behavior & classroom management week 6 – academic instruction j geurts, m.s. special education...
TRANSCRIPT
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
E. Direct Instruction
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
E. Direct Instruction
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
F. Choral Responding – Reinforcement
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
F. Choral Responding – Reinforcement
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
Coding ResponsesOpportunities to Respond
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
Coding ResponsesOpportunities to Respond
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