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.