behavior & classroom management:

Behavior & Classroom Management:

Chris Borgmeier, Ph.D.Portland State [email protected]

mailto:[email protected]

http://www.web.pdx.edu/~cborgmei

Reading Review

Scheuermann & Hall, Ch. 8 Kern & Clements – Antecedent Strategies Pacchiano – Instructional Variables Moore et al., 2010 – Praise & OTR Heward et al., 1996 – Everyone

participates

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)

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

Reading aloudWriting answers to a problemVerbally answering a questionResponding to a teacher’s cue

Opportunities to RespondANTECEDENT

Teacher Provides: Verbal Questions

PromptsCues

BEHAVIOR

Student Responses:Written

Choral VerbalMotor

CONSEQUENCE

Teacher Provides: Specific, Positive

Feedback

Opportunities to Respond: ExampleANTECEDENT

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 with90% accuracy

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

Observing Opportunities to Respond

Classroom: Frequency Observer tallies the number of instructional

questions, statements or gestures made by the teacher seeking an academic response.

Students: Rate of Academic Engagement Observer Records “+” symbol for on-task/engaged

behavior and “-” indicates off-task behavior.

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 expectations

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

she is doing something incorrect or that does not follow expectations

Tally positive v. negative interactions

Specific v. General statements Positive & negative

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

G = General = Good job

Coding ResponsesPositive to Negative Interactions

Coding ResponsesPositive 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 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)

Watch the first 6:30


Observed for 5:30Parther = 0Group = 0

Individ = 10% grp/part = 0%

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

40%

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


Observed for 5:30

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 strategiesWhen 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

Activity With 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 observationUse your observation data to identify

suggestions Write out recommendations so clearly that it is

easy to understand what to do

Increasing Opportunities to Respond

Strategies to Increase StudentOpportunity for Response

A. Track Students Called On

B. Guided Notes

C. Response Cards

D. Think-Pair-Share

E. Direct Instruction

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 jarOther strategies you have used?

B. Guided Notes Opportunity to Respond is an instructional question,

statement or gesture made by the teacher seeking _______________________.

Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy

Rate of OTR for Practice Work: ___ opportunities with __ % accuracy

Three common strategies to increase OTR are:1. Tracking students called on

2. Guided __________

3. Response ________

How To Develop Guided Notes

Examine Existing Lecture Outlines Delete Key Facts, Concepts & Relationships Insert Concept Maps, Graphs, Charts,

Diagrams & Other Resources Provide Formatting Cues (Blank Lines,

Numbers, Bullets, etc) Do Not Require Students Write Too Much

Use of 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 Short time between questions Give clear cues OK to look at classmates’ cards Specific, positive feedback for correct answers and

use of cards

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: 9X12 Response Cards & Dry-Erase

Markers Back side of recycled paper

Easy to Manipulate, Display and See

Response Card Practice

Distribute true/false cards to all participants. Routine:

I will ask a question and give you time to think.I will say “Answer”Show your card with your answer toward me. Hold card until I say “Cards down”.Place card on table and put eyes on me.

Practice

Handout 2


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)


Characteristics: Explicit, systematic instruction based on scripted

lesson plans. Ability grouping. Emphasis on pace and efficiency of instruction. Frequent assessment. Quick pace helps keep students on task. New material is worked on in highly interactive

format

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

Function-Based Support for Students with Reading Difficulties

Amanda Sanford

Jorge Preciado

http://www.alsig.org/images/trianglechart_

Three key elements Instructional design variables

Teaching explicitlyProviding multiple opportunities to respondCorrect academic placement

Reading acquisitionStudents must be on track early

Function-based behavior supportBehavior support is most effective when designed

based on the function of a student’s behavior

Ineffective Instructional Design and Delivery

Frustration-level task presented

Punishment/ extinction of academic

responding

Incorrect academic

responding

Decreased academic

engagement

Failure to acquire literacy

skills




responding

Incorrect academic

responding

Decreased academic

engagement


skills


More severe problem behavior

Escape or avoid academic

task

Decreased academic

engagement


skills

Inability to Read




responding

Incorrect academic

responding

Decreased academic

engagement


skills

Instruction-level task presented

Correct academic

responding

Reinforcement for academic responding

Increased academic

engagement

Successful acquisition of literacy skills

Effective Instructional Design and Delivery:

•Explicit Teaching

•Frequent Opportunities to Respond

•Appropriate Placement

Function-Based Literacy Instruction Is designed to

Avoid presentation of aversive tasks through providing students with pre-skills needed to be successful in tasks by using effective instruction

Maintain high levels of reinforcement for academic engagement by being at the students appropriate instruction level

Includes the following critical elements: Explicit instruction Frequent opportunities to respond Appropriate placement (95% correct in text)

Intervention

Language Matched Instructional Priming (LMIP) Intervention Teaching decoding skills (Reading Mastery

Program) Review/Preview of grade level story basal

reader (Story being read in class) Review 2-3 key vocabulary words in the story Review directions and help student complete the

next day’s reading independent task Teach student how to ask for a break from task Teach student how to ask for peer or adult

assistance to complete a reading task

% Intervals with Problem Behavior and Peer Data

Implications for Teaching Prevention

Have prevention-oriented system for reading instruction that Matches instruction to student skills Is engaging and fast paced Is intensive enough to prevent reading difficulties

Intervention Screen students for reading problems to identify the possible

function of the problem behavior Include academic component to an intervention when

necessary Pre teaching Matching instruction to skill level of student

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

Good Instruction as a Behavior Management Tool

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

Good Instruction as a Behavior Management Tool Provide fast-paced, interactive, engaging

instructionMust 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”

Good Instruction as a Behavior Management Tool Provide clear questions/instruction, and

directionsToo 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

Open circles = Receiving SpEd services in reading

Black diamonds = no SpEd services

Curriculum Based Measurement - Reading Class Norms - 2nd grade

0

10

20

30

40

50

60

70

80

90

100

110

120

Wo

rds

Re

ad

Co

rre

ct

16 studentsRange = 3 to 107

Passages DIBELS - 2nd grade DORF - Assessed in January

Peer Median = 57 Intensive Support cut off = 50 WRC

Benchmark Spring of 2nd grade = 90 WRC

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

Choral Responding Exercise

Read

Each

Word

Together

Good InstructionTeach effective & efficient Strategies Increasing task efficiency through effective strategies

can greatly increase likelihood and student tolerance to do assigned tasks

This is where research based curriculum and strategies are important Having students talk through strategies or watching their work

can help to ID ineffective or inefficient strategies Examples

14 x 7 v. 14+14+14+14+14+14+14 7+5

Take 2 from 7 Add 5 +5 = 10 Add 2 taken away previously = 12

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 ProblemFor 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

Manipulating Academic Tasks

Darch & Kameenui

Instr’l Classroom Mgmt

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 TaskDecreased Increased

(task made easier) (task made more difficult)

Decreased IncreasedLikelihood 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 TaskDecreased (easier task) (more difficult) Increased

(more familiar/reviewed items) (newer material)

Decreased IncreasedLikelihood of Problem Behavior/Refusal

Task Response Form

The manner in which students are required to respond to the task or teacherYes/NoChoiceProduction

Task Modality

The mode of response required of the studentOralMotorWritten

Task Complexity

The extent to which a task involves multiple steps, new concepts, unfamiliar procedures and so onEasy v. Hard

Task Schedule

The amount of time allocated to complete a taskAbbreviated v. Extended

Task Variation

The sequence in which easy or hard tasks are sequenced within a lessonVaried v. Unvaried

Task Dimensions of Instructional Classroom Management Task History

New v. familiar tasks Task Response form

Yes or No/Choice/Production 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

behavior & classroom management:

Documents

student engagement

teacher behavior

rate of opportunities

academic response

respondmultiple opportunities

student response simonsen

academic outcomes

active correct responses