POSITIVE BEHAVIOUR FOR LEARNING

1. POSITIVE BEHAVIOUR FOR LEARNING School-Wide Positive Behaviour for Learning Effective Classroom Management Module 2: Consequence Strategies

2. 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 in the Team Workbook. • Call your Regional Practitioner if you have questions • Good luck! • Delete this slide before beginning your session

3. Prerequisites for Part 2 of this Classroom Module (discouraging problem behaviour) • This module addresses only “minor” inappropriate behaviour which staff are expected to address; responses to “major” inappropriate behaviour are NOT addressed in this module. • This module is written with the assumption these points have been previously addressed and are therefore not covered in this module: • Your staff have discussed and agreed on the difference between ‘minor’ and ‘major’ behaviours. • Your behavioural incident form has been reviewed to address all 9 Essential Contextual Factors (see Tier 1: Team Workbook). • Staff are using your school’s process to accurately record behavioural incidents. • Delete this slide before beginning your session.

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

5. SW-PB4L Subsystems School-wide Classroom Family Non-classroom Evidence-based Classroom BehaviourManagement Practices Student

6. Why Focus on Classroom Management? • As disruptive student behaviourdecreases, teaching time increases, allowing all students to learn more • As behaviourproblems decrease, teachers are free to address other needs like supporting instruction • Learning positive behavioursis related to doing better academically

7. Desired Student Outcomes • Academic achievement • Social skill development • Self-control and self-management • Indicators of Maximised Student Outcomes • High rates of active engagement • High rates of correct responding • High numbers of opportunities to respond • High rates of task & socially appropriate behaviour Indicators of Effective Teaching Instructional Management • Outcome based • Evidence-based curriculum • Well designed lessons • On-going progress monitoring • Good behaviour management Behaviour Management • Expected behaviours taught & practiced • High rates of acknowledgements for desired • behaviours • High rates of positive & active supervision • Good instructional teaching

8. What “Kind” of Students can Display Problematic Behaviour? All students. Students with/without labels who are in general/ specialeducation can display problematic behaviour. This is not a special education issue. It is an educationissue. We need to learn more about the 5 CRITICAL FEATURES of effective classroom management to be able to help ALL students

9. Evidence-Based Practices in Classroom Management • Maximise structure and predictability • Establish, teach, review, monitor, evaluate and reinforce a small number of positively stated expectations • Maximise academic engaged time (i.e., actively engage students in observable ways) • Establish a continuum of strategies to acknowledge appropriate behaviour • 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.

10. Classroom Management: Self-Assessment Revised (2008) Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008

12. What Do We Know? “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

13. Encouraging Expected Behaviour in the Classroom Four Topics: • Adult attention  non-contingent & contingent • Effective Positive Feedback • Tangible reinforcement system • Menu or continuum of reinforcement

14. Introduction to Encouraging • Clarifying and teaching classroom expectations alone are not sufficient • Similar to encouraging academic behaviour • Motivates students as they are initially learning expected behaviour & maintains them as students become more fluent with use • Essential to changing student behaviour and creating a positive school environment

15. Terminology • Acknowledgement • Encouragement • Recognition • Reinforcement • Reward • Positive Feedback • Performance Feedback • Praise • Teacher Approval

16. Consequences: Making Adult Attention Contingent on Performance of Desired Behaviours A–B–C

17. The Power of Adult Attention Topic 1 Two types of adult attention: • Non-contingent • Contingent

18. Adult Attention Two types of adult attention: • Non-Contingent – attention provided regardless of student performance • Greetings, proximity, smiles, conversations, jobs, etc.

19. 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 behaviour referrals received decrease and the amount of time on-task increases.Decker, Dona, & Christenson, 2007

20. Contingent Attention Two types of adult attention: 2. Contingent– provided based upon student performance of an identified expectation or behaviour • Positive feedback, reinforcement, tangible item

21. Low Rates of Teacher Attention • Average teacher typically fails to take advantage of the power of attention • Approval statements for academic responses far outweigh those for social behaviour • Teachers respond more frequently to inappropriate social behaviour than to appropriate social behaviour • This attention inadvertently maintains or increases the problem behaviour

22. Preferred Adult Behaviours Adult behaviours that impact studentaffect, compliance,andlearning: • Proximity • Listening • Eye Contact • Pleasant Voice • Smiles • Use of Student’s Name Related to teacher attention is the student-teacher relationship and preferred adult behaviours. There is a growing body of research that indicates academic achievement and students’ behaviour are both influenced by the quality of teacher-student relationship. (Jones & Jones, 1998 ; Algozzine, Wang, & Violette, 2010)

23. Effective Positive Feedback Topic 2 Verbal Reinforcement = a form of social reinforcement that provides information on successful behaviourwhile reinforcing or increasing the likelihood that behaviourwill be repeated

24. Benefits of Positive Feedback • Essential to change and sustain behaviour • Recognises successes or efforts at tasks that are difficult for the student • While general praise contributes to a pleasant classroom, it is insufficient to build and sustain desired behaviour • Students need clear specific feedback on classroom expectations and behaviours “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

25. Effective Positive Feedback • Specifically describe the behaviour: • Explicitly define what was done that you want to continue • Expressed using the words of classroom expectations • Tell learner exactly what they are doing correctly . . . • “Good job” (not very specific) • “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific) “When I said it was time to begin, you cleared off your desk, got your materials out immediately, and began working quickly.”

26. Effective Positive Feedback • Provide a rationale: • Explain the reason why the behaviour is important • Teach the benefits of the behaviour 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 behaviour “Getting started right away shows cooperation, and you will likely have some free-time before lunch.”

27. Effective Positive Feedback • Can include a positive consequence: • Positive feedback alone may be sufficiently reinforcing • When behaviour 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.”

28. 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 & credibility • Find own style to communicate sincere care and concern “Super job walking quietly in your group! That shows respect to everyone. Thank you.” “What a great job of accepting correction. You looked 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.”

29. More Examples • “Vanessa, 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 Mala, thanks for throwing your rubbish 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!” • “Wiremu, thanks for being on time to class. That’s important at school and when you are on the job.”

30. Use Positive Feedback: • Contingently– only when students demonstrate the desired behaviour • Immediately– best when it closely follows the behaviour, allow for clear connection between the behaviour and the feedback • Frequently - when trying to build a new behaviour • Intermittently - once the skill or behaviour has been learned to maintain the behaviour

32. 4:1 Positive Ratio • Establishes a predictable, positive environment • Appropriate behaviourreceives more attention than inappropriate

33. Activity: Role-Play Practice to Give Effective Positive Feedback • Find a partner, one becomes the “teacher,” one the “student”. Role-play scenes on handout. Change roles & repeat. Be aware of the preferred adult behaviours along with your words • Then role-play delivering positive feedback spontaneously, using your own scenes, your classroom expectations and specific behaviours • Select a scene to model for the group

34. Activity: Personal Reflection • Think of a time in your class that is challenging because students don’t follow the classroom expectations/ procedures Describe the specific activity & problem behaviouryou see and hear • Write the specific classroom expectation or procedure you want students to follow • Write the 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

35. Personal Reflection Example: • Challenging activity and problem behaviour: Beginning of class students walk around, calling-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

36. Your Challenge . . . Choose a consistent 5–10 min. time period each day during the next 2 weeks to practice giving effective positive feedback • Notice any changes in student behaviour? • How did it feel? • Prepare to report back

37. Encouraging Expected Behaviour in the Classroom • Adult attention  non-contingent & contingent • Effective Positive Feedback • Tangible reinforcement system • Menu or continuum of reinforcement

38. Continuum of Acknowledgements Tangible Nonverbal Verbal

39. What really matters is positive social acknowledgement & interaction! Tangible Reinforcers Topic 3 “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.” Prof. Tim Lewis, PBIS National Center Co-Director

40. Benefits of Tangible Reinforcers • Reminder for adults - to recognise positive behaviour & provide specific feedback • Give a sign to students – both those receiving & those watching • Build a sense of community through group & class goals • 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

41. Are Rewards Dangerous? “ our research team has conducted a series of reviews and analysis of [the reward] literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicates that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” (Cameron, 2002; Cameron & Pierce, 1994; Cameron, Banko & Pierce, 2001) • “In terms of the overall effects of reward, our meta-analysis indicates no evidence for detrimental effects of reward on measures of intrinsic motivation.” • (Cameron, Banko & Pierce, 2001 p.21) • “The implication is that any blanket rejection • of programmed reinforcement … is entirely • unwarranted.” • (Akin-Little, Eckert, Lovett, Little, 2004, p. 358)

42. What Do We Know? • We place students at great risk by not using rewards • The claim that rewards are dangerous are vastly over-stated • “For high-interest tasks, verbal rewards are found to increase free choice and task interest. This finding replicates” (Cameron and Pierce, 1994; Deci et al., 1999) • “When tasks … are of low initial interest, rewards increase free-choice, and intrinsic motivation…” (Cameron, Banko & Pierce, 2001, p.21)

43. Main Messages • Rewards/ acknowledgements are a core feature of building a positive school culture • Rewards make a difference • Initial behaviour change • Sustained behaviour change (Doolittle, 2006) • Rewards can be used badly • But they do NOT inhibit intrinsic motivation • Rewards can be used effectively in all school contexts

44. Discussion: Common concerns regarding use of rewards • Children at this age should know what is expected • Praising feels unnatural/ phony • Praise is manipulative and coercive • Isn’t giving a reward like bribing? • Awards are only for special achievements • We can’t afford this type of system • Students will come to depend on tangible rewards? Adapted from: Sprague, Bernstein, Munkres, Golly, & March, (2003)

45. Establish a Continuum of Strategies to Acknowledge Appropriate Behaviour Provide multiple paths to success/ praise • Specific and Contingent Praise • Group Contingencies • BehaviourContracts • Token Economies

47. Classroom Tangible System…

48. Group Contingencies • Three Types: • “All for one” • All student’s behaviour in group earns reward for group • “One for all” • One student’s behaviour earns reward for group • “To each his/her own” • Independent groups earn rewards for the group based on • member’s behaviour

49. “Pod” (Table) Points FINISH NOTES

50. 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.