Module 4. use a continuum of strategies to acknowledge appropriate behavior
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Module 4. use a continuum of strategies to acknowledge appropriate behavior
- 1. 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
- 2. 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.
- 3. 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.
- 4. 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
- 5. 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 Practice Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of Children
- 7. 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
- 8. Pennsylvania Training and Technical Assistance Network Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part I: Behavior Basics
- 9. The A-B-C’s of Behavior Antecedent Behavior Consequence A C 9 B
- 10. 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
- 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 11
- 12. 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
- 13. The A-B-C’s of Behavior Antecedent Behavior Consequence A B C 13 Any event that happens BEFORE a behavior
- 14. 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
- 15. The A-B-C’s of Behavior Antecedent Behavior Consequence A B C 15 Any event that occurs AFTER a behavior
- 16. 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. 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. 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!!
- 19. Reinforcement • A consequence that results • in increasing OR maintaining the future rate of the behavior it follows.
- 20. Punishment • A consequence that results • in decreasing the future rate of the behavior it follows
- 22. 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. 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. 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. 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
- 26. Pennsylvania Training and Technical Assistance Network Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part II: Specific Contingent Praise
- 27. Guiding Notes: Specific Contingent Praise
- 28. What is praise? Praise is any verbal or nonverbal action by the teacher that indicates approval of or satisfaction with student behavior (Loveless, 1996)
- 29. 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
- 30. 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
- 31. 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)
- 32. 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)
- 33. 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)
- 34. Video •Watch the video clips on Specific Contingent Praise. •Complete the guided notes.
- 35. VIDEO: Eight Ways to Praise Teacher Talk – Part 1 (Click on the screen below and then press the PLAY button)
- 36. VIDEO: Eight Ways to Praise Teacher Talk Part 2 (Click on the screen below and then press the PLAY button)
- 37. I – FEED – V Rules : Implementing Praise I – Immediate F – Frequent E – Enthusiastic E – Eye Contact D – Describes the Behavior V – Variety
- 38. In order for praise to be effective… Interacting Scanning Moving Active Supervision
- 39. 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)
- 40. Teacher’s Desk Fewer problem behaviors with this pattern
- 41. 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:
- 42. 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)
- 43. 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
- 44. 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)
- 45. 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
- 46. Interacting with Students... Positive Interactions
- 47. 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????
- 48. 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
- 49. When Do You Acknowledge? As much as possible! 4:1 Meeting 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.”
- 51. 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?
- 52. 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!”
- 53. 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?
- 54. 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.
- 55. Check for Understanding Observed Appropriate Behavior: A student performs well on the spelling test Praise: “ You did it!” How could you change the praise to make it more effective?
- 56. 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.”
- 57. 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
- 59. 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
- 60. Pennsylvania Training and Technical Assistance Network Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part III: Group Contingencies
- 61. 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)
- 62. Why Use Group Contingencies? Increase.. • positive behavior • student attention • achievement • appropriate classroom behavior • peer social acceptance • student preparedness for class • assignment Decrease… • transition time • inappropriate behavior • talk-outs • out-of-seat behavior • negative verbal interactions
- 63. 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
- 64. 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
- 65. TYPES OF GROUP CONSEQUENCE SHARING • Dependent the behavior of one (or a few) determines the consequences for all • Independent the behavior of an individual determines the consequences for that individual • Interdependent the behavior of all determines the consequences for all Group Contingencies
- 66. 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
- 67. Group Contingencies Independent the 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
- 68. Group Contingencies Interdependent the 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
- 69. 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?
- 70. INDEPENDENT
- 71. 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?
- 72. DEPENDENT
- 73. 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?
- 74. INTERDEPENDENT
- 75. 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%
- 76. 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)
- 77. • 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
- 78. • 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
- 79. • 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
- 80. • http://www.interventioncentral.org/htmdocs/interve • http://www.jhsph.edu/prevention/Publications/gbg. Classroom (Group) Contingencies The Good Behavior Game
- 81. Create a Classroom Contingency Activity 4.4
- 82. Pennsylvania Training and Technical Assistance Network Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part V: Token Economy
- 83. 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.
- 85. 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
- 86. Developing a Token Economy System Basic Steps Step 1: Identify Appropriate Behaviors Step 2: Define Tokens Step 3: Identify Items, Privileges, and other Incentives for Rewarding Appropriate Behaviors Step 4: Plan an Exchange System
- 87. 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?
- 88. 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
- 89. 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
- 90. 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?
- 91. 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
- 92. 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
- 93. One man’s trash is another man’s treasure
- 94. What motivates ? Observe • Look • Listen Ask • Interview • Survey
- 95. 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
- 96. 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
- 97. Selecting Back-up Reinforcers Consider matching the reinforcer with the function of the problematic behavior Function of Behavior To obtain something: Attention/Social Interactions Materials/Activities Sensory Stimulation To escape/avoid something: Attention/Social Interactions Materials/Activities Sensory Stimulation
- 98. Check for Understanding In a token economy, the tokens should be: a. Highly desirable items b. Easily found in other places c. Conditioned reinforcers exchanged for backup reinforcers d. All of the above
- 99. In a token economy, the tokens should be: a. Highly desirable items b. Easily found in other places c. Conditioned reinforcers exchanged for backup reinforcers d. All of the above Check for Understanding
- 100. 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
- 101. 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
- 102. Setting Prices for Backup Reinforcers • Have a variety of prices • Set prices before dispensing tokens • Consider the law of supply and demand
- 103. 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
- 104. 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
- 105. Beginning the Token Economy System • Takes 15 – 30 minutes to explain the system to most learners • 3 steps 1. Explain the system 2. Practice token delivery for specified behavior 3. Practice the exchange
- 106. 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
- 107. 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
- 108. Example: Elementary
- 109. Example: Secondary
- 111. When setting up a token economy, one must: a. Define target behaviors for which tokens will be given b. Identify rewards for which the tokens can be exchanged c. Decide the “cost” of each reward d. All of the above Check for Understanding
- 112. When setting up a token economy, one must: a. Define target behaviors for which tokens will be given b. Identify rewards for which the tokens can be exchanged c. Decide the “cost” of each reward d. All of the above Check for Understanding
- 113. 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
- 114. Monitoring Effectiveness Track the following data: 1.How often the student is engaging in the appropriate behavior 2.How many tokens are being delivered to the student 3.How often a token exchange occurs and what the student is purchasing
- 115. Testing and Maintaining the System Name Points Earned Points Spent Adam Doris Kate Zack 50 65 62 68 40 45 50 48
- 116. 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
- 117. 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
- 118. 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.
- 119. A method for withdrawing a token system is: a. Increase the number of responses required to earn a token b. Increase the price of desirable items c. Both a and b are methods for withdrawing a token system d. None, a token system should not be withdrawn Check for Understanding
- 120. A method for withdrawing a token system is: a. Increase the number of responses required to earn a token b. Increase the price of desirable items c. Both a and b are methods for withdrawing a token system d. None, a token system should not be withdrawn Check for Understanding
- 121. Vargas, 2009 Behavioral 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”
- 122. Pennsylvania Training and Technical Assistance Network Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part IV: Behavior Contracts
- 123. 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).
- 124. 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; and Increased student self-control. (Simonsen, Fairbanks, Briesch, Myers & Sugai , 2008)
- 125. When to Use Contracts? • Intermittently • To encourage new behaviors • To fade from frequently delivered rewards
- 126. 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
- 127. 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
- 128. 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
- 129. 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
- 130. Make contracts specific regarding the behavior and the consequences
- 132. 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
- 133. Keep a record of performance on the contracted behavior
- 135. 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
- 136. 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?
- 137. 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 reward c. A method of recording the learner’s responses d. A plan for review Check for Understanding
- 138. 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 reward c. A method of recording the learner’s responses d. A plan for review Check for Understanding
- 139. 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
- 140. Pennsylvania Training and Technical Assistance Network Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part IV: Self Management
- 141. 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.
- 142. 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 procedures 5. Evaluation of the self-management program
- 143. Self-Management… Is most effective when it is important to the individual to change his or her behavior
- 144. Teaching Self-Observation Two Methods 1.Faded matching 2. Simple graphs
- 145. Strategies for Self-Management 1. Provide extra cues in the environment 2. Alter the environment 3. Restrict when & where for an undesired behavior 4. Make it public 5. Self-Management exchange
- 146. 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
- 147. Suggestions for making self-monitoring effective include? a. Self-monitor only problematic behavior b. Record occurrences of the behavior at the end of the day c. Create a permanent record of the behavior for evaluation d. Never provide supplementary cues or prompts Check for Understanding
- 148. Suggestions for making self-monitoring effective include? a. Self-monitor only problematic behavior b. Record occurrences of the behavior at the end of the day c. Create a permanent record of the behavior for evaluation d. Never provide supplementary cues or prompts Check for Understanding
- 149. 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
- 150. 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
- 151. 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.
- 152. 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.
- 153. 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.
- 154. 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
- 155. 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 Publications Teacher’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
- 156. Contact Information www.pattan.net Donna Westbrooks-Martin, Pittsburgh Dwestbrooks-martin@pattan.net 1.800.446.5607 ext. 6854 Tracy Ficca, Harrisburg tficca@pattan.net 1.800.360.7282 ext. 3415 Tina Lawson, King of Prussia tlawson@pattan.net 1.800.441.3215 ext. 7254 Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education
Editor's Notes
- This module provides evidence-based practices, that when implemented, provide a variety of strategies by which to acknowledge appropriate student behavior. The activities embedded within Module 4 are designed to promote a proactive approach to acknowledge and manage student behavior before inappropriate behaviors occur. Goals: As a result of engagement in this module, the participants will: Describe 4 evidence-based strategies for acknowledging appropriate student behavior: Specific Contingent Praise Group Contingencies Behavior Contracts Token Economies Explore various methods by which to implement strategies to acknowledge appropriate student behavior. Identify behavior basics and Identify the 5 components of self-management and its impact on student behavior. Do not think of this training as merely a PowerPoint presentation. Rather, design your professional development time in ways that meet your staff’s needs, chunked into relevant and meaningful units that are paced according to the time you have available each time you convene your staff as a learning community. For example: you might chunk the delivery of a component part into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. Note that all the activities corresponding to the component parts were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component parts. Refer to the Module 4 Overview Document for additional information regarding the layout of the module. The module overview provides facilitators with a visual representation of the entire module (purpose, goals, pacing chart, and logistical details) enabling facilitators to determine how best to use their time within the module. The time it takes to complete a module will be dependent on the Local Education Agency (LEA) and their needs for a particular module topic.
- PaTTAN is committed to providing school staff with the most current research and best practices regarding positive behavior support to ensure all students are able to successfully navigate non-academic barriers.
- The PA Department of Education, Bureau of Special Education and PaTTAN want to ensure that when the IEP team is making decisions about how and where the IEP will be implemented, the general education classroom is always the first option. The team should determine how the student’s IEP could be implemented including supplementary aids and services within the general education classroom. The general education setting includes extracurricular activities and programs for which all students have access.
- This module addresses the function of behavior and a continuum of strategies to acknowledge appropriate behavior. As a result of engagement in this module, participants will: Develop and use statements of specific, contingent praise to positively acknowledge appropriate student behavior Develop and implement a variety of group contingency strategies to acknowledge appropriate student behavior Identify the components of a token economy system Design a behavioral contract Discuss the impact of self-management skills by identifying its 5 components Through completion of the activities included in this module, school staff will discover effective means by which to acknowledge appropriate behavior.
- The literature search resulted in identification of 20 general practices that meet the criteria for evidence-based. These practices were grouped into five empirically supported critical features of effective classroom management: Maximize structure Post, teach, review, monitor, and reinforce a small number of positively stated expectations Active engagement Acknowledge appropriate behaviors Establish continuum of strategies to respond to inappropriate behavior In this module, we will be addressing the acknowledgment of appropriate behavior.
- It’s important to recognize that effective classroom management is NO LESS than 80% prevention and NO MORE than 20% intervention. By focusing our attention first on preventative measures the need to intervene with students will be less necessary. Maximizing classroom structure is one of the preventive means to minimizing distractions and effective classroom management. Structure refers to the amount of teacher or adult-directed activity, the extent to which routines are explicitly defined, and the design of the physical arrangement of the classroom. The physical arrangement of a classroom includes (a) the permanent structure (i.e., walls, dividers, closets) that defines the classroom space; (b) the placement of furniture (i.e., desks, tables) that defines seating arrangements, traffic flow, teacher/student areas; and (c) visual displays (e.g., decorations) on the walls. The way a setting is structured has huge impact on behavior and attitude. Consider an amusement park and the way the lines for the rides are constructed in such a way to make the line appear not as long as it twists and turns. This set-up allows you to see other faces and keeps you moving more quickly than a straight line. Some rides have a tent or canopy to prevent the sun from being too obtrusive. Sometimes ceiling fans are used to keep the air moving. All these efforts are done to structure the environment and impact the behavior/attitude of guests. The examples on this chart are not exhaustive; however, each is featured within the Classroom Management: An Administrator’s Toolkit.
- Module 4 includes six component parts that will be discussed in greater detail: Part I – Behavior Basics Part II - Specific Contingent Praise Part III - Group Contingencies Part IV - Token Economy Part V - Behavior Contract Part VI - Self-Management
- Before we talk about how to acknowledge appropriate behavior, we should begin with a discussion of what behavior is. Whe do children behave they way that they do? What are we trying to manage? In order to acknowledge behavior, we have to think about what we are actually examining: behavior and its function.
- Let’s take a look at how behavior functions. We often describe behavior in terms of the antecedent, the actual observable, measurable behavior and the consequence. We do this using a behavior pathway. What you see on this slide is a BEHAVIOR PATHWAY. The Behavior pathway is what we use to develop our hypothesis statement so we can develop a behavior support plan. It is very important to gather data for “the pathway” so you aren’t just saying..I think, or It may have been. What does the data tell us about behavior?
- The easiest way to do this is to begin with your behavior of concern. It is the big B in the middle of the behavior pathway. What is behavior? Behavior is anything that an individual does. It can be seen or heard and is measurable. A behavior must pass the DEAD MAN’S TEST – That is, if a dead man can do it, it is NOT a behavior. For example, often times teachers will note a behavior as “non-compliant”. When asked what the problem behavior is, they will say, “Jeffrey is non-compliant”. So you have to ask yourself, can a dead man be noncompliant? If the answer is Yes, then it is not a behavior. However, if the teacher responds, “Jeffrey plays with his iPod when I give him an assignment” he/she is describing an observable measurable behavior that a dead man cannot do – plays with his iPod instead of doing his work.
- One this slide are a number of words. Read through each one. (GIVE AUDIENCE ABOUT 2 MINUTES TO READ THROUGH THE WORDS). Ask participants to reach each word and decide if it is a behavior. As I read each work, think “ is this word/behavior observable and measurable. That is, does this word pass the dead man’s test? If so, then it is a behavior. As I read each word, decide if it is a behavior. If it is, give me a THUMBS UP. If not, give me a THUMBS DOWN.
- The highlighted words are OBSERVABLE, MEASURABLE BEHAVIORS. Give participants 2 minutes to TURN & TALK to a neighbor about which words are NOT behavior and why. Ask participants to share. You may use the following prompts to start the group sharing: DISRUPTIVE – What is it specifically? DISRESPECTFUL – What does it look like? OFF TASK – What is the student doing when he/she is off task? LAZY – What is it specifically? Is it a behavior or a description?
- Okay, here is the Behavior Pathway again…A is for Antecedent. It is represented by the big A on the slide. An antecedent is an event that happens BEFORE a behavior. Think about our example, “Jeffrey plays with his iPod when I give him an assignment. What happened BEFORE Jeffrey played with his iPod? ANSWER: He was given an assignment.
- When trying to identify an antecedent of behavior, one should think about the activity at the time…who is around, or not around…what peers are there, or not there…where are you when it happens…what is the demand/request… These are all examples of possible antecents.
- The next component I will talk about is C- Consequence. The consequence is represented by the big C on this slide. The consequence is what occurs AFTER a behavior.
- When identifying a consequence, it is helpful to think about the following: What did the teacher/adult do after the behavior? What did the other students do after the behavior? Is there something you do unknowingly? Think about your body language and non-verbals.
- As I stated, consequences can be reinforcing or punishing. If the consequence is reinforcing, then the targeted behavior is likely to increase. If the consequence is punishment, then the targeted behavior is likely to decrease. Remember…what is reinforcing to one student, is not always reinforcing to another student…and the same with punishment.
- We need to be really mindful of consequences and thinking of what is truly reinforcing for our students. This comes down to observing and being active…moving around the classroom and seeing what is happening continually. Again- paying attention to the ABC’s. Think of our Jeffrey example: Jeffrey plays with his iPod to avoid doing work. Each time that he plays with his iPod, his classmates rush over to him after they finish their work. Jeffrey gets the attention of his classmates, so he continues to do it everytime he receives an assignment.
- Reinforcement is…Consequences provided that strengthens the behavior it follows. Consequences can take many different forms: Tangible - food, drink, toys, etc. Social – praise, facial expression, nearness Preferred activity – computer time, free time, listening to music, etc. Tokens – tickets, points, etc. that can be “cashed in” for other types of reinforcement Escape - Being excused from unpleasant activities
- Punishment is…a consequence that results in decreasing the future rate of the behavior it follows.
- Let’s think about the Jeffrey example once more - In the Jeffrey scenario, is the peer attention a reinforcement or a punishment? It is a reinforcement because the attention Jeffrey gets from his peers is maintaining or increasing the behavior of playing with the iPod instead of doing his work. Now we can speak of behavior in terms of the behavior pathway: A, B, and C. We identify the behavior, then the antecedent and the consequence.
- Once we have a behavior pathway, we can begin to investigate the function of behavior. Behavior occurs for two reasons: To obtain something OR To escape or avoid something. So let’s look at a few examples.
- What is the behavior pathway? B or the behavior is crumbles the test or pushes it away A or the antecedent is being given the written test C or the consequence is the opportunity to sit quietly instead of completing the test What is the function of the behavior? To escape or avoid taking a written test.
- Unless we determine the function of the behavior, we cannot APPROPRIATELY respond to it.
- We determine the function of behavior to help us to decide how to support students who are exhibiting challenging behavior. We develop short term and long term solutions to support students. Short term solutions address the antecedents and consequences of the behavior. Long term solutions remediate skill deficits. So how do we support student behavior? By acknowledging appropriate behavior.
- We talked a little bit about praise when we defined reinforcement. So, the question of the day is: Why are we focusing on praise as a strategy for acknowledging appropriate behavior? Well , for 3 reasons… There is evidence to document the positive effects of teacher praise on lower rates of disruptive behavior among students with emotional and behavioral disorders. Teachers can create a positive classroom climate by systematically using teacher praise as a way to increase desired behaviors. Because teacher praise is a simple, naturalistic, and cost-efficient way to increase desired behavior.
- Handout 4.1: Guiding Notes is available for use with this component. As we talk about Specific contingent praise, I want you to fill in the blanks in you guiding notes document. This document will serve as a resource to take back to use in your classroom. Fill in the blanks as we talk about specific contingent praise.
- Throughout our society, one of the most common forms of positive reinforcement is PRAISE. Positive reinforcement is a behavioral technique in which desired behaviors are increased through the use of rewards, also known as positive reinforcers. Definition of Positive Reinforcement (2011 ). Retrieved 3-14-2011, from www.about.com Teachers who make effective use of praise improve classroom atmosphere and reduce behavior disruptions so that all student benefit from a positive educational experience. When a teacher provides a student with specific contingent praise, students explicitly learn what they are doing well and therefore demonstration of appropriate behavior is increased. Examples: “That’s good working!” “I appreciate your time on task.” “You must feel proud of yourself for your effort.” What makes praise so effective? IT IS A SOCIAL REINFORCER!!! Remember, that the presence of reinforcer MAINTAINS or INCREASES a TARGET BEHAVIOR.
- Contingent relates to the relationship between the completion of a specified behavior and access to a specific reinforcer. Contingency s atisfies the IF and ONLY IF statement. For example, if and only if Jeffrey completes his assignment, he will be given verbal praise by his teacher. Praise must be specific. Specific relates to being precise and detailed and avoiding vagueness. Contingent Specific Praise is on the continuum of strategies used to address appropriate behavior. The continuum refers to a range of evidence-based strategies that focus on identifying and recognizing appropriate classroom behavior.
- The Lasting Effect of Praise – Activity 4.1 Ask participants to share a situation in which they received praise for something. Give this activity time – it really sets the stage for the reason that praise is so effective. Give participant pairs 6 minutes to answer the questions on this slide – 3 minutes each to share with a partner. Ask for 3 participants to share with the whole group – 4 minutes. Comment on the following… Everyone remembers the situation in which they received praise. Everyone remembers how it felt to receive praise – positive, good feeling. Everyone remembers no matter how long ago it was. You were more likely to engage in the behavior again.
- Bill Jensen, renowned behavior expert, reported that 64% of teachers report that the best student motivator is teacher Praise. This information is taken from the National Survey of 395 Elementary General Education and Special Education Teachers cited by Rawlings and Jensen, 2008. Based on this statistic, why don’t teachers use praise more often? Because many students who are in need of reinforcement do not often demonstrate behavior for which teachers feel they can deliver genuine praise.
- RESEARCH: Delivering contingent praise for academic behavior increased participants’… Correct responses (Sutehrland & Wehby, 2001) ; Work productivity and accuracy (Craft, Alber & Heward, 1998); Language and math performance on class work ( Roca & Gross, 1996); and Academic performance (Good, Eller, Spangler & Stone, 1981). This research can be found in the Simonsen, et al. article referenced at the end of this PowerPoint.
- If teachers effectively use praise, teaching time can be significantly increased because students are on task, attentive, compliant, positive and cooperative. It is truly a WIN-WIN situation! Providing contingent specific statements of praise allows students to thing about what they do well. Specifically, student learns to evaluate their own behavior, identify appropriate behavior and make decisions to engage in the appropriate behavior that was previously and explicitly reinforced.
- Activity 4.2 Handout 4.2
- The next 2 slides contain 2 separate video clips – Part I and Part II. While viewing the video clips, participants should complete the Specific Contingent Praise section of their guided notes. Highlight that #8 is the most powerful form of praise and has a lasting motivational effect on students. After viewing the video clips, participants will complete the Specific Contingent Praise Handout. Directions: Ask participants to pair up with a colleague to complete this activity. Now that you know how to give specific contingent praise, it is time for you to practice how you utilize praise to acknowledge appropriate behavior. You have a list of behaviors in which students have engaged. Following the behaviors are statements of praise. For each behavior and praise set, write a more effective way to praise a student when engaging in the target behavior. Remember: BE specific and contingent. Ask the pairs to share out their answers with the whole group. Whip around the group of participants until there are answers for each behavior – praise pairings. Let’s start with the first video clip – Teacher Talk Part 1
- Now let’s view the second video clip – Teacher Talk Part 2. Remind participants to continue to complete the guided notes that pertain to these videos.
- A great way to remember to use specific contingent praise is to utilize this acronym throughout your instructional day. Immediate – The more immediate the praise is delivered, the more effective it will be. Frequent – Frequently reinforcing the student appropriate behaviors are shaped much more quickly with frequent praise than with less frequent praise. Think about 24 – 6: A teacher should deliver 24 praise statements/reinforcements across 6 hours of school time. Enthusiasm – A positive verbalization associated with what a student is doing has to be perceived as sincere to be effective. Eye Contact – Look the student in the eye when delivering praise. Proximity is important. You can’t have eye contact if you are across the room and away from the student. You have to be up and moving. Describe the Behavior – It is necessary to specifically describe the behavior that is being praised, otherwise students won’t know why they are being praised. Variety – Remember to use a variety of “positive statements” to acknowledge a student’s use of appropriate behavior. Your statements need to short, succinct and genuine/sincere in order to be effective. There is just one basic requirement for the effective use of I-FEED-V or specific, contingent praise and that is avoiding stagnant teaching.
- The teacher must be able to leave the desk and move around the classroom so that he/she is in a position to praise appropriate behavior and academic efforts as they naturally occur. In order for praise to be effective, it must be given at the time when the behavior naturally occurs. This requires the teacher to be up and out of his/her seat, moving about the classroom and placing him/herself in position to give praise immediately following the target behavior. Teaching is an aerobic activity – at the end of the school day, you should be tired. If you position yourself so that you can make eye contact and give praise in a variety of places in the classroom, during a variety of activities to all students, your tired legs and feet will be well worth it.
- What is moving? Moving is walking around the classroom while delivering instruction. When we talk about teaching being an aerobic activity, moving about the classroom is what we are referring to. At the end of a period of active instruction, the teacher should be tired!
- According to Fifer (1986), if teachers spent time on the side or in the back of the room, the triangle would also move accordingly. On the click, show how the triangle would move with the teacher on the side and in the back. Click again and show the recommended movement pattern for teachers to reduce the incidence of disruptive behavior (according to Fifer). Mention that the darkened block is the result Fifer found when he observed teachers moving in this pattern. TIP: Refer back to this pattern when active supervision is addressed in the next unit. TIP: The information contained in this slide is particularly important for general educators who may have students with E/BD in their classrooms. They are most likely to have larger classrooms and to engage in less movement in and among rows. What do you all think about this??? Is it feasible??? What changes may you make to your classroom based on what we are talking about?
- Poll your audience. Ask them to give some examples and non-examples of what MOVING would look like in the classroom. If you aren’t moving about, you cannot be in a position to observe opportunities to deliver praise to a student. You have to by physically near a child engaging in appropriate behavior to deliver praise effectively.
- What is scanning? Scanning is looking around the classroom to monitor all students. Scanning entails being aware of what is going on in your classroom at all times. If you are not scanning, you cannot see appropriate behavior and cannot find opportunities to deliver specific contingent praise.
- Poll the audience. Ask them to give some examples and non-examples of what scanning would look like in the classroom.
- If you are not interacting with students, then you are not building meaningful relationships. Without meaningful relationships you run the risk of delivering praise that is not perceived as authentic or meaningful to your students.
- When educators interact with students, you are using your attention to change behavior. In essence, the function of behavior becomes to gain the teacher’s attention, contingent on the whether the behavior is appropriate or not.
- Positively interact with most students during lesson – include all students Vary by individual & group – know what works with what students Mix interactions Academic instruction Social/rule-following
- When interacting with students, you put yourself in a great position to deliver specific contingent praise. Providing praise to students who are engaging in appropriate behavior is a powerful tool when interacting with student. Let’s review the three (3) steps for delivering specific contingent praise: Say the student’s name Give a praise statement Describe the specific observable measurable behavior
- Here are a few examples. Ask three (3) members of the audience to read one example each.
- When do you acknowledge appropriate behavior? As much as possible Minimally with a ratio of 4:1 – 4 positive statements for every 1 general/negative statement Remember to include the behavior expectation in the praise statement. It tells students EXACTLY what they have done well and increases the likelihood that they will engage in the appropriate behavior again. Catch ‘em being Good Focus on POSITIVE not negative behavior Provide POSITIVE not negative attention Work hard to catch student “being good” – it goes a LONG way.
- Activity 4.2 Handout 4.2 Now you are oing to have a chance to practice delivering specific contingent praise. Pair up with a partner. Read each observed behavior and praise provided, With your partner, decide how to change the praise statement to be specific and contingent. Go over 3 answers with the large group.
- Read this slide aloud. Ask the audience to think about the question posed and to share their answer with the large group. The next slide provides a possible answer.
- The audience may produce a different answer, which is fine. As long as the answer meets the criteria of being specific contingent praise, it is OK.
- Read this slide aloud. Ask the audience to think about the question posed and to share their answer with the large group. The next slide provides a possible answer.
- The audience may produce a different answer, which is fine. As long as the answer meets the criteria of being specific contingent praise, it is OK.
- Read this slide aloud. Ask the audience to think about the question posed and to share their answer with the large group. The next slide provides a possible answer.
- The audience may produce a different answer, which is fine. As long as the answer meets the criteria of being specific contingent praise, it is OK. Praising the effort and not the outcome. Same praise would be used if student achieved an 80% or 70% or any score that represents effort and/or improvement.
- While praise is an effective method of acknowledging appropriate behavior independently, it is most effective when used in conjunction with tangible individual and group contingency acknowledgement strategies (ie., token economies, group rewards, etc.). Generally speaking, praise coupled with any other acknowledgements of appropriate behavior increases desired academic and social behavior.
- Activity 4.3 Handout 4.3 Find a partner to work with.
- Making a Commitment to Using Praise If you make a commitment to using praise in your classroom, you will see an increase in positive behavior. Don’t overwhelm yourself with committing to too much – commit to increasing your use of praise during a short period of time on a consistent basis. For example, you may choose to stand at your door each and every morning, as students enter the classroom and praise them for appropriately entering the classroom – walking into the classroom, appropriately greeting the teacher and peers, putting away belongings and quietly sitting in their seats ready to begin the day. Activity 4.3: Ask participants to pair up with a colleague to fill out this handout together. Direct them to work together to help each other identify a short period of time in the day to commit to using praise. Each participant will identify a target student and a target behavior with which they will commit to using praise to acknowledge appropriate behavior. Explain: During the designated period of time, tally how many times you use positive statements to praise a student and how many times you use negative statements when communicating with the target student. At the end of the designated period of time, count the tallies and total them at the bottom of each column. Create a praise ratio at the bottom of the chart. YOUR TARGET IS A 4:1 RATIO. Lastly, you engage in a conversation with a colleague to share your experience with using praise. Use the questions at the bottom of the page to guide your discussion.i Efforts to effectively use praise should be targeted to the whole classroom. The goal is to become comfortable with using consistently using praise to acknowledge appropriate as an effective classroom management strategy. Just as a reminder, you can count and tally your use of praise in a variety of ways… Tally marks of the handout; Moving pennies from one pocket to the other; Using a counter (clicker); And any other EASY non intrusive way of counting your use of positive statements.
- Why use them? Research has shown that disruptive behavior in the classroom is predictive of less academic engagement time, lower grades, and poor performance on standardized tests (Shinn, ramsey, Walker, Stieber, & O’Neill, 1987; Swift & Spivack, 1969; Wentzel, 1993). When well-established disruptive behavioral patterns exist during early school years, it dramatically increases the risk for later antisocial behavior (Huesmann, Eron, Lefkowitz, & Walder, 1984; McCord, 1991; Robins, 1966; Tremblay, Pihl, Vitaro, & Dobkin, 1994). Effective teaching practices include having students ready, on-task, and engaged for learning. Group contingencies provide a valuable tool to set the stage for these requisites for improved academic achievement. If students are not ready to learn, not on-task, and not actively engaged, as we have discussed previously, then there is no way they will profit from even the most expertly designed instruction-acknowledging that part of effective instruction is to have interesting and engaging lessons and activities. Group contingencies have very powerful influences on classroom behavior. This same article noted that Effect Sizes among Interventions that were compared were largest for: Group Contingency-1.02 [Effect Size is negative thus showing a reduction in behavior problems] Self-management- .97 Differential Reinforce- .95 Token Economies - .90 By comparison, Punishment- .58 This provides us with sound rationale to continue to use these positive and more effective types of interventions for behavior. These information was taken from Stage, S. A. & Quiroz, D. R (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333-368. Group Reinforcement Contingencies: Are employed when a common expectation is set for a group of learners. A common positive outcome is earned by engaging in the expected behavior. Three types: dependent, interdependent, and independent. Keep in mind, our focus it so change behaviors. Anytime we want to change a behavior, we must… Decide on which behavior to change Define the behavior – observable & measurable Collect data for a baseline on the behavior Intervene on the behavior Graph and evaluate the ongoing progress Revise the program Remember, Changing Behavior Successfully requires us to … Prioritize and work on only one or two behaviors at a time Require only gradual improvement in behavior Use procedures that are easily implemented and inexpensive Make consequences immediate whenever possible
- Let’s take a look at a few reasons for using group contingencies…
- When to use group contingency: When a larger number of students exhibit the same problem behavior When focus is on teaching the entire group When it is hard to identify the student engaging in problem behavior (for example, stealing) When rewarding an individual student is viewed as unfair
- Source: Saul Axelrod
- There are three types of group contingencies with group consequence sharing. They are dependent, independent and interdependent. These can be a little confusing, so let’s take a look at them, one at a time…
- Dependent: The behavior of one (or a few) determines the consequences for all – “hero procedure” The whole class receives the reward Requires a specific individual within the group to meet the group’s behavioral criterion to earn credit. Checks for Understanding - CHORAL RESPONSE FROM GROUP: In our example… Who is the subgroup? Sarah What is the Outcome? A party on Friday for the whole class. What is the Outcome dependent upon? Whether or not Sarah submits 4 homework assignments. OTHER EXAMPLES: If Zoe turns in all her homework from Monday through Thursday with 95% accuracy the class will earn an extra 30 minutes of recess on Friday. Math game time for class if the student whose name is drawn from the hat has completed at least 90% of classwork. Snacks for the whole class if the 2 students whose names are in the mystery envelope complete their homework. Caution: Singling out 1 student but if used appropriately, it can be very effective.
- Independent: Everyone has the opportunity to earn the reward Requires an individual to reach the group behavior criterion to earn credit. Only those individuals who reach the criterion earn the reward “To each his/her own” Checks for Understanding: In our example… Who is the individual who must exhibit the behavior? Sarah Who Receives the consequence? Sarah – she gets to participate in the party on Friday. OTHER EXAMPLES: Anyone who walks quietly in the hall during assigned breaks earns extra free time at Friday recess. Free time at the end of class for any student that earns 80% or better on the math test. Math game time for students who complete 90% or more of their classwork. Afternoon snack to any student who participates in class discussion. Students can earn checkmarks by raising their hands to participate in class. Those students who have 4 checkmarks before lunch may choose their seats in the cafeteria.
- Interdependent: Requires every student in the group to meet the group’s behavioral criterion to earn credit. ALL group members must meet criterion Achieves a target average/mean score Collectively reach a target criteria Everyone meets the criterion before anyone receives the reward “All for One” principle. Added peer influence and group cohesiveness Check for Understanding- In our example… Who must exhibit the behavior? All the members of the group Who receives the consequence? All the members of the group The outcome depend on what? If all members of the group submit 4 homework assignments. What is the outcome? All members of the group earn a party on Friday. OTHER EXAMPLES: All students must get an 85% or higher on the history test to earn a homework free weekend. Play the class’ favorite game if everyone complete 90% or more of their classwork. Class obtains a mystery motivator if less than 3 students call out during group discussion. Mystery motivator is having extra recess period. When Mrs. Good compliments a class for appropriate hallway behavior, they receive a link. When they chain reaches the floor, they get a pizza party.
- Why is this an INDEPENDENT group contingency? Because each student receives an award for meeting the expectation themselves INDEPENDENT of the behavior of others.
- Why is this a DEPENDENT group contingency? Because earning the reward for all students is DEPENDENT on the behavior of a subgroup in the class.
- Why is this an INTERDEPENDENT group contingency? Because ALL members of the class must meet the criterion in order for all members to receive the reward.
- Use a table like this one to develop and monitor the implementation of the group contingency. Post this table in a kid friendly format. Include rows 1 through 4 – no need to include how will you know if it is effective. Consider graphing progress toward the goal criterion. ****Reference Axelrod. Step 1: Choose one behavior to change. Step 2: Measure the present level of the behavior (baseline measurement). Step 3: Select a powerful reinforcer. Step 4: Select the type of group contingency to use. Step 5: Make sure that everyone in the class is capable of performing the behavior. Step 6: Set criterion for reinforcement at the level of “reasonable improvement”. Step 7: Praise the group for the appropriate performance throughout the time the contingency is in effect and pair praise with the reinforcement when it is delivered. Step 8: Monitor performance throughout intervention and compare it with baseline and ongoing progress.
- Including randomization in the group contingency by varying the behavior and criteria to earn a reward. The teacher and students do not know, and thus the mystery of what will be selected as the behavior and criteria for earning. One or both can be randomized. EXAMPLES: Mystery Motivator: The Envelope, Please… - Criterion is written on a slip of paper, sealed inside the envelope and displayed in a prominent position. The hype is the critical component to making the mystery motivator work. Grab Bag: It’s In the Bag… - Preselected rewards (can be small toys, candy, slop of paper indicating privileges, homework pass) What students select is unpredictable or a mystery. Selected student pulls a mystery reinforcer from a bag. Create hype by asking, “What could it be?” Reinforcer Spinner: Same as other random reward systems but rewards are displayed on a spinner. If earned, student can spin to select the reward for the group for the contingency.
- Allows management of the behavior of a large number of people through one set of data and one reinforcement.
- Ethical Considerations Take care to help avoid covert verbal statements or threats to students who fail to reach the standard Avoid specifying a student by name. Make sure that students have prerequisite skills to reach the standard Avoid competition between groups Fairness of reinforcing or depriving some group members because of the actions of others.
- When using contingencies one must be sure the student can perform the required behavior. If they cannot, then teach the target behavior and provide opportunities for guided practice. This will ensure you can “catch the child” being good and offer positive reinforcement. This will also ensure other students will not use the student as a scapegoat because they perceive him/her as ruining the reward system for the rest of the kids. If students deliberately sabotage the reward system, then put them on their own reward system. Extreme cases may necessitate removal and the development of an individual plan.
- The Good Behavior Game is an evidence-based group contingency that when implemented with fidelity is an effective strategy to use. This slide provides you with links to the “Intervention Central” website. You may find a description as well as step-by-step instructions for creating, implementing and maintaining The Good Behavior Game in your classroom.
- Activity 4.4 Handout 4.4 Take 10 minutes to begin action planning to create a classroom contingency.
- The fifth component part of this module is entitled “Token Economy”. The impact that token systems have as a tool for teaching behavior improvement in a positive way remains one of the major contributions to behavioral psychology. Simonsen, et al, have found that research suggests that token economies are most effective when utilized together with contingent specific praise.
- Here is a basic definition of a token economy. Token systems are not effective for all behaviors in all situations…rather, token economies are extremely effective in establishing improved behavior in difficult-to-manage situations.
- In a token economy system the tokens will function just the way money does in our society. When we go to work and complete our job tasks we then earn money…using our money we are able to buy activities and tangibles that support us and keep us entertained. As adults in the working world, we are reinforced for good work behaviors by being paid at least monthly and we may find that we frequently need a great deal of time to save enough money to access any number of high value activities and tangibles. Many of the students we work with are attempting to learn new, adaptive behaviors that have very long-term payoffs that may not be immediate enough to motivate. For instance, earning a high school degree predicts a larger and more reliable salary when in the work world…however, the amount of time and effort necessary to get a high school degree may be too much to maintain the appropriate behaviors necessary to complete high school. For students for whom motivation is problematic, a token system may be an effective strategy. Token economies allow for students to earn some type of tangible recognition for engaging in behaviors that will support academic achievement, they then will be able to ‘cash-in” their tokens at appropriate times for activities and tangible that are of interest to the individual.
- These motivational systems provide a tangible bridge between the occurrence of a behavior and getting access to a reward for that behavior.
- Let’s take a deeper look at each step in developing token economy systems. When developing a token economy system, consider the following 4 steps: Step 1: Identify Appropriate Behaviors Step 2: Define Tokens Step 3: Identify Items, Privileges, and other Incentives for Rewarding Appropriate Behaviors Step 4: Plan an Exchange System You begin by determining the behaviors that you would like to see increase and that will act as a substitute for problematic behaviors. In a nutshell, what is the appropriate behavior in which you would like your students to engage? Remember, behavior is observable and measurable. Remember, in order to have this system be most effective our students have to understand it and be motivated to participate.
- A good token system… Identifies positive behaviors you want to see increase “No running” “Walk” “Yelling out” “Raise your hand before you speak” Is tied to classroom rules Keep hands, feet, and objects to self Use kind words and actions (e.g., please, thank you) Is motivating to students If you are having difficulty identifying an appropriate behavior, perhaps you selected a situation that was too complex. Begin with a behavior that is easy to identify and that the student can easily perform. If it is a new behavior that the student is learning, then teach the target behavior and provide opportunities for guided practice. An example of this is a student who ‘calls out’…work 1:1, direct instruction of the behavior…explicit instruction When identifying behaviors answer the following questions: Who, What, Where, and When
- NOTE TO THE ADMINISTRATOR: This slide is animated so that you may use CHORAL RESPONDING. Let’’s practice asking the appropriate questions. Ask the audience to read the scenario at the top of the slide. Give participants 1 minute to think about the scenario. In CHORAL RESPONSE, ask the audience to fill in the blanks on the slide. As you click, the answer will appear blank by blank.
- This slide is animated so that you may use CHORAL RESPONDING. Ask the audience to read the scenario at the top of the slide. Give participants 1 minute to think about the scenario. In CHORAL RESPONSE, ask the audience to fill in the blanks on the slide. As you click, the answer will appear blank by blank.
- Step 2 in the process of developing a token economy system is to identify what you will use as a token. When choosing a token, it is a good idea to ask these guiding questions: Availability: Can I get more of this token? - it is essential that the individual be able to see and count the value of the tokens Administer: Quick, easy and unique - must be handy at all times (they are the bridge between a desired behavior and reinforcement)…should not be cumbersome or expensive…should be dispensable without intruding into or distracting from ongoing activities Duplicate by those receiving them: Authentic – one of a kind: Cannot be duplicated or counterfeited. Tokens should not be easily counterfeited…select colors that are not available, change colors daily, initial tallies (handwriting is more difficult to duplicate Non-transferrable: Can only be used in your class with your token economy system – must be of value only in your exchange system Record: As you plan your tokens, it is important to design a system for keeping a record of the tokens earned and spent. Ease of keeping track. Keep it simple and fast.
- What you use as a token will vary across ages and settings…if noise if a problem choose soft reinforcers that will not make noise…be sure you have a container for keeping tokens as they accumulate…
- Step three (3) is to determine the payoff for the tokens…tokens must be exchanged for items or privileges that are truly rewarding Most important thing to consider when selecting back-up reinforcers is to select tangible, activities and privileges that are interesting to the student.
- What we find reinforcing will vary from individual to individual…how can you determine what to use as a back-up reinforcer for an individual student?
- How do we know what motivates an individual? You have to observe and ask the individual to find out! Observe - what the individual chooses to do throughout the day when under no particular demands…what do they do with their free time…observing the activities of persons will give you a good indication of what privileges to plan as rewards for them Ask - establish a routine that gives individuals an opportunity to express their needs (identifies time each week to interview the individual or use a reward questionnaires)
- Once you have determined what will motivate a student, then choose the items, activities, or privileges that will be the least intrusive to the classroom routines making sure that you have identified a variety of potentially reinforcing items and activities. Pairing praise with the delivery of tokens is also important if behaviors are to be maintained in natural settings. Selecting items and privileges that are likely to occur in a variety of settings will also makes it easier to shift away from a token system when appropriate…reinforcement menu may initially have trinkets and tangible items that have fixed prices, when more activities and privileges are included in the menu, these are likely to occur as a natural payoff in a number of settings.
- Use variation…this is important especially when you have students who don’t seem to have a large variety of interests or things they are willing to work for… Novelty and rotating items available keeps the students interested in earning their tokens While you may not need to or be able to isolate reinforcers…keep in mind, if your students can get free access to the things that are available for token exchange there is really no reason for them to have to purchase the items, and then no reason to earn the tokens so the tokens will lose value.
- Answer question #1
- ‘C’ is the correct response
- Now that you have identified the target behavior(s) you would like to see increase, the types of token that can be effectively and efficiently delivered and the menu of potential reinforcers you can now begin to plan the exchange system. This step details two tasks, one is setting the price for the back-up reinforcers, the other is to specify a time and place for students to ‘cash-in’ the tokens.
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- Have a variety of prices. Initially, set prices so that everyone has the opportunity to purchase backup reinforcers. High preference items and activities should have a higher price tag. Set prices before dispensing tokens, students should know in advance what the prices of the backup reinforcers will be Consider the law of supply and demand…inflation can drive prices up…after the first exchange or two, do not announce prices until exchange time or change prices after each exchange
- Lessen Requirements if Necessary – adjust your requirements so that it is possible for everyone to earn a token…you may have to begin with a small portion of the desired behavior…you can gradually increase the amount of behavior necessary to earn a token.
- How you set up the token exchange is critical. Consider the following: When to cash-in How to cash in Who cashes in and when?
- Step 1: use words like these: “this is a token and you can earn it by (specify behavior). I will watch your behavior; and when you accomplish (specify behavior), you will ear a token. Also, as you continue (specify behavior), you will earn more tokens. At (specify time period) you will be able to exchange the tokens you have earned for whatever you want and can afford on this table. Each item is marked, with the number of tokens needed for purchase.” Step 2 – each student is directed to emit the specified behavior, a token is immediately delivered Step 3 – each student should have at least 1 token…allow them to purchase something using whatever tokens they have…there should be lots of things available for the price of 1 token
- Do not assume that students can grasp the concept of a token economy system without teaching it to them. Implementing a token economy system requires explicit instruction.
- Here are a few things to take into consideration when you are developing a token Economy system.
- Here is an example of a token economy system that is appropriate for an elementary student: Easy to understand Attainable goal Easy exchange Easy to record
- Here is an example of a token economy system developed for a student in a secondary environment – more mature, yet still easy to understand.
- This Token Board clearly indicates… What the reward is What the criteria is - the student needs 5 tokens in order to receive jelly beans.
- Let’s check for understanding. Take a moment to read the questions and 4 answers. Make a selection
- A token economy system must address all of the components on this slide.
- Activity 4.5
- As with any good system, you need to incorporate the review, evaluation and revision of the system. You should continue to ask the question, “Do you need to make revisions?” Keeping accurate and complete records allows you to make decisions about student behavior using data – data provides a picture and allows you to make objective decisions based on evidence. Do you need to make revisions?
- This is an example of a balance sheet for tracking points earned and spent. Not required but may be necessary if more “expensive” items are on reinforcer menu for students to save. Data indicates: What is earned; whether the student has exchanged tokens for earned rewards; Is the system effective?
- Remember, always pair token delivery with praise
- A response cost is the negative consequences of a response. By administering a response cost you are attempting to reduce a targeted behavior through withdrawal of specific amounts of previously established reinforcers contingent upon that behavior's occurrence. As an example: in a behaviour modification program aimed at reducing a childs aggressive verbal behavior we might deduct a point or token, or a promise of future reward (the response cost), if they swear (the target behavior) in an attempt to reduce the frequency of that behavior. WORD OF CAUTION: In order for penalties to be effective, they have to be reserved for the most serious of offenses.
- Highlight Key words
- Continue to increase the expectations. Up the ante thus making it more difficult to earn rewards.
- Ask the audience to read this slide and ask them the following questions. Give participants time to discuss… Have you done this? If yes, would you do it again? What was the affect of doing this? If no, would you consider doing it?
- The final component part of this module is entitled “Behavior Contracts”. One behavior management strategy that is supported by evidence is behavior contracting. We are going to spend a little bit of time discussing what behavior contracts are, why we use them, and how to develop and implement a behavior contract. Working with behavioral contracts is a great way to shape student behavior. The behavior contract is a simple positive-reinforcement intervention that is widely used by teachers to change student behavior. We will round out this section with some problem-solving and practice with behavior contracting.
- Behavior contracts… Are a positive Allows for student input and buy-in for implementation Are a written document; Specify a contingency (relationship between behavior and consequences); and Define the expected behavior and outcomes. Simply speaking, the behavior contract is… (read the slide) Technically speaking or not, the behavior contract must has two actions completed by the teacher and the student: 1.) They must both participate in the development and writing of the written document; and 2.) They must enter into a binding agreement by signing off on the document.
- When behavior contracts are effectively developed and implemented, the results are postive outcomes for students. Behavior contracts foster the following… (read slide).
- Self-control should be the ultimate goal of all behavioral contracts…with individuals beginning to manage his or her own behavior and the contract is faded, and natural and social reinforcers maintain the behavior Explain the use of contracts, where they should be used judiciously. They can be used to encourage the display of new behaviors. Also is a good way to clearly define the time frame for the delivery of a reward(s) to a student, when wanting to fade from frequent delivery of rewards…Particularly useful with older youths and young adults
- A behavior contract is an agreement between two persons - – the teacher and the student that lists specific behaviors to be performed and the consequences that will result. When developing a behavior contract, it is easiest to divide it into two columns – one for the behavior (student side) and one for the consequence (teacher side). Let’s begin with the Behavior Side… NOTE: This is an animated slide – each stage comes in one at a time so that you may speak to each one. Who The student for whom the behavior contract is written. What The desired behavior. This is the behavior in which you want the student to engage. Make sure that you are electing behaviors that are socially and educationally important. It may be helpful to make 2 lists: 1 list of what the student does well and 1 list of what the student could do to improve. Select a goal from the list of things that the student could do to improve. Ask yourself…If the student does this, would it really make things better? Is this something the student can do? Is this important? Be sure that the goal: (a) is stated in positive terms and (b) is specific. Include only one or a few closely related behaviors When When the desired behavior will occur. Be sure to use exact times – whether it is a particular time frame (1-2pm) or a particular school period (during lunch) or a particular subject ( during math class), etc. How Much How frequently the behavior must occur to fulfill the contract. Include all expectations. Now let’s define the Consequence Column… The CONSEQUENCE SIDE is the adult side of the contract. It is the for the executor of the plan. Who The person who is working with the student to achieve the desired behavior. This is the person who is enforcing and monitoring the plan. What The agreed upon reinforcement. It’s the reward that the student receives for demonstrating the target behavior. Make a list of potential rewards that are meaningful and fair for the student. Along with the student, select the most motivating reward for the student. When The time frame in which the student receives the reinforcement for engaging in the desired behavior. When the desired behavior is observed, then the reinforcement is given. How much Focuses on the criteria set for the contract. How much of the reward the student receives. Be sure to include any exceptions or special conditions Signed AND Date Contracts that are verbal and not specific are open to misunderstanding and misinterpretation. Go over the contract once more with the person. If you both are satisfied that is fair and complete, sign and date it. Contracts should have a definite beginning and end – it begins when it is sighed and ends at a time stated in the contract. Contracts can either be renegotiated or faded out at the end of the contract period. Record of Performance It is extremely important that a record be kept of the behavior required to fulfill the contract. This is usually easy to accomplish if the behavior has been clearly specified. It is a good idea to keep the record right on the contract – the contract becomes a document that spells out the behavior and tells how well the person is carrying out his or her part.
- There are 4 stages to complete when developing behavior contracts. Let’s take a look at each step.
- During Stage 1- the entire focus is on determining the behavior of interest/concern and having an objective measure of the frequency of it’s occurrence. When selecting the behavior, determine if it is something that the student can do Is the behavior measurable and clearly observable? It is important to collect baseline data over several days to ensure that we are getting an accurate depiction of the rate and the intensity of the behavior.
- Description of desired behavior - Have the contract written in positive terms…state the desired behavior, not the behavior you do not want…put the contract in the form of Grandma’s Law, when the desired behavior is observed then the reinforcement if given Time frame for behavior contract - Contracts should have a definite beginning and end…contracts can either be renegotiated or faded out at the end of the contract period Criteria for success– have student choose & start small Agree on reward student will earn - Make a list of possible rewards (reinforcers) that are meaningful and fair before the meeting Set a date for reviewing (and possibly revising) the contract – will need to revise if the time period for the contract is ended, the desired behavior is reached and you are ready to move on to the next step in developing the behavior, the contract is not working. Sign the contract – contracts should be written and signed REMEMBER: A good contract should: 1.) require behavior the person can reasonably perform; and 2.)provide frequent reinforcement
- Here is a behavior contract form. It has two (2) columns – one for behavior and one for consequences.
- Here is a behavior contract form. It has two (2) columns – one for behavior and one for consequences. It explicitly states – WHO will do WHAT WHEN and FOR HOW LONG for both the student and the teacher. Note how simply stated it is – not too complex but spells it out.
- By the time you get to this stage all of the talk and planning for the behavior contract have been completed. So now it is time to actually do the plan. As we have already discussed- Data is a critical component of this process. Therefore, we and/or the student need to track the outcome and measure the demonstrated student responses. Keep a record of performance on the contracted behavior…it is a good idea to keep the record right on the contract…the contract becomes a document that spells out the behavior and tells how well the person is carrying out his or her part…the record is usually a form where success in performing the behavior is noted every time it happens As with anything that relates to strengthening a new behavior we MUST reinforce at the earliest instance of seeing success and the demonstration of the behavior that contract targeted.
- The bottom half of the behavior contract is where a record of performance is maintained.
- Describe the record of performance on the behavior contract. Associated with student behaviors and outlined consequences Easy to see and quickly analyze Room for Comments
- Activity 4.5 Handout 4.5 Activity: (10 minutes to work on behavior contract – 3 minutes for one pair to share with whole group. Have participants form groups of 3 - 4 to complete their own behavior contract. Give participants a blank Behavior Contract Handout and the Behavior Contract Corey Scenario Handout. Use the Behavior Contract Guiding Questions Handout to assist your pair in completing the blank Contract Handout. SHARING QUESTION: What section of the behavior contract was the easiest for your pair to complete? What was the hardest?
- At this point we need to reflectively look back and determine if what we set out to do actually worked. This is both a measurement of what the student’s behavior looks like after the implementation of the behavior contract and whether we implemented the plan with fidelity. Make sure the behavior record is kept current and that you carry out your part of the contract. As with any plan we always have to have a fade plan in mind. Therefore, discussions and planning need to be conducted to thin the reinforcement schedule and eventually fade the plan back to the pre-behavior contract conditions or move into a self-management system
- Keep the number of behaviors identified small… Easy to understand Not overwhelming for students Easy to track, record and analyze Keeps the student focused.
- Activity 4.6 Handout 4.6
- The final component part of this module is entitled “Behavior Contracts”. Working with behavioral contracts is a great way to shape student behavior. The behavior contract is a simple positive-reinforcement intervention that is widely used by teachers to change student behavior SEE the transcipt
- Self-management is a valuable intervention because it empowers the student to monitor and change his/her own behavior; the student is his/her own agent of change rather than depending on adults to bring about change. Self-management has been used to improve: Engagement Appropriate peer interactions Academic performance Problem behaviors (e.g., aggression, disruption) Appropriate classroom behavior (e.g., raising hand in class, sitting in seat) The goal of self-management systems is to increase student responsibility and ability to manage their own behavior (Crone, Horner, & Hawken p. 82)
- Self-selection and definition of the target behavior to be managed Goal is to teach self-management skills Teacher can make input into the student’s selection by making suggestions or by providing a list of possible choices List should not consist of problem behaviors only…include behaviors such as learning to play the guitar, saving money for a special purchase, etc Initially, the new skill should be one that is likely to be successful and rewarding…harder-to-change, more socially relevant behaviors can be dealt with in subsequent projects
- Self-observation and recording of the target behavior…Event recording has been used the most in self-monitoring (explain what event recording is…) Rewarding children for producing self-recorded data that match the data of an independent observer and spot-checking students’ self-scoring reports are two procedures that have been used successfully to increase the accuracy of self-monitoring by young children Faded-matching Teacher and student rate behavior simultaneously and compare ratings at the end of each period If discrepancy, the teacher’s score is assumed to be accurate Teacher explains reason for his or her decision Can provide some small rewards for accuracy Two procedures can be used to help students learn to become accurate in self-monitoring Faded matching technique, in which students are rewarded for producing self-monitoring data that closely match the data obtained by the teacher…as students become more accurate in their self-observations, the matching contingencies are gradually withdrawn Student should also be taught how to construct simple graphs from the data they collect and how to interpret those graphs
- Providing extra cues in the environment to set the occasion for the desired response…ie, notes/photos posted throughout the house Altering the environment to make an undesired behavior less likely…do not buy ice cream for home. Confronting one-self with stimuli that successfully control the desired behavior…hanging umbrella on doorknob so you don’t forget to take it with you on a rainy day Restricting the stimulus conditions for an undesired behavior…smoking chair is only place can smoke (smoke mostly when watching tv, visiting with friends, etc)…only sleep in bed, get up to do other things if you are having a difficult time sleeping, only study at desk do not do other things Make it public Self-management exchange - someone to share your data with on a regular, routine basis someone to share your data with on a regular, routine basis
- Simple A-B design…graph and analyze the graph…before-and-after is usually sufficient for self-evaluation….changing criterion design lends itself nicely to the stepwise increments in performance Use a checklist of questions to evaluate project in terms of social validity How practical was the intervention? Did the program affect their behavior in any unmeasured ways? Did you enjoy the program?
- See Activity Sheet for instructions - Activity 4.8
- The next 5 slides provide you with a host of references and resources you can use to further you learning of evidence-based strategies for acknowledging appropriate behavior.
- This article serves as the basis for the modules/components presented in this series. It is a Meta-analysis of evidence-based effective classroom management practices . Rest are PaTTAN Resources available to you
- For additional information – please contact the following PaTTAN personnel.