgure 1 lllusLraLes how one Leacher allgned her classroom rules wlLh Lhe schoolwlde
expecLaLlons.
unlversal 8S for Classroom p. 4



Schoolwlde LxpecLaLlons

8e 8especLful 8e 8esponslble 8e CooperaLlve
8alse your hand and walL for
permlsslon Lo speak or leave
your seaL

8rlng paper, pencll and books
Lo class

uo whaL your Leacher asks
lmmedlaLely

keep hands, feeL and ob[ecLs
Lo yourself
SLarL work lmmedlaLely, work
durlng work Llmes



C
l
a
s
s
r
o
o
m

8
u
l
e
s


1urn compleLed asslgnmenLs
ln on Llme



8#71&% 9: Classroom rules maLrlx
noLe LhaL Lhe rules llsLed ln flgure 1 are observable, measurable, speclflc and leave no quesLlon
as Lo Lhelr meanlng. WlLh lnsLrucLlon, relnforcemenL and conslsLenL observance and relnforcemenL of
rules, Lhe Leacher can shape sLudenL behavlor and creaLe a sLable, predlcLable envlronmenL ln whlch
sLudenLs know how Lo succeed. SLudenLs who ralse Lhelr hand Lo seek permlsslon and keep Lhelr hands
Lo Lhemselves are respecLful ln Lhelr behavlor. When sLudenLs brlng Lhelr maLerlals Lo class, compleLe
Lhelr work, and Lurn lL ln on Llme Lhey are followlng Lhe rules LhaL shape responslble behavlor. 1he Lable
below llsLs examples and nonexamples of effecLlve classroom rules (see 1able 1). Lven Lhough Lhe
nonexamples lndlcaLe Lhe characLerlsLlcs we sLrlve Lo lnsLlll ln sLudenLs wlLh sLrong hope" Lhey wlll
demonsLraLe Lhese characLerlsLlcs, Lhey are vague, un-measurable and sub[ecL Lo lnLerpreLaLlon. ln
conLrasL, Lhe examples are expllclL, unamblguous, and lndlspuLable sLaLemenLs of approprlaLe behavlor
for Lhe classroom.
unlversal 8S for Classroom p. 3



Classroom 8ules
Lxamples
nonexamples
1urn ln compleLed asslgnmenLs on Llme.
Walk aL all Llmes ln Lhe classroom.
keep hands, feeL, and ob[ecLs Lo yourself.
8alse your hand and walL for permlsslon Lo
speak.
uo whaL your Leacher asks lmmedlaLely.
8e ln your seaL when Lhe bell rlngs.
keep your hands, feeL and ob[ecLs Lo yourself.
8e on Lask durlng work Llmes.

8e responslble.
8e a good clLlzen.
8especL auLhorlLy.
ay aLLenLlon.
8e ready Lo learn.
uo your besL.
8e klnd Lo oLhers.
8e pollLe.
8e safe.
;(<)% 9= Classroom rule examples and nonexamples
5-6/*."4 #.0 9(-$"06("4! AlLhough a crlLlcal componenL of effecLlve classroom managemenL,
rules alone are noL adequaLe Lo esLabllsh a proacLlve and efflclenL learnlng envlronmenL. Well deflned
rouLlnes and procedures help sLudenLs masLer Lhe sLeps necessary Lo accompllsh Lasks. 1he sequence
of behavlors sLudenLs musL engage ln Lo compleLe speclflc Lasks and procedures ls usually Loo complex
Lo address wlLh classroom rules. 8ehavloral expecLaLlons for Lhese procedures are addressed more
efflclenLly wlLh conslsLenL rouLlnes.
8ouLlnes are easlly deslgned by llsLlng Lhe acLlvlLles and LranslLlons LhaL occur LhroughouL Lhe
day and compleLlng a Lask analysls for each acLlvlLy. 1he Lask analysls ls LranslaLed lnLo classroom
rouLlnes and procedures LhaL can be LaughL. lL ls beneflclal Lo esLabllsh rouLlnes for LranslLlons and
frequenLly occurrlng acLlvlLles (see 1able 2).
unlversal 8S for Classroom p. 6


Lxamples of rocedures
Llnlng up
1urnlng ln asslgnmenLs
Class dlscusslons
Sharpenlng penclls
CeLLlng a drlnk
LnLerlng Lhe classroom
Leavlng Lhe classroom
Managlng classroom equlpmenL
Colng Lo Lhe resLroom
upkeep of sLudenL desks
CooperaLlve group work
CenLers work
;(<)% >= Lxamples of procedures
As wlLh Lhe classroom rules, Lhe rouLlnes should also allgn wlLh Lhe schoolwlde expecLaLlons (see llgure
2). LsLabllshlng procedures and rouLlnes ln Lhls way allows for a conslsLenL and orderly envlronmenL,
helps sLudenLs Lo manage LranslLlons efflclenLly and Lo self-monlLor Lhelr behavlor.
Small Croup AcLlvlLy lndependenL SeaL Work 1ranslLlons
8
e
s
p
e
c
L
f
u
l

LlsLen Lo oLhers
AccepL each oLher's
answers and oplnlons

8alse hand before Lalklng
Work quleLly
Pands Lo self
Move quleLly
keep space beLween you
and oLhers ln llne
8
e
s
p
o
n
s
l
b
l
e


lollow dlrecLlons
SLay on Lask
SLay wlLh your group
use Llme wlsely
SLay on Lask
Manage Llme wlsely
8emaln ln seaL unless
you have permlsslon Lo
be up
uL maLerlals away
CeL requlred maLerlals
ready
lollow dlrecLlons
C
o
o
p
e
r
a
L
l
v
e

uo your share of Lhe
work
Lveryone parLlclpaLes
WalL quleLly lf Lhe
Leacher ls asslsLlng a
classmaLe
Leave Lhe area clean and
orderly
Pelp your nelghbor
llgure 2. Classroom rouLlnes maLrlx
!"#$%*.: "23"$/#/*-.4= 8ules and rouLlnes are LaughL wlLh Lhe same lnsLrucLlonal procedures
used Lo Leach academlcs:
unlversal 8S for Classroom p. 7

1. resenL Lhe rule or rouLlne. osL ln promlnenL poslLlons ln Lhe classroom aL sLudenL eye level.
use enlarged phoLos of sLudenLs Lo lllusLraLe whaL Lhe behavlor looks llke.
2. ulscuss why Lhe rule or rouLlne ls lmporLanL.
3. LllclL and demonsLraLe examples and nonexamples of Lhe deslred behavlor.
4. rovlde opporLunlLles for pracLlce wlLh feedback.
3. Lxplaln whaL wlll happen when Lhe rule or rouLlne ls followed and whaL wlll happen lf noL
followed.
Cnce LaughL, provlde frequenL and conslsLenL acknowledgemenL for compllance. SLudenLs are
more llkely Lo adhere Lo rules and rouLlnes when Lhey are acknowledged for Lhelr approprlaLe behavlor.
AcknowledgemenL can range from slmple verbal pralse (e.g. Lveryone worked quleLly durlng Lhe work
Llme, you were all very responslble") Lo conLlngenL relnforcemenL sysLems. !usL as lL ls lmporLanL Lo
conslsLenLly acknowledge sLudenLs for approprlaLe behavlor, lL ls equally lmporLanL LhaL rules be
conslsLenLly enforced. lnconslsLency sends a confuslng and mlxed message Lo sLudenLs.
9("$-(("$/*-.= recorrecLlon sLraLegles are mosL effecLlve when approprlaLe behavlors have
already been esLabllshed and LaughL (e.g. rules and rouLlnes). 1wo ob[ecLlves are emphaslzed wlLh
precorrecLlons sLraLegles: (a) ellmlnaLlon or reducLlon of Lhe problem behavlor and (b) esLabllshmenL of
an expecLed behavlor Lo replace Lhe problem behavlor. Whereas correcLlon procedures are consequenL
manlpulaLlons deslgned Lo sLop or decrease Lhe llkellhood of problem behavlor afLer lL occurs,
precorrecLlon procedures are anLecedenL manlpulaLlons deslgned Lo prevenL Lhe occurrence of
predlcLable problems and Lo prompL deslred behavlor (Colvln, Sugal & aLchlng, 1993). 1o lmplemenL a
precorrecLlon sLraLegy, Lhe Leacher ldenLlfles Lhe conLexL (e.g., acLlvlLy, LranslLlon, seLLlng) ln whlch Lhe
problem Lhe behavlor predlcLably occurs and Leaches Lhe deslred replacemenL behavlor (e.g. Lhe
approprlaLe rule or rouLlne). 8ehavlor rehearsals are conducLed Lo provlde sLudenLs wlLh opporLunlLles
Lo pracLlce and frequenL and overL prompLs abouL Lhe expecLed behavlor are provlded as sLudenLs enLer
unlversal 8S for Classroom p. 8

lnLo Lhe problem conLexL (Colvln, 2004). 1he followlng example demonsLraLes Lhe use of a
precorrecLlon sLraLegy: When she dlrecLed her sLudenLs Lo llne up Lo go Lo lunch, Mrs. Sherldan's class
would [ump from Lhelr seaLs and rush Lo Lhe door leavlng Lhe room messy and bumplng and crowdlng
each oLher as Lhey formed Lhe llne. lL would someLlmes Lake her as long as flve mlnuLes before Lhe
sLudenLs were quleL and ready Lo go Lo lunch. 1o remedy Lhls, Mrs. Sherldan developed and LaughL Lhe
followlng rouLlne Lo sLudenLs: (1) Clear your desk Lop and puL all lLems away. (2) ush your chalr under
Lhe Lable and sLand behlnd your chalr. (3) When your Lable ls called, walk Lo Lhe door and form a llne.
(4) SLand ln llne so LhaL Lhere ls space for anoLher person ln fronL of you and behlnd you. (3) LasL person
ouL Lhe door Lurns off Lhe llghL and closes Lhe door. 1he rouLlne was LaughL Lo Lhe class, wlLh several
opporLunlLles Lo pracLlce. rlor Lo each LranslLlon, Mrs. Sherldan would call on one or Lwo sLudenLs and
ask Lhem Lo demonsLraLe Lhe procedure. She also pralsed Lhe sLudenLs lndlvldually and as a group each
Llme Lhey followed Lhe procedure. AfLer Lhe sLudenLs learned Lhe rouLlne, Mrs. Sherldan conLlnued Lo
prompL Lhe sLudenLs Lo remlnd Lhem of Lhe expecLed behavlors, 8emember Lo puL Lhlngs away and
push ln your chalr, Lhen walL Lo be called Lo Lhe llne." WlLh a clear procedure for llnlng up and frequenL
and overL precorrecLs, Lhe problem behavlors assoclaLed wlLh llnlng up were soon ellmlnaLed.
recorrecLlon sLraLegles work well for an enLlre class or for lndlvldual sLudenLs who conLlnue Lo make
behavlor errors.
; $-./*.66, -1 ("43-.4"4 1-( #33(-3(*#/" #.0 *.#33(-3(*#/" <"%#)*-(48
A conLlnuum of planned responses ls needed Lo recognlze or Lo correcL sLudenL behavlor.
1hese responses are Lhe consequences LhaL follow sLudenL behavlor and are deslgned elLher Lo lncrease
or decrease lLs occurrence, dependlng on Lhe deslred ouLcome. Consequences, boLh poslLlve and
negaLlve, should be clear, speclflc, loglcal, and arranged ln a hlerarchy. oslLlve consequences are
based on relnforcemenL procedures deslgned Lo acknowledge and promoLe rule and procedural
compllance. negaLlve consequences are deslgned Lo reduce Lhe occurrence of noncompllance.
unlversal 8S for Classroom p. 9

9-4*/*)" =-.4">6".$"48 oslLlve consequences are based on prlnclples of relnforcemenL.
8elnforcemenL ls any procedure LhaL malnLalns or lncreases behavlor as Lhe resulL of consequences
experlenced followlng a behavlor. Conslder Lhe followlng examples: ?ou wear a new ouLflL Lo work and
recelve a loL of compllmenLs, you wear Lhe ouLflL more ofLen. A group of glrls sLop Lo Lalk Lo your
Leenage son when he Lakes Lhe dog for a walk ln Lhe park, your son walks Lhe dog more frequenLly.
AfLer savlng 10 of each paycheck, you have enough money Lo Lake your famlly on a summer vacaLlon,
you and your spouse declde Lo conLlnue Lhe pracLlce. As demonsLraLed by Lhese examples,
relnforcemenL ls a naLurally occurrlng behavloral process LhaL can lncrease Lhe raLe, lnLenslLy, duraLlon,
or form of a behavlor. LffecLlve Leachers use relnforcemenL as a powerful Lool Lo Leach, shape and
encourage approprlaLe behavlor. 1he goal of any relnforcemenL sysLem ls noL Lo manage or conLrol
behavlor, buL Lo help sLudenLs lmprove behavlor and move sLudenLs Lo lnLrlnslc moLlvaLlon and
relnforcemenL.
8elnforcers can be soclal relnforcers (e.g. pralse, recognlLlon), acLlvlLy relnforcers (e.g. speclal
prlvlleges, [obs, compuLer Llme), maLerlal relnforcers (e.g. Langlble lLems), and Loken relnforcers (l.e.,
lLems exchanged for oLher relnforcers). 8osenfeld (2008) recommends Leachers plan relnforcers ln
Lerms of free and frequenL, lnLermlLLenL, and sLrong and long Lerm. 8(%% '-+ 9(%:4%-* relnforcers are
Lyplcally soclal relnforcers (e.g. pralse, Lhumbs up, smlles, rubber sLamps on papers). When dellvered
conLlngenLly and frequenLly, sLudenLs Lend Lo exhlblL hlgher levels of approprlaLe behavlor (1homas,
8ecker & ArmsLrong, 1968). A pralse Lo reprlmand raLlo of 3:1 (Shores, CunLer, & !ack, 1993) or 4:1 or
hlgher (Walker, 8amsey, & Cresham, 2004) ls recommended. ;-*%(1,**%-* relnforcers are Lhose
relnforcers presenLed conLlngenL on approprlaLe behavlor on a less frequenL basls (e.g. phone call
home, speclal prlvlleges, compuLer Llme). 1he sLrong and long Lerm relnforcers glve recognlLlon for long
Lerm efforLs (e.g. honor roll, fleld Lrlp, speclal recognlLlon award). Cf Lhe Lhree caLegorles, Lhe free and
frequenL relnforcers are Lhe mosL powerful Lools Lo shape and encourage approprlaLe behavlor.
unlversal 8S for Classroom p. 10

?":#/*)" =-.4">6".$"48 1he purpose of a negaLlve consequence ls Lo decrease Lhe occurrence
of problem behavlor and Lo Leach Lhe deslred replacemenL behavlors. Slmllar Lo poslLlve consequences,
negaLlve consequences should be connecLed Lo Lhe classroom rules. A hlerarchy of consequences
should be planned from Lhe leasL lnLruslve (e.g. error correcLlon wlLh rule remlnder) Lo Lhe mosL
lnLruslve (e.g. offlce referral). CpLlons lnclude rule remlnders, changlng seaLs, Llme-ouL ln class, Llme-
ouL ouL of class, phone call home, lunch deLenLlon, offlce referral. lL ls lmporLanL Lo keep ln mlnd,
however, LhaL negaLlve consequences alone are noL an effecLlve sLraLegy. 1hey musL be encased wlLhln
a comprehenslve managemenL package LhaL ls based on Lhe proacLlve pracLlces of relnforcemenL,
poslLlve sLudenL Leacher lnLeracLlons, and effecLlve surface managemenL sLraLegles such as acLlve
supervlslon.
5"*.1-($","./@<#4"0 4/(#/":*"4 /- 0"$("#4" <"%#)*-(48 ulfferenLlal relnforcemenL procedures
are an effecLlve way Lo reduce problem behavlors by relnforclng Lhe absence of Lhe behavlor or LargeLed
alLernaLlves. ulfferenLlal relnforcemenL of lncompaLlble behavlors (u8l) ls a procedure ln whlch
behavlors LhaL are lncompaLlble wlLh Lhe problem behavlor (e.g. classroom rule relaLed behavlors) are
relnforced. lor example, ln a classroom LhaL has frequenL Lalklng among sLudenLs aL lnapproprlaLe
Llmes Lhe Leacher would relnforce sLudenLs for perlods of Llme when Lhey are noL Lalklng and on-Lask.
1he absence of Lalklng ls relnforced, noL a speclflc replacemenL behavlor. A Leacher may also choose Lo
lmplemenL dlfferenLlal relnforcemenL of low raLes of behavlor (u8L). ln a mlddle school where arrlvlng
laLe Lo class ls a problem, a Leacher may use u8L, relnforclng sLudenLs for belng ln class and ln Lhelr seaL
aL a predeLermlned crlLerlon for number of Lardles. lor example, durlng Lhe flrsL week, relnforcemenL
can occur lf Lhere are no more Lhan 3 Lardles durlng Lhe week. Cnce Lhe 3 Lardy crlLerla ls meL, Lhe
Leacher can reduce Lo crlLerla for relnforcemenL Lo no more Lhan 2 Lardles durlng Lhe week. Lach Llme
Lhe class meeLs Lhe crlLerlon, lL ls lowered unLll Lardles are ellmlnaLed.
unlversal 8S for Classroom p. 11

When carefully deslgned and lmplemenLed wlLh conslsLency, behavlor managemenL procedures
can prevenL many problem behavlors from occurrlng. Powever, sLrengLhenlng academlc performance ls
an lmporLanL feaLure Lo conslder Lo ellmlnaLe dlsclpllne problems. 1he nexL secLlon wlll address
lmporLanL sLraLegles for lnsLrucLlonal managemenL.
?"'-&1@-#,"() 6("(7%5%"-
lnsLrucLlon may be Lhe mosL crlLlcal anLecedenL for approprlaLe sLudenL behavlor, Lhe
relaLlonshlp beLween lnsLrucLlon and behavlor, as well as academlc performance and behavlor has been
clearly esLabllshed (Caprara, 8arbaranelll, asLorelll, 8andura & Zlmbardo, 2000, SuLherland & Wehby,
2001). 1hls lmplles LhaL by uslng engaglng, sLrucLured lnsLrucLlonal meLhods Leachers can lmprove
sLudenL Lask engagemenL and reduce Lhe occurrence of problem behavlors. lncreaslng Lhe
opporLunlLles Lo respond (C18) ls an effecLlve way Lo lncrease sLudenL engagemenL ln lnsLrucLlon. ln
C18, lnsLrucLlonal sLlmull are presenLed as verbal quesLlons, prompLs, cues or dlrecLlves. SLudenL
responses Lo Lhose sLlmull are wrlLLen, oral, or some sorL of moLor response. When presenLed wlLh new
maLerlal, sLudenL response raLe should range from 4 Lo 6 responses per mlnuLe, wlLh a mlnlmum of 80
accuracy. When Lhe ob[ecLlve of Lhe lesson ls Lo lncrease fluency wlLh maLerlal, response per mlnuLe
should range from 8 Lo 12 responses per mlnuLe, wlLh aL leasL 90 accuracy (CunLer & SuLherland,
2003). 1he followlng ls a revlew of sLraLegles LhaL Leachers can use Lo lncrease sLudenL opporLunlLles Lo
respond, engagemenL and Llme on Lask.
9""( !6/-(*.:8 eer LuLorlng provldes hlgh levels of sLudenL engagemenL and allows sLudenL Lo
work ln palrs Lo pracLlce baslc skllls, uslng a hlghly sLrucLured formaL wlLh speclflc procedures for Laklng
Lurns, presenLlng lnformaLlon, recordlng responses and provldlng feedback (uelquardrl, Creenwoood,
WhorLon, CarLa, & Pall, 1986). eer LuLorlng models promoLe hlgh levels of on-Lask behavlor and,
Lherefore reduced levels of off-Lask behavlor. eer LuLorlng models lnclude Class-wlde eer 1uLorlng
(CW1) (uelquadrl, Creenwood, SLreLLon, & Pall, 1983) and eer AsslsLed Learnlng SLraLegles (ALS)
unlversal 8S for Classroom p. 12

(luchs, luchs,& 8urlsh, 2000). 1he hlghly sLrucLured and sysLemaLlc naLure of peer LuLorlng lncreases
Llme on Lask and reduces levels of off-Lask behavlor.
4,521-%& A''#'-%B ?"'-&1@-#," C4A?D= CAl can provlde hlgh levels of response opporLunlLles and
lmmedlaLe feedback, as well as enhance sLudenL moLlvaLlon for learnlng (!erome & 8arbeLLa, 2003,
Sllver-acullla & llelshman, 2006).
4/,&() E%'2,"B#"7= Choral respondlng ls an lnsLrucLlonal Lechnlque ln whlch Lhe Leacher glves
an lnsLrucLlonal prompL or slgnal Lo whlch sLudenLs generaLe a reply and respond ln unlson. Choral
respondlng can be used durlng large group lnsLrucLlon Lo lncrease sLudenL parLlclpaLlon and Lo lncrease
opporLunlLles Lo pracLlce skllls LhroughouL a lesson. A hlgh raLe of sollclLlng sLudenL responses uslng
choral respondlng ls assoclaLed wlLh hlgher raLes of on-Lask behavlors and decreased problem behavlors
(Lnglemann & Carnlne, 1991).
E%'2,"'% 4(&B'. Slmllar Lo choral respondlng, response cards are cards, slgns or lLems
slmulLaneously help up by all sLudenLs Lo dlsplay Lhelr response Lo a quesLlon or problem presenLed by
Lhe Leacher (Peward, 2006). uslng response cards durlng revlew and gulded pracLlce, sLudenLs have
lncreased respondlng when compared Lo Leachers calllng on lndlvldual sLudenLs.
F#&%@- ?"'-&1@-#," CF?D= ul ls an lnsLrucLlonal approach LhaL aLLempLs Lo conLrol all Lhe varlables
LhaL lnfluence sLudenL performance (Adams & Carnlne, 2003). 1he lesson uses a small group Leachlng
formaL LhaL follows a preclsely formaLLed scrlpL. 1he lessons are deslgned Lo keep sLudenLs acLlvely
engaged, maklng 10 Lo 13 oral responses per mlnuLe. SLudenL errors are lmmedlaLely recognlzed and
provlde opporLunlLles for reLeachlng. lollowlng Lhe group exerclses, sLudenLs compleLe workbook
acLlvlLles LhaL are coordlnaLed wlLh Lhe group lesson Lo provlde addlLlonal pracLlce
G"$#&,"5%"-() 6("(7%5%"-
1he physlcal arrangemenL of Lhe classroom can lmpacL sLudenL academlc and behavloral
performance and should be sLrucLured Lo supporL lnsLrucLlonal and behavloral expecLaLlons. 1he
unlversal 8S for Classroom p. 13

arrangemenL of desks, learnlng cenLers, compuLers, maLerlals and sLorage areas should be allgned Lo
supporL Lhe schedule of dally acLlvlLles and Lo faclllLaLe smooLh LranslLlons. 1he room should be
arranged Lo reduce congesLlon, especlally aL crlLlcal LranslLlon areas (e.g. enLry, sLorage areas, cenLers).
1he classroom arrangemenL should be free of cluLLer, wlLh maLerlals neaLly sLored and easlly accesslble.
lurnlLure and equlpmenL should be approprlaLely slzed for Lhe sLudenLs and arranged Lo allow Leachers
Lo have easy access Lo every sLudenL and so LhaL all sLudenLs have easy access Lo maLerlals. llnally,
areas should be arranged Lo faclllLaLe speclflc acLlvlLles (e.g. readlng, learnlng cenLers, llsLenlng cenLers)
wlLh speclal aLLenLlon Lo lndependenL work areas Lo ensure mlnlmal dlsLracLlons.
+1--#"7 ?- A)) ;,7%-/%&
uarch and kame'enul (2004) recommend Leachers develop a 180-day plan for classroom
managemenL LhaL conslsLs of 3 phases across Lhe course of Lhe school year. uurlng phase one, (Lhe flrsL
3 monLhs ln Lhe fall) Lhe focus ls Leachlng and relnforclng rules and rouLlnes. uurlng phase Lwo (Lyplcally
Lhe wlnLer monLhs), Lhe focus shlfLs Lo quallLy lnsLrucLlon, lnsLrucLlonal managemenL, efflclenL
schedullng and relnforcemenL Lo move sLudenLs Lo masLery of behavloral and academlc skllls. uurlng
phase 3 (Lhe sprlng monLhs) Leachers reLeach and use precorrecLs as needed.
ln comblnaLlon, Lhe unlversal classroom managemenL pracLlces dlscussed can prevenL Lhe
occurrence of dlsrupLlons and oLher problem behavlors ln Lhe classroom and creaLe a proacLlve
envlronmenL Lo promoLe boLh academlc and behavloral compeLence. 8ecause Lhese pracLlces funcLlon
Lo prevenL problem behavlors Lhrough an lnsLrucLlonal approach, Lhey are poslLlve and proacLlve. As a
comprehenslve package, behavlor, lnsLrucLlonal, and envlronmenLal managemenL conLrlbuLe Lo Lhe
developmenL of an effecLlve, efflclenL classroom envlronmenL.



unlversal 8S for Classroom p. 14

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unlversal 8S for Classroom p. 13

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unlversal 8S for Classroom p. 16

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