A Classwide Peer-Assisted Self-Management Program: Adaptations, Implications, and a Step-by-Step Guide for Rural Educators

Abstract

Nationwide, teachers and administrators alike note that classroom management is one of their top rated concerns and a key reason for their reluctance to include students with disabilities in their classrooms (Schumm & Vaughn, 1995). In rural states this problem is exacerbated by shortages of trained personnel (Helge, 1992) resulting in students with special needs having little or no access to trained special educators or being served by a succession of untrained teachers and aides (Ludlow, 1998). Teachers legitimately question how they can cover the content necessary to meet state testing standards when faced with frequent disturbances in the classroom by disruptive and off-task behavior, defiance, and non-compliance. This paper describes a practical classwide self-management program that shifts the responsibility for managing behavior back to the student and allows the teacher to focus on instruction. Step-by-step instructions on how to implement the program and tips for troubleshooting are provided.

Teacher and Student Behaviors in Inclusive Classrooms

“…Akalın (2007) indicated that teachers' academic behaviors increased students' academic behaviors. It is important that teachers complaining of students' problem behaviors (Daniels, 1998;Jordan et al, 2009;McClean, 2007;Mitchem & Benyo, 2000;Niesyn, 2009;Uysal, 2004) realize the decreasing effect it has on making students engaged in the lesson.…”

“…Although participation of students with special needs in general education classrooms increases day by day, research has found that general education teachers' views towards students with special needs are generally negative (Hines, 2001;Scruggs & Mastropieri, 1996;Uysal, 2004). Teachers stated that students with disabilities had more behavior problems than their peers and that these created more difficulties in maintaining class order, with teachers suggesting that these students should be placed in separate classrooms (Jordan, Schwartz, & McGhie-Richmond, 2009;McClean, 2007;Mitchem & Benyo, 2000). Moreover, students with disabilities required special attention and time for dealing with behavior problems and engaging them in lessons (Daniels, 1998;Niesyn, 2009).…”

Classroom Management: Significance in Inclusive Education, Current Problems and Proposed Solutions

“…However, it is emphasized in the literature that teachers working in inclusive classrooms generally feel unprepared to teach special needs students and have negative attitudes towards inclusion (Civitillo et al, 2016;Hemmings & Woodcock, 2011;Sadioğlu et al, 2013). In addition, researches reveal that teachers' knowledge of inclusion is insufficient (Sucuoğlu et al, 2014;Thaver & Lim, 2014) and that teachers do not want to accept these children in their classes because of complaining about problem behaviors of children with special needs (Daniels, 1998;Mitchem & Benyo, 2000). This attitude towards inclusive education are known to be related to teachers' selfefficacy perceptions.…”

“…Ancak alan yazında kaynaştırma sınıflarında çalışan öğretmenlerin genellikle özel gereksinimli öğrencilere eğitim verme konusunda kendilerini hazırlıksız hissettikleri ve kaynaştırmaya yönelik olumsuz tutumlara sahip oldukları vurgulanmaktadır (Civitillo vd., 2016;Hemmings & Woodcock, 2011;Sadioğlu vd., 2013). Ayrıca yapılan araştırmalar öğretmenlerin kaynaştırma uygulamalarıyla bilgilerinin yetersiz olduğunu (Sucuoğlu vd., 2014;Thaver & Lim, 2014) ve öğretmenlerin özel gereksinimli çocukların problem davranışları nedeniyle bu çocukları sınıflarına kabul etmek istemediklerini ortaya koymaktadır (Daniels, 1998;Mitchem & Benyo, 2000). Öğretmenlerin kapsayıcı eğitime yönelik bu tutumlarının öz-yeterlik algılarıyla ilişkili olduğu bilinmektedir.…”

Be Proactive

“…Maximize instruction to minimize disruption! Antecedents, Behaviors, and Consequences Mitchem and Wells (2002) discussed the ABCs of selfmanagement:…”