Multi-dimensionality of the classroom

 Physical Component
 Psychosocial Dimension
 Behavioural Dimension
 Instructional Dimension
 Organizational Dimension
 Procedural
 Physical Dimension
 Includes the aspects of the physical environment that
teachers can manipulate to enhance the conditions for
learning.
 Classroom arrangements refer to physical facets of the
classroom including layout, storage, wall space, and
signage.
 The issues of accessibility warrants special attention because
of legal mandates, such as Section 504
 Accessibility extends beyond physical accessibility, and
also includes program accessibility.
 Specialized
 Psychosocial Dimension

 Refers to the psychological and social dynamics of

the classroom.
 Focus is on classroom climate, the atmosphere in
which students must function
 Psychosocial management is influenced by:
 Student factors
 Teacher factors
 Peer factors
 Family factors
 Behavioral Dimension

Major Areas of Concern:

 Creating and Increasing Desirable Behaviors
 Decreasing Undesirable Behaviors
 Generalization and Maintenance
 Self-Management
 Behavior Intervention Plans
Maintenance
 The child can perform a response over time, even
after systematic applied behavior procedures have
been withdrawn
 Can not be assumed
- particularly true for children with autism, who
often display deficits in maintaining previously
acquired skills
STRATEGIES TO PROMOTE GENERALIZATION
• Vary your teaching cue.
• Include sufficient examples.
• Change up the person doing the teaching.
• Make your teaching space as similar as possible to the natural
environment you want the behavior to occur.
• Include some "don't do it" teaching.
• Vary reinforcers.
• Sit in different seats.
• Teach in different settings or tables.
• Provide prompts and then fade prompts in the natural setting.
• Frequently test for generalization.

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Strategies to promote maintenance: naturally occurring reinforcers
 It is sometimes necessary to initially use reinforcers that don’t
occur in the natural environment
 Once the childacquires the skill, reinforcers should be
introduced that will maintain the behavior in the natural
environment
 Extrinsic reinforcers fulfill two objectives:
- to initially teach the skills
- condition natural consequences as reinforcers
Creating and Increasing Desirable Behaviors

 Reinforcer- any event that rewards and thus strengthens

the behavior it follows
 Positive reinforcers- present desirable consequence
for performance of an appropriate behavior
- Praise
- Physical contact
- Tangible items
- Activities
- priviledges
Decreasing undesirable behaviors:
 Extinction – to extinguish a behavior, you stop reinforcing it
 Removing reinforcers
Removal punishment –taking away something from the students
that is desired
Response cost – taking away a privilege or some other
rewards Time-out
Presenting negative consequences
Presentation punishment – involves presenting negative
consequences t students
Overcorrection
 Instructional Dimension
- Refers to certain aspects of instruction that are
closely related to sound organizational and
management practices
 Instructional Dimension

These management practices include;

Scheduling
Transition
Grouping
Lesson planning
technology
Organizational Dimension

- Refers to management strategies related to:

 Personal interactions
 The work environment
 Administrative duties
 Instructional applications
 Personal applications
Procedural Dimension

 Refers to the rules and procedures that are part of

the perating program of a classroom.
 Rules should be identified and taught during the
early days in the first of the year.
 Immediate and consistent consequences for rule
violation are essential.
 Teachers need to develop logical classroom procedures
- the specific ways in which certain activities will
performed or the way certain situations will be handled.