Module 4. use a continuum of strategies to acknowledge appropriate behavior
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Transcript of Module 4. use a continuum of strategies to acknowledge appropriate behavior
Pennsylvania Training and Technical Assistance Network
Module 4: Using a Continuum of
Strategies to Acknowledge Appropriate Behavior
Classroom Management Training Modules: A Toolkit for Principals
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network
(PaTTAN) is to support the efforts and initiatives of the Bureau of Special
Education, and to build the capacity of local educational agencies to serve students who
receive special education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education
setting with the use of Supplementary Aids and Services before considering a
more restrictive environment.
Use a Continuum of Strategies to Acknowledge Appropriate Behavior: Objectives
1. Develop and use statements of specific, contingent praise to positively acknowledge appropriate student behavior
2. Develop and implement a variety of group contingency strategies to acknowledge appropriate student behavior
3. Identify the components of a token economy system
4. Design a behavioral contract
5. Discuss the impact of self-management skills by identifying its 5 components
Evidence-Based Practices
1. Maximize structure
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations
3. Active engagement
4. Acknowledge appropriate behaviors
5. Establish continuum of strategies to respond to inappropriate behavior
Evidence-based Practices in Classroom Management: Considerations for Research to PracticeSimonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of
Children
Effective Classroom Management
Module 4
Use a Continuum of Strategies to Acknowledge Appropriate Behavior•Part I: Behavior Basics•Part II: Specific Contingent Praise•Part III: Group Contingencies•Part VI: Token Economy•Part V: Behavior Contract•Part VI: Self-Management
Pennsylvania Training and Technical Assistance Network
Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior
Part I: Behavior Basics
The A-B-C’s of Behavior
Antecedent Behavior Consequence
A C
9
B
The A-B-C’s of Behavior
Antecedent Behavior Consequence
A B C
10
Anything that an individual DOES
•Can be SEEN or HEARD•Is MEASUREABLE
Behavior or Not
Screaming
Leaves the classroom
Disruptive
Bangs head on desk
Walks around the classroom
Disrespectful
Hits peers
Throws items
Curses at Teacher
Off task
Lazy
Flaps arms
11
Behavior or Not
Screaming
Leaves the classroom
Disruptive
Bangs head on desk
Walks around the classroom
Disrespectful
Hits peers
Throws items
Curses at Teacher
Off task
Lazy
Flaps arms
12
The A-B-C’s of Behavior
Antecedent Behavior Consequence
A B C
13
Any event that happens BEFORE a behavior
Antecedent*
Pay close attention to:• The activity• The adult(s) • The peer(s) • The location/environment• The demand or request
*“Nothing” is not an option!14
The A-B-C’s of Behavior
Antecedent Behavior Consequence
A B C
15
Any event that occurs AFTER a behavior
Consequence*
Pay attention to:• What the adult does
– Gives a verbal reprimand– Keeps the student in for recess– Sends to timeout– Ignores the behavior
• What the other students do– Laugh at the student– Imitate the student– Ignore the student
* “Nothing” is not
an option!
16
17
Consequence
Reinforcement: a consequence that results in increasing or maintaining the future rate of the behavior it follows
Punishment: a consequence that results in decreasing the future rate of the behavior it follows
17
18
ConsequenceConsequence
• Reinforcement• Punishment
We can tell whether the consequence is reinforcing or punishing only by its effect on future occurrences
of the behavior
NOTNOT
by our intent!!
Reinforcement
• A consequence that results
• in increasing OR maintainingthe future rate of the behavior it follows.
Punishment
• A consequence that results
• in decreasing the future rate of the behavior it follows
Reinforcement or Punishment?
22
22
Function of Behavior
To obtain something
To escape/avoid something
Attention/social
interaction
Materials/ activity
Sensory stimulation
Attention/social
interaction
Materials/ activity
Sensory stimulation
23
Example
• Whenever Gretchen is given written tests, she either scribbles her name on the test and pushes it aside, or she crumbles the test into a ball and throws it away. Her teacher tells her that she will receive a zero on the test, that she is failing the class, that she should have at least made an effort. The teacher also required that Gretchen spend the rest of the class time sitting quietly at her desk and not disturbing others.
• Does the staff’s actions reinforce or punish Gretchen? How do you know?
• What might be the function of this behavior?
23
24
Why determine the function?
Because we know:– Challenging behaviors serve a function– Challenging behaviors are context related– Effective support plans are based on an understanding
of the individual and the ABC’s (and F’s) of the behavior
24
25
What does knowing the function enable us to do?
• Short term solution– To modify or eliminate the antecedents to the behavior– To eliminate or minimize the consequences that are
maintaining the behavior of concern
• Long term solution– To remediate skill deficits so that the problem behavior
is less effective and efficient
25
Pennsylvania Training and Technical Assistance Network
Module 4: Use a Continuum of Strategies to Acknowledge
Appropriate Behavior
Part II:Specific Contingent Praise
Guiding Notes: Specific Contingent Praise
What is praise?
Praise is any verbal or nonverbal action by the teacher that indicates approval of or satisfaction with student behavior
(Loveless, 1996)
More specifically…
Contingent Specific Praise is a positive statement, typically provided by the teacher,
when a desired behavior occurs (contingent) to inform students specifically what they did well
Stop and think...
• When was the last time you received praise?• What was the situation?• What were the circumstances?• How did you feel when you received the
praise?• What effect did the praise have on you?
Activity 4.1
Why should teachers use praise?
• 64% of teachers report that the best student motivator is teacher praise (Jensen, 2010)
• Does not take a lot of training, complex materials, forms or data collection process
• It is probably the least cumbersome of all of the interventions
• Has the strongest evidence base (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
What does the research tell us about praise?
Delivering contingent praise for academic behavior increased participants’…
• Correct responses• Work productivity and accuracy• Language and math performance on class work• Academic performance
(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
What does the research tell us about praise?
Delivering contingent praise for appropriate social behavior increased participants’…
• On-task behavior• Student attention• Compliance• Positive self-referent statements• Cooperative play
(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
Video
•Watch the video clips on Specific Contingent Praise.•Complete the guided notes.
VIDEO: Eight Ways to Praise
Teacher Talk – Part 1(Click on the screen below and then press the PLAY button)
VIDEO: Eight Ways to Praise
Teacher Talk Part 2(Click on the screen below and then press the PLAY button)
I – FEED – V Rules : Implementing Praise
I – ImmediateF – FrequentE – EnthusiasticE – Eye ContactD – Describes the BehaviorV – Variety
In order for praise to be effective…
Interacting Scanning
Moving
Active Supervision
What is Moving?
• Very frequent movement –“You are
EVERYWHERE!”• Planned, purposeful
BUT unpredictable
• Frequent visits to known problem… – Areas– Activities– Students (problem
behaviors, NOT students!)
• Gives many more opportunities to have positive interactions with students
Moving is walking around classroom
(Smith & Sprague , 2004)
Teacher’s Desk
Fewer problem behaviors with
this pattern
Moving…
Walking around student desks while they are working.
Walking around the room while presenting a lesson.
Sitting at your desk while students complete independent work.Staying near the smartboard when not using it.
IS: IS NOT:
What is Scanning?
Scanning is looking around entire room to monitor students
• Watch and listen to all activities– Be aware of what’s going on
• Focus on all behavior (appropriate and inappropriate) and problem areas
• Gives many more opportunities to have positive interactions with students
(Smith & Sprague, 2004)
Scanning…
Looking at all areas of the classroom
Frequent “visual checks” across the room
Keeping your head up
Looking at just the back of the room
Looking at only those students who are looking at you
Grading papers
IS IS NOT
REMINDER: Focus on known problem areas
Interacting with Students…
• Basis for relationship building• Parallels of parent-child and teacher-student
relationships• Quality of teacher-student relationships predicts
social/emotional adjustment– Young children and early adolescents– High-risk youth
(Murray & Zvoch, 2011)
What is Interacting?
Positive Interactions•Acknowledgement for following rules•Given by all staff•Most effective when identifying behavior being praised
Neutral Interactions•Greeting students•Saying Hi•Brief chat•Brief - talking with a student(s) about topic of interest (sports, music, TV/movies)
Interacting is using your attention to change behavior
Interacting with Students...
Positive Interactions
Steps for Giving Praise
1. State the student’s name
2. Give a praise statement (Approval)
3. Describe the specific behavior*
*Can you SEE it????
Giving Praise
Student’s Name Praise Statement Specific Behavior
Kayiera Excellent You finished all of your work
Alex Wonderful You kept your hands and feet to yourself
Mariya Great job You stayed in your seat the whole period
When Do You Acknowledge?
As much as possible!
4:1Meeting behavioral expectations
“I love seeing those hands raised!”
Repeat a behavior
“Great job solving the problem by talking.”
Small changes
“I’m thrilled that you arrived on time.”
Contingent Specific Praise
Activity 4.2
Check for Understanding
Observed Appropriate Behavior:
A student arrives to class with all required materials.Praise:
“ Good Job!”How could you change the praise to make it
more effective?
Check for Understanding
Praise: “ Good Job!”
Contingent Specific Praise
“Good Morning Sydney. You have arrived in my class with your pencil, notebook and math book.
I love it when you are prepared. Good Job!”
Check for Understanding
Observed Appropriate Behavior:
A student uses the restroom and promptly returns to class activity.Praise:
Teacher gives the student a high five upon their return.
How could you change the praise to make it more effective?
Check for Understanding
Praise: Teacher gives the student a high five upon their return.
Contingent Specific Praise
“Jeffrey, thanks for returning to class and getting right back to your work.”
Teacher gives a high five.
Check for Understanding
Observed Appropriate Behavior:
A student performs well on the spelling testPraise:
“ You did it!”
How could you change the praise to make it more effective?
Check for Understanding
Praise: “ You did it!”
Contingent Specific Praise
“Emily, you did it! You worked hard, practiced your spelling words and got an 85% on your
spelling test.”
And finally…
• Generally, desired academic and social behavior can be increased by providing contingent specific praise
• The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Activity 4.3
Make a Commitment
• Commit to using praise in your classroom• Take small steps• Start with a small period of time (one activity,
one period, one instruction time, etc.) and increase to 24 – six
• Store the sheet in your classroom and review it often
Pennsylvania Training and Technical Assistance Network
Module 4: Use a Continuum of Strategies to
Acknowledge Appropriate Behavior
Part III:Group Contingencies
What is a Group Contingency?
• A planned intervention where the consequence for group members depends on the behavior of other group members
• It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies?
Increase..• positive behavior• student attention• achievement• appropriate classroom
behavior • peer social acceptance• student preparedness
for class • assignment completion
Decrease…
• transition time• inappropriate
behavior• talk-outs • out-of-seat behavior • negative verbal
interactions
Use…• When an individual program is
impractical• To resolve serious disruptive behavior
quickly• To capitalize on peer influence or
monitoring• To facilitate positive social interaction
Group Contingencies
Group Contingencies
Use…•When a large number of students engage in the same behavior•When it is difficult to determine who is responsible for the behavior ( i.e., stealing or vandalism)•When one or only a few students are responsible for the inappropriate behavior and it would be offensive to the rest of the group to give that one or few students special privileges
TYPES OF GROUP CONSEQUENCE SHARING• Dependent
the behavior of one (or a few) determines the consequences for all
• Independentthe behavior of an individual determines the consequences for that individual
• Interdependentthe behavior of all determines the consequences for all
Group Contingencies
Group Contingencies
Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Exhibit Behavior?
Who Receives Consequence?
Example
Individual or small group Large group When Sarah submits 4 homework assignments, the whole class gets to have a party on Friday
Group Contingencies
Independentthe behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior?
Who Receives Consequence?
Example
Any individual Any individual(s) achieving criterion
When any student submits 4 homework assignments, he or she gets to participate in the party on Friday
Group Contingencies
Interdependentthe behavior of all determines the consequences for all
Who Must Exhibit Behavior?
Who Receives Consequence?
Example
All group members Whole group When all members of the group submit 4 homework assignments, all members earn a party on Friday
Practice Time
Mr. Swanson’s class has a specific set of rules for appropriate classroom behavior posted on the door. When students follows these rules,
they are each awarded 3 tokens which can be used toward buying individual rewards or
privileges such as 5 extra minutes of computer time.
What type of group contingency is this?
INDEPENDENT
Practice Time
Mrs. Griffin has divided her classroom reading groups into the Red Birds, Blue Birds, and Yellow Birds. She told the class that if the Yellow Birds finished their book and the assigned questions by Friday, the entire class will get 15 minutes of
extra recess time.
Which type of group contingency is this?
DEPENDENT
Practice Time
Each student in Mr. Brown’s class is responsible for earning ‘good behavior’ tokens. If each student
has earned at least 50 tokens by the end of the school year, the entire class will get a pizza party.
Which type of group contingency is this?
INTERDEPENDENT
Set Up the Group Contingency
Target Behavior Work Completion
How do we earn? All students complete assignments 1 to 3 with 75% accuracy by lunch time
What do we earn? Whole class gets an extra 15 minutes of recess
When do we earn? 3 times per week during morning work session
Back up plan if not earned? Complete assignments 4 and 5 after lunch
How will you know if it is effective? Class earned reward 4 out of 5 times. Assignment completion increased from 50% of students completing assignments to 90%
Adding Mystery to Rewards
Random selection of behavior and criterion to earn the reward:•Varied behavior/criteria written on slips of paper•Behavior/criteria placed in a jar or sealed in an envelope and displayed in prominent position
•At the end of the period, select a behavior/criterion
(Rathvon, 2008)
• Whole group is motivated to comply with rule(s)
• Group encourages appropriate behavior from other group members
• Group may stop reinforcing the undesirable behavior of disruptive students
• Convenient and easy to apply
Advantages of Group Contingencies
• Excessive pressure may be placed on one or several students
• Possible sabotage by unmotivated students
• Unfavorable social interactions – “scapegoating”
• Ethical considerations
Disadvantages of Group Contingencies
• All students in group must possess the skills to perform the target behavior
• Consider types of group contingencies (dependent, independent, interdependent)
• Scapegoating – blame for ruining the contingency for the group
• Sabotage – when to remove a tough kid
Group Contingencies: Cautions
• http://www.interventioncentral.org/htmdocs/interventions/classroom/gbg.php
• http://www.jhsph.edu/prevention/Publications/gbg.pdf
Classroom (Group) Contingencies
The Good Behavior Game
Create a Classroom Contingency
Activity 4.4
Pennsylvania Training and Technical Assistance Network
Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior
Part V:Token Economy
A Token Economy
A motivational system in which an individual’s positive behaviors are
recognized with a concrete event or token that later can be exchanged for a variety of
objects or activities.
Function of Tokens
When to Use Token Economies
• When all else fails…when other, less intrusive strategies have been tried and found not to work
• When behavior problems are severe and require a highly structured, consistent, predictable environment
• When students cannot wait an extended time for rewards
Developing a Token Economy System
Basic Steps
Step 1: Identify Appropriate BehaviorsStep 2: Define TokensStep 3: Identify Items, Privileges, and other
Incentives for Rewarding Appropriate Behaviors
Step 4: Plan an Exchange System
Step 1: Choosing Appropriate Behaviors
• Focus on one or more related and positive behaviors
• Select behaviors that have value in the real world and will readily transfer to other situations
• Specifically define the behaviors…avoid vague labels such as; uncooperative, defiant, unmotivated– Observable – will they be recognized by all?– Measurable - can we count it?
Jason is easily distracted in the halls and as a result is consistently late to Mr. Jackson’s first period biology class, often missing the first 15-20 minutes of class.
Who:
What:
Where:
When:
Jason
Arrives to class on time
Biology class
First period
Practice Scenario 1
Practice Scenario 2
On the playground, Ashley has difficulty if there are no empty swings at recess and will frequently yell and attempt
to push peers off the swings.
Who:
What:
Where:
When:
Ashley
Asks peers for a turn on the
swing
Playground
Recess
Step 2: Define Tokens
Guiding Questions – Choosing a Token:•Was my token easily available?•Was my token easy to administer?•Was my token difficult to duplicate?•Was my token nontransferable?•Was my token easy to record?
Examples of Tokens
• Custom-made coins• Buttons • Points on a tally
sheet• Plastic credit cards• Stamps• Coupons• Computer cards
• Happy faces• Stars• Stickers• Check marks• Points• Cards• Poker chips
Step 3: Rewarding Appropriate Behavior
• Identify items, privileges and other incentives for rewarding appropriate behavior
• When selecting back-up reinforcers be sure to select tangibles, activities and/or privileges that are interesting to the students
One man’s trash is another man’s treasure
What motivates ?
Observe
• Look• Listen
Ask
• Interview• Survey
Selecting Back-up Reinforcers
• Select the least intrusive reinforcers you can get away with
• Have a wide variety of reinforcers available…for example:
Tangible/Edible Social Activity• Stickers• Small toys• Popcorn
• Lunch with adult
• Play a game with peer
• Tutor younger student
• Feed class pet• Computer time• Homework free
night
Selecting Back-up Reinforcers
• Use variation of a particular reward (different types of candy)
• Include occasional bonus or surprise reinforcers• Periodically change the backup reinforcers to
prevent satiation• When appropriate, some reinforcers given only
with tokens, they should not be free
Selecting Back-up Reinforcers
Consider matching the reinforcer with the function of the problematic behavior
Function of BehaviorTo obtain something:
Attention/Social Interactions Materials/Activities Sensory Stimulation
To escape/avoid something:
Attention/Social Interactions Materials/Activities Sensory Stimulation
Check for Understanding
In a token economy, the tokens should be:a. Highly desirable itemsb. Easily found in other placesc. Conditioned reinforcers exchanged for
backup reinforcersd. All of the above
In a token economy, the tokens should be:a. Highly desirable itemsb. Easily found in other placesc. Conditioned reinforcers exchanged for
backup reinforcers
d. All of the above
Check for Understanding
Step 4: Planning an Exchange System
• Set a value for all privileges and commodities. Individuals must know how many tokens they need to earn their reward
• Specify a time and place for the exchange to occur and decide who will monitor the exchange
Step 4: Planning an Exchange System
• Set a value for all privileges and commodities. Individuals must know how many tokens they need to earn their reward
• Specify a time and place for the exchange to occur and decide who will monitor the exchange
Setting Prices for Backup Reinforcers
• Have a variety of prices• Set prices before dispensing tokens• Consider the law of supply and demand
Distribution of Tokens
• Determine the criteria for earning a token• Make sure that tokens will immediately follow
the targeted behavior • Deliver the tokens as quickly and unobtrusively
as possible• Tokens can also be delivered at fixed times of
the day (at the end of a content class) when appropriate
Exchanging Tokens
• When to ‘cash-in’:– When a predetermined amount of tokens has
accumulated– At the end of an activity, period, day, week
• Rule of thumb:– Younger students will need to ‘cash-in’ more
frequently– Begin with more frequent opportunities to redeem
tokens then fade to less frequent as appropriate
Beginning the Token Economy System
• Takes 15 – 30 minutes to explain the system to most learners
• 3 steps
1. Explain the system2. Practice token delivery for specified
behavior3. Practice the exchange
Teaching the Value of Tokens
• Select behaviors that can be easily performed• Praise and present token immediately following
the behavior• Exchange single token immediately for
tangible/activity• Repeat the cycle of praise behavior & present
token then exchange token until student requires no prompts to exchange token
Developing Token Economies
• Gradually move from a single token exchange to the exchange of multiple tokens (remain at 4-5 tokens)
• Use a system to collect the tokens (container, velcro strip, etc)
• Gradually require more responses before you deliver a token
• Begin using during actual instructional sessions
Example: Elementary
Example: Secondary
Example: 5-Token Board
When setting up a token economy, one must:a. Define target behaviors for which tokens
will be givenb. Identify rewards for which the tokens can
be exchangedc. Decide the “cost” of each rewardd. All of the above
Check for Understanding
When setting up a token economy, one must:a. Define target behaviors for which tokens
will be givenb. Identify rewards for which the tokens can
be exchangedc. Decide the “cost” of each rewardd. All of the above
Check for Understanding
Create a Token Economy
• Turn to your neighbor and discuss the value in implementing a token economy
• Review the steps for creating a token economy system in the classroom.
• Review the practical recommendations and interventions.
• Identify which practical recommendations should be considered for each step.
• Write your considerations in the table provided.Activity
4.5
Monitoring Effectiveness
Track the following data:
1.How often the student is engaging in the appropriate behavior2.How many tokens are being delivered to the student3.How often a token exchange occurs and what the student is purchasing
Testing and Maintaining the System
Name Points Earned Points Spent
Adam
Doris
Kate
Zack
50
65
62
68
40
45
50
48
Plan to Fade• Increase the criteria for earning tokens• Alter the number of tokens required to earn back-
up reinforcers• Implement the system less frequently
– Every other period…Every other day• Decrease opportunity for point exchange
– Two times a day…once a day…once a week• Teach students to self-monitor
Response Cost & Timeout
• Remove a previously determined number of tokens for previously identified unacceptable behavior…there should be no surprises
• Use timeout from the opportunity to earn tokens or timeout from the opportunity to spend tokens
An efficient token system should not be too costly to administer in
terms of time and effort. An effective token system is easily understood by those who are using and
managing it. An effective token system creates the behavioral changes that we are expecting.
The simpler the token system, the more successful it is likely to be.
A method for withdrawing a token system is:a. Increase the number of responses
required to earn a tokenb. Increase the price of desirable itemsc. Both a and b are methods for withdrawing
a token systemd. None, a token system should not be
withdrawn
Check for Understanding
A method for withdrawing a token system is:a. Increase the number of responses required to
earn a tokenb. Increase the price of desirable itemsc. Both a and b are methods for withdrawing
a token system
d. None, a token system should not be withdrawn
Check for Understanding
Vargas, 2009Behavioral Analysis for Effective Teaching
“Not all rewards need to be contingent. Non-contingent reinforcement like bringing
brownies to class for no reason, or surprising a class with a homework-free weekend boosts classroom morale and pairs good things with school in general”
Pennsylvania Training and Technical Assistance Network
Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior
Part IV:Behavior Contracts
What is a Behavior Contract?
• A behavior contract is a document specifying a contingent relationship between completion of a specified behavior and access to, or delivery of, a specified reward.
• A written agreement between two (2) parties which specifies requirement(s) to be met and consequences for fulfillment of requirement(s).
Why Use Behavior Contracts?
Research shows that the use of behavior contracts was related to…
Increased student productivity;Increased on-task behavior & assignment
completion;Improved grades; andIncreased student self-control.
(Simonsen, Fairbanks, Briesch, Myers & Sugai , 2008)
When to Use Contracts?
• Intermittently
• To encourage new behaviors
• To fade from frequently delivered rewards
BEHAVIOR CONTRACT
Behavior
Who:
What:
When:
How much:
Consequence
Who:
What:
When:
How much:
Signed Date Signed Date
Record of performance
The person performing the behavior
The specific behavior
At what rate and frequency the desired behavior will occur
The agreed upon frequency in which the behavior is observed
The person(s) providing the consequence
The positive consequence
At what rate and frequency the positive consequence will be rewarded
•How long the consequence will last•Any exceptions•Any alternate consequences
•A record of the behavior required to fulfill the contract and the number of times the reward is received.•A place to record student success in performing the desired behavior and the reward received every time it happens.
Student signature Beginning Date Teacher signature Beginning Date
Monday Tuesday Wednesday Thursday Friday
4 Stages of Behavior Contracts Development
Stage 1 - Identify the Behavior
Stage 2 - Meet with the Student
Stage 3 - Execute the Contract
Stage 4 - Evaluate Effectiveness
Stage 1: Behavior Contract Development
Select Socially and Educationally Important Behaviors: •List behaviors that the student does well•List things that could be improved•Identify specific behavior•Include only one or a few closely related target behaviors•Collect baseline data
Stage 2: Behavior Contract Development
Meet with the Student:While meeting with the student, discuss the following:•Description of desired appropriate behavior•Time frame for behavior contract•Criteria for success•Agree on reward student will earn•Set a date for reviewing (and possibly revising)•Sign the contract
Make contracts specific regarding the
behavior and the consequences
Behavior & Consequence
Stage 3: Behavior Contract Development
Execute the Behavior Contract:•Document Behavior - Student or teacher records outcome of student response
•Deliver reward ASAP after contract terms are met
Keep a record of performance on the contracted behavior
Record of Performance
Design a Behavior Contract- Your Turn!
• Pair up with a colleague sitting near you.• Using the Corey Scenario- design your own
contract.• Be sure to complete the Wh’s for both the
Behavior and the Consequence side.• Process how the discussion with the student may
go and important details implementation details to be covered.
• Be prepared to share with the group.Activity
4.6
Stage 4: Evaluate Effectiveness
Evaluate Effectiveness:
What is the data telling us?•Did both parties adhere to the contract?•Was the student successful?•Is behavior changing as desired?•Is the outcome the one desired?
Which of the following is NOT a part of a behavioral contract?
a. A large number of behaviors are identifiedb. A description of the rewardc. A method of recording the learner’s
responsesd. A plan for review
Check for Understanding
Which of the following is NOT a part of a behavioral contract?
a. A large number of behaviors are identified
b. A description of the rewardc. A method of recording the learner’s
responsesd. A plan for review
Check for Understanding
Make a Commitment
• Commit to developing a behavior contract with one student.
• Pair up with a colleague to complete the process together – each choose one student.
• Keep it simple - start with one behavior.• Implement the contract for one week at a time –
taking time each week to evaluate with your partner and adjust as necessary.
Activity 4.7
Pennsylvania Training and Technical Assistance Network
Module 4: Use a Continuum of Strategies to Acknowledge
Appropriate Behavior
Part IV:Self Management
What is Self-Management?
Self-management is a strategy in which a student keeps track of his/her own behavior, either for the purpose of increasing a positive
behavior or skill or for the purpose of decreasing a problem behavior.
5 Elements of Self-Management
1. Self-selection and definition of the target behavior to be managed
2. Self-observation and recording of the target behavior
3. Specification of the strategies for changing behavior
4. Implementation of these procedures5. Evaluation of the self-management program
Self-Management…
Is most effective when it is important to the individual to change his or her behavior
Teaching Self-Observation
Two Methods
1.Faded matching
2. Simple graphs
Strategies for Self-Management
1. Provide extra cues in the environment2. Alter the environment3. Restrict when & where for an undesired
behavior4. Make it public5. Self-Management exchange
Evaluation
How do you evaluate a self-management program?•Graph and analyze the data•Use a checklist of questions to evaluate project in terms of social validity
Suggestions for making self-monitoring effective include?
a. Self-monitor only problematic behaviorb. Record occurrences of the behavior at the end
of the dayc. Create a permanent record of the behavior for
evaluationd. Never provide supplementary cues or prompts
Check for Understanding
Suggestions for making self-monitoring effective include?
a. Self-monitor only problematic behaviorb. Record occurrences of the behavior at the end
of the dayc. Create a permanent record of the behavior
for evaluation
d. Never provide supplementary cues or prompts
Check for Understanding
Think-Pair-Share
• What impact does the skill of self-management have on students?
• How can teaching self-management skills impact the classroom environment?
• Review the handout. How can you incorporate self-management into your classroom behavior support system?
Activity 4.8
References
Axelrod, S. (1998) How to Use Group Contingencies. Austin, TX: Pro-Ed
Colvin G., Lazar (1997) The Effective Elementary Classroom; Managing for Success. Longmont, CO: Sopris West Educational Services,
Conroy, M. Sutherland, K., Snyder, A., Al-Hendauwi, M., & Vo, A. (2009). Creating a Positive Classroom Atmosphere Teachers’ Use of Effective Praise and Feedback. Beyond Behavior, Winter, 2009, 18-26.
Crone, D., Horner, R. & Hawken, L. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press
References
De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.
Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.
References
Fifer, Jr., F.L. (1986). Effective classroom management. Academic Therapy, 21, 401-410.
Haydon, T. & Musti-Rao, S. (2011). Effective Use of Behavior-Specific Praise: A Middle School Case Study. Beyond Behavior, Winter, 2011, 31-39
Haygeman, E. (2008). Current Research on Group Contingency Interventions. University of Utah.
IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.
References
Kazdin, A. (1982). The Token Economy: A Decade Later. Journal of Applied Behavior Analysis, Fall; 15(3), 431-445.
Loveless, T. (1996). Teacher praise, In H Reavis, S. Kukic, W. Jenson, D. Morgan, D. Andrews, & S. Fister (Eds.), Best Practices: Behavioral and Educational Strategies for Teachers (pp. 59-64). Longmont, Co: Sopris West.
Practices: Behavioral and Educational Strategies for Teachers (pp. 59-64). Longmont, Co: Sopris West.Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.
References
Rathvon, N. (2008). Effective School Interventions, Second Edition: Evidence Based Strategies for Improving Student Outcomes. New York, NY: Guilford Press.
Vargas, J. (2009). Effective Teaching, Effective Living: A Review of Behavior Analysis for Effective Teaching. Behavior Analysis in Practice, 2(2), 63-68.
Wright, J. ( 2012). Teacher Praise: An Efficient Tool to Motivate Students. How Praise Works. www.interventioncentral. org
Resources
Evidence-based Practices in Classroom Management: Considerations for Research to Practice. Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George. Aug 1, 2008 Education & Treatment of Children.
PaTTAN PublicationsTeacher’s Desk reference; Practical Information for PA
Teachers – Classroom Management
Instructional Practices for an Effective Classroom
Website http://www.pattan.net/category/Educational%20Initiatives/Behavior
Contact Information www.pattan.net
Donna Westbrooks-Martin, [email protected] 1.800.446.5607 ext. 6854
Tracy Ficca, [email protected] 1.800.360.7282 ext. 3415
Tina Lawson, King of [email protected] ext. 7254
Commonwealth of PennsylvaniaTom Corbett, Governor
Pennsylvania Department of EducationRonald J. Tomalis, Secretary
Dr. Carolyn Dumaresq, Deputy SecretaryOffice for Elementary and Secondary
Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education