MO SW-PBS Mini-Module This mini-module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS topic.

MO SW-PBS Mini-Module• This mini-module is designed to provide the slides and

materials needed to teach staff, students and families about a SW-PBS topic.

• Notes have been written to assist with the presentation.• More information is available in the Classroom chapter of

the 2012-13 MO SW-PBS Team Workbook about the topic.• Slides 2 – 14 are an introduction and may be deleted if you

have presented in previous mini-modules. • Call your Regional Consultant if you have questions• Good luck!• Delete this slide before beginning your session.

Handouts

• Three handouts are needed to complete this module:– Role Play Examples of Positive Feedback – A Menu of Classroom Reinforcers– Encouraging Expected Behavior Fact Sheet

Note to PresenterThis Mini-Module on Encouraging Expected Behavior May Be Presented as a

whole (approximately 1.5 hours) OR Divided into 2 sessions

1. Introduction to Encouraging, Adult Attention and Positive Feedback

Outcomes: • Understand the importance and

impact of both contingent and non-contingent attention on student behavior and classroom climate.

• Use preferred adult behaviors to build relationships and positive classroom climate and effectively interact with students when talking about behavior.

• Demonstrate positive feedback that specifically describes behavior and uses rationales.

2. Tangible Reinforcement and Menu of Reinforcers

Outcomes: • Develop a tangible reinforcement

system to enhance your use of positive feedback.

• Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate all students.

Effective Classroom Practices

OutcomesAt the end of the session, you will be able to…

• Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.

• Understand and be able to demonstrate methods to encourage expected behavior.

MO SW-PBS

“When teachers know and use positive and preventative management strategies, many of

the commonly reported minor classroom behaviors can be avoided.”

Scheuermann & Hall

“Effective classroom management is a key component of effective instruction, regardless of

grade level, subject, pedagogy or curriculum.”Sprick, et. al

MO SW-PBS

Typical School Day

17% Direct Instruction33% Seatwork20% Transitions30% Discipline & Other

Non-InstructionalActivities

MO SW-PBS

Cotton, 1995; Walberg, 1988

324

Academic Learning Time

There is no doubt that academic learning time–the amount of time that students are actively, successfully, and productively engaged in learning–is a strongdeterminant of achievement.

MO SW-PBS

Academic Learning TimeInstructional Time–the amount of the allocated

time that actually results in teaching.

Engaged Time–the amount of instructional time students are actively engaged in

learning.

MO SW-PBS

Academic Learning TimeInstructional Time–diminished by unclear procedures, disruptive student behavior, disciplinary responses, lengthy transitions, etc.–Classroom Expectations–Classroom Procedures & Routines– Encouraging Expected Behavior–Discouraging Inappropriate Behavior

MO SW-PBS

Academic Learning Time

• Engaged Time–diminished by inactive supervision, limited opportunities for students to respond, poor task selection, etc.–Active Supervision–Opportunities to Respond–Activity Sequencing & Choice– Task Difficulty

MO SW-PBS

Three Levels of ImplementationA Continuum of Support for All

Tier One• All students• Preventive, proactive

Tier One• All settings, all students• Preventive, proactive

Tier Two • Some students (at-risk)• High efficiency• Rapid response

Tier Two• Some students (at-risk)• High efficiency• Rapid response

Tier Three• Individual Students• Assessment-based• High Intensity

Tier Three• Individual Students• Assessment-based• Intense, durable procedures

Academic Systems Behavioral Systems

MO SW-PBS 15

Effective Classroom Practices

1. Classroom Expectations2. Classroom Procedures & Routines3. Encouraging Expected Behavior4. Discouraging Inappropriate Behavior5. Active Supervision6. Opportunities to Respond7. Activity Sequencing & Choice8. Task Difficulty

MO SW-PBS 324

Discussion: Academic Learning Time

Discuss with a partner:• What do we currently do to ensure uninterrupted

learning time?• What do we currently do to ensure engaged time

(e.g., practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)?

MO SW-PBS 325

Effective classroom managers are known, not by what they do when misbehavior occurs, but by what they do to set their classroom up for academic success and to prevent problems from occurring.

MO SW-PBS 324

References

• Cotton, K. (1995) Effective schools research summary: 1995 update. Portland, OR: Northwest Regional Educational Laboratory.

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

• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

• Walberg, H. (1988). Synthesis of research on time and learning. Educational Leadership 45(6), 76-85.

Encouraging Expected Behavior in the Classroom

MO SW-PBS

Effective Classroom Practices

1. Classroom Expectations2. Classroom Procedures & Routines3. Encouraging Expected Behavior4. Discouraging Inappropriate Behavior5. Active Supervision6. Opportunities to Respond7. Activity Sequencing & Choice8. Task Difficulty

OutcomesAt the end of the session, you will be able to…

• Understand the importance and impact of both contingent and non-contingent attention on student behavior and classroom climate.

• Use preferred adult behaviors to build relationships and positive classroom climate and effectively interact with students when talking about behavior.

• Demonstrate positive feedback that specifically describes behavior and uses rationales.

MO SW-PBS

Introduction to Encouraging, Adult Attention and Positive Feedback

148

MO SW-PBS

Introduction to Encouraging

• Clarifying and teaching classroom expectations alone are not sufficient.

• Similar to encouraging academic behavior.• Motivates students as they are initially learning

expected behavior, and maintains them as students become more fluent with use.

• Essential to changing student behavior and creating a positive school environment.

148

MO SW-PBS

Terminology

• Acknowledgment• Encouragement• Recognition• Reinforcement• Reward• Positive Feedback• Praise• Teacher Approval

149

Consequences: Making Adult Attention Contingent on Performance of Desired Behaviors

A–B–CAntecedent Behavior Consequence

Conditions or circumstances that alter the

probability of a behavior occurring.

An observable

act. What the student

does. The actions or

reactions to the

antecedents.

The resulting event or outcome

that occurs immediately following the

behavior. Impacts future occurrence of the behavior.

MO SW-PBS

MO SW-PBS

Activity: Encouraging Expected Behavior

Think and ShareAppoint a recorder for the whole group. Take one minute and individually think of ways you and your school reinforce academic behavior.Now, think of ways you and your school recognize social behavior. What do you notice?

150

Four Topics

1. Adult attention–non-contingent and contingent

2. Effective Positive Feedback3. Tangible reinforcement system4. Menu or continuum of reinforcement

MO SW-PBS

The Power of Adult Attention

150

Adult AttentionTwo types of adult attention:

1. Non-contingent2. Contingent

MO SW-PBS

Adult AttentionTwo types of adult attention:

1. Non-contingent–attention provided regardless of student performance• Greetings, proximity, smiles, conversations, jobs, etc.

2. Contingent.

MO SW-PBS

Non-Contingent Attention

As teachers report that positive student-teacher relationships increase, the number of suspensions students receive decrease.

As students report an increase in positive emotional quality in the student-teacher relationship, the number of behavior referrals received decrease and the amount of time on-task increases.

Decker, Dona, & Christenson, 2007

MO SW-PBS

Adult AttentionTwo types of adult attention:

1. Non-contingent2. Contingent–provided based upon student

performance of an identified expectation or behavior• Praise, positive feedback, reinforcement, tangible

item.

MO SW-PBS 151

MO SW-PBS

Low Rates of Teacher Attention

• Average teacher fails to take advantage of the power of attention.

• Approval statements for academic responses far outweigh those for social behavior.

• Highest rates of attention for social behavior occur in 2nd grade and decrease dramatically after that.

• Teachers respond more frequently to inappropriate social behavior than to appropriate social behavior.

• This attention inadvertently maintains or increases the misbehavior.

152

MO SW-PBS

Preferred Adult BehaviorsBehaviors that impact student affect, compliance, and learning:

• Proximity–communicate privately at 20” with individual students; communication across the room reserved for information intended for entire group only

• Listening–pause, attend thoughtfully to the student• Eye Contact–communicate at eye level; look student in the eye when

instructing or directing; hold eye contact briefly for compliance• Pleasant Voice–use calm pleasant voice when talking with, praising,

and correcting students• Smiles–pleasant facial expression and frequent smiles• Touch–appropriate brief nurturing touch• Use of Student’s Name–begin interactions with student name and use

frequently during interactions

153

Activity: Adult Attention & Preferred Behaviors

Think-Pair-SharePair up with someone you have not yet worked with. Think about:

1) the preferred behaviors you appreciate someone using with you

2) how you give attention to students and the preferred behaviors you regularly use and3) the preferred behaviors you could improve.

Share with your partner.

MO SW-PBS

Positive Feedback

154

Positive Feedback

Verbal reinforcement; a form of social reinforcement that provides information on successful behavior while reinforcing or increasing the likelihood that behavior will be repeated.

149

Positive Feedback• Essential to change and sustain behavior.

• Recognizes successes or efforts at tasks that are difficult for the child.

• While general praise contributes to a pleasant classroom, it is insufficient to build and sustain desired behavior.

• Students need clear specific feedback on classroom expectations and behaviors.

MO SW-PBS 154

Effective Positive Feedback

1. Specifically describe the behavior:• Explicitly define what was done that you want to continue.• Like a video-tape replay.• Expressed using the words of classroom

expectations.

“When I said it was time to begin, youcleared off your desk, got your materialsout immediately, and began workingquickly.”

Effective Positive Feedback2. Provide a rationale:

• Explain the reason why the behavior is important.• Teach the benefits of the behavior and the impact it has

on them and others.• Typically includes stating the classroom expectation and

what the student might expect could happen if they use the appropriate behavior.

“Getting started right away shows cooperation, and you will likely haveless homework.”

Effective Positive Feedback3. Can include a positive consequence:

• Positive feedback alone may be sufficiently reinforcing.• When behavior requires a great deal of effort, pairing

verbal feedback with tangible or activity reinforcement may be helpful.• When using a positive consequence, always pair with

specific positive feedback.• Promote ownership; student

“earns,” teachers do not “give.”

“Because you got started so quickly,you have earned a Cardinal Card.”

Putting It All Together

“When I said it was time to begin, youcleared off your desk, got your materials

out immediately, and began workingquickly. Getting started right away shows

cooperation, and you will likely haveless homework. Because you got started so quickly,

you have earned a Cardinal Card.”

More Examples

• “Dolly, you stopped and took some time to think about your decision and then walked away from Sam. That wasn’t easy, but it can help to avoid an argument.”

• “Hey Pedro, thanks for throwing your trash away. That shows cooperation and respect for our classroom. You earned a Bee ticket to add to our class hive. We are getting close to our goals!”

• “Jasmine, thanks for being on time to class. That’s important at school and when you are on the job.”

MO SW-PBS

Sincere and Appropriate Feedback• Use a genuine, warm, sincere response that is appropriate

for the situation and the individual.• Use a variety of phrases, showing spontaneity and

credibility.• Find own style to communicate sincere care and concern. “Super job walking quietly in your group! That shows respect to everyone. Thank you.”

“Wow! What a great job of accepting correction. You looked right at me, said ‘okay,’ and didn’t argue or complain. When you do that

you show respect and you can learn and avoid mistakes in the future. Why don’t you be the first to leave class today.”

155

MO SW-PBS

Positive Feedback: ConsiderationsUse Positive Feedback:

• Contingently–only when students demonstrate the desired behavior.

• Immediately–best when it closely follows the behavior; allow for clear connection between the behavior and the feedback.

• Frequently when trying to build a new behavior.• Intermittently once the skill or behavior has been

learned to maintain the behavior.

155

MO SW-PBS

4:1 Ratio• Establishes a predictable, positive environment• Appropriate behavior receives more attention than

inappropriate.

155

MO SW-PBS

Activity: Role Play Practice to Give Effective Positive

FeedbackPractice• Find a partner that you have not yet worked with. One

becomes the “teacher,” one the “student.” • Role-play scenes on top of handout. Change roles and

repeat. Be aware of the preferred adult behaviors along with your words.

• When you are comfortable with these, role-play delivering positive feedback spontaneously, using your own scenes and your classroom’s expectations and specific behaviors.

• Select a scene to model for the group.156

Benefits of Positive Feedback

“When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.” Davis, 2007

MO SW-PBS155

MO SW-PBS

Activity: Personal Reflection

• Think of a time in your classroom that is challenging because students do not follow the classroom expectations or procedures. Describe the specific activity and misbehavior you see and hear.

• Write the specific classroom expectation or procedure you want the students to follow.

• Write the Effective Positive Feedback you will say when students follow the specific classroom expectation or procedure.

• Write the specific day and time you are going to give the Effective Positive Feedback.

MO SW-PBS

Activity: Personal Reflection Example

• Challenging Activity and Misbehavior: Beginning of class students walk around, talk out

• Specific classroom expectation or procedure: Sit in seat, read warm-up activity on Smart Board, begin to work on warm-up activity with voices off.

• Effective Positive Feedback you will say: “Thanks for getting to work right away with your voice off. That helps you focus and take responsibility for your learning.”

• Write the specific day and time you are going to give the Effective Positive Feedback. Tomorrow, first hour!

Conclusion

• In the long, run encouraging saves times• When we encourage students with positive

feedback, we teach what we want them to do • Positive feedback provides opportunities for

building relationships (which is important in drop out prevention)

Your Challenge

Choose a consistent 5 – 10 minute time period each day during the next two weeks to practice giving effective positive feedback. • Notice any changes in student behavior? • How did it feel? • Prepare to report back

Tangible Reinforcers andA Menu of Classroom Reinforcers

158

Tangible Reinforcers

“I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.”

~ Tim Lewis, PBIS National Center Co-Director

MO SW-PBS

Four Topics

1. Adult attention–non-contingent and contingent

2. Effective Positive Feedback3. Tangible reinforcement system4. Menu or continuum of reinforcement

MO SW-PBS

Outcomes• At the end of the session, you will be able to…

• Develop a tangible reinforcement system to enhance your use of positive feedback.

• Develop and implement an effective menu or continuum of positive reinforcement that serves to motivate students.

MO SW-PBS

Tangible Reinforcers:

• Help teachers be accountable for recognizing student behavior and providing specific positive feedback.

• Give a sign to students–both those receiving and those watching.

• Build a sense of community through group and class goals.

MO SW-PBS

Tangible Reinforcers–Continued

• Enhance staff-student relationships.• Offer a gross measure of the frequency of

positive feedback being provided; can help guide teachers to increase use of positive feedback.

MO SW-PBS

Classroom Tangible System…… a hallmark of SW-PBS

“Pod” (Table) Points FINISH NOTES

Class Goal

P =A =R =K =When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they walk to the neighborhood park for recess.MO SW-PBS

Class Goal

T =A =L =K =When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they have free time to talk with classmates.MO SW-PBS

Creative Ways to Use “Tickets”

• Set class or school goals.• Write name on ticket and drop in raffle box.• Competition between groups, rows, etc.• Chart and graph tickets earned.• Marbles in a jar• Display tickets outside classroom door.• Make a line of tickets to go around the room.

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MO SW-PBS

“Using a reward system is not the same as bribing a student to behave appropriately. A bribe is some-thing offered or given a person in a position of trust to influence or corrupt that person’s views or con-duct. SW-PBS acknowledges and rewards students for following school-wide (and classroom) expectations and rules. Appropriate behavior is acknowledged after it occurs. Rewards are earned, not offered as payoff in exchange for good behavior.”

Florida PBS

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Discussion: Tangible Reinforcement

With a partner, discuss the difference between bribery and tangible reinforcers.

Discuss any concerns about using tangible reinforcement in the classroom.

MO SW-PBS

A Menu of Reinforcers

162

What is a Menu of Reinforcers?

• A variety of types of reinforcers (activities or privileges, social attention, tangible items)

• A variety of schedules for earning (continuous or intermittent)

MO SW-PBS

Why a Menu of Reinforcement?

• Not all students are reinforced by the same things or in the same ways.

• Some students desire or seek social attention.• Others do not like or avoid social attention.• Include social attention, activities, and tangible items

to appeal to all student needs. • Students learning new behaviors need a continuous

schedule of reinforcement.• Students who have demonstrated mastery respond to

an intermittent schedule of reinforcement.MO SW-PBS

MO SW-PBS

Activity: Menu of Reinforcers

• Review the sample reinforcers on the handout. • Circle those reinforcers you currently use.• Star those reinforcers you will commit to using.• Discuss your list with a partner. Do each of you

have reinforcers in all categories and for seekers and avoiders?

Four Topics Related to Encouraging Expected Classroom Behavior

1. Adult attention–non-contingent and contingent

2. Effective Positive Feedback3. Tangible reinforcement system4. Menu or continuum of reinforcement

MO SW-PBS

MO SW-PBS

Questions

References• Algozzine, B., Wang, C., & Violette, A.S. (2010). Reexamining the Relationship Between

Academic Achievement and Social Behavior. Journal of Positive Behavior Interventions 13(1), 3-16.

• Decker, D.M., Dona, D.P., & Christenson, S.L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology 45, 83–109

• Good, C.E., Eller, B.F., Spangler, R.S., & Stone, J.E. (1981). The effect of an operant intervention program on attending and other academic behavior with emotionally disturbed children. Journal of Instructional Psychology, 9(1), 25-33.

• Jones, V.F., & Jones, L.S. (1995). Comprehensive classroom management. Boston: Allyn and Bacon.

• Lane, K.L., Kalberg, J.R. & Menzies, H.M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford.

• Reavis, Jenson, Kukic & Morgan (1993). Utah's BEST project: Behavioral and educational strategies for teachers. Utah State Office of Education, Salt Lake City, UT.

• Sutherland, K.S., Wehby, J.H. & Copeland, S.R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavior Disorders, 8, 2-8.

For More Information

• Missouri Schoolwide Positive Behavior Support websitehttp://pbismissouri.org/educators/effective-class-practice