Evidence Based Practices in Classroom Management

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Evidence Based Practices in Classroom
Management

• Michele Capio
• mcapio_at_op97.org

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• Work of many researchers who preceded us!
• Collaborative efforts of
• Brandi Simonsen,
• Sarah Fairbanks,
• Amy Briesch,
• Diane Myers,
• George Sugai
• Members of the NEW
• Center for Behavioral Education and Research
  (CBER)

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Training Behavioral Expectations
Expectation Training Site
Be Responsible Make yourself comfortable and take care of your needs Address question/activity in group time before discussing other topics
Be Respectful Turn cell phones and communication devices off or to vibrate Stay on task Participate. Contribute. Ask Questions.
Be Prepared Use the handouts to action plan and take notes Follow up on action steps with team
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What, Why, and How???
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Critical Features of Effective Classroom Management Critical Features of Effective Classroom Management Critical Features of Effective Classroom Management Critical Features of Effective Classroom Management Critical Features of Effective Classroom Management
Maximize Structure in Your Classroom   Post, teach, review, monitor, and reinforce a small number of positively stated expectations Actively engage students in observable ways Establish a continuum of strategies to acknowledge appropriate behavior  Establish a continuum of strategies to respond to inappropriate behavior
Evidence-Based Practices Evidence-Based Practices Evidence-Based Practices Evidence-Based Practices Evidence-Based Practices
High classroom structure Post, teach, review, and provide feedback on expectations Rate of opportunities to respond (OTRs) Specific and/or contingent praise Error correction
Physical arrangement that minimizes distraction Active supervision Direct Instruction Class-wide group contingencies Performance feedback
    Computer assisted instruction Behavioral contracting Differential reinforcement
    Class-wide peer tutoring Token economies Planned ignoring
    Guided notes   Response cost
      Time out from reinforcement
Simonsen, Fairbanks, Briesch, Sugai
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School-Wide Systems for Student Success A
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary
  Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Non-classroom Setting Systems
Individual Student Systems
School-wide Systems
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Evidence Based Practices in Classroom Management

• Maximize structure in your classroom.
• Post, teach, review, monitor, and reinforce a
  small number of positively stated expectations.
• Actively engage students in observable ways.
• Establish a continuum of strategies to
  acknowledge appropriate behavior.
• Establish a continuum of strategies to respond to
  inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Myers, Sugai,
accepted)
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(No Transcript)
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1. Maximize structure in your classroom.

• Develop Predictable Routines
• Teacher routines volunteers, communications,
  movement, planning, grading, etc.
• Student routines personal needs, transitions,
  working in groups, independent work, instruction,
  getting, materials, homework, etc.
• Design environment to (a) elicit appropriate
  behavior and (b) minimize crowding and
  distraction
• Arrange furniture to allow easy traffic flow.
• Ensure adequate supervision of all areas.
• Designate staff student areas.
• Seating arrangements (groups, carpet, etc.)

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2. Post, Teach, Review, Monitor, and
reinforce a small number of positively stated
expectations.

• Establish
• Teach
• Prompt
• Monitor
• Evaluate

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3. Actively engage students in observable ways.

• Provide high rates of opportunities to respond
• Vary individual v. group responding
• Increase participatory instruction (enthusiasm,
  laughter)
• Consider various observable ways to engage
  students
• Written responses
• Writing on individual white boards
• Choral responding
• Gestures
• Other ____________
• Link engagement with outcome objectives (set
  goals to increase engagement and assess student
  change CARs verbal/written)

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Range of evidence based practices that promote
active engagement.

• Direct Instruction
• Computer Assisted Instruction
• Class-wide Peer Tutoring
• Guided notes
• Response Cards

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Evidence-Based Practices
Evidence-Based Practices Evidence-Based Practices Evidence-Based Practices Evidence-Based Practices Evidence-Based Practices
High classroom structure Post, teach, review, and provide feedback on expectations Rate of opportunities to respond (OTRs) Specific and/or contingent praise Error correction
Physical arrangement that minimizes distraction Active Supervision Direct Instruction Class-wide group contingencies Performance feedback
    Computer assisted instruction Behavioral contracting Differential reinforcement
    Class-wide peer tutoring Token economies Planned ignoring
    Guided notes   Response cost
      Time out from reinforcement
Simonsen, Fairbanks, Briesch, Sugai
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Engagement

• General term that refers to how a student
  participates during classroom instruction
• 
  Greenwood, Horton, Utley (2002)
• Comprised of passive (e.g., listening to a
  teacher) and active (e.g., writing, answering a
  question) behaviors.
• Engagement is the best mediating variable between
  instruction and academic achievement
• if students are actively engaged in instruction,
  then it is difficult to engage in incompatible
  behaviors (e.g., talking out, out of seat)
• 
  Greenwood, Terry, Marquis, and Walker (1994)

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Actively Engage Students in Observable Ways

• Teachers can increase active engagement by
• increasing students opportunities to respond
  (OTR)
• using choral responding and response cards
• utilizing direct instruction techniques
• implementing peer tutoring
• utilizing computer based instruction
• providing guided notes

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Rate of Opportunities to Respond (OTRs)
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Opportunity to respond A teacher behavior that
prompts or solicits a student response
Two common methods used to increase the rate of
presenting OTRs in a classroom include

• Choral Responding

• Response Card

• Erasable boards on which all students write their
  answers to a question and then hold the boards up
  for the teacher to see

• Students answering a question in unison

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Evidence BaseOpportunity to Respond (OTR)

• A functional relationship has been demonstrated
  between increasing the pace with which teachers
  presented students with opportunities to respond
  and a(n)
• (a) increase in on-task behavior (Carnine, 1976
  Sutherland, Alder, Gunter, 2003)
• (b) increase in academic engagement (Carnine,
  1976)
• (c) decrease in disruptive behavior (Carnine,
  1976 Sutherland et al., 2003)
• (d) increase in the number of correct responses
  (Sutherland et al., 2003)
• The use of choral responding is associated with
  small, yet positive effects on academic
  achievement (e.g., Sindelar, Bursuck, Halle,
  1986) and on-task behavior (Godfrey,
  Grisham-Brown, Schuster, 2003).

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Increasing the rate of opportunities to respond
(OTR)

• to academic tasks, allows students to be
  actively involved in instruction, to engage in
  appropriate behavior, and to develop more
  positive relationships with their teachers.
• (Partin, Robertson, Maggin, Oliver, Wehby, 2010)

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Optimal number of OTRs

• The optimal number of OTR depends on the learning
  situation.
• during instruction of new academic material,
  teachers should provide students 4-6 OTR per
  minute with at least 80 accuracy.
• during activities of previously reviewed
  material, teachers should provide 8-12 OTR per
  minute with at least 90 rate of accuracy.
• (Partin et al.)

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Choral Responding
All students in the class or group respond orally
in unison to a teacher prompt
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Using Choral Responding

• Model a question and response for the class
• Present questions clearly and directly
• Allow thinking time
• Use a clear signal
• Give feedback on the group response
• Call on individual students throughout the lesson
• Maintain an energetic pace
• Deliver praise and approval for students
  participation and correct responding
• Wood, C. L., Heward, W. L. (2004). Good noise!
  Using choral responding to increase the
  effectiveness of group instruction.

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Choral Response Examples

• http//youtu.be/eKkR0EpvrcM
• http//youtu.be/frwP9f85TnU

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Response Cards
Cards with pre-printed response choices (e.g.,
"YES/NO") and cards or laminated white boards on
which students write their responses to a teacher
question or academic problem
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Steps for Response Cards

1. Question
2. Think
3. Decide answer
4. Wait
5. Cue to show
6. Hold up card
7. Put down card
8. Prepare for next question

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Response Card Example

• http//youtu.be/2c6M0hJz0j8

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Direct Instruction
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Direct InstructionAn approach to classroom
teaching characterized by
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Direct Instruction
Direct instruction involves the teacher
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Evidence BaseDirect Instruction

• Students who received instruction from the DISTAR
  programs (i.e., Direct Instruction System for
  Teaching and Remediation) of reading, arithmetic,
  and language (e.g., Engelmann, Bruner, 1974)
  made the greatest gains across measures of basic
  skills, cognitive reasoning, and self-esteem (Abt
  Associates, 1977 Gersten, Keating, Becker,
  1988 Meyer, 1984).
• When compared to students receiving traditional
  instruction, students receiving direct
  instruction demonstrated significantly greater
  gains in academic achievement (Becker Gersten,
  1982) and engaged in higher rate of on-task
  behavior (Nelson, Johnson, Marchand-Martella,
  1996).
• White (1988) conducted a meta-analysis of the
  effects of direct instruction on academic
  achievement in special education and found that
  all 25 studies reported statistically significant
  effects in favor of the direct instruction group.

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What is Direct Instruction?

• Direct Instruction (little "D," little "I").
• Instructional techniques based on choral
  responses, homogeneous grouping, signals, and
  other proven instructional techniques
• Direct Instruction (capital "D," capital "I").
• specific programs designed by Siegfried Engelmann
  and his staff.
• Siegfried Engelmann and Douglas Carnine
  articulated this theory in the text Theory of
  Direct Instruction.
• Direct Instruction programs incorporate all the
  features of direct instruction (di), coupled with
  carefully designed sequences, lesson scripting,
  as well as responses to anticipated children's
  questions.

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Direct Instruction Examples

• http//www.youtube.com/watch?NR1featureendscree
  nvZjBQi_6_rDY

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Direct/Explicit Instruction

• Research indicates overwhelming support for the
  use of direct/explicit instruction to teach basic
  skills to all students and, in particular,
  hard-to-teach students.
• Large-scale meta-analyses and extensive
  literature reviews confirm that the positive
  effects of direct instruction are much larger
  than those obtained by other programs (Adams
  Engelmann, 1996 Borman, Hewes, Overman, Brown,
  2003 White, 1988)

The Tough Kid Book, Ginger Rhode, Ph.D, William
R. Jenson, Ph.D, H. Kenton Reavis, Ed.D
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The Direct, Explicit Model of Instruction

• The exemplary model of direct, explicit
  instruction consists of five phases that allow
  teachers to scaffold instruction, gradually
  shifting and releasing responsibility for
  completing a task from themselves to students
  (Joyce Weil, 2000 Pearson Gallagher, 1983
  Rosenshine Meister, 1992 Vygotsky, 1978).

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Five Phases of Explicit Instruction

• setting the stage for learning (objectives)
• clear explanation of what to do (telling)
• modeling of the process (showing)
• multiple opportunities for practice (guiding)
• independent practice

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12 Criteria for Direct Instruction

• Breaking down a task into small steps
• Administering probes
• Administering feedback repeatedly
• Providing a pictorial or diagram presentation
• Allowing independent practice and individually
  paced instruction
• Breaking the instruction down into simpler phases
  
• Instructing in a small group
• Teacher modeling a skill
• Providing set materials at a rapid pace
• Providing individual child instruction
• Teacher asking questions
• Teacher presenting the new (novel) materials
• (Swanson, 2001, p. 4)

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Computer Assisted Instruction
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Computer assisted instruction (CAI)
Uses
without leaving the larger classroom

• technology to provide students with the benefits
  of one-on-one instruction
• frequent opportunities to respond
• immediate corrective feedback
• material tailored to the appropriate
  instructional level

(Ota DuPaul, 2002)
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Evidence BaseComputer assisted instruction

• The use of computer assisted instruction has been
  shown to affect an increase in both active
  engagement time and on-task behavior for students
  with AD/HD in math (Ota DuPaul, 2002), as well
  as an increase in both oral reading fluency and
  on-task behavior for students with AD/HD in
  reading (Clarfield Stoner, 2005). Similar
  results for students without AD/HD have been
  reported.
• Oral reading fluency and state achievement and
  published academic test performance of students
  in kindergarten and first grade have improved
  following computer assisted instruction (Layng,
  Twyman, Stikeleather, 2003).

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Guidelines for Implementing CAI

• Review the computer program or the online
  activity or game to understand the context of
  lessons.
• Review how material is presented.
• Is the program at the correct level for the class
  or the individual student?
• Does this program do what the teacher wants it to
  do (help students organize the writing, speed up
  the writing process, or allow students to hear
  what they wrote for editing purposes)?
• Review all Web sites and links immediately before
  directing students to them.
• The Access Center
• www.k8accesscenter.org/training_resources/computer
  aided_writing.asp

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Class-wide Peer Tutoring
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Class wide peer tutoring (CWPT)
In class wide peer tutoring (CWPT), students are
paired and assigned the roles of tutor and tutee

• Students provide each other with instruction,
  often via rapid response trials or paired reading
  practice, and give each other immediate error
  corrections

• The classroom teacher is afforded freedom to move
  around the classroom and assist student pairs in
  need of additional help

(Greenwood, Delquadri, Hall, 1989)
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Evidence BaseClass wide peer tutoring

• Class wide peer tutoring (CWPT e.g., Delquadri,
  1986 Greenwood, Carta, Hall, 1988) programs
  have been shown to improve both academic
  engagement and reading achievement (Greenwood,
  Delquadri, Hall, 1989 Simmons, Fuchs, Fuchs,
  1995).
• The use of CWPT has been shown to lead to a
  decrease in off-task behavior as well as an
  increase in academic performance for students
  with AD/HD (DuPaul, Ervin, Hook, McGoey, 1998).

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Class Wide Peer Tutoring (CWPT)

• comprehensive instructional procedure or teaching
  strategy
• based on reciprocal peer tutoring and group
  reinforcement
• entire classroom of students actively engaged in
  the process of learning and practicing basic
  academic skills
• simultaneously in a systematic and fun way

Barbara Terry, Ph.D., University of Kansas
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Steps for Implementing CWPT
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Steps for Implementing CWPT
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Class-Wide Peer Tutoring Example

• http//www.youtube.com/watch?v__dMTZIL6JQfeature
  related

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Guided Notes
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Guided Notes

• Guided notes are...

• Heward and Orlansky (1993)

• teacher provided outlines of either lectures or
  chapters that contain the main ideas and spaces
  for students to fill in additional details
  (Lazarus, 1993)

• guided notes take advantage of one of the most
  consistent and important findings in recent
  educational research students who make frequent,
  relevant responses during a lesson learn more
  than students who are passive observers (p. 168)

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Evidence BaseGuided notes

• The use of guided notes during lectures and
  readings resulted in an increase in academic
  achievement as measured by quiz scores (Austin,
  Lee, Thibeault, Carr, Bailey, 2002 Lazarus,
  1993 Sweeney, et al., 1999).
• This option may be particularly relevant for
  older students (i.e., high school), as a greater
  percentage of instruction may be delivered in a
  lecture format.

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Guided NotesStep 1 Prepare Guided Notes

• Adopt a consistent set of organizational cues
  (e.g., blanks, asterisks, bullets) to alert
  students about where, when, and how many concepts
  to record.
• Try to strike a balance between an overly
  simplified fill-in-the-blank format (the student
  just fills in the occasional blank) and one that
  is extremely open-ended (the student must
  construct large stretches of notes
  independently).
• As your class becomes more proficient at
  note-taking, you can gradually 'fade' the use of
  guided notes by providing less pre-formatted
  notes-content and requiring that students write a
  larger share of the notes on their own.
• You can boost the effectiveness of guided notes
  (or indeed any note-taking strategy) by including
  additional incentives or follow-up activities to
  monitor student note-completion and study of
  notes.

Intervention Central www.interventioncentral.org/
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Guided NotesStep 2 Use Notes Provide Student
Feedback

• When guided notes are first introduced, collect
  completed notes at the end of class to check them
  for completion and accuracy.
• Have students exchange notes at the conclusion of
  a lecture and briefly rate the accuracy and
  completeness of their classmates' notes.
• Have the students routinely check their own
  notes, following a simple checklist (e.g., "Have
  I filled in every blank on the guided-notes sheet
  with an appropriate word or phrase? If not, how
  can I find the appropriate information to write
  down?").

Intervention Central www.interventioncentral.org/
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Guided Notes Example

• Two common strategies to increase OTR are
• 1.
• 2.
• Opportunity to Respond is teacher behavior that
  prompts or solicits _______________________.
• New material provide students ___ ___ per minute
  with ___ accuracy.
• Previously reviewed material provide students
  ___ ___ per minute with ___ rate of accuracy.
  

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Guided Notes Example

• Two common strategies to increase OTR are
• 1. Choral Responding
• 2. Response Card
• Opportunity to Respond is teacher behavior that
  prompts or solicits a student response.
• New material provide students 4 to 6 OTR per
  minute with 80 accuracy.
• Previously reviewed material provide students
  8-12 OTR per minute with 90 rate of accuracy.

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4. Establish a continuum of strategies to
acknowledge appropriate behavior.

• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies

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Specific and Contingent Praise

• Praise should be
• Contingent occur immediately following the
  desired behavior
• Specific tell the learner exactly what they are
  doing correctly and continue to do in the future

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Group Contingencies

• This involves reinforcement of the entire group
  dependent upon the performance of individual
  members. Group-oriented contingencies may be of
  three types
• (1) Dependent the performance of one or more
  particular group members determines the
  consequence received by the entire group.
• (2) Independent each group member receives a
  consequence if they individually meet the
  contingency.
• (3) Interdependent each student must reach a
  prescribed level of behavior before the entire
  group receives a consequence. However, a student
  may sabotage or ruin the reinforcement for the
  group to gain negative attention. Extreme peer
  pressure may be placed on the individual who does
  not meet the group contingency criteria.

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Examples

• Pre-K Mrs. Bailey gave each child who put away
  the art materials correctly a smile and a thank
  you. (independent)
• Elementary If Demetrius earns a score of 75 or
  better on each math test during the third
  quarter, the fourth grade class will all take a
  trip to the dinosaur museum in April.
  (dependent)
• Secondary Mr. Millers sophomore history class
  is allowed to watch a movie on Friday if all of
  the students bring in their homework for the
  entire week. (interdependent)

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Behavior Contract

• A behavior contract is a simple arrangement that
  ties student behavior to a long-term reward or
  incentive. The contract will
• Name the behavior to be performed
• Specify the extent that the behavior is to be
  performed daily
• Identify when the reward is to be given to the
  student
• Indicate the number of days that the student
  will need to meet the daily behavior standard.
• The contract is written and signedby the teacher
  and student with the possible additional
  signatures of a school administrator or parent.
  The written contract is a motivational tool in
  which the school staff person has agreed to
  provide a reward when the student completes the
  described behavior. Typically contracts are
  written in a positive tone to increase expected
  behavior.
• -Michigan Department of Education

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• How does a contract get written?
• Arrange an appointment to meet with the student.
• Discuss the behavior of concern and how you are
  willing to work out a deal to help the student
  improve the behavior.
• Explain contracting and give some real world
  examples of contracts (movie star contracts,
  sports contracts, car leasing contracts).
• Discuss and agree on the behavior to be improved.
• Discuss and agree on activities, privileges, or
  rewards for the behavior improvement.
• Discuss and agree on how much of the behavior or
  how long the behavior is to be performed before
  the student earns the reward (e.g., three talk
  outs per day for the first week, two talk outs
  per day the second week, one or zero talk outs
  per day for the third week).
• Agree on a system to monitor the behavior daily.
• Agree on how, when, and where the earned reward
  is to be presented.
• Agree on a date to review and possibly
  renegotiate the contract.
• Write up the agreements and sign the document.
  Consider if others need to sign the contract
  administration or parent(s) or a witness.
• Shake hands and make statements that encourage
  success.

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Contracts are most useful when

• They are used as a way of fading out more
  frequent rewards or after a student has started
  to preform appropriately.
• They are used with older and more motivated
  students.
• Cautions with Contracting
• Contract with long delays are ineffective with
  younger or highly unmotivated students.
• In these cases, it is better to start with an
  hourly, twice a day or daily reward system.

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Token Economies

• A token economy is a system in which a token is
  administered to students when appropriate
  behaviors are displayed and the tokens can be
  exchanged later for reinforcers. Idea for tokens
  can include
• Plastic or metal chips
• Marks on a blackboard
• Points marked on a paper point card
• Stars
• Holes punched in a card
• Stickers
• paper clips
• Beans in a jar
• Happy faces
• Play money

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5. Establish a continuum of strategies to
respond to inappropriate behavior.

• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement

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Error Correction

• Contingent occur immediately after the undesired
  behavior.
• Specific tell the learner exactly what they are
  doing incorrectly and what they should do
  differently in the future.
• Brief after redirecting back to the behavior,
  move on.

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Differential Reinforcement

• This involves the reinforcement of one form of
  behavior, but not another or the reinforcement
  of a response under one (stimulus) condition but
  not under another. All of the differential
  reinforcement procedures take a substantial
  amount of time to be effective. If an
  inappropriate behavior is very disruptive or
  dangerous, use of a more intrusive procedure may
  be warranted to protect the student or other
  students in the classroom or work environment.
  Because an inappropriate behavior is ignored or
  not reinforced, there may be a dramatic increase
  or burst of the behavior before it decreases.

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Differential reinforcement of low rates (DRL)

• This involves reinforcement given after
  performing the target/problem behavior at a
  predetermined low rate. This procedure is usually
  used for behaviors that occur at such a high
  rate, or are so ingrained into the students
  behavior patterns, that a large immediate drop in
  occurrences is unrealistic.
• Dale has a habit of swearing an average of six
  times during class. The teacher sets a limit of
  three swear words each day during the first week.
  If Dale swears three or fewer times during the
  class period, he is reinforced. The following
  week the criterion is set at two swear words in a
  given class, and the program continues until the
  criterion is zero.

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Differential reinforcement of other behavior
(DRO)

• This involves providing reinforcement following
  any appropriate behavior while ignoring the
  inappropriate behavior in a defined period of
  time. DRO always contains a predetermined length
  of time or interval. After each interval, the
  student is reinforced for any appropriate
  behavior, but never reinforced after the
  target/inappropriate behavior.
• Pre-K Nadia has a tantrum whenever she is asked
  to put her toys, supplies, and/or belongings
  away. Her teacher praises her and gives her a
  sticker each time she goes ten minutes without a
  tantrum, while ignoring her each time she has a
  tantrum.
• Elementary John is a student who scratches his
  arms all the times. The staff decides to smile,
  compliment, and give him points every two minutes
  when he is not scratching. They ignore him and do
  not reinforce him at the two minute interval if
  he is scratching.
• Secondary Tom likes to call attention to him by
  talking out in class. His teacher ignores him
  each time he speaks out. The teacher verbally
  reinforces Tom each time he is not talking out at
  the end of a five-minute interval.

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Differential reinforcement of alternative
behavior (DRA)

• This involves the reinforcement of a replacement
  behavior while ignoring the inappropriate
  behavior. This procedure is commonly called
  differential attention and proximity praise. One
  way is to ignore the misbehavior, wait, and then
  praise any appropriate behavior. A second
  approach is to ignore the misbehavior of a
  student and praise a student nearby for the
  appropriate behavior.
• Primary Kit does not follow the teachers
  directions. He is verbally reinforced each time
  he does comply and is ignored when he does not.
• Elementary When Sam is out of his seat, he is
  ignored. But when he is in his seat, the teacher
  goes to Sam and praises him for being in his
  chair.
• Secondary Tammy writes and passes notes during
  class. Whenever Tammy is taking notes from the
  lecture or paying attention and listening, the
  teacher stands near her desk and praises her for
  being on task. Whenever she writes notes, her
  behavior is ignored.

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Differential reinforcement of functional
communicative behavior (DRC)

• This involves the reinforcement of a functional
  communication skill leading to a needed reward,
  activity, or alternative, while ignoring
  inappropriate behavior.
• Pre-K Sandra receives her snack each day as she
  displays successive approximations of an
  appropriate verbal request to the teacher.
• Elementary Cade is having a tantrum and is
  ignored by the teacher. The teacher determines
  that the function of the tantrum is to obtain a
  glass of water. He is then taught the sign for
  water. When Cade signs ?water, he is given a
  glass of water and praised.
• Secondary Paul starts carving on his desk with
  his pen whenever he gets bored or distracted. The
  teacher teaches him to raise his left hand
  whenever he begins to feel restless. When and if
  the teacher acknowledges him with a nod, he is
  allowed to go and get a drink of water. Paul is
  allowed this privilege two times at most in a
  given period, and a time limit is established for
  his drink breaks.

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Differential reinforcement of incompatible
behavior (DRI)

• This involves reinforcement of an appropriate
  behavior that is physically or functionally
  incompatible with the target behavior, while
  ignoring the inappropriate behavior.
• Pre-K Denise pokes students who sit next to her
  on the rug during opening time. She is reinforced
  for sitting with her hands folded together on her
  lap.
• Elementary Jose, a first grader who is often
  lying on the floor, is reinforced when he sits on
  a chair.
• Secondary Emily draws on her notebook and books
  during lectures. The teacher reinforces her for
  writing notes about the lesson in her notebook.

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Planned Ignoring

• This is an extinction procedure that involves
  withdrawing attention when an inappropriate
  behavior is occurring. This is most effective for
  behaviors that are primarily occurring to gain
  attention. Over time, the person learns that they
  do not get your attention for engaging in that
  behavior. Planned ignoring should never be used
  alone. It should always be paired with a
  reinforcement procedure for appropriate
  behaviors.
• When an inappropriate attention seeking behavior
  occurs, you can either
• Ignore the behavior but continue to reinforce
  appropriate behaviors
• Ignore the behavior and the person until they
  engage in the desired appropriate behavior, then
  reinforce that behavior when it occurs.

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Common Mistakes

• Giving feedback ?Johnny that was not nice to say
• Praising the student for not engaging in the
  target behavior ?John, you did great by not
  interrupting me
• Engaging in a teaching interaction ?Johnny, do
  you know how that makes me feel when you
  interrupt me?
• Non-verbal responses (big sigh, eye contact,
  change of facial expressions, change of voice
  tone, etc.)

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Examples

• P Sue often cries to get attention at preschool.
  Her teacher stops giving her attention when she
  cries. At first Sue cries harder and longer. The
  teacher still ignores her. As the behavior is not
  being reinforced, the crying gradually tapers
  off. Sue periodically reverts back to crying to
  see if the teacher has ?changed the rules. As
  the teacher ignores it consistently, the crying
  disappears completely.
• o E Mike continually puts his hands in his
  pants. He receives attention from the teacher and
  the aide when they ask him to take his hands out
  of his pants. The teacher and aide begin to
  compliment Mike when he is sitting appropriately
  and do not attend to him when his hands are in
  his pants.
• o S Barbara is a high school student who makes
  inappropriate remarks to her teacher. The teacher
  decides to withdraw his attention when Barbara
  makes inappropriate remarks by breaking eye
  contact, making no facial expression, and walking
  away. When Barbara is appropriate in her remarks
  to the teacher, he responds briefly and redirects
  her attention back to the classroom activity.

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Response Cost

• Contingent withdrawal of a specific amount of
  available reinforcers (e.g., points, privileges,
  etc.) following an inappropriate response.
  Response cost must be less than the total amount
  or number of reinforcers available (i.e., never
  go in the hole). Remember, all students have
  civil rights to water, food, clothes and use of
  the bathroom which cannot be withheld. As a
  drawback, this type of system can often lead to
  aggression directed at the teacher, other
  students, or property. A student may also cry,
  whine, or pout when reinforcement is withdrawn.
  It is recommended to initially implement a system
  that involves delivering reinforcers, not taking
  them away. This will establish value to the
  system and it will also eliminate aggression or
  tantrums that can occur when the reinforcers are
  removed.

76
Examples

• Pre-K If Cathy finishes the table time activity
  without kicking the table, she gets a large ball
  of play dough. Each time she kicks the table, a
  portion of the play dough is removed. When the
  activity is completed, she gets to play with the
  remaining dough.
• Elementary Steve is awarded ten points at the
  start of recess. Each time he breaks one of the
  playground rules, he loses a point. At the end of
  the recess period, Steve may bank all the points
  he has retained and exchange them after the last
  recess of the day for items listed on a menu of
  reinforcers.
• Secondary Barts preferred activity is computer
  time. He starts each class with ten minutes of
  computer time to use at the end of the period.
  Each time he spits on the floor, he loses one
  minute of his computer time.
• Lottery system The teacher gives each student
  five or more tickets with his or her name on it.
  If a student breaks a rule or does not follow a
  request, a ticket is taken away. At the end of
  the day, the tickets are collected from all
  students and three or four names are drawn to
  receive a reward.

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Time-out

• A procedure used to remove students from
  situations or environments in which they are
  receiving reinforcement for inappropriate
  behavior. When time out is used, the instance
  must be documented. The criteria for time out
  should be a brief period of time without problem
  behavior (e.g., 3 minutes of quiet, 2 minutes
  calm). The student should not receive any
  attention (negative or positive) while in time
  out. If the time out cannot be implemented
  correctly and the student constantly tries to
  leave, then the student is still being provided
  with reinforcement and the procedure is not
  effective.

78
7r
Positive Behavior Support Classroom
Management Self-Assessment Revised Brandi
Simonsen, Sarah Fairbanks, Amy Briesch, George
Sugai Center on Positive Behavioral
Interventions and Supports University of
Connecticut Version May 15, 2006
79
Relationships

• http//www.ted.com/talks/rita_pierson_every_kid_ne
  eds_a_champion

80
RESOURCES

• Classroom Management Self Assessment
• Web info
• http//www.education.uconn.edu/
• www.cber.org
• www.pbis.org