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Champs Module 9: Ratio of Interactions
- 1. CHAMPS: PBIS in the Classroom Ratioof Interactions
- 2. Ratio of Interactions Researchsuggests that teachers should plan to use a 4:1 ratio so that for every 1 corrective or attention to inappropriate behavior, the teacher provides 4 interactions in response to appropriate behavior. CHAMPS Ch. 7, Task 3, Pg. 293 DSC, Ch 8, Task 4, Pg. 266
- 3. Increasing the ratioof times you interact with students when they are engaged in desirable behaviors compared to attending to undesirable behavior is one of the most essential & effective behavior management strategies teachers can implement to improve the climate & culture within the classroom. Ratio of Interactions
- 4. Rating Interactions To determinewhether an interaction is considered positive or negative always ask yourself this question: “Did the child get attention while engaged in positive behavior or negative behavior?” 4
- 5. Always ask yourselfthis question: Did the child get attention while engaged in positive behavior or negative behavior? Student is engaged in appropriate behavior + You acknowledge the student = Positive Interaction Student is engaged in a behavior error + You respond to the student (even if it’s in a positive manner) = Corrective Interaction
- 6. Ratio of Interaction Ourstudents are very demanding of attention and will go to many lengths to get it. The form of attention may not matter…….
- 7. Ratio of Interactions Example:An emotionally intense reprimand may be more rewarding than a brief, objective comment. Which is longer, more rich, and intense? Your feedback for positive behavior or Your corrections for negative behavior?
- 8. Ratio of Interactions Thesingle most important thing that a teacher can do to improve the overall behaviors of students in their classroom is… increase the number of positive interactions they have with each student.
- 9. Ratio of Interaction Thebehavior you attend to the most will be the one that you will see more of in the future.
- 10. Ratio of InteractionsFormula This strategy means making the effort to interact with EVERY student more frequently (at least 4 times more) when the student is behaving responsibly than when he or she is behaving inappropriately.
- 11. Ratios of Interactions Whatis your best guess as to what the research says actually occurs in the typical classroom? 11
- 12. Ratios of Interactions Whenobservers have collected data in classrooms, they find that teachers interact with students much more often when students are engaged in negative behaviors. 12
- 13. Ratios of Interactions +- The observed ratio ranges from 5 negatives for every positive up to 15 negatives for every positive. I IIII I IIIII IIIII IIIII From: To: 13
Editor's Notes
- #2 Handout packet p 9
- #3 The next 9 slides are an overview/review of the important ideas from this task in CHAMPS and DSC. This is one of the most important strategies for improving student engagement and behavior in the classroom. Even though Randy Sprick will cover these ideas in the video, it might be worthwhile for staff to hear it again. The research on ratio of interactions varies up to 12 positives for every negative interaction. Randy is at the very bottom of the range of recommendations. Randy suggests 3:1.
- #5 Interactions are considered positive if student behavior was positive at the time of your interaction. Interactions are considered negative if student behavior was negative at the time of the interaction—regardless of your tone or what you say.
- #6 Students receive attention and reinforcement in both instances. Interactions are considered positive if student behavior was positive at the time of your interaction. Interactions are considered negative if student behavior was negative at the time of the interaction—regardless of your tone or what you say. **important to note that corrective interactions are often necessary, but the goal is to have 4 times as many positive interactions
- #8 Think of some examples you can share with participants, e.g., a teacher who reprimands students in the hall. That student is getting a lot of one on one time with the teacher.
- #10 This comes from behavioral research based on Skinner’s work, and holds true in the classroom. We will look at a brief summary of research supporting this idea.
- #11 Contingent & Non-Contingent A relatively easy way to increase positive interactions is to use non-contingent attention: greeting students at the door, commenting on non-academic or non-behavior issues, such as ask what he/she did last evening, sporting events, etc.
- #12 Trainers: This slide is animated. When observers have collected data in classrooms, they find that teachers interact with students much more often when students are engaged in negative behaviors. The observed ratio ranges from 5 negatives for every positive up to 15 negatives for every positive.
- #13 Trainers: This slide is animated. When observers have collected data in classrooms, they find that teachers interact with students much more often when students are engaged in negative behaviors. The observed ratio ranges from 5 negatives for every positive up to 15 negatives for every positive.