|Classroom Management, Coaching, and Precision Teaching With the Morningside Model of Generative Instruction|
|Sunday, May 24, 2020|
|3:00 PM–3:50 PM |
|Marriott Marquis, Level M4, Independence D|
|Area: EDC/AUT; Domain: Translational|
|Chair: Kent Johnson (Morningside Academy)|
|CE Instructor: Kent Johnson, Ph.D.|
The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This session will focus on how three different schools - Morningside Academy, Haugland Learning Center, and the Judge Rotenberg Center - have designed classroom management strategies, that when combined with effective coaching and Precision Teaching practices, produce significant learner outcomes. First, Hannah Jenkins, an elementary teacher at Morningside Academy, will describe how she modified elements of the evidence-based Good Behavior Game to promote positive reinforcement and teach cooperation and community building. Then, Pat Billman will detail how coaches at Haugland Learner Center have developed a school-wide, systematic modification of the Good Behavior Game to improve student academic and social-emotional behavior outcomes. Lastly, Jill Webber will describe how the Judge Rotenberg Center has worked with coaches from Morningside Teachers' Academy to develop a staff coaching model that focuses on effective classroom management and Precision Teaching procedures to improve student outcomes and shift the educational culture.
|Instruction Level: Intermediate|
|Keyword(s): Classroom Management, Coaching, Instruction, Precision Teaching|
|Target Audience: |
Teachers, Behavior Analysts, Psychologists
|The Mystery Behavior Game: Turning the Good Behavior Game on its Head|
|HANNAH JENKINS (Morningside Academy), Andrew Robert Kieta (Morningside Academy)|
|Abstract: The Good Behavior Game is an evidence-based classroom management tool that derives its power from using competition between groups to foster cooperation among each group’s members. It traditionally uses positive punishment procedures that can yield quick and short-lasting changes in behavior. To create long-lasting effects, the presenter modified the Good Behavior Game to use positive reinforcement at high rates for multiple targeted behaviors. Following eight core design principles of governing groups (Ostrom, 2010), students were recruited to generate and agree upon values, expectations, rewards, and punishments. Subsequently, the Good Behavior Game was switched from delivering a punisher for breaking a rule to accessing reinforcers for meeting expectations. Students had multiple ways in which they could access reinforcement for multiple behaviors that they identified as critical to improve. Whereas the original game punished “talk-out” and “out-of-seat” behaviors, the Mystery Behavior Game rewards a variety of appropriate behaviors simultaneously during both teacher-led instruction and independent or partner-based activities. Community building occurred during the Mystery Behavior Game when students encouraged each other to meet expectations individually and in groups. Data will be presented that shows changes in both desirable and undesirable student behavior as well as student reports regarding their experience with the Good Behavior Game.|
A Systematic School-Wide Implementation of a Modified Good Behavior Game With Children With Autism
|Kathy Fox (Haugland Learning Center), PATRICK BILLMAN (Haugland Learning Center), Jason Guild (Haugland Learning Center)|
Good classroom management is a key factor in student success in all settings but can be especially important in classrooms that serve students with special needs. The Good Behavior Game is widely recognized as an evidence- based classroom management strategy. Haugland Learning Center(HLC), based in Columbus, Ohio, serves students with autism and other disabilities and uses variations of the Good Behavior Game to set students in a variety of classroom settings up for behavioral and academic success. This presentation will discuss how the use of the Good Behavior Game affects progress and outcomes, how HLC trains and coaches staff to implement effective classroom management strategies using the Good Behavior Game and how data are monitored to ensure continuous progress for individual students, classroom groups, and teachers. Our data indicate that students and staff perform better and reach more optimal academic and behavior outcomes when the Good Behavior Game is used consistently and reliably. Specific examples of student, classroom, staff and school academic and behavior data will be analyzed and discussed.
The Impact of the Morningside Model of Generative Instruction on Student Engagement, Classroom Management, and Staff Coaching at the Judge Rotenberg Educational Center
|JILL HUNT (Judge Rotenberg Educational Center), Justin Halton (Judge Rotenberg Educational Center)|
The Judge Rotenberg Education Center(JRC) is a residential school for students with severe disabilities. For the last two and a half years, JRC has had the privilege of learning from Morningside Teachers Academy(MTA) via onsite vists from MTA consultants. Work with MTA has focused on the Morningside Math Facts program, classroom management, and staff coaching. After the introduction of the Morningside Math Facts program, data demonstrated grade level equivalency gains of 1.8 years growth during the first 8 months. Additionally, staff coaching data show improved classroom management and increased student participation in the Morningside Math Facts program. Data collected during coaching sessions in the classroom have shown an increase in the amount of group responses and teacher praise statements and many staff and students report a pleasant change in the classroom environment. This presentation aims to discuss how the use of well- sequenced learning materials combined with application of good classroom management strategies inspired change in our educational department and continues to lead to better outcomes for our students and the lessons we've learned along the way.