+ evidence based practices in classroom management michele capio [email protected]
TRANSCRIPT
+
Work of many researchers who preceded us!
Collaborative efforts of • Brandi Simonsen, • Sarah Fairbanks, • Amy Briesch, • Diane Myers, & • George Sugai
Members of the NEW…
Center for Behavioral Education and Research (CBER)
+Training Behavioral Expectations
Expectation Training Site
Be Responsible
• Make yourself comfortable and take care of your needs
• Address question/activity in group time before discussing other topics
Be Respectful
• Turn cell phones and communication devices off or to vibrate
• Stay on task• Participate. Contribute. Ask Questions.
Be Prepared• Use the handouts to action plan and take notes• Follow up on action steps with team
3
+What, Why, and How???
+ Critical Features of Effective Classroom Management
Maximize Structure in Your Classroom
Post, teach, review, monitor, and reinforce a small number of positively stated expectations
Actively engage students in observable ways
Establish a continuum of strategies to acknowledge appropriate behavior
Establish a continuum of strategies to respond to
inappropriate behavior
Evidence-Based Practices
High classroom structure
Post, teach, review, and provide feedback on expectations
Rate of opportunities to respond (OTRs)
Specific and/or contingent praise
Error correction
Physical arrangement that minimizes distraction
Active supervisionDirect Instruction
Class-wide group contingencies
Performance feedback
Computer assisted instruction
Behavioral contracting
Differential reinforcement
Class-wide peer tutoring
Token economies Planned ignoring
Guided notes Response cost
Time out from reinforcement
Simonsen, Fairbanks, Briesch, & Sugai
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success: A Response to Intervention (RtI) ModelAcademic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
School-wide PositiveBehavior SupportSystems
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
+Evidence Based Practices in Classroom Management
1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, accepted)
+
+1. Maximize structure in your classroom.
Develop Predictable Routines Teacher routines: volunteers, communications, movement,
planning, grading, etc. Student routines: personal needs, transitions, working in groups,
independent work, instruction, getting, materials, homework, etc.
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:
Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)
+2. Post, Teach, Review, Monitor, and reinforce
a small number of positively stated expectations.
Establish
Teach
Prompt
Monitor
Evaluate
+3. Actively engage students in observable ways.
Provide high rates of opportunities to respond– Vary individual v. group responding– Increase participatory instruction (enthusiasm, laughter)
Consider various observable ways to engage students– Written responses – Writing on individual white boards – Choral responding– Gestures– Other: ____________
Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written)
+Range of evidence based practices that promote
active engagement.
Direct Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards
+Evidence-Based Practices
Evidence-Based Practices
High classroom structure
Post, teach, review, and provide feedback on expectations
Rate of opportunities to respond (OTRs)
Specific and/or contingent praise
Error correction
Physical arrangement that minimizes distraction
Active Supervision
Direct Instruction
Class-wide group contingencies
Performance feedback
Computer assisted instruction
Behavioral contracting
Differential reinforcement
Class-wide peer tutoring
Token economies
Planned ignoring
Guided notes
Response cost
Time out from reinforcement
Simonsen, Fairbanks, Briesch, & Sugai
+ Engagement
General term that refers to how a student participates during classroom instruction
Greenwood, Horton, & Utley (2002)
Comprised of passive (e.g., listening to a teacher) and active (e.g., writing, answering a question) behaviors.
Engagement is the best mediating variable between instruction and academic achievement
if students are actively engaged in instruction, then it is difficult to engage in incompatible behaviors (e.g., talking out, out of seat)
Greenwood, Terry, Marquis, and Walker (1994)
+Actively Engage Students in Observable Ways
Teachers can increase active engagement by
increasing students’ opportunities to respond (OTR) using choral responding and response cards
utilizing direct instruction techniques implementing peer tutoring utilizing computer based instruction providing guided notes
+ Rate of Opportunities to Respond Rate of Opportunities to Respond (OTRs)(OTRs)
+ Opportunity to respond A teacher behavior that prompts or solicits a
student response
Students answering a question in unison
Erasable boards on which all students write their answers to a question and then hold the boards up for the teacher to see
Choral Responding
Response Card
Two common methods used to increase the rate of presenting OTRs in a classroom include:
+Evidence BaseOpportunity to Respond (OTR)
A functional relationship has been demonstrated between increasing the pace with which teachers presented students with opportunities to respond and a(n)
(a) increase in on-task behavior (Carnine, 1976; Sutherland, Alder, & Gunter, 2003)
(b) increase in academic engagement (Carnine, 1976) (c) decrease in disruptive behavior (Carnine, 1976;
Sutherland et al., 2003) (d) increase in the number of correct responses
(Sutherland et al., 2003)
The use of choral responding is associated with small, yet positive effects on academic achievement (e.g., Sindelar, Bursuck, & Halle, 1986) and on-task behavior (Godfrey, Grisham-Brown, & Schuster, 2003).
+Increasing the rate of opportunities to respond (OTR)……to academic tasks, allows students to be actively involved in instruction, to engage in appropriate behavior, and to develop more positive relationships with their teachers.
(Partin, Robertson, Maggin, Oliver, & Wehby, 2010)
+Optimal number of OTRs
The optimal number of OTR depends on the learning situation. during instruction of new academic
material, teachers should provide students 4-6 OTR per minute with at least 80% accuracy.
during activities of previously reviewed material, teachers should provide 8-12 OTR per minute with at least 90% rate of accuracy.
(Partin et al.)
+Choral Responding
All students in the class or group respond orally in unison to a teacher
prompt
+Using Choral Responding
Model a question and response for the class
Present questions clearly and directly
Allow thinking time
Use a clear signal
Give feedback on the group response
Call on individual students throughout the lesson
Maintain an energetic pace
Deliver praise and approval for students’ participation and correct responding
Wood, C. L., & Heward, W. L. (2004). Good noise! Using choral responding to increase the effectiveness of group instruction.
+ Choral Response Examples
http://youtu.be/eKkR0EpvrcM
http://youtu.be/frwP9f85TnU
+Response Cards
Cards with pre-printed response choices (e.g., "YES/NO") and cards or laminated white boards
on which students write their responses to a teacher question
or academic problem
+Steps for Response Cards
1. Question
2. Think
3. Decide answer
4. Wait
5. Cue to show
6. Hold up card
7. Put down card
8. Prepare for next question
+Response Card Example
http://youtu.be/2c6M0hJz0j8
+ Direct InstructionDirect Instruction
+Direct InstructionAn approach to classroom teaching characterized by:
+Direct Instruction
Direct instruction involves the teacher…
+Evidence BaseDirect Instruction
Students who received instruction from the DISTAR programs (i.e., Direct Instruction System for Teaching and Remediation) of reading, arithmetic, and language (e.g., Engelmann, & Bruner, 1974) made the greatest gains across measures of basic skills, cognitive reasoning, and self-esteem (Abt Associates, 1977; Gersten, Keating, & Becker, 1988; Meyer, 1984).
When compared to students receiving traditional instruction, students receiving direct instruction demonstrated significantly greater gains in academic achievement (Becker & Gersten, 1982) and engaged in higher rate of on-task behavior (Nelson, Johnson, & Marchand-Martella, 1996).
White (1988) conducted a meta-analysis of the effects of direct instruction on academic achievement in special education and found that all 25 studies reported statistically significant effects in favor of the direct instruction group.
+What is Direct Instruction?
Direct Instruction (little "D," little "I"). Instructional techniques based on choral responses,
homogeneous grouping, signals, and other proven instructional techniques
Direct Instruction (capital "D," capital "I"). specific programs designed by Siegfried Engelmann
and his staff. Siegfried Engelmann and Douglas Carnine articulated
this theory in the text Theory of Direct Instruction. Direct Instruction programs incorporate all the
features of direct instruction (di), coupled with carefully designed sequences, lesson scripting, as well as responses to anticipated children's questions.
+Direct Instruction Examples
http://www.youtube.com/watch?NR=1&feature=endscreen&v=ZjBQi_6_rDY
+Direct/Explicit Instruction
Research indicates overwhelming support for the use of direct/explicit instruction to teach basic skills to all students and, in particular, hard-to-teach students.
Large-scale meta-analyses and extensive literature reviews confirm that the positive effects of direct instruction are much larger than those obtained by other programs (Adams & Engelmann, 1996; Borman, Hewes, Overman, & Brown, 2003; White, 1988)
The Tough Kid Book, Ginger Rhode, Ph.D, William R. Jenson, Ph.D, H. Kenton Reavis, Ed.D
+The Direct, Explicit Model of Instruction
The exemplary model of direct, explicit instruction consists of five phases that allow teachers to scaffold instruction, gradually shifting and releasing responsibility for completing a task from themselves to students (Joyce & Weil, 2000; Pearson & Gallagher, 1983; Rosenshine & Meister, 1992; Vygotsky, 1978).
+Five Phases of Explicit Instruction
1. setting the stage for learning (objectives)
2. clear explanation of what to do (telling)
3. modeling of the process (showing)
4. multiple opportunities for practice (guiding)
5. independent practice
+ 12 Criteria for Direct InstructionBreaking down a task into small steps
Administering probes
Administering feedback repeatedly
Providing a pictorial or diagram presentation
Allowing independent practice and individually paced instruction
Breaking the instruction down into simpler phases
Instructing in a small group
Teacher modeling a skill
Providing set materials at a rapid pace
Providing individual child instruction
Teacher asking questions
Teacher presenting the new (novel) materials
(Swanson, 2001, p. 4)
+ Computer Assisted InstructionComputer Assisted Instruction
+ Computer assisted instruction (CAI)
technology to provide students with the benefits of one-on-one instruction
frequent opportunities to respond immediate corrective feedback material tailored to the appropriate
instructional level
Uses:
(Ota & DuPaul, 2002)
+Evidence BaseComputer assisted instruction
The use of computer assisted instruction has been shown to affect an increase in both active engagement time and on-task behavior for students with AD/HD in math (Ota & DuPaul, 2002), as well as an increase in both oral reading fluency and on-task behavior for students with AD/HD in reading (Clarfield & Stoner, 2005). Similar results for students without AD/HD have been reported.
Oral reading fluency and state achievement and published academic test performance of students in kindergarten and first grade have improved following computer assisted instruction (Layng, Twyman, & Stikeleather, 2003).
+Guidelines for Implementing CAI
Review the computer program or the online activity or game to understand the context of lessons.
Review how material is presented.
Is the program at the correct level for the class or the individual student?
Does this program do what the teacher wants it to do (help students organize the writing, speed up the writing process, or allow students to hear what they wrote for editing purposes)?
Review all Web sites and links immediately before directing students to them.
The Access Center
www.k8accesscenter.org/training_resources/computeraided_writing.asp
+Class-wide Peer TutoringClass-wide Peer Tutoring
+Class wide peer tutoring
(CWPT)
Students provide each other with instruction, often via rapid response trials or paired reading practice, and give each other immediate error corrections
The classroom teacher is afforded freedom to move around the classroom and assist student pairs in need of additional help
In class wide peer tutoring (CWPT), students are paired and assigned the roles of tutor and tutee
(Greenwood, Delquadri, & Hall, 1989)
+Evidence BaseClass wide peer tutoring
Class wide peer tutoring (CWPT; e.g., Delquadri, 1986; Greenwood, Carta, & Hall, 1988) programs have been shown to improve both academic engagement and reading achievement (Greenwood, Delquadri, & Hall, 1989; Simmons, Fuchs, & Fuchs, 1995).
The use of CWPT has been shown to lead to a decrease in off-task behavior as well as an increase in academic performance for students with AD/HD (DuPaul, Ervin, Hook, & McGoey, 1998).
+Class Wide Peer Tutoring (CWPT)
› comprehensive instructional procedure or teaching strategy
› based on reciprocal peer tutoring and group reinforcement
› entire classroom of students actively engaged in the process of learning and practicing basic academic skills
› simultaneously in a systematic and fun way
Barbara Terry, Ph.D., University of Kansas
+Steps for Implementing CWPT
+Steps for Implementing CWPT
+Class-Wide Peer Tutoring Example
http://www.youtube.com/watch?v=__dMTZIL6JQ&feature=related
+ Guided NotesGuided Notes
+Guided Notes
teacher provided outlines of either lectures or chapters that contain the main ideas and spaces for students to fill in additional details (Lazarus, 1993)
“guided notes take advantage of one of the most consistent and important findings in recent educational research: students who make frequent, relevant responses during a lesson learn more than students who are passive observers” (p. 168)
Guided notes are... Heward and Orlansky (1993):
+Evidence BaseGuided notes
The use of guided notes during lectures and readings resulted in an increase in academic achievement as measured by quiz scores (Austin, Lee, Thibeault, Carr, & Bailey, 2002; Lazarus, 1993; Sweeney, et al., 1999).
This option may be particularly relevant for older students (i.e., high school), as a greater percentage of instruction may be delivered in a lecture format.
+Guided NotesStep 1: Prepare Guided Notes Adopt a consistent set of organizational cues (e.g., blanks, asterisks,
bullets) to alert students about where, when, and how many concepts to record.
Try to strike a balance between an overly simplified fill-in-the-blank format (the student just fills in the occasional blank) and one that is extremely open-ended (the student must construct large stretches of notes independently).
As your class becomes more proficient at note-taking, you can gradually 'fade' the use of guided notes by providing less pre-formatted notes-content and requiring that students write a larger share of the notes on their own.
You can boost the effectiveness of guided notes (or indeed any note-taking strategy) by including additional incentives or follow-up activities to monitor student note-completion and study of notes.
Intervention Centralwww.interventioncentral.org/
+ Guided NotesStep 2: Use Notes & Provide Student Feedback
When guided notes are first introduced, collect completed notes at the end of class to check them for completion and accuracy.
Have students exchange notes at the conclusion of a lecture and briefly rate the accuracy and completeness of their classmates' notes.
Have the students routinely check their own notes, following a simple checklist (e.g., "Have I filled in every blank on the guided-notes sheet with an appropriate word or phrase? If not, how can I find the appropriate information to write down?").
Intervention Centralwww.interventioncentral.org/
+Guided Notes Example
Two common strategies to increase OTR are:1.
2.
Opportunity to Respond is teacher behavior that prompts or solicits _______________________.
New material: provide students ___ ___ per minute with ___ % accuracy.
Previously reviewed material: provide students ___ ___ per minute with ___ % rate of accuracy.
+Guided Notes Example
Two common strategies to increase OTR are:
1. Choral Responding2. Response Card
Opportunity to Respond is teacher behavior that prompts or solicits a student response.
New material: provide students 4 to 6 OTR per minute with 80% accuracy.
Previously reviewed material: provide students 8-12 OTR per minute with 90 % rate of accuracy.
+4. Establish a continuum of strategies to
acknowledge appropriate behavior.
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies
+Specific and Contingent Praise
Praise should be:
1.Contingent: occur immediately following the desired behavior
2.Specific: tell the learner exactly what they are doing correctly and continue to do in the future
+ Group Contingencies
This involves reinforcement of the entire group dependent upon the performance of individual members. Group-oriented contingencies may be of three types:
(1) Dependent: the performance of one or more particular group members determines the consequence received by the entire group.
(2) Independent: each group member receives a consequence if they individually meet the contingency.
(3) Interdependent: each student must reach a prescribed level of behavior before the entire group receives a consequence. However, a student may sabotage or ruin the reinforcement for the group to gain negative attention. Extreme peer pressure may be placed on the individual who does not meet the group contingency criteria.
+Examples
Pre-K» Mrs. Bailey gave each child who put away the art materials correctly a smile and a thank you. (independent)
Elementary» If Demetrius earns a score of 75% or better on each math test during the third quarter, the fourth grade class will all take a trip to the dinosaur museum in April. (dependent)
Secondary» Mr. Miller‘s sophomore history class is allowed to watch a movie on Friday if all of the students bring in their homework for the entire week. (interdependent)
+Behavior Contract A behavior contract is a simple arrangement that ties student
behavior to a long-term reward or incentive. The contract will: Name the behavior to be performed Specify the extent that the behavior is to be performed
daily Identify when the reward is to be given to the student Indicate the number of days that the student will need to
meet the daily behavior standard.
The contract is written and signedby the teacher and student with the possible additional signatures of a school administrator or parent. The written contract is a motivational tool in which the school staff person has agreed to provide a reward when the student completes the described behavior. Typically contracts are written in a positive tone to increase expected behavior.
-Michigan Department of Education
+How does a contract get written?
1.Arrange an appointment to meet with the student.
2.Discuss the behavior of concern and how you are willing to work out a deal to help the student improve the behavior.
3.Explain contracting and give some real world examples of contracts (movie star contracts, sports contracts, car leasing contracts).
4.Discuss and agree on the behavior to be improved.
5.Discuss and agree on activities, privileges, or rewards for the behavior improvement.
6.Discuss and agree on how much of the behavior or how long the behavior is to be performed before the student earns the reward (e.g., three talk outs per day for the first week, two talk outs per day the second week, one or zero talk outs per day for the third week).
7.Agree on a system to monitor the behavior daily.
8.Agree on how, when, and where the earned reward is to be presented.
9.Agree on a date to review and possibly renegotiate the contract.
10.Write up the agreements and sign the document. Consider if others need to sign the contract [administration or parent(s) or a witness].
11.Shake hands and make statements that encourage success.
+Contracts are most useful when: They are used as a way of fading out more frequent
rewards or after a student has started to preform appropriately.
They are used with older and more motivated students.
Cautions with Contracting:
Contract with long delays are ineffective with younger or highly unmotivated students.
In these cases, it is better to start with an hourly, twice a day or daily reward system.
+Token EconomiesA token economy is a system in which a token is administered to students when appropriate behaviors are displayed and the tokens can be exchanged later for reinforcers. Idea for tokens can include:
Plastic or metal chips
Marks on a blackboard
Points marked on a paper point card
Stars
Holes punched in a card
Stickers
paper clips
Beans in a jar
Happy faces
Play money
+5. Establish a continuum of strategies to
respond to inappropriate behavior.
• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement
+Error Correction
Contingent: occur immediately after the undesired behavior.
Specific: tell the learner exactly what they are doing incorrectly and what they should do differently in the future.
Brief: after redirecting back to the behavior, move on.
+Differential Reinforcement
This involves the reinforcement of one form of behavior, but not another; or the reinforcement of a response under one (stimulus) condition but not under another. All of the differential reinforcement procedures take a substantial amount of time to be effective. If an inappropriate behavior is very disruptive or dangerous, use of a more intrusive procedure may be warranted to protect the student or other students in the classroom or work environment. Because an inappropriate behavior is ignored or not reinforced, there may be a dramatic increase or burst of the behavior before it decreases.
+Differential reinforcement of low rates (DRL)
This involves reinforcement given after performing the target/problem behavior at a predetermined low rate. This procedure is usually used for behaviors that occur at such a high rate, or are so ingrained into the student‘s behavior patterns, that a large immediate drop in occurrences is unrealistic.
Dale has a habit of swearing an average of six times during class. The teacher sets a limit of three swear words each day during the first week. If Dale swears three or fewer times during the class period, he is reinforced. The following week the criterion is set at two swear words in a given class, and the program continues until the criterion is zero.
+Differential reinforcement of other behavior (DRO) This involves providing reinforcement following any appropriate behavior while ignoring the inappropriate behavior in a defined period of time. DRO always contains a predetermined length of time or interval. After each interval, the student is reinforced for any appropriate behavior, but never reinforced after the target/inappropriate behavior.
Pre-K» Nadia has a tantrum whenever she is asked to put her toys, supplies, and/or belongings away. Her teacher praises her and gives her a sticker each time she goes ten minutes without a tantrum, while ignoring her each time she has a tantrum.
Elementary» John is a student who scratches his arms all the times. The staff decides to smile, compliment, and give him points every two minutes when he is not scratching. They ignore him and do not reinforce him at the two minute interval if he is scratching.
Secondary» Tom likes to call attention to him by talking out in class. His teacher ignores him each time he speaks out. The teacher verbally reinforces Tom each time he is not talking out at the end of a five-minute interval.
+Differential reinforcement of alternative behavior (DRA) This involves the reinforcement of a replacement behavior while ignoring the inappropriate behavior. This procedure is commonly called differential attention and proximity praise. One way is to ignore the misbehavior, wait, and then praise any appropriate behavior. A second approach is to ignore the misbehavior of a student and praise a student nearby for the appropriate behavior.
Primary» Kit does not follow the teacher‘s directions. He is verbally reinforced each time he does comply and is ignored when he does not.
Elementary» When Sam is out of his seat, he is ignored. But when he is in his seat, the teacher goes to Sam and praises him for being in his chair.
Secondary» Tammy writes and passes notes during class. Whenever Tammy is taking notes from the lecture or paying attention and listening, the teacher stands near her desk and praises her for being on task. Whenever she writes notes, her behavior is ignored.
+ Differential reinforcement of functional communicative behavior (DRC)
This involves the reinforcement of a functional communication skill leading to a needed reward, activity, or alternative, while ignoring inappropriate behavior.
Pre-K» Sandra receives her snack each day as she displays successive approximations of an appropriate verbal request to the teacher.
Elementary» Cade is having a tantrum and is ignored by the teacher. The teacher determines that the function of the tantrum is to obtain a glass of water. He is then taught the sign for water. When Cade signs ―water, he is given a glass of water and praised.
Secondary» Paul starts carving on his desk with his pen whenever he gets bored or distracted. The teacher teaches him to raise his left hand whenever he begins to feel restless. When and if the teacher acknowledges him with a nod, he is allowed to go and get a drink of water. Paul is allowed this privilege two times at most in a given period, and a time limit is established for his drink breaks.
+Differential reinforcement of incompatible behavior (DRI)
This involves reinforcement of an appropriate behavior that is physically or functionally incompatible with the target behavior, while ignoring the inappropriate behavior.
Pre-K» Denise pokes students who sit next to her on the rug during opening time. She is reinforced for sitting with her hands folded together on her lap.
Elementary» Jose, a first grader who is often lying on the floor, is reinforced when he sits on a chair.
Secondary» Emily draws on her notebook and books during lectures. The teacher reinforces her for writing notes about the lesson in her notebook.
+Planned Ignoring
This is an extinction procedure that involves withdrawing attention when an inappropriate behavior is occurring. This is most effective for behaviors that are primarily occurring to gain attention. Over time, the person learns that they do not get your attention for engaging in that behavior. Planned ignoring should never be used alone. It should always be paired with a reinforcement procedure for appropriate behaviors.
When an inappropriate attention seeking behavior occurs, you can either: Ignore the behavior but continue to reinforce appropriate behaviors Ignore the behavior and the person until they engage in the
desired appropriate behavior, then reinforce that behavior when it occurs.
+Common Mistakes
Giving feedback ―Johnny that was not nice to say
Praising the student for not engaging in the target behavior ―John, you did great by not interrupting me
Engaging in a teaching interaction ―Johnny, do you know how that makes me feel when you interrupt me?
Non-verbal responses (big sigh, eye contact, change of facial expressions, change of voice tone, etc.)
+Examples
P» Sue often cries to get attention at preschool. Her teacher stops giving her attention when she cries. At first Sue cries harder and longer. The teacher still ignores her. As the behavior is not being reinforced, the crying gradually tapers off. Sue periodically reverts back to crying to see if the teacher has ―changed the rules. As the teacher ignores it consistently, the crying disappears completely.
o E» Mike continually puts his hands in his pants. He receives attention from the teacher and the aide when they ask him to take his hands out of his pants. The teacher and aide begin to compliment Mike when he is sitting appropriately and do not attend to him when his hands are in his pants.
o S» Barbara is a high school student who makes inappropriate remarks to her teacher. The teacher decides to withdraw his attention when Barbara makes inappropriate remarks by breaking eye contact, making no facial expression, and walking away. When Barbara is appropriate in her remarks to the teacher, he responds briefly and redirects her attention back to the classroom activity.
+Response Cost
Contingent withdrawal of a specific amount of available reinforcers (e.g., points, privileges, etc.) following an inappropriate response. Response cost must be less than the total amount or number of reinforcers available (i.e., never go in the hole). Remember, all students have civil rights to water, food, clothes and use of the bathroom which cannot be withheld. As a drawback, this type of system can often lead to aggression directed at the teacher, other students, or property. A student may also cry, whine, or pout when reinforcement is withdrawn. It is recommended to initially implement a system that involves delivering reinforcers, not taking them away. This will establish value to the system and it will also eliminate aggression or tantrums that can occur when the reinforcers are removed.
+Examples Pre-K» If Cathy finishes the table time activity without kicking the
table, she gets a large ball of play dough. Each time she kicks the table, a portion of the play dough is removed. When the activity is completed, she gets to play with the remaining dough.
Elementary» Steve is awarded ten points at the start of recess. Each time he breaks one of the playground rules, he loses a point. At the end of the recess period, Steve may bank all the points he has retained and exchange them after the last recess of the day for items listed on a menu of reinforcers.
Secondary» Bart‘s preferred activity is computer time. He starts each class with ten minutes of computer time to use at the end of the period. Each time he spits on the floor, he loses one minute of his computer time.
Lottery system» The teacher gives each student five or more tickets with his or her name on it. If a student breaks a rule or does not follow a request, a ticket is taken away. At the end of the day, the tickets are collected from all students and three or four names are drawn to receive a reward.
+Time-out
A procedure used to remove students from situations or environments in which they are receiving reinforcement for inappropriate behavior. When time out is used, the instance must be documented. The criteria for time out should be a brief period of time without problem behavior (e.g., 3 minutes of quiet, 2 minutes calm). The student should not receive any attention (negative or positive) while in time out. If the time out cannot be implemented correctly and the student constantly tries to leave, then the student is still being provided with reinforcement and the procedure is not effective.
7rPositive Behavior Support
Classroom Management:Self-Assessment Revised
Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai
Center on Positive Behavioral Interventions and SupportsUniversity of Connecticut
Version: May 15, 2006
+Relationships
http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
+RESOURCES
Classroom Management Self Assessment
Web info:http://www.education.uconn.edu/www.cber.orgwww.pbis.org