1 POSITIVE BEHAVIOUR FOR LEARNING School-Wide Positive Behaviour for Learning Effective Classroom Management Module 1: Antecedent Strategies.

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POSITIVE BEHAVIOUR FOR LEARNING

School-Wide Positive Behaviour for Learning

Effective Classroom Management Module 1: Antecedent Strategies

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Classroom Management Practices: Mini-Modules

• These mini-modules are designed to provide the slides and materials needed to teach staff, students and families about a SW-PB4L topic (and can be broken down into brief sessions or combined into longer sessions).

• Notes have been written to assist with the presentation.• More information is available on this content.• Call your Regional Practitioner if you have questions• Good luck!

• Delete this slide before beginning your session

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Acknowledgements

Professor George Sugai, The Centre for Behavioral Education & Research, University of Connecticut

Professor Tim Lewis, Dean for Research & Graduate Studies at The University of Missouri-Columbia

Missouri School-Wide Positive Behavior Support, MO SW-PBS (Missouri Department of Elementary and Secondary Education)

Office of Special Education Programs (OSEP) Centre on Positive Behavioral Interventions and Supports (PBiS)

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Classroom

SW-PB4LSubsystems

Non-classroomFamily

Student

School-wide

Essential Classroom Behaviour Management

Practices

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What “kind” of students can display problematic behaviour?

All students. Students with/without labels who are in general/ special education can display problematic behaviour. This is not a special education issue. It is an education issue.

We need to learn more about the 5 CRITICAL FEATURES of

effective classroom management to be able to help all students

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Evidence Based Practices in Classroom Management

1. Maximise structure and predictability

2. Establish, teach, review, monitor, evaluate and reinforce a small number of positively stated expectations

3. Maximise academic engaged time (i.e., actively engage students in observable ways)

4. Establish a continuum of strategies to acknowledge appropriate behaviour

5. Establish a continuum of strategies to discourage inappropriate behaviour

Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

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Classroom Management: Self-Assessment Revised (2008)

Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008

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What Do We Know?

Classroom Management & Students…

“Non-compliant behavior in the classroom has been the overall highest ranking reason for office discipline referrals for grades 1-12”

(Colvin, 2009, p. 7-8)

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What Do We Know?

Students who display non-compliant behaviour are at risk for escalating and long-term negativeoutcomes such as:

– peer rejection, off-task behaviour, low academic achievement,

– involvement with antisocial peer groups, drop out, and crime,

– ineffective relationships, inability finding and keeping employment and serious mental health issues

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The Good News!

“In the realm of education research effective classroom management is tied to student success with a confidence approaching absolute”

(Sprick, Knight, Reinke & McKale, 2006, p. 201)

When Teachers know and use positive & preventative management strategies many of the commonly reported minor classroom behaviours can be avoided(Scheuermann & Hall)

The same behaviours that reduce classroom disruptions are associated with increased student learning(Brophy & Evertson)

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Effective Classroom Management

“The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment using research-based strategies that guide students toward increasingly responsible and motivated behaviour.”

(Sprick, Knight, Reinke & McKale, 2006, p. 185)

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ABC’s of Understanding Behaviour Patterns

• A = ?• B = ?• C = ?

• What happens before the behaviour occurs? What is the trigger? (A or antecedent)

• What is the behaviour (B)?

• What happens after the behaviour occurs? What is the outCome? (C or outCome/ Consequence)

A B C

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Antecedent Strategiesfor Preventing Problem Behaviour

Class-wide Practices• Establish clear classroom expectations & rules• Provide predictability in the environment• Use effective instruction and commands• Arrange seating so that it is appropriate to the

instructional activity• Use a brisk pace of instruction• Present material that is appropriately matched to

student instructional level & prior knowledge

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Why Use Antecedent Strategies?

• Increases student engagement with learning• Limits time for inappropriate behaviour • Allows for high rates of positive, specific

feedback • Improves student perception of and preference

for assignments they consider difficult

(Heward, 1994; Kern & Clemens, 2007)

Antecedent approaches focus on structuring the environment to prevent problems & enhance motivation

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Why Use Antecedent Strategies?

• Feasible and easy to implement• Effective for students in general or special

education• Do not require significant modification to

existing instruction• May foster improvements in student–teacher

relationships

(Jolivette, Wehby, Canale & Massey, 2001; Kern and State, 2009)

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Antecedent Strategies

1. Maximise structure & predictability

2. Establish, teach, review, monitor, & evaluate positively-stated expectations

3. Maximise academic engaged time

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• Develop Predictable Routines– Teacher routines– Student routines

• Design Environment to . . . (a) elicit appropriate behaviour & (b) minimise 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.)

1. Maximise Structure

Physical Layout

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Have you maximised structure in your classroom?

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1. I maximised structure and predictability in my classroom.

a) I explicitly taught and followed predictable routines.

Yes No

a) I arranged my room to minimise crowding and distraction.

Yes No

Assess

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2. Establish, Teach, Prompt, Monitor, & Evaluate a small number of positively stated expectations

• Establish behavioural expectations/ rules• Teach rules in context of routines• Prompt students of rule prior to entering natural

context• Monitor students’ behaviour in natural context &

provide specific feedback• Evaluate effect of instruction - review data, make

decisions, & follow up

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Establish Behavioural Expectations

• A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do

• Publicly post the rules/ expectations

• Should match School-Wide expectations

• Construct rules/ expectations based on need in the classroom

Expectations within Routines Matrix

Routines

Rules

Entering Classroom Seat Work

Small Group Activity

Leaving Classroom

Be Safe

Be Respectful

Be Responsible

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Classroom Routines

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Teach Rules in the Context of Routines

• Teach expectations directly– Define rule in operational terms—tell students what

the expectation/ rule looks like within routine– Provide students with examples & non-examples of

rule-following within routine

• Actively involve students in lesson (game, role-play, etc.) to check for their understanding

• Provide opportunities to practice rule following behaviour in the natural setting

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Prompt and Pre-Correct

• Prompt or remind students of the expectations

• Provide visual prompts (e.g., posters, illustrations)

• Use pre-corrections

“verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely”

(Colvin, Sugai, Good, Lee, 1997)

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Monitor & Evaluate Student Behaviour

• Active Supervision– Move– Scan– Interact

Reinforce Correct

• Collect data (and use to make decisions)

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2. I posted, taught, reviewed, monitored and reinforced a small number of positively stated expectations

a) I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines and settings in my classroom.

Yes No

b) I explicitly taught and reviewed these expectations in the context of routines.

Yes No

c) I prompted or pre-corrected students to increase the likelihood that they will follow the expectations

Yes No

d) I actively supervised my students Yes No

Assess

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3. Maximise Academic Engaged Time

Actively engage students in observable ways

1. Activity Sequencing2. Offering Choice3. Opportunities to Respond

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Among the best behaviour management tools we have in the classroom are providing:

• Effective Instruction delivered with fidelity

• High rates of student participation Using research-based curriculum

• Tasks that promote high rates of accurate responses 90% success rate or better

The most frequent re inforcers in the classroom should be academic success and teacher feedback

Instructional Classroom Management

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Instruction Influences Behaviour

• Pacing• Sequence activities so preferred activities follow more demanding activities • Student choice• Opportunities for student responses

Acquisition vs Practice• Student feedback from teacher

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Antecedent Strategies for Preventing Problem Behaviour1. Activity Sequencing

– Intermingle easy with more difficult– Simple requests prior to more challenging

2. Offering Choice– Type, order, materials, who, place, use of time

3. Opportunities to Respond– Track students called on– Guided notes– Response cards . . .

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1. Activity Sequencing

Task InterspersonalBehavioural Momentum

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What is Activity Sequencing?

Thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behaviour.

(Kern & Clemens, 2007)

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Why Consider Activity Sequence?

• Increases task performance

• Decreases disruptive behaviour

• Improves student perception of & preference for assignments they consider difficult

(Kern & Clemens, 2007)

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Why Consider Activity Sequence?

• For some students presenting difficult tasks back-to-back often sets the occasion for frustration, failure and problem behaviour.

• Varying the sequence of tasks may not be necessary for average students, but can be very important for students who are at-risk for learning or behaviour concerns

(Darch & Kame’enui, 2004)

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Strategies for Effective Activity Sequencing

• Intermingle easy/ brief problems among longer or more difficult tasks (task interspersal)

(Kern & Clemens, 2007)

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Strategies for Effective Activity Sequencing

• Deliver 3 to 4 simple requests prior to a more difficult task (behavioural momentum)

(Kern & Clemens, 2007; Colvin, 2009)

The theory behind the strategy is once a student is cooperating and engaged in one task (the simple requests), there is more chance of the student cooperating and engaging in the task that immediately follows (the more difficult activity) (Colvin, p.46, 2009)

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Activity Sequencing: Examples

• Read examples 1 & 2

• Next, with your partner identify the activity sequencing strategy used …

– task interspersal or – behavioural momentum

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Classroom Application of Activity Sequencing

• In spelling or vocabulary lists include 3-5 simple, fun words such as student names, sports teams or holiday related terms, etc.

• During a writing activity ask students to draw a simple stick figure at the end of each sentence or paragraph

• Let’s think of another example . . (NZ input)

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Using Sequence in Your ClassroomList several of the activities students complete in your classroom….

Identify ways you could use sequencing in each activity…

• Intermingle easy/brief among more difficult tasks • Provide simple requests prior to more difficult tasks

1.

2.

3.

4.

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2. Offering Choice

Type, Order, Materials, Whom, Place &Time

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Why Provide Choice?

“Providing opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behaviour and increasing engagement”

(Kern and Clemens, 2007, p. 70)

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Why Provide Choice?

“Providing students with the opportunity to make choices may not sound like an instructional practice. However, research indicates offering choices, especially during academic tasks, not only increases student engagement and reduces disruptive behavior, but can also improve response accuracy.”

(Scheuermann & Hall, 2008, p. 294)

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Why Provide Choice?• Feasible & easy to implement• Effective• Teach learners to become self-determined• Enables them to better control their environment• Allows opportunity for more frequent positive

attention and feedback from teachers• May foster improvements in student-teacher

relationships

(Jolivette, Wehby, Canale & Massey, 2001; Kern and Clemens, 2007; Kern and State, 2009; Morgan, 2006)

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Strategies for Offering Choice

Examples of Class-wide choice:

• Type of task or activity• Order for completing tasks• Kinds of materials that will be used• Whom to work with • Place to work• Choice of how to use time

• The content you teach is NOT negotiable but the type of assignment or ways of completing it can be negotiated & is likely to enhance student participation

• Allowing students choices does NOT change the amount of work students are expected to complete and does NOT change the essential components of the task (Scheuermann & Hall, 2008)

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Offering Choice: Example

• With a partner read the example

• Identify & keep a tally of the types of choices this teacher offered

• After a few minutes be prepared to share your responses

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Steps for Using Choice in the Classroom

1) Create a menu of choices you would be willing to provide to students

2) Look through your menu before planning each lesson3) Decide what types of choice are appropriate for the

lesson & where they fit best in the lesson4) Provide choices as planned while teaching the lesson5) Solicit student feedback and input

(Kern and State, 2009, p. 5)

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Create a Menu of Choice OptionsType of tasks:

Order of tasks:

Kinds of materials:

Whom to work with:

Place to work:

Choice of how to use time:

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Offering Choice

Remember . . .• Every lesson does not have to include all of the

choices on your list, but if each lesson you teach provides at least one opportunity for choice, students are likely to benefit

• When you incorporate choice, start small (offer 1 or 2 choices). You can then expand the number & type of choice options you will incorporate into your lessons

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3. Opportunities to Respond (OTR)

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What is OTR?

A variation of 4 key components:

1. Teacher instructional talk2. Prompts given to students3. Wait time for the response4. Specific feedback for correct responding

**Can be provided individually or to whole class

(Stichter, Lewis, Richter, Johnson & Bradley, 2006)

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Opportunities to Respond (OTR)

ANTECEDENT

Teacher Provides: Prompts

& Wait time

BEHAVIOUR

Student Responds:ReadWrite

Verbal AnswerMotor/Gesture

CONSEQUENCE

Teacher Provides: Specific, Positive

Feedback

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Why maximise OTR?

Demonstrated to significantly increase on-task behaviour

• When students are productively engaged in their work there is less chance of problem behaviour

(Colvin, 2009, p. 48)

• When students are required to sit for long periods of time without the opportunity to respond or participate, it increases the likelihood that problems will occur- especially for at-risk and high-risk students

(Colvin, 2009, p.48)

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Opportunities to Respond Example

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Optimal Rates of OTR

1. Teacher talk = 40-50% of the instructional period2. Prompts = once per 3.5 minutes (on average)3. Wait time = 3 or more seconds4. Feedback = ratio of 4 positive to 1 corrective

*Focus = Is the teacher creating opportunities for students to DO something rather than just being passive recipients?

(Sprick et al., 2006; Stichter et al., 2006)

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OTR: Example

• Read the classroom vignette

• Determine how many opportunities to respond were provided to students during the instructional period

• Identify whether each opportunity was an individual or whole class response

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Ways to Increase OTR

A. Track Students Called OnB. Guided NotesC. Response Cards

D. Class-wide peer tutoringE. Computer-assisted instruction

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A. Track Students Called On

• Are all students called on?

– Think of ‘doable’ ways to do this. . . – Use a seating chart & mark off when a student is

called on to answer an academic question.– Draw students’ names from a jar

– Increases individual responding– Allow “phone a friend” if student does not know

answer

It is important that students experience high rates of success. Think about whether a student can correctly answer the question before calling on him or her.

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

statement or gesture made by the teacher seeking _______________________.

• Rate of teacher instructional talk is ___% of an instructional period.

• Optimal rate of prompts is ___ average per minute.• Effective wait time is ___ or more seconds.• Three common strategies to increase OTR are:

1. Tracking students called on2. Guided __________3. Response ________

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C. Response Cards

• Cards, signs, or items simultaneously held up by all students to display their responses

• Types of response cards:– Preprinted cards with standard answers:

• yes/no, true/false, agree/disagree, – Preprinted cards with multiple answers:

• letters, numbers, parts of speech, characters in a story– Write-on cards or white boards w/dry erase marker

• Easy to manipulate, display and see

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Use of Response Cards

• Teach, Model and Practice the Routine

– Teacher gives question and wait time– Teacher gives cue for students to show answer– Students show response – Teacher gives feedback about correct answer– Students put down card and prepare for next

question

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Use of Response Cards

• 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

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Methods of Student Engagement

Individual Response Boards & Cards

Gestures

Clicker, Buzzers, Computer

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Response Card Practice

• 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 up until I say “Cards down”.– Place card on table and put eyes on me.

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Antecedent Strategies forPreventing Problem Behaviour1. _____________________________

– Simple requests prior to more challenging– Intermingle easy with more difficult

2. ______________________________– Type, order, materials, who, place, use of time

3. ______________________________– Track students called on– Guided notes– Response cards

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3. I actively engaged students in observable ways

a) I provided a high rate of opportunities to respond during my instruction.

Yes No

b) I engaged my students in observable ways during teacher directed instruction (i.e., I use response cards, choral responding, and other methods)

Yes No

c) I used evidence-based methods to deliver my instruction

Yes No

Assess

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References• Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behaviour,

answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206. • Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map

for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.• Colvin, G., Sugai, G., Good, R.H., & Lee, Y. (1997). Using active supervision and

precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344—363.

• Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author.

• Darch, C. B. & Kame’enui, E. J. (2004). Instructional classroom management: A proactive approach to behavior management. Upper Saddle River, NJ: Pearson.

• Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.

• Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp.283-320). In R. Garner, III, D.M. Sainato, J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole.

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References• Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choice-

making opportunities on the behaviour of students with emotional and behavioral disorders. Behavioral Disorders, 26 (2), 131-145.

• Kern, L. and Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

• Kern, L. and State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18(2), 3-11.

• Morgan, P. L. (2006). Increasing task engagement using preference or choice-making: Some behavioral and methodological factors affecting their efficacy as classroom interventions. Remedial and Special Education, 27 (3), 176-187.

• Powell, S. & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30 (1), 181-183.

• Scheuermann, B. K. and Hall, J. A. (2008). Positive Behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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References• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-

based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

• Skinner, C.H., Smith, E.S., & McLean, J.E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19, 98-107.

• Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.

• Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.

• Stichter, J. P., Lewis, T. J., Richter, M., Johnson, N. J. & Bradley, L. (2006). Assessing antecedent variables: The effects of instructional variables on student outcomes through in-service and peer coaching professional development models. Education and Treatment of Children, 29(4), 665-692.

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