Classroom Compliance

How to turn non-compliant learners into children who say “yes”!

Timothy M. WagnerUniversity of Pittsburgh

Today’s learning targets

Participants in this seminar will be able to:

Analyze reasons why classroom compliance is important.

Describe several specific strategies that can bring about classroom compliance.

Evaluate and explain “quick tips” that lead to compliance.

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Today’s agenda

WHAT does noncompliance look like?

WHY is noncompliance an important issue to deal with in the classroom?

HOW can I bring about classroom compliance?

Lucy: a case study

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Problem behavior focus: Noncompliance Noncompliance can be defined as

disobedient, insubordinate behavior. Children can be noncompliant to both

major and minor school rules, and thus the consequences for noncompliance should match the infraction.

Those who comply conform to the rules & regulations of their environment.

Where can noncompliance be found?

Nearly twenty percent of school-aged children have undiagnosed and untreated emotional and behavioral problems and disabilities linked to noncompliance (Rafferty, 2007).

Reflect & connect on your own experiences with noncompliance.

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PBIS

Positive Behavioral Interventions & Supports

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Strategies addressed here primarily focus on school & classroom wide interventions— “Green Zone” interventions

What does noncompliance look like? Passive noncompliance Simple refusal Direct defiance Negotiation Attention seeking tactics

Reflect & Connect: What might be an underlying motivation for children engaging in each of these types of noncompliant behavior? Study guide page 4.

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Related problems Reflect & Connect: Brainstorm with someone sitting near you some of the byproducts of noncompliant behavior.

What connection can be made with school attendance? Can high-stakes testing be affected by noncompliant behavior?

Study guide page 4.

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ABC’s: Evaluating Contributing Factors of Noncompliance

Reflect & Connect: With a new partner discuss some of the “A’s” associated with noncompliance.

What behaviors do you notice in students immediately preceding noncompliant behavior. These are the “A’s” (or antecedents) of the trouble behavior.

Study guide page 5.

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ABC’s of Behavior: A- AntecedentB- BehaviorC- Consequence

What not to do!

Reflect & Connect: List 3 things that happen in this video clip that you should not do when handling a noncompliant student.

Study guide page 5.

De-escalating Noncompliant

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What works: Research you can use

Classroom Agreements“If-Then” StatementsPositive Commands + PraiseDirect CommandsHigh-p RequestsThumbs Up Method

Classroom Agreements

-Students help with rule making

-Increases student “buy in”

-Positively framed rule statements

(Rafferty, 2007)

“If-Then” Statements

-Example statement:

“If you enter the classroom quietly, then you may choose where you sit at lunch today.”

-Consistent follow-up

Positive Commands

+ Praise

-Commands in terms of “do’s”, rather than “do not’s”

-Proximity

-Praise--verbal can be enough!

(Matheson & Shriver, 2005)

Direct Commands

Right: “Please begin numbers 1-5 in your notebook.

Wrong: “Get busy!”

Provides specific goals & tasks, and leads to compliance.

(Cartledge, 2005)

High-p Requests

Scenario:

Clap 2 times. Great!

Put both hands up in the air. Fantastic!

High-five the person next to you. You’ve got it!

Put your name on your paper and begin numbers 1 through 10. Thank you for beginning your seatwork!

-Series of high probability requests, followed by a lower probability request.

(Lee, Belfiore & Budin, 2008)

Thumbs-Up Method

Scenario:

[Teacher shows thumbs up sign.]

“Please read pages 34-39 silently.”

[Student shows thumbs up sign and complies within 15 seconds.]

-Positive consequence for thumbs up and compliance.

-Negative consequence if method is not followed.

-Provides auditory & kinesthetic

engagement.

-In one study, compliance rose from

44% to 95% using this method!

(Glass, Houlihan, Fatis,&

Levine, 1993)

Match ‘em up!

What are some quick ways that you can bring about compliance in your classroom?

Reflect & Connect: With a partner match each variable that affects compliance with its description.

Study guide page 6.

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Ask the experts!What do you already do?

Reflect & Connect: Brainstorm one classroom management technique you have used in the past that has been effective. Why, based on research findings, has this strategy been effective?

Study guide page 7.

Write your idea on an index card. Time for a museum walk!

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Weblinks…to read more! (included in your study guide…

for easier reading!)

The research page of Ohio State University Professor Dr. Gwendolyn Cartledge:

http://education.osu.edu/gcartledge/urbaninitiative/compliance.htm

Intervention Central—Home of Jim Wright’s research on working with emotionally unstable children:

http://www.interventioncentral.org

The Council for Exceptional Children’s Behavior Management resources: http://www.cec.sped.org

Teacher Vision’s teacher resources for effective behavior management:

http://www.teachervision.fen.com/classroom-discipline/resource/5806.html

Discipline Help’s online resource archive for handling over 117 problem behaviors at home and at school:

http://www.disciplinehelp.com/

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Eddie: A Case Study

Study guide page 8

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References (included in your study guide…for easier reading!)

Glass, M., Houlihan, D., Fatis, M., & Levine, H. (1993, October). Brief Report: Compliance in the Classroom: Using the Thumbs Up Procedure to Increase

Student Compliance to Teacher Requests. Behavioral Residential Treatment, 8(4), 281-288.

Golish, T., & Olson, L. (2000, Summer). Students' Use of Power in the Classroom: An Investigation of Student Power, Teacher Power, and Teacher Immediacy. Communication Quarterly, 48(3), 293-310.

Jansen, W. (1996). Reprimands and precision requests. Longmont, CO: Sopris West Educational Services.

Kapalka, G. (2005, December). Avoiding repetitions reduces ADHD children's management problems in the classroom. Emotional & Behavioural Difficulties, 10(4), 269- 279.

Lee, D., Belfiore, P., & Budin, S. (2008, January). Riding the Wave. Teaching Exceptional Children, 40(3), 65-70.

Matheson, A., & Shriver, M. (2005). Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors. School Psychology Review, 34(2), 202-219.

Rafferty, L. (2007, December). They Just Won't Listen to Me: A Teacher's Guide to Positive Behavioral Interventions. Childhood Education, 84(2), 102-104.

Walker, H., & Sylwester, R. (1998, July). Reducing Students' Refusal and Resistance. Teaching Exceptional Children, 30(6), 52.

Wong, H. & Wong, R. (2004). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications Inc.

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Note: All images in this presentation are used with the written permission of the photographers. For reprint details please contact the presenter.

Contact information

Timothy M. Wagner

Upper St. Clair School District

Upper St. Clair, PA

wagnertm@mac.com