behavior & classroom management

Behavior & Classroom Management

Week 6 – Academic Instruction

J Geurts, M.S. Special EducationPortland State [email protected]

Positive Reinforcement

vs.

Negative Reinforcement

REVIEW

VOCABULARY

Copy the following definitions into your notes: CONSEQUENCE = what happens immediately after a Behavior

REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur.

POSITIVE = mathematical term indicating ADDITION

NEGATIVE = mathematical term indicating SUBTRACTION

Now, let’s put it all together

MORE VOCABULARY

Copy the definitions into your notes, including the blank lines:

POSITIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something _____________ or _____________.

NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something _______________ or ____________.

Compare and contrast Positive & Negative Reinforcement

REINFORCEMENT: Increases likelihood the behavior will re-occur

POSITIVE: Add

something

NEGATIVE:Subtract

something

ADD WHAT

THEY WANTADD WHAT

THEY WANT

SUBTRACT WHAT THEY

DON’T WANT

SUBTRACT WHAT THEY

DON’T WANT

MORE VOCABULARY

Add the BLUE words to the definitions you wrote: POSITIVE REINFORCEMENT = Consequence which increases the

likelihood a Behavior will re-occur by ADDING something DESIRABLE or PREFERRED

NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something UNDESIRABLE or UNPLEASANT

Active Engagement of Students:

Opportunities to Respond

Multiple Opportunities to Respond

An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006)

btw – it works for behavioral responses too!

A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008)

Reading aloud Writing answers to a problem Verbally answering a question Responding to a teacher’s cue

Opportunities to Respond (OTR)

ANTECEDENT

Teacher Provides:

•Verbal Questions•Prompts•Cues

BEHAVIOR

Student Responses:

•Written• Choral Verbal•Motor

CONSEQUENCE

Teacher Provides: Specific, Positive

Feedback

OTR in terms of ABC model of behavior progression….

Opportunities to Respond: Example

ANTECEDENT

Teacher says, “When I give

the signal everyone

answer this question:

What is 5 times 6?”

Teacher waits a few seconds

and gives signal.

BEHAVIOR

Students chorally respond,

“30”

CONSEQUENCE

Teacher says, “Yes! The

correct answer is 30”.

Why Provide Multiple Opportunities to Respond?

Behavioral Outcomes:

Increases student engagement with instruction

Allows for high rates of positive, specific feedback

Limits student time for engaging in inappropriate behavior

Is an efficient use of instructional time(Heward, 1994)

Why Provide Multiple Opportunities to Respond?

Academic Outcomes: Improved Reading Performance:

increased percentage of reading responses,

mastery of reading words, rates of words read correctly and decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994)

Improved Math Performance: percentage of problems calculated

correctly per minutes, number of problems completed and active correct responses. (Skinner, Belfior, Mace, Williams-

Wilson, & Johns, 1997)

Rate of Opportunities to Respond

New Material: 4 – 6 student responses per minute with 80 % accuracy

Practice Work: 9 – 12 student responses per minute

with 90% accuracy

(CEC, 1987; Gunter, Hummel & Venn, 1998)

Strategies to Increase Opportunities to Respond

A. Track Students Called On

B. Guided Notes

C. Response Cards

D. Think-Pair-Share

E. Direct Instruction

F. Choral Responding

A. Track Students Called On

Are all students called on? Use a seating chart & mark off when a

student is called on to answer an academic question.

Draw students’ names from a jar Other strategies you have used???

B. Guided Notes

How to develop Guided Notes:

1. Examine existing lecture outlines, worksheets, assignments, and/or tests

2. Delete key facts, concepts, and/or relationships

3. When applicable, insert concept maps, graphs, charts, diagrams

4. Provide formatting cues (blank lines, numbers, bullets, etc)

5. Do Not Require Students Write Too Much!

GUIDED NOTES: An example from FLMS Used with a video about SEASONS

B. Guided Notes: OTR

1. Opportunity to Respond: an instructional question, statement or gesture made by the teacher seeking an academic ______________.

2. Rate of OTR for New Material: ___ - 6 responses from students per minute with ___ % accuracy

3. Rate of OTR for Practice Work: 9 - ___ opportunities with ___ % accuracy

4. Three common strategies to increase OTR are: Tracking students called on Guided __________ ___________ Cards

response

4

12

80

90

notes

response

B. Guided Notes: Reinforcement

REMEMBER THIS ACTIVITY….Copy the definitions into your notes, including the blank lines:

POSITIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something _____________ or _____________.

NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something _______________ or ____________.

B. Guided Notes: Reinforcement

Add the BLUE words to the definitions you wrote: POSITIVE REINFORCEMENT = Consequence which increases the

likelihood a Behavior will re-occur by ADDING something DESIRABLE or PREFERRED

NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something UNDESIRABLE or UNPLEASANT

C. Response Cards

Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses

Types of Response Cards: Preprinted Cards: Yes/No, True/False,

Agree/Disagree, Preprinted Cards with Multiple Answers: Letters,

Numbers, Parts of Speech, Characters in a Story Write-On Cards: Dry-Erase Markers Back side of recycled paper

Easy to Manipulate, Display, and See

C. Response Cards Teach, Model, and Practice the Routine

1. Question 5. Cue to Show 2. Think 6. Hold up Card 3. Decide Answer 7. Put Down Card 4. Wait 8. Prepare for Next

Question.

Maintain lively pace with a short time between questions

Give clear cues for each step in the routine

OK to look at classmates’ cards

Specific, positive feedback for correct answers and use of cards

C. Response Cards: Reinforcement

Basic Assumption: the Consequence in each example is Reinforcing (it will increase the likelihood the behavior will re-occur).

Your Job: show me (without talking) whether it the Consequence is POSITIVE REINFORCEMENT (plus sign) or NEGATIVE REINFORCEMENT (minus sign)

Example #1 – Immediately following the behavior, the student is given a sticker.

Example #2 – Immediately following the behavior, the student has 2 math problems crossed out.

POSITIVE: ADD STICKER

POSITIVE: ADD STICKER

NEGATIVE: SUBTRACT 2

PROBLEMS

NEGATIVE: SUBTRACT 2

PROBLEMS

C. Response Cards: Reinforcement

Example #3 – Immediately following the behavior, the student can put head down for 5 minutes instead of silent reading.

Example #4 – Immediately following the behavior, the student gets to do a job for the class.

Example #5 – Immediately following the behavior, the student takes a break in the hallway while the rest of the class continues working.

Example #6 – Immediately following the behavior, the student gets to tell a joke to his/her group.

Example #7 – Immediately following the behavior, the student can work at his/her desk instead of working with a partner.

POSITIVE: ADD PEER

INTERACTIONPOSITIVE: ADD PEER

INTERACTION

POSITIVE: ADD

JOB/MOTOR ACTIVITYPOSITIVE: ADD

JOB/MOTOR ACTIVITY

NEGATIVE: PEER INTERACTION

NEGATIVE: PEER INTERACTION

NEGATIVE: SUBTRACT WORK TIME

NEGATIVE: SUBTRACT WORK TIME

NEGATIVE: SUBTRACT 5 MIN OF READING

NEGATIVE: SUBTRACT 5 MIN OF READING

D. Think – Pair – Share: Reinforcement

Read the sentence to yourself, filling in the blanks with the correct choice from the list following each blank. When you are sure of your answers, read the completed sentence to your neighbor. Use your notes if you need to.

POSITIVE REINFORCEMENT = _____________ (Antecendent, Behavior, Consequence) which increases the likelihood a Behavior will re-occur by _________ (adding, subtracting, multiplying) something DESIRABLE or ____________ (undesirable, preferred, edible).

NEGATIVE REINFORCEMENT = Consequence which ____________ (decreases, eliminates, increases) the likelihood a _____________ (Antecedent, Behavior, Consequence) will re-occur by SUBTRACTING something _______________ (undesirable, preferred, edible) or UNPLEASANT.

CONSEQUENCE

ADDING

PREFERRED

INCREASES

BEHAVIOR

UNDESIRABLE


Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks.

It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)

Examples: Read 180, System 44, Distar Reading, SRA Reading Distar Math, Saxon Math


Characteristics:

Explicit, systematic instruction based on scripted lesson plans.

Ability grouping.

Emphasis on pace and efficiency of instruction.

Frequent (formative) assessment.

Quick pace helps keep students on task.

New material is worked on in highly interactive format

F. Choral Responding – Reinforcement

When the teacher gives the signal, say the missing word:

CONSEQUENCE = what happens immediately _____ a Behavior

REINFORCEMENT = Consequence which _________ the likelihood a Behavior will re-occur

POSITIVE = mathematical term indicating ____________

N___________ = mathematical term indicating SUBTRACTION


When the teacher signals, read the sentence and fill in the missing word(s): Remember….you read = by saying “means”

CONSEQUENCE = what happens i___________ after a Behavior

REINFORCEMENT = Consequence which increases the likelihood a B__________ will re-occur.

P__________ = mathematical term indicating ADDITION

NEGATIVE = __________ ______ (2 words) indicating SUBTRACTION


When the teacher signals, read the sentence and fill in the missing word(s): Remember….you read = by saying “means”

NEGATIVE = mathematical term indicating S_________

REINFORCEMENT = Consequence which _________ the likelihood a ___________ will re-occur.

POSITIVE = ______________ term indicating ___________

CONSEQUENCE = what ______ immediately ______ a Behavior

Observing Opportunities to Respond

BREAK…

Then Assignment #2

Ratings: make sure to preview so you know what to look for

Positive/Negative Interactions:

Observation: Oppty to

Respond & Rate of Correct Responses

Positive v. Corrective – Interactions

Positive Interaction any attention a teacher gives to a student when he or she is

doing something well or following rules and behavioral expectations

Corrective Interaction any attention a teacher gives to a student when he or she is

doing something incorrect or that does not follow behavioral expectations

Coding BEHAVIOR ResponsesPositive to Negative Interactions

Tally positive v. negative interactions

Specific vs. General statements Code positive & negative

S = Specific = Nice job getting your folders and quickly finding your seats

G = General = Good job

Coding BEHAVIOR Responses: Positive to Negative Interactions

Place an “+” next to each student for positive interaction & “-” for each negative interaction

Place an “+” next to teacher for each group positive interaction & “-” for each negative interaction

After Scoring transfer scores to front page of observation form

Practice Coding BEHAVIOR Responses

Positive to Negative Ratio Draw this map

Watch the Video & Code (MS SPED Rdg Group)

Watch the first 6:30

PracticePositive to Negative Ratio

Observed for 6:30

Positive = 9Negative = 10Ratio = 9 to 10 < 1:1

If we include academic responding

Positive = 13Negative = 16Ratio = 13 to 16 < 1:1

Coding ResponsesOpportunities to Respond

Partner Any activity in which student is working with 1 or more peers (e.g. Think-Pair-Share)

Group Any activity in which the entire class responds in unison (choral response) or group physical

response (e.g. response cards, thumbs up)

Individual

Can do a simple Tally


Correct Mark a tally in the “Correct” box when an individual, pair of students, or

group make a correct response

Incorrect Mark a tally in the “Incorrect” box when an individual, pair of students,

or group make an incorrect response

Can do a simple Tally


Place an “I” next to each student for incorrect response & “C” for correct response

Place an “I” next to teacher for each incorrect group response & “C” for correct response Not always Correct/Incorrect -- May put an “N” for neutral or “Q” for question

After Scoring transfer scores to front page of observation form

PracticeOpportunities to Response

Draw this map

Watch the Video & Code (MS SPED Reading Group)

Re-Watch the first 6:30

PracticePositive to Negative Ratio

Observed for 6:30Partner = 0Group = 0

Individ = 10% grp & part = 0%

% CorrectCorrect = 4Incorrect = 6% Correct = 4/10 40%

Responses/Min10 resp/6:30< 2 resp/min

Observation Ratings Based on what you say… What do you

think?

Practice

Parther = 0Group = 0

Individ = 10% grp + part = 0%

% CorrectCorrect = 4Incorrect = 6% Correct = 4/10 40%

Responses/Min10 resp/6:30< 2 resp/min

Summarize the Data

Start with the Candidate

Start with the Positive!

Use the Data to inform Targets & provide specific,

observable strategies

Providing Feeback

Start with the Positive

PROVIDING FEEDBACK

Based on Data PRIORITIZE 2-3 Targets

Give specific feedback with tangible, observable strategies When possible give specific examples from the

teaching lesson

Using Data to Inform Feedback

Look at Observation Data

Using Data to Inform Feedback Look at Ratings

ActivityWith a Partner: Based on this observation & the data you collected:

1. Use the data you collected to identify your top 3 targets for improvement

2. Provide specific feedback and strategies for improvement

3. Practice providing the feedback to your partner

Targets for Continuing Development

Assignment #2

Conduct a peer observation

Debrief following observation Use your observation data to identify suggestions Write out recommendations so clearly that it is easy to

understand what to do

Academic Learning Time: Typical School

1170 School Year (6.5 hours x 180 days)

- 65 Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)

- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)

- 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour)

= 626 Instructional time (time actually teaching)

- 157 Time off task (Engaged 75% of time)

= 469 Engaged Time (On task)

- 94 Unsuccessful Engaged Time (Success Rate 80%)

= 375 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 32%

Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days)

- 65 Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)

- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)

- 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour)

= 710 Instructional time (actually teaching-710 vs. 626)

- 71 Time off task (Engaged 90% of time)

= 639 Engaged Time (639 vs. 469 On task)

- 64 Unsuccessful Engaged Time (Success Rate 90%)

= 575 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 49%

The Difference: Typical vs. Effective Schools

Unallocated Non-Instructional Time 75% vs. 85% = 84 more hours

Difference in 15 minutes vs. 9 minutes/hour Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior

efficiently

Engagement Rate 75% vs. 90% = 86 more hours

Management of groups, pacing

Success Rate 80% vs. 90% = 30 more hours

Appropriate placement, effective teaching

So what? 200 hours more academic learning time (575 vs. 375) 53% more ALT 95 more days in school (4-5 more months of school!)

Education Resources Inc., 2005

Good Instruction as a Behavior Management Tool

Linking Behavior & Instruction

Avoiding Difficult Tasks is one of most common functions of student problem behavior

Responses Provide the most effective instruction Provide instruction/ activities to meet/match students’ varying

skill levels Collect data to Monitor student work and error patterns to

identify what needs re-teaching Review, review, review Be active in scanning work to catch student errors early to

prevent frustration and practice of misrules

Linking Behavior & Instruction

Good instruction of academic content is the best and most important Behavior Management tool you have!!

Academic success is the most frequent reinforcer available to students in the classroom Students should experience at least a 90% success rate

To be successful students need 2 things:1. Effective Instruction with frequent review2. High rates of success with questions and assignments

PBS v. Traditional Approach to Problem Behavior

PBS v. Aversive Model (ABC)

A B CPBS (Positive Behavior Support) – ProactiveEmphasis on Interventions to prevent problem behavior

Emphasis on explicitly Teaching Alternate, Desired Behavior

Emphasis on Positive Reinforcement of desired behavior

Traditional Aversive Model - Reactive approachLimited focus on Antecedent Interventions

Little focus on teaching behavior

Emphasis on punitive response to negative behavior

PBS v. Aversive InterventionVignette

Alex gets into a (B) yelling match that turns into shoving and kicking the kickball across the yard when (A) another student told him he had to wait to join the game until their team played the field in the next inning. Meanwhile, supervision staff were huddled together talking right next to the school and didn’t respond until the boy who was shoved to the ground went in tears to tell on Alex.

What would be a traditional v. PBS approach to this situation?

Interventions for Vignette PBS v. Aversive

A B CA-B-C sequence

Alex wants in kickball game now, and peer says wait until inning is over

Alex yells at peer, shoves him to ground and kicks ball across yard

Desired: Alex wanted to get in game right away

Real: Alex didn’t get in game and game delayed

PBS approach

Increase supervision, in the future make sure there is supervision around student

Teach Rules w/ opportunities to practice

How to wait

How to ask nicely to enter game

Verbally praise student or provide corrective feedback

Get to play in game if ask approp’ly

Trad’l Aversive

Nothing – keep chatting w/ colleague by school

No emphasis on teaching – assume student should have the skills

Sent to office –no recess next day & can’t play kickball for a week

Good Instruction as a Behavior Management Tool

Provide fast-paced, interactive, engaging instruction Must be interactive & engaging for ALL students, not just the

best students

Structure activities from time students enter until they leave classroom “idle hands (or idle time) = devil’s workbench”

Provide clear questions/instruction, and directions Too often I’ve been doing an observation & I find that I’m

confused about what students are supposed to be doing at a certain time

Involve all students in instruction/ classroom activities

Appropriate Instructional Placement

Placement in the appropriate level of instruction as a determining factor in student behavior Identify specific skill deficits Teach simple strategies or misunderstandings to clarify

problem Can Do v. Will Do problem

Impact of reading deficits on success in content areas

Interactive & Engaging

Requires high levels of participation for all students in instruction/ classroom activities

Ways to get Everyone involved: Use Chorale Responding – clear signal w/ think time to increase

responding Be Careful of relying too much on volunteers When reading aloud do not always go sequentially around the room

Use a random selection technique (i.e. choose from popsicle sticks with student names on them)

Provide effective instruction & ask clear questions based on instruction that students can answer with high rates of success

Establish consistent routines/ways of asking questions or prompting responses and teach/practice to fluency

Independent Work

Define & Teach Expectations & Routines during Independent Work

High rates of reinforcement for early practice and independent work Practice at first with non-work activities Might want to link with a tangible reinforcer at first Active Movement & Scanning w/ frequent Precorrection,

Reinforcement, & Support

Provide independent work that students can be successful with independently (90% accurate)

Independent Work

Break long, multi-step tasks into smaller parts with opportunities for participation Instead of waiting 15 minutes to complete & present a

multi-step task, break task into portions & have students present progress on smaller steps in 5 minute intervals

Active Movement & Scanning w/ frequent Reinforcement & Support if struggling

Managing Volume & Talking

Identify your expectations Routines & Volume levels May use signs, signals or cues to identify different

requirements &/or Volume Levels (5-Level system) Use an attention signal

Explicitly teach expectation with practice

Give students something to do

During & After Instruction

Evaluate work to identify specific error patterns

In class this can be done through monitoring and looking at work Look for common mistakes across students, which may

signal the need for clearer, more explicit instruction Look for individual student mistakes & provide 1:1 support

while class during individual seatwork time We don’t want students practicing misrules

Can Do v. Will Do Problem

Skill Deficit v. Motivation Problem How can we tell the difference? Try giving the student easier tasks that you know they are

capable of doing fluently and see how they respond… if they will do it

A task that students are 93+ % successful A task that is not so easy that it’s boring Antecedent manipulation Antecedent = Difficult Task

manipulate it to make an easier task

Can Do v. Will Do Problem

Skill Deficit v. Motivation Problem For skill deficits we can:

Provide more instruction or support to alleviate specific skill deficit or

Provide the student with easier questions or assignments to increase participation

For motivation problems we can: Find incentives to motivate the student to engage in the

academic task

BR

EA

K

Manipulating Academic Tasks

Instructional Classroom Management

The nature, structure, and demands of a task can set the stage for serious problem behavior

What can I do to change task presentation to make the student more likely to engage in the instructional task and less likely to avoid task/misbehave Depending on challenge of task, may also need to

alter/increase amount of reinforcement provided for some students

Dimensions of Instructional Classroom Management

History

Response form

Modality

Complexity

Schedule

Variation

Manipulating Task Dimensions

We can manipulate aspects of tasks (see arrows ) and/or the way we seek student responses to increase the chances that students will be successful with the task

Likelihood of Failure with Task

Decreased Increased

(task made easier) (task made more difficult)

Decreased Increased

Likelihood of Problem Behavior/Refusal

Task History

Status of the task and extent that the task has been taught before and the likelihood that the learner will be familiar with it New v. familiar tasks

Likelihood of Failure with Task

Decreased (easier task) (more difficult) Increased

(more familiar/reviewed items) (newer material)

Decreased Increased

Likelihood of Problem Behavior/Refusal

Task Dimensions of Instructional Classroom Management

Task History New v. familiar tasks

Task Response form Yes or No/Choice from List/Production

Production: write in/finish the sentence/write a sentence+

Task Modality oral/motor/written

Task Complexity Easy v. Difficult

Task Schedule Abbreviated v. extended

Variation Varied v. unvaried

Small Group Activity

Break into teams

Assign a Task Dimension to each team

Come up with an academic task & show how to use your task dimension to modify the task to make it easier

Reference Darch & Kameenui pp.51-59

Each team will present their example to the class

Reading Review

Kern & Clements – Antecedent Strategies

Pacchiano – Instructional Variables

Moore et al., 2010 – Praise & OTR

Heward et al., 1996 – Everyone participates

behavior & classroom management

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