Pleasant Learning Environments

Jonathan Amey

Standing on the Shoulders of Others

Glenn Latham Ogden Lindsley Libby Street Murray Sidman Markle & Tiemann Kent Johnson Bill Helsel

Outline

Pleasant learning environments Conducting a motivational analysis Effective RtI strategies

Performance Management

(1)Binder’s Six BoxesExpectationsTools & ResourcesConsequencesSkills & KnowledgeSelectionMotivesRecyclingPinpoint, structure, train, monitor, feedback, evaluate

Systems AnalysisFamily Systems

Skill Acquisition

(2)Instructional DeliveryErrorless learningGraduated GuidanceShapingScript FadingMatheticsDiscrete TrialError CorrectionFluency buildingCurriculum or ProgramScope & SequenceReinforcementContingent & Noncontingent

Prevention(3)

Motivative AnalysisEstablishingAbolishingEnvironmental ManagementPhysical LayoutClean transitionsMaterials accessibleSchedules & RoutinesAntecedentsPhysical BarriersMedical concernsMedicationsSleeping & eating

Intervention(4)

StrengtheningTypes & Schedules of ReinforcementWeakeningExtinctionPunishmentManagingProtective Restraint

Helsel’s Four Building Blocks

What Is the Ideal Classroom?

Ideal Classroom

Students are productive Classroom is physically and mentally safe Promotes success Classroom is vital and busy

How Do We Get There?

Creating a Pleasant Environment

What Is a Pleasant Environment?

A Classroom of Happy Learners!

Consider If You Will

Would a happy learner, enthused with intervention, likely make better, faster, easier progress?– probably

Would a willing learner be easier to teach?– Most assuredly

Assent and Consent

Assent– to agree to something freely and with understanding

Consent– Legally and ethically required

Assent

Come to task willingly Participate in learning interactions without

coercion

Withdrawl Assent

Avoid us Avoid coming to task Leave during task Participate far below ability

Students Are Behaving - Now What?

More instructional time Increased teacher effort

As teachers improve management skills they must refine teaching skills

Instructional management skills need to improve proportionately since there will be an increased level of student on-task behavior and academic productivity

Wear good deodorant

Principals of Human Behavior

Product of its immediate environment Strengthened/weakened by its consequences Responds better to positive than negative Punished or reinforced? Watch rate over time Past behavior is best predictor of future

behavior

Immediate Environment

If students act out, something in classroom is initiating and maintaining it

Identify those things and take data

Who likes math?– Goofing off during math gets student kicked out of

room. What’s that student going to do more of?

All children can learn, even children from dysfunctional families

The answers to problems within an environment are to be found within that environment

Your Job Is to Create the Most Pleasant Environment Possible

Change the Environment and the Behavior Will Change

Behavior Strengthened or Weakened by Its Consequences

Not a problem with the student Teachers often reinforce the very behaviors

that disrupt the class Frequent teacher attention in the form of praise

is more effective than rules or reprimands in increasing appropriate behavior

Behavior Responds Better to Positive Than to Negative

Teacher attention is a powerful reinforcer of appropriate and inappropriate student behavior

Teachers allow over 95% of all appropriate behavior to go unrecognized

Teachers are typically four to six times more likely to attend to inappropriate behavior than appropriate

Teacher attention to inappropriate behavior increases probability that such behavior will be strengthened and thus occur predictably and with regularity

Your Job Is to Identify the Behaviors You Want to Strengthen or Weaken and Deliver, or Withhold, the Appropriate Consequences

Whether a Behavior Has Been Punished or Reinforced Is Known Only by the Future Course of That Behavior

What is punishing to one child might be reinforcing to another, and vice-versa.

Take data! If you keep doing what you’ve always done,

you’ll keep getting what you’ve always gotten.

Your Job Is to Be Patient and Consistent. Wait Two Weeks and

See. Record Behavior.

If What You Are Doing Works- Keep It. If Not, Go Back to Tool Skills and Change Them

Past Behavior Is the Best Predictor of Future Behavior

A-B-C easy as 1-2-3 Take data!

Your Job Is to Remember Past Experiences

Don’t Take Away Video Games If He Has Already Proven He Will Become Aggressive

Alright, Nice Theory, Now What?!

Latham’s Tools for Positive Behavior Change

Staying close Giving positive consequences Ignoring junk behavior Ignoring junk behavior of one person and

giving positive consequences for the appropriate behavior of another person

Latham’s Tools for Positive Behavior Change

Stop-redirect-give positive consequences Setting expectations Using a contract Time-out ABC’s of assessing behavior Consulting skills of staff

Staying Close

You create a safe, positive environment and establish yourself as a source of caring, empathy, and positive consequences

The closer you are to a person, the greater the influence you have on them

How to Stay Close

Physically- be within arms length, walk and sit with, move toward them

Touch appropriately- pat on back or arm, squeeze shoulder

Facial expressions- emote accurately, show one message Tone of voice- how you say it counts Body language- be relaxed, open arms, eye contact,

orient to person Show empathy- mirror feelings (sounds like your happy or

yuk, that was hard to do)

Giving Positive Consequences

You focus primarily on building up appropriate behaviors with positive consequences– Show behavior you like by giving attention; Establish

self as safe to be with; Maintain self control; Have a plan; Practice saying what you like and providing a positive consequence that fits appropriate behavior within 3 seconds

Types of Positive Consequences

Verbal praise Appropriate touch Tangible items Privileges and activities

“Unless what you are about to say or do has a high probability of making things better, don’t say it and don’t do it” (Latham)

Ignoring Junk Behavior

You carefully ignore any age typical behavior that may be annoying– Annoying but not harmful to self,others, or property

Examples….

Ignore Junk Give Positive to Other

You carefully ignore junk behavior of one person while giving positive consequences for the appropriate behavior of another person

Examples…

Stop-Redirect-Give Positive Consequences

You stop a person’s inappropriate behavior, redirect them to a different, logically related behavior, and show you like it by giving positive consequences when the person does it

Setting Expectations

You let the person know what behavior is expected and what the consequences will be for meeting or not meeting the expectations– Pick a time; A place; Set a pleasant tone; State

what specific behavior you expect and what benefits are to person; Model and get person to show expected behavior; Giving instead of taking

Designing Expectations

Clearly state context for behavior Clearly state behavior you want to see (provide

model if necessary) Clearly state consequence for following

Examples

Circle time Individual work Centers Snack Transitions

Maintaining Expectations

Praise completion (3-4 per minute) Students should be able to state teacher

expectations to anyone, anytime, anywhere Display expectations around room Display schedule

Contract

Written agreement with the student that identifies positive expectations and consequences

Time-Out

Interrupt student’s behavior to minimize consequences and allow you to attend to appropriate behaviors after the person has maintained a brief period of calm

Time-based… not behavior based! Need good analysis, remember the disruptive

student in math class

ABC’s and Consulting Skills

Example of ABC Use school counselors to help develop parent

skills across settings

8 Kinds of Coercion

Criticism Sarcasm/Teasing Threats/Force Arguing Guilt Logic Questioning

Results of Coercion

Student will learn coercive behavior Student will try to avoid coercive behavior by

escaping and lying Student will try to get even Student will become afraid that they will fail Student will receive attention for inappropriate

behavior

Coercion produces only short term compliance followed by long term losses.

In the long run, behavior responds better to positive consequences.

“My mother used to tell me that to get along in this world you gotta be either oh so smart or oh so pleasant. For a long time I was smart. I recommend pleasant.” (Elwood P. Dowd)

The Problem That Presents Is Not Always the Problem to Solve

Conducting a Motivational Analysis

Variables that affect the probability of a given stimulus-response relationship– Physiological/Environmental

Increase chance of certain behaviors occurring Increase value of what happens after behavior

occurs

MMM… Food

Motivating operation (hunger)– Engage in behaviors that get food– Bang on table with knife and fork

Abolishing operation (full)– Stop engaging in behavior that get food– Fall asleep on couch watching football

Motivative

Operation

Antecedent Behavior Consequences

Not feeling well.Woke up early.

Teacher gives student instruction

Student swipes and throws materials

Teacher becomes frustrated and stops giving instructions

Got back from recess, laughing

Teacher asks for a high five

Student smiles and gives teacher a high five

Teacher praises student

Observer in classroom Observer in close proximity to student

Student keeps turning around to look at observer

Observer smiles and looks directly at student

Student is coloring at desk

Teacher approaches student

Student bites his crayon several times

Teacher removes the crayons and explains that he needs to keep the crayons down.

Hey MA!

Reinforcer assessments Choice or Demand? (Intraverbal statements) Setting up your classroom

Effective Teachers

Ensure high level of student engagement with tasks

Provide frequent and detailed feedback Use carefully sequenced materials Establish clear routines and expectations Deal with several things at once Judge quickly the importance of an event and

intervene

Are aware of entire classroom despite distraction; are monitoring students frequently

Time their actions for maximum effect Give attention to more than one student at a

time; they pivot Manage transition time Exhibit unconditional positive regard

Preventive Actions Taken Before Students Enter the Room

Room arrangement should invite productive behavior

Walkways Distance between student stations Minimal seductive items Arrange materials for ease of use

Arrange materials for instructional control Develop a system for distributing and receiving

materials Develop a strategy for setting learning skill

expectations Develop routines

– Uncomplicated– Sustainable– Support educational goals

Identify possible rewards Identify anticipated behaviors of concern Plan all lessons thoroughly Carefully schedule instructional time Determine how you will move and monitor Determine how you will reduce frustration Identify potential competing contingencies Select signals and key phrases

Know your behavior management strategies Know your treatment options Know your staff and resources

That Was All Before the Students Entered the Room?

Yes

Students in the Room

Manage transition times What to do with current materials What materials are needed for next activity Where will next task take place What are the expectations for next task Be clear about when it’s time to begin moving Be clear about time allowed for move

Be clear about expectations for move Quickly establish instructional control at next

site Continuously monitor students’ performance Use cues in advance of BOC’s Manage behavior discreetly

Minimize interruptions and disruptions Follow through immediately on all rules- no

warnings Avoid higher and higher thresholds

Alright Now I’m Tired

Drink some coffee then… Evaluate outcome of actions for success Restructure actions as needed

“Create learners - not kids who know stuff” (Alison Moors)

Group Activity

Apply a few before, during and after strategies to your room. What does that look like for you?

Discuss with your group 10-15 minutes

Response to Intervention

Fluency– Accuracy plus speed– Quality plus pace– Frequency of correct responding– Doing the right thing without hesitation– True mastery

Stages of Learning

Acquire new behavior Practice components for fluency Apply and combine fluent repertoires

100% Good for You

Johnny can complete basic addition problems at 100%

Julie can complete basic addition problems at 100%

Who is better at math? – Or stated differently – who has a more functional math repertoire?

100% Correct… What About Time?

Johnny can complete 2+2=4 and 1+5=6 at 100% but it takes him 5 minutes.

Julie can complete 2+2=4, 1+1=2, 3+3=6, 2+3=5, 4+3=7, 1+2=3, 5+3+8, 8+2=10 at 100% and in 20 seconds.

Who has the more functional math repertoire?

Components of Fluency Based Instruction

Skills are established Emphasis on skill accuracy

– Discrete trial– Direct instruction– Incidental teaching– Whatever procedure you want…

Skills Practiced Daily

Practice until previous performance is surpassed– If the student did 3 math problems on Monday then

on Tuesday the goal is 4

Practices are Timed

Use the Standard Celeration Chart

Standard Celeration Chart

Developed by Ogden Lindsley Uses a multiply scale Allows for instructional decision making Allows for easy reading of performance across

skills and students Changes are made when the student does not

grow

RESA- Its as easy as driving home from work or riding a bike

Retention Endurance Stability Application

High 5

Start at 0 and count up by 5’s, write each number down.

Get ready, please begin.

Lucky Sevens

Start at 100 and count backwards by seven, write each number down….

Get ready, please begin.

I’m Still Fluent After All This Time?

Sign your name

Write your full name in cursive but take a full minute to write it

What did you notice?

Another Chart?!

Input/Output Helps to organize skills Channel wrapping

Gotta Have the Right Tools

Tool skills Component Composite

Tool Skills

What are the tool skills for writing? What are the tool skills for talking? What are the tool skills for kickball?

Psychomotor is the Key

Markle and Tiemann showed us that to get higher order skills you must have psychomotor repertoires first

Oh and emotion influences everything

Psychomotor

Student learns how to move certain muscles in precise way

Puts responses in particular order and moves smoothly

Chains of responses put together to match situation

Simple Cognitive

Student learns when to make responses Chains them together and learns steps for

using Can give verbal account of something (tell how

to take blood pressure, retell a story, describe field trip)

Knows how to respond to known situations

Complex Cognitive

Knows how to respond to new situations Write a play Determine how goods will be distributed fairly

among a group of people

My Brain is Starting to Hurt

These are the things you can start focusing on when you don’t have to manage behaviors of concern all day

Review

Pleasant environments create learning environments

Motivational analysis develops over time and creates learning opportunities

Taking data is key to success Before teaching skill be sure students have the

necessary tool skills HAVE FUN

Thank You