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Professional Development Final Presentation2
1. Positive Behavior Strategies and Classroom Management Current Research and Evidence Based Practices Renee DiGiorgio, Ed.S. Mia Coffing, M.Ed. BCBA Behavior Coaches West Bloomfield School District
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4. If a student doesn’t know how to read, we teach. If a student doesn’t know how to swim, we teach. If a student doesn’t know how to multiply, we teach. If a student doesn’t know how to behave, we punish? — John Herner
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13. Reinforcement and Punishment Positive Reinforcement (candy, praise, smile) Negative Reinforcement (pick up crying baby, give candy to kid tantruming in store) Positive Punishment (verbal reprimand, extra assignment) Negative Punishment (ignore, put in time out) Stimulus presented after behavior occurs Stimulus removed after behavior occurs Increases probability of behavior occurring in future Decreases probability of behavior occurring in future
21. ABC (Antecedent- Behavior- Consequence) 3/31 9:56 am Math lesson- small group I offered to assist George with instructional support George refused, stood up, and shouted at me Redirected George back to his desk to finish his work George swore at me and shouted Date/Time Setting Antecedent Behavior Consequence Effect When did the interfering behavior occur? Where did the interfering behavior occur? What happened immediately prior (i.e. triggered) to the interfering behavior Describe the interfering behavior. What did you do or what happened after the interfering behavior occurred? What effect did the consequence have on the frequency, duration, and/or intensity of the interfering behavior?
31. Great strategy for those “impulsive behaviors” Great to re-teach expectations. Involve Parents Not appropriate for students who would rather complete the journal than do an aversive academic task (negative reinforcement- escape) + - Behavior Journal/ Think Sheet
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33. 5 5 5 6 4 2 13 At lunch recess, Kevin had difficulties listening to the para when asked to stop playing so rough with a classmate. He needed to be asked 3 times. Afternoon and Morning was great! He earned his rewards. Great day Kevin!
Positive- how to use appropriate behaviors and skills instead of what we don’t want them to do. Think positively about behavior and discipline Unified behavior system—whole school on same page Same language Every adult Students come to school from different backgrounds with different consequences in different places. All adults on same page and all students know what is expected of them in every situation. Behavior- so when you say be respectful. We are specific and expect that students are respectful by raising their hand before talking Support- teach students rules and routines to be successful
3 tiers, response to intervention model. Green is school-wide Today we are talking about class-wide (green level still). Also going to talk about strategies you can use for non-responders (yellow and red)
You give the attention that you would typically give to students with problem behaviors and you focus that attention on the students who exhibit positive behaviors. First , we need to find out why the behavior is occurring We need to review principles of behavior to show why punishment is not your most effective option
(Lewis, 2007) OTR = opportunities to respond
CHAMPS classroom management book
Pos. reinforcement: praise statement for raising hand or pushing in chair is positively reinforcing, student more likely to exhibit behavior in future Neg. reinforcement: shutting off your alarm clock Positive punishment: hit a child for eating a cookie before dinner; child less likely t eat a cookie again before dinner Negative Punishment: do not respond to child talking to you; child is less likely to talk to you in the future
( Renee's student being mean ). Reinforcement and punishment are relative terms used to describe what happens to the behavior in the presence of certain stimuli Students being sent to the principal’s office—attention for one and they like it or very aversive to another student (so punishment).
The rate of the behavior that you are punishing quickly returns to the previous rate once you remove the contingency (the punishing event). Find yourself in the nagging trap
Apply abstract behavior principles to find the function of the behavior
Behavior occurs in reaction to complex interacting variables. The key is to identify those relationships (enviromental, biological, instructional) Wherever you see the behavior most means that is what is maintaining it. (Iwata, Dorsey, Slifer, Bauman, Richman, 1994). There is not a special strategy that will work for every student Treatment fidelity and social validity are important for success (Gresham, 1991).
Witt, VanDerHeyden, Gilbertson (2004) Those rules/behavior plan won’t mean anything if the academic work (base) is not a match for the students in your classroom. 80% of behavior problems stem from academic problems.
Problem behaviors will occur if they successfully lead to escape from aversive academic tasks (Weeks & Gaylord-Ross, 1981). Office Discipline Referrals are not the solution represent a method for the school to document that more behavior support is needed for a student Segregation- Problem You might think it is punishing for them, but it might actually be negatively reinforcing FACT: Students with behavior problems tend to have academic problems Missing instructional time puts the child farther behind Failure makes academic task aversive If misbehaving let’s student get out of something they don’t like or can’t do- then they will continue to misbehave That’s why data collection is so important! Students are more likely to be on-task if they can complete their work with accuracy and fluency (Gilbertson, Witt, Defrene, and Duhon, find year/citation). Alter amount of effort needed Change reinforcing value (Choice, HighP LowP, modify preference) Matching Law Behavior prinicple for doing work—more likely to do it if more reinforcing than other choices (Hernstein, 1970). Dunlap et al. 1994 Horner, Day, Sprague, O’Brien, Heathfield, 1991
Differential reinforcement of other behavior. Give attention for any other behaviors than talking out.
Is it specific? (and not focused on the person's character but rather his or her actions) Immediate? Sincere? Frequent? (4:1) Casino slot machines—v variable schedule of reinforcement Many research studies have been done on the power of praise. It is an evidence- based practice for both general education and special education students. For example, when teachers praised appropriate behavior, the incidence of disruptive behavior decreased (Madsen, Becker, and Thomas, 1968). Interestingly, when teachers withheld their praise or when reprimands were used, the incidence of disruptive behavior increased (Thomas, Becker, and Armstrong, 1968; O'Leary and Becker, 1969). Further, research has also shown that use of praise helped to increase the on-task behavior of students (Ferguson and Houghton, 1992) and increase the appropriate behavior of disruptive students (Hall, Lund, and Jackson, 1968). Students with emotional and behavioral disorders increased their time on-task when teachers gave behavior-specific praise statements (Sutherland, Wehby, and Copeland, 2000). Finally, Cameron and Pierce (1994) found that praise helped to increase the intrinsic motivation of students. It is important to praise both academic work and behavior . When you use behavior specific praise, you are telling students exactly what you like about their behavior and essentially teaching them how to act in certain situations. Sometimes we think that we shouldn't have to praise students or acknowledge them for doing things that we expect them to do (i.e. raising their hand, staying in their seat, etc.) but if we assume that students don't know what to do or how to act then we need to teach them these things, and teaching behavior expectations is a cornerstone of positive behavior support.
(the type on which you twist the dial to a certain time interval and a bell sounds when it finishes the timing). They are never sure when the "ding" will occur, and must stay on task and behave well at all times for fear that they might be off task or misbehaving when the bell sounds. You want the sounding of the bell to be a surprise.
Depends on teacher being accurate (consistent with ratings) Hinges on fair and consistent use of consequences at home Convenient- Often used as one of the 1st interventions to try Great strategy for students with ADHD. Children benefit from the more frequent feedback than just at school Involves Parents (more informed).
(Levendoski & Cartledge, 2000; Mooney, Uhing, Reid, & Epstein, 2005)
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