behavior & classroom management: chris borgmeier, ph.d. portland state university...
TRANSCRIPT
Reading Review
Scheuermann & Hall Ch 9-11 Lampi, Fenty & Beaunae, 2005 – 3 Ps Horner & Spaulding 2007 Sprick 1996 Anderson & Rodriguez, 2008 Good Beh
Game
Reinforcement & Acknowledging Desired Behavior
Reinforcement v. Punishment
Reinforcement - a consequence that increases the future occurrence or likelihood of a behavior
Punishment - a consequence that decreases the future occurrence or probability of the behavior
Acknowledgment Systems
Purpose: To reinforce school rules, behavioral expectations &
positive behavior
Promote a more positive school environment School-wide 5:1 positive/negative interaction ratio Regular school-wide celebration of positive behavior
Increase positive interactions b/w staff & students
Prompt busy adults to remember to reinforce positive behavior
FAILURE SUCCESS 5 : 1
Positive Behavior Support is…. What parents, teachers, peers and others do
to increase student success---the whole village!
5:1 Ratio
Pay attention to What you Want to See
Give more attention to positive/desired behavior Acknowledge positive behavior 5 times more often that
you respond to negative behavior
Keep it genuine; not the same for all kids
There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives
5:1 ratio, it’s not just for kids
Business teams High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7
Losada, 1999; Losada & Heaphy 2004
Married couples that last 5.1 to for speech acts and 4.7 to 1 for observed
emotions Gottman, 1994
Gottman info.
predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.
Marriages that last: 5.1 to 1 for speech acts and 4.7 to 1 for observed emotions
Marriages likely to end in divorce: 1 (+) to1.3 (-) ratio likely to end up in divorce
How to Acknowledge Behavior
“Sergio, thank you for picking up Jackie’s book for her you are being very Respectful. I want to recognize your good behavior with a Caught Being Good ticket, I really appreciate it when you follow the school rules.”
1) Always pair praise with a verbal explanation that is genuine, clear & specifically identifies the behavior
2) Link with school rule
3) It is best to provide the ticket immediately after the student engages in the behavior
“Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.
Allday & Pakurar (2007)
Active Supervision & Reinforcement: Effective
Scanning & Monitoring
Create Consistency/ Fairness
1. Develop & teach Expectations/Routines Have students explicitly practice appropriate
behaviors & routines Create consistent & effective routines
2. Respond consistently to reward appropriate behavior (4:1 ratio) to inappropriate behavior w/ corrective feedback
Structuring the Classroom Environment Setting up the room for easy
monitoring/accessibility to all students Structure classroom to allow for smooth
transitions
Power of Proximity & Focusing on Appropriate Behavior Actively roaming around the room monitoring Pay attention to the behavior you want to see Calmly, quietly, & quickly approach & redirect
students who are off-task Can often just point, or say quick two words Then walk away & continue to reinforce other
students
Movement & Scanning
Effective scanning and movement allows for more opportunities:
1. To catch students engaged in positive behavior 4:1 ratio – we need to catch students doing the right thing,
more than the wrong
2. Catch minor misbehavior early and prevent escalation Use proximity and prompts to redirect student behavior
3. Catch academic errors early during independent seat work to prevent practice of misrules or errors and reduce exposure to frustration
Activity Write down 1 situation/behavior you’re struggling with in your
classroom & the desired behavior that would improve the situation
Write down 2 statements you can use to praise the desired behavior in that situation
Develop a plan to remind yourself to use this strategy for the next 5 days you are in your classroom
Pair and practice/share
Time’s
Up
Time’s
Up
Say your statements to your partner 3 times Share your plan for reminding you to use the strategy
(might involve your partner)
Link between Teaching & Reinforcement
Teaching is necessary, but teaching alone is not enough
We also need to provide: frequent opportunities to practice the behavior frequent reinforcement and acknowledgment
for the desired behavior frequent review and practice of the skillprecorrection and reminders to cue the
expected behavior & develop the habitEffective & consistent error correction
procedures
Effective Use of Reinforcement
Effective Reinforcement
Immediacy/frequency of the reinforcer Contingent reinforcement Strength/Value of the Reinforcer
The most prominent and frequent reinforcer available in effective classrooms is success on academic tasks
Immediacy of Reinforcement
Immediate reinforcement is stronger than delayed
Delivering a reinforcer immediately after the target behavior helps the student clearly understand that the reinforcer is connected to this specific behavior Diminishes likelihood student will accidentally attribute
the reinforcer to another behavior Verbally labeling the behavior being reinforced while giving
the reinforcer also helps
Contingent Reinforcement Contingent v. Noncontingent
Contingent = – student understands there is a clear relationship between exhibiting a specific behavior & gaining positive feedback/reinforcement
For a reinforcer to be most effective, students must clearly learn they receive the reinforcer only after performing the target behavior and NOT when engaging in other behaviors
Consistency in responding, and not responding, is key
Contingent Reinforcement
Be Respectful is less clear & specific then Keep your hands and feet to your self Focusing on fewer more specific behavior is a way to
strengthen a reinforcement system for a resistant student
We can make clearer the behavior that is going to be reinforced
We also want to make sure to consistently present the reinforcer following occurrences of the specified behavior
Value/Strength of a Reinforcer
We need to understand what will be reinforcing for the student
Preconceived notions about what should be reinforcing for a child are frequent reasons for the failure of reward programs Ask student, observe student, see what they value
Deprivation v. satiation We need to change up reinforcers periodically to keep
it interesting
Effective Reinforcement in Practice
Immediate & frequent (don’t wait until the end) Tickets, point systems can be good for cuing teachers to provide
frequent reinforcement Verbally label specific behaviors being reinforced
Keep it genuine makes reinforcement a teaching strategy
Reinforce all students, not just the best students More challenging students need even more reinforcement for
desired behavior then others Err on the side of too much reinforcement, rather than
not enough (at least 4:1) – but, keep it genuine
Strengthening an Individual Student Reinforcement System Make reinforcement more frequent
Don’t wait too long for student to earn incentive Student must be able to succeed
Target specific behaviors to be the focus of the reinforcement program Focusing on fewer behaviors may be beneficial, particularly when
beginning a reinforcement program Provide immediate reinforcement
Keep delay between performing behavior & receiving incentive to a minimum
Make sure incentive is highly valued by the student Do not assume it will be highly valued
Class Activity:Strengthening/Fading Point Cards
Rate each on 5 point scale (1 = least 5 = most)
Identify variables on the point cards related to: Immediacy/frequency of feedback & reinforcement Specificity of behavioral expectations targeted
Discuss how to manipulate the point cards to make them stronger and how to fade them
SW-PBIS ack system
Pt Card 1 Pt Card 2 Pt Card 3 Penny Bd
Immed/ Freq 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Contingent 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Value 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Penny Board
Show example Show STAR video
SW-PBIS ack system
Pt Card 1 Pt Card 2 Pt Card 3 Penny Bd
Immed/ Freq 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Contingent 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Value 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
SW-PBIS ack system
Pt Card 1 Pt Card 2 Pt Card 3 Penny Bd
Immed/ Freq 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Contingent 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Value 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 2 3 4 5
Most fade-able Strongest
Classroom Reward Systems
Implementing Reward Systems
If not needed, don’t use a formal Reward System If you’ve taught desired behavior, acknowledge
desired behavior at a high rate and provide good instruction, most classrooms or groups will not need a reward system
However, if frustrated with student behavior, or students are not intrinsically motivated to work, you may need to implement a reward system
Reward Systems
Reward systems can be good for motivating:Good BehaviorAcademic performance/ work completion
Types of Reward Systems
1. Regular and highly systematic If you do ________, then you earn _________. Tend to be more necessary when trying to
motivate a class that needs higher structure Downside – regular systems can be harder to
fade
2. Intermittent & less predictable Some of the times you do _________, you might
earn ________. Often sufficient for medium structure classes
Choosing a Reward System
Determine the needs of your classroom Need for High structure? (usually in Behavior
Classrooms) Regular v. Intermittent Reward System
Choose the least complex program that will grab the interest of the students & get them exerting gentle peer pressure to succeed Getting peers to say things like – “quit talking or we’re
going to lose a point”
Goals of a Reward System
Goal of any reward system is be a temporary program to develop a pattern of effective behavior
Eventual goal should be to gradually fade the reward program
Implementing a Classroom Reinforcement Program Plan all details carefully
Avoid arbitrary time limits – need to earn 50 points by next Friday
What if all points are earned before deadline? What if class ends up one point short?
Identify reinforcers that motivate students Might ask students what they’d like to work for
Teach students how the program will work Keep focus on student behavior, not rewards Eventually fade program
May have a class discussion about discontinuing program
Effectively choosing & implementing a reward system Set up the reward system so student success
likely Students need to succeed with the program early, or
they will not buy into the program It becomes the responsibility of the teacher to make sure that
students are caught doing the right thing Make sure the payoff doesn’t take too long to earn Disneyland syndrome
If you’re good the rest of the year I’ll take you all to Disneyland
Effectively choosing & implementing a reward system Avoid systems with arbitrary time limits
The problem is that if students have a hard time early in the day/week and lose too many points, then the system is meaningless the rest of the day/ week
or if students do so well early, they realize they can misbehave and still earn their points
It’s better to set a point total to work toward without setting a time limit
Maintaining a Reward System
All reward systems require maintenance, even after they are up and runningUsually have to change up reinforcers to keep
students interested
It is common to have to make minor changes to initial your initial plan to best meet needs of students.
Maintaining & Fading a Reward System
Keep your energy and enthusiasm about the system high
Keep your focus on students’ behavior rather than the rewards they earn
When a system has been successful for a period of time start making it more challenging
Careful with Competition b/w groups
Competition and peer pressure paired with natural incentives can be used effectively
Need to spread out the winning, so that all groups are winning – or else groups will give up and not be invested
Example If dismissing by tables & quiet group gets to be
dismissed first Make sure all groups win once in a while
Incentives that don’t cost money
Free time Game time Extra recess Getting out of class two minutes early Reduction in number of problems or questions
assigned for homework Popcorn party Lunch w/ teacher
Classroom Reward Systems - Examples
Whole Class Points
For classes needing High Structure Break time into intervals
Less mature or more behaviorally challenging students will benefit from shorter intervals
Can lengthen intervals over time Each interval provides opportunity for reinforcer or
not Each reinforcer = 1 step closer to reward
Scoring a touchdown Blasting off rocket Fill a marble jar
Behavior Bingo - 100 Squares
Good for younger students - elementary Draw up a chart a 10 x 10 chart from 1 to 100 Student draws a number (1-100) from jar for
appropriate behavior Mark number on board When class gets a “Bingo” they earn a reward
Behavioral Grading/ Self Evaluation
For classrooms needing High Structure Give students a grade each day/period based on
behavior Requires ongoing record keeping Review the grade with them each hour Use a daily report sheet, have students self evaluate too
Classwide system, but each student earns individual grade
Make it a % of overall grade Vary % according to class or student i.e. PE = 50 % of grade; math = 20% of grade
Economic Simulation
For classrooms needing High Structure Use pretend $ or tokes & run a mini-
economy in your classroom with student earning privileges and rewardsGood practice for using/counting moneyCan also be used as an economics lesson