1. Behavior & Classroom Management
Week 6 – Academic Instruction
J Geurts, M.S. Special Education
Portland State University

2. Positive Reinforcement vs. Negative Reinforcement
REVIEW

3. VOCABULARY Copy the following definitions into your notes:
CONSEQUENCE = what happens immediately after a Behavior
REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur.
POSITIVE = mathematical term indicating ADDITION
NEGATIVE = mathematical term indicating SUBTRACTION
Now, let’s put it all together 

4. MORE VOCABULARY
Copy the definitions into your notes, including the blank lines:
POSITIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something _____________ or _____________.
NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something _______________ or ____________.

5. Compare and contrast Positive & Negative Reinforcement
Add something
NEGATIVE:
Subtract something
REINFORCEMENT:
Increases likelihood the behavior will re-occur
ADD WHAT THEY WANT
SUBTRACT WHAT THEY DON’T WANT

6. MORE VOCABULARY Add the BLUE words to the definitions you wrote:
POSITIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something DESIRABLE or PREFERRED
NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something UNDESIRABLE or UNPLEASANT

7. Active Engagement of Students:
Opportunities to Respond
The practice we are focusing on today is giving students Multiple Opportunities to Respond (OTR). Using this technique is one way to keep students actively engaged with instruction.
When students are productively engaged in their work there is less chance of problem behavior (Colvin, 2009, p. 48)
On the other hand, when students are required to sit for long periods of time without the opportunity to respond or participate, it increase the likelihood that problems will occur- especially for at-risk and high-risk students (Colvin, 2009, p.48).
One research based, effective practice for keeping students actively engaged is providing multiple opportunities for response.

8. Multiple Opportunities to Respond
An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006)
btw – it works for behavioral responses too! 
A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008)
Reading aloud
Writing answers to a problem
Verbally answering a question
Responding to a teacher’s cue
Opportunities to Respond occur when a teacher seeks a response from students.
Student’s can respond to teacher statements or questions in a variety of ways. Examples include… Reading aloud, writing answers to a problem, verbally answering a question or giving a motor response or gesture to a cue.

9. Opportunities to Respond (OTR)
OTR in terms of ABC model of behavior progression….
ANTECEDENT
Teacher Provides:
Verbal Questions
Prompts
Cues
BEHAVIOR
Student Responses:
Written
Choral Verbal
Motor
CONSEQUENCE
Teacher Provides: Specific, Positive Feedback
We can think about OTR in terms of the traditional ABC model of behavior (antecedents, behavior and consequences).
The teacher provides a question, prompt or cue that sets the occasion for students to respond (this is the antecedent). The student response may be written, choral, verbal or a motor (this is the behavior).
If the teacher provides an antecedent or question that brings a correct response or answer, this allows a chance to provide specific, positive feedback as a consequence.
Providing frequent opportunities to respond sets the occasion for students to receive high rates of feedback and experience high rates of success. This tends to increase academic engagement and decrease problem behavior.

10. Opportunities to Respond: Example
ANTECEDENT
Teacher says, “When I give the signal everyone answer this question:
What is 5 times 6?”
Teacher waits a few seconds and gives signal.
BEHAVIOR
Students chorally respond, “30”
CONSEQUENCE
Teacher says, “Yes! The correct answer is 30”.
Consider this as an example.
The antecedent is the teacher saying
“When I give the signal, everyone answer this question: What is 5 times 6?”
The teacher waits and then gives the signal for students to answer.
This sets the occasion for the desired behavior… all students responding in chorus, “30”.
Students responding with a correct answer gives the teacher a chance to say “Yes! The correct answer is 30”.
The process is then repeated with several other different questions.

11. Why Provide Multiple Opportunities to Respond?
Behavioral Outcomes:
Increases student engagement with instruction
Allows for high rates of positive, specific feedback
Limits student time for engaging in inappropriate behavior
Is an efficient use of instructional time
(Heward, 1994)
Here are a few reasons why providing opportunities to respond is recommended. Opportunities to respond are associated with:
Students who are more engaged in instruction.
The more we ask students to respond, the more likely they are to be engaged in the academic material presented.
High rates of feedback.
If the teacher sets up the prompts or questions well, the students will respond with the correct answer. When students respond accurately the teacher can then give specific, positive feedback.
Decreases in problem behavior.
When students are engaged in academic responding, they have fewer opportunities to misbehave. Providing many opportunities for students to respond correctly sets a brisk pace during teacher led instruction and decreases time for problems to occur .
Finally, allowing multiple opportunities for student response is an efficient use of instructional time.
Setting up group or whole class responses allows more students to be involved compared with the traditional method of the teacher asking a question and allowing one student to respond.

12. Why Provide Multiple Opportunities to Respond?
Academic Outcomes:
Improved Reading Performance:
increased percentage of reading responses,
mastery of reading words,
rates of words read correctly and
decreased rates of words read incorrectly.
(Carnine, 1976; Skinner, Smith & McLean, 1994)
Improved Math Performance:
percentage of problems calculated correctly per minutes,
number of problems completed and
active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)
In addition research has shown increasing the rate of student responses specifically led to improved reading and math performance.

13. Rate of Opportunities to Respond
New Material:
4 – 6 student responses per minute with
80 % accuracy
Practice Work:
9 – 12 student responses per minute with
90% accuracy
(CEC, 1987; Gunter, Hummel & Venn, 1998)
These are the recommended rates of opportunities to respond.
When introducing new material, the goal is the have students responding at a rate of 4-6 responses per minute with 80% accuracy.
When reviewing previously learned material, a quicker pace of 9-12 responses per minute with 90% accuracy is the goal.

14. Strategies to Increase Opportunities to Respond
Track Students Called On
Guided Notes
Response Cards
Think-Pair-Share
Direct Instruction
Choral Responding
This is a list of strategies teachers can use to increase the opportunities for students to respond.
The first three strategies require little preparation
(tracking, guided notes and response cards).
The last three strategies may be dependent on availability of equipment and/or require more information before implementing.
(computer assisted instruction, classwide peer tutoring and direct instruction)

15. A. Track Students Called On
Are all students called on?
Use a seating chart & mark off when a student is called on to answer an academic question.
Draw students’ names from a jar
Other strategies you have used???
The first strategy is to systematically keep track of which students have been called on. Using a tracking strategy may help a teacher consider whether students are being asked to respond equally. Using a strategy to track which students are called on also helps to monitor students who have not participated and increases the chance they will be called on.
Two simple strategies are listed here:
1) The teacher can use a seating chart and check a name off each time a student a student responds. Or…
2) Consider drawing students’ names from a jar.
However, 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.
Are there other strategies you have used or can think of to keep track of which students are called on?

16. B. Guided Notes How to develop Guided Notes:
Examine existing lecture outlines, worksheets, assignments, and/or tests
Delete key facts, concepts, and/or relationships
When applicable, insert concept maps, graphs, charts, diagrams
Provide formatting cues (blank lines, numbers, bullets, etc)
Do Not Require Students Write Too Much!
These are suggestions about how to develop guided notes.

17. GUIDED NOTES: An example from FLMS
Used with a video about SEASONS

18. B. Guided Notes: OTR
Opportunity to Respond: an instructional question, statement or gesture made by the teacher seeking an academic ______________.
Rate of OTR for New Material: ___ - 6 responses from students per minute with ___ % accuracy
Rate of OTR for Practice Work: 9 - ___ opportunities with ___ % accuracy
Three common strategies to increase OTR are:
Tracking students called on
Guided __________
___________ Cards
response 4 80 90 12
Guided Notes are a second strategy to encourage student responding.
Guided Notes are teacher-prepared hand-outs that outline lectures, but leave "blank" space for key concepts, facts or definitions. As the lecture progresses, the learner fills in the spaces with content information.
Guided notes are a way of involving students during a lecture. Added benefits of guided notes include organizing and highlighting the important points of a lecture and guided notes provide students with an accurate summary of information they can use to study for tests.
This strategy may be used with most grades, but may be more applicable in secondary grades where lectures are frequently used to share new material.
This slide shows an example based on our “lecture” today.
notes
response

19. B. Guided Notes: Reinforcement
REMEMBER THIS ACTIVITY….Copy the definitions into your notes, including the blank lines:
POSITIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something _____________ or _____________.
NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something _______________ or ____________.

20. B. Guided Notes: Reinforcement
Add the BLUE words to the definitions you wrote:
POSITIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something DESIRABLE or PREFERRED
NEGATIVE REINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something UNDESIRABLE or UNPLEASANT

21. C. Response Cards
Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses
Types of Response Cards:
Preprinted Cards: Yes/No, True/False, Agree/Disagree,
Preprinted Cards with Multiple Answers: Letters, Numbers, Parts of Speech, Characters in a Story
Write-On Cards: Dry-Erase Markers
Back side of recycled paper
Easy to Manipulate, Display, and See
Response cards are another a powerful way to engage all students when asking questions. Response cards are signs, or items simultaneously held up by all students to display their responses.
The types of response cards are as varied as a teacher’s imagination. Preprinted cards can be used, and reused, with yes/no or true/false printed on both side. Students raise the card on the side that is their response to a question.
Preprinted cards with multiple answers may also be used when a student has more than two responses to choose from. With a paper clip or clothes pin a student can indicate their answer.
Write-on cards can be made from 4 by 8 foot sheets of laminated bathroom board, cut into 9 X 12 inch response cards that each student can use. Dry-erase markers and paper towel can be used to write and erase answers.
Many schools and classrooms have a recycle bin of paper that has been used only on one side. Reusing paper makes an inexpensive and recyclable way for students to record answers.
Whatever is used, the response cards should be easy to manipulate, display and see by the teacher.

22. C. Response Cards Teach, Model, and Practice the Routine
1. Question Cue to Show
2. Think Hold up Card
3. Decide Answer Put Down Card
4. Wait Prepare for Next Question.
Maintain lively pace with a short time between questions
Give clear cues for each step in the routine
OK to look at classmates’ cards
Specific, positive feedback for correct answers and use of cards
Using response cards takes a little planning.
The teacher should identify and teach the routine she/he will have when asking students to use their response cards. Specific behavioral expectations about how to hold, respond, clean and prepare for the next question need to be planned, taught, modeled, and practiced so students are fluent in the use of the response cards.
Maintaining a lively pace of questions, responses, and clean up with short periods of time between questions is important for keeping students on task.
Teacher should use clear and consistent cues about holding up and putting down cards so students can keep up the brisk pace.
Using response cards is not a test. Rather it is a way to review and relearn material. Encourage students to look at each others’ cards to get the correct answer.
And of course, it is critically important for the teacher to recognize students who give correct answers and use their cards appropriately. Specific, positive feedback will increase the likelihood the students will remember the answer and repeat the behavior in the future.

23. C. Response Cards: Reinforcement
Basic Assumption: the Consequence in each example is Reinforcing (it will increase the likelihood the behavior will re-occur).
Your Job: show me (without talking) whether it the Consequence is
POSITIVE REINFORCEMENT (plus sign) or
NEGATIVE REINFORCEMENT (minus sign)
Example #1 – Immediately following the behavior, the student is given a sticker.
Example #2 – Immediately following the behavior, the student has 2 math problems crossed out.
POSITIVE: ADD STICKER
NEGATIVE: SUBTRACT 2 PROBLEMS

24. C. Response Cards: Reinforcement
NEGATIVE: SUBTRACT 5 MIN OF READING
Example #3 – Immediately following the behavior, the student can put head down for 5 minutes instead of silent reading. Example #4 – Immediately following the behavior, the student gets to do a job for the class. Example #5 – Immediately following the behavior, the student takes a break in the hallway while the rest of the class continues working. Example #6 – Immediately following the behavior, the student gets to tell a joke to his/her group. Example #7 – Immediately following the behavior, the student can work at his/her desk instead of working with a partner.
POSITIVE: ADD JOB/MOTOR ACTIVITY
NEGATIVE: SUBTRACT WORK TIME
POSITIVE: ADD PEER INTERACTION
NEGATIVE: PEER INTERACTION

25. D. Think – Pair – Share: Reinforcement
Read the sentence to yourself, filling in the blanks with the correct choice from the list following each blank. When you are sure of your answers, read the completed sentence to your neighbor. Use your notes if you need to.
POSITIVE REINFORCEMENT = _____________ (Antecendent, Behavior, Consequence) which increases the likelihood a Behavior will re-occur by _________ (adding, subtracting, multiplying) something DESIRABLE or ____________ (undesirable, preferred, edible).
NEGATIVE REINFORCEMENT = Consequence which ____________ (decreases, eliminates, increases) the likelihood a _____________ (Antecedent, Behavior, Consequence) will re-occur by SUBTRACTING something _______________ (undesirable, preferred, edible) or UNPLEASANT.
CONSEQUENCE
ADDING
PREFERRED
INCREASES
BEHAVIOR
UNDESIRABLE

26. E. Direct Instruction
Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks.
It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)
Examples:
Read 180, System 44, Distar Reading, SRA Reading
Distar Math, Saxon Math
Direct instruction is the next strategy to increase opportunities to respond. Direct Instruction (DI) is an instructional design and teaching methodology originally developed by Siegfried Engelmann and the late Wesley C. Becker from the University of Oregon.
Examples:
Distar Reading, Soar to Success Reading, SRA Reading
Distar Math, Saxxon Math

27. E. Direct Instruction
Characteristics:
Explicit, systematic instruction based on scripted lesson plans.
Ability grouping.
Emphasis on pace and efficiency of instruction.
Frequent (formative) assessment.
Quick pace helps keep students on task.
New material is worked on in highly interactive format
Features of direct instruction include:
Direct Instruction is explicit, systematic and based on scripted lesson plans. Lessons are a sequence of short, quick-paced exercises.
Students are ability grouped and re-grouped based on their rate of progress through the program.
There is emphasis on pace and efficiency of instruction. DI programs are meant to accelerate the performance of students; therefore, lessons are designed to bring students to mastery as quickly as possible.
Direct instruction involves frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention.
The fast pacing of DI instruction achieves the highest level of student responses within a finite amount of time. With a fast pace, students are actively engaged in the lesson, remain on task, and remain focused on the skills being taught. Also, because there is a short amount of time between when students learn information and when they have the opportunity to use it, their retention is higher.
Source:

28. F. Choral Responding – Reinforcement
When the teacher gives the signal, say the missing word:
CONSEQUENCE = what happens immediately _____ a Behavior
REINFORCEMENT = Consequence which _________ the likelihood a Behavior will re-occur
POSITIVE = mathematical term indicating ____________
N___________ = mathematical term indicating SUBTRACTION

29. F. Choral Responding – Reinforcement
When the teacher signals, read the sentence and fill in the missing word(s): Remember….you read = by saying “means”
CONSEQUENCE = what happens i___________ after a Behavior
REINFORCEMENT = Consequence which increases the likelihood a B__________ will re-occur.
P__________ = mathematical term indicating ADDITION
NEGATIVE = __________ ______ (2 words) indicating SUBTRACTION

30. F. Choral Responding – Reinforcement
When the teacher signals, read the sentence and fill in the missing word(s): Remember….you read = by saying “means”
NEGATIVE = mathematical term indicating S_________
REINFORCEMENT = Consequence which _________ the likelihood a ___________ will re-occur.
POSITIVE = ______________ term indicating ___________
CONSEQUENCE = what ______ immediately ______ a Behavior

31. Observing Opportunities to Respond
BREAK…
Then Assignment #2

32. Observing Opportunities to Respond
Classroom: Frequency
Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response (OTR).
Students: Rate of Academic Engagement
Observer Records “+” symbol for on-task/engaged behavior and “-” indicates off-task behavior.
To assess the rate of opportunities to respond, data can be collected during a classroom or student observation.
To record the frequency of opportunities to respond in a particular classroom, an observer can tally the number of questions, statements or gestures made by the teacher to seek an academic response.
In addition, students can be observed to record their rate of academic engagement. During an observation period the recorder marks “+” for on-task or engaged student behavior and “-” for off-task behavior observed during regular intervals, such as every 5 seconds.
It is important to clarify teacher and recorder definitions of on-task versus off-task behavior before beginning the data collection process.

33. Positive/Negative Interactions:
Ratings: make sure to preview so you know what to look for
Positive/Negative Interactions:
Observation: Oppty to Respond & Rate of Correct Responses

34. Positive v. Corrective – Interactions
Positive Interaction
any attention a teacher gives to a student when he or she is doing something well or following rules and behavioral expectations
Corrective Interaction
any attention a teacher gives to a student when he or she is doing something incorrect or that does not follow behavioral expectations

35. Coding BEHAVIOR Responses Positive to Negative Interactions
Tally positive v. negative interactions
Specific vs. General statements
Code positive & negative
S = Specific = Nice job getting your folders and quickly finding your seats
G = General = Good job

36. Coding BEHAVIOR Responses: Positive to Negative Interactions
Place an “+” next to each student for positive interaction & “-” for each negative interaction
Place an “+” next to teacher for each group positive interaction & “-” for each negative interaction
After Scoring transfer scores to front page of observation form

37. Practice Coding BEHAVIOR Responses Positive to Negative Ratio
Draw this map
Watch the Video & Code (MS SPED Rdg Group)
Watch the first 6:30

38. Practice Positive to Negative Ratio
Observed for 6:30
Positive = 9
Negative = 10
Ratio = 9 to 10
< 1:1
If we include academic responding
Positive = 13
Negative = 16
Ratio = 13 to 16
< 1:1

39. Coding Responses Opportunities to Respond
Can do a simple Tally
Partner
Any activity in which student is working with 1 or more peers (e.g. Think-Pair-Share)
Group
Any activity in which the entire class responds in unison (choral response) or group physical response (e.g. response cards, thumbs up)
Individual

40. Coding Responses Opportunities to Respond
Can do a simple Tally
Correct
Mark a tally in the “Correct” box when an individual, pair of students, or group make a correct response
Incorrect
Mark a tally in the “Incorrect” box when an individual, pair of students, or group make an incorrect response

41. Coding Responses Opportunities to Respond
Place an “I” next to each student for incorrect response & “C” for correct response
Place an “I” next to teacher for each incorrect group response & “C” for correct response
Not always Correct/Incorrect -- May put an “N” for neutral or “Q” for question
After Scoring transfer scores to front page of observation form

42. Practice Opportunities to Response
Draw this map
Watch the Video & Code (MS SPED Reading Group)
Re-Watch the first 6:30

43. Practice Positive to Negative Ratio
Observed for 6:30
Partner = 0
Group = 0
Individ = 10
% grp & part = 0%
% Correct
Correct = 4
Incorrect = 6
% Correct = 4/10 40%
Responses/Min
10 resp/6:30
< 2 resp/min

44. Observation Ratings Based on what you say… What do you think?

45. Practice Parther = 0 Group = 0 Individ = 10 % grp + part = 0%
% Correct
Correct = 4
Incorrect = 6
% Correct = 4/10
40%
Responses/Min
10 resp/6:30
< 2 resp/min

46. Start with the Candidate
Summarize the Data
Start with the Candidate
Start with the Positive!
Use the Data to inform Targets & provide specific, observable strategies

47. Providing Feeback
Start with the Positive

48. PROVIDING FEEDBACK Based on Data PRIORITIZE 2-3 Targets
Give specific feedback with tangible, observable strategies
When possible give specific examples from the teaching lesson

49. Using Data to Inform Feedback
Look at Observation Data

50. Using Data to Inform Feedback
Look at Ratings

51. Activity
With a Partner: Based on this observation & the data you collected:
Use the data you collected to identify your top 3 targets for improvement
Provide specific feedback and strategies for improvement
Practice providing the feedback to your partner

52. Targets for Continuing Development

53. Assignment #2 Conduct a peer observation Debrief following observation
Use your observation data to identify suggestions
Write out recommendations so clearly that it is easy to understand what to do

54. Academic Learning Time: Typical School
1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time
Efficiency Rating = 32%
Education Resources Inc., 2005

55. Academic Learning Time: Effective School
1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) (15% of allocated time for administration, transition, discipline-9 minutes/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time
Efficiency Rating = 49%
Education Resources Inc., 2005

56. The Difference: Typical vs. Effective Schools
Unallocated Non-Instructional Time
75% vs. 85% = 84 more hours
Difference in 15 minutes vs. 9 minutes/hour
Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently
Engagement Rate
75% vs. 90% = 86 more hours
Management of groups, pacing
Success Rate
80% vs. 90% = 30 more hours
Appropriate placement, effective teaching
So what?
200 hours more academic learning time (575 vs. 375)
53% more ALT
95 more days in school (4-5 more months of school!)
Education Resources Inc., 2005

57. Good Instruction as a Behavior Management Tool

58. Linking Behavior & Instruction
Avoiding Difficult Tasks is one of most common functions of student problem behavior
Responses
Provide the most effective instruction
Provide instruction/ activities to meet/match students’ varying skill levels
Collect data to Monitor student work and error patterns to identify what needs re-teaching
Review, review, review
Be active in scanning work to catch student errors early to prevent frustration and practice of misrules

59. Linking Behavior & Instruction
Good instruction of academic content is the best and most important Behavior Management tool you have!!
Academic success is the most frequent reinforcer available to students in the classroom
Students should experience at least a 90% success rate
To be successful students need 2 things:
Effective Instruction with frequent review
High rates of success with questions and assignments

60. PBS v. Traditional Approach to Problem Behavior

61. PBS v. Aversive Model (ABC)
PBS (Positive Behavior Support) – Proactive
Emphasis on Interventions to prevent problem behavior
Emphasis on explicitly Teaching Alternate, Desired Behavior
Emphasis on Positive Reinforcement of desired behavior
Traditional Aversive Model - Reactive approach
Limited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to negative behavior

62. PBS v. Aversive Intervention Vignette
Alex gets into a (B) yelling match that turns into shoving and kicking the kickball across the yard when (A) another student told him he had to wait to join the game until their team played the field in the next inning. Meanwhile, supervision staff were huddled together talking right next to the school and didn’t respond until the boy who was shoved to the ground went in tears to tell on Alex.
What would be a traditional v. PBS approach to this situation?

63. Interventions for Vignette PBS v. AversiveC
A-B-C sequence
Alex wants in kickball game now, and peer says wait until inning is over
Alex yells at peer, shoves him to ground and kicks ball across yard
Desired: Alex wanted to get in game right away
Real: Alex didn’t get in game and game delayed
PBS approach
Increase supervision, in the future make sure there is supervision around student
Teach Rules w/ opportunities to practice
How to wait
How to ask nicely to enter game
Verbally praise student or provide corrective feedback
Get to play in game if ask approp’ly
Trad’l Aversive
Nothing – keep chatting w/ colleague by school
No emphasis on teaching – assume student should have the skills
Sent to office –no recess next day & can’t play kickball for a week

64. Good Instruction as a Behavior Management Tool
Provide fast-paced, interactive, engaging instruction
Must be interactive & engaging for ALL students, not just the best students
Structure activities from time students enter until they leave classroom
“idle hands (or idle time) = devil’s workbench”
Provide clear questions/instruction, and directions
Too often I’ve been doing an observation & I find that I’m confused about what students are supposed to be doing at a certain time
Involve all students in instruction/ classroom activities

65. Appropriate Instructional Placement
Placement in the appropriate level of instruction as a determining factor in student behavior
Identify specific skill deficits
Teach simple strategies or misunderstandings to clarify problem
Can Do v. Will Do problem
Impact of reading deficits on success in content areas

66. Interactive & Engaging
Requires high levels of participation for all students in instruction/ classroom activities
Ways to get Everyone involved:
Use Chorale Responding – clear signal w/ think time to increase responding
Be Careful of relying too much on volunteers
When reading aloud do not always go sequentially around the room
Use a random selection technique (i.e. choose from popsicle sticks with student names on them)
Provide effective instruction & ask clear questions based on instruction that students can answer with high rates of success
Establish consistent routines/ways of asking questions or prompting responses and teach/practice to fluency

67. Independent Work
Define & Teach Expectations & Routines during Independent Work
High rates of reinforcement for early practice and independent work
Practice at first with non-work activities
Might want to link with a tangible reinforcer at first
Active Movement & Scanning w/ frequent Precorrection, Reinforcement, & Support
Provide independent work that students can be successful with independently (90% accurate)

68. Independent Work
Break long, multi-step tasks into smaller parts with opportunities for participation
Instead of waiting 15 minutes to complete & present a multi-step task, break task into portions & have students present progress on smaller steps in 5 minute intervals
Active Movement & Scanning w/ frequent Reinforcement & Support if struggling

69. Managing Volume & Talking
Identify your expectations
Routines & Volume levels
May use signs, signals or cues to identify different requirements &/or Volume Levels (5-Level system)
Use an attention signal
Explicitly teach expectation with practice
Give students something to do

70. During & After Instruction
Evaluate work to identify specific error patterns
In class this can be done through monitoring and looking at work
Look for common mistakes across students, which may signal the need for clearer, more explicit instruction
Look for individual student mistakes & provide 1:1 support while class during individual seatwork time
We don’t want students practicing misrules

71. Can Do v. Will Do Problem Skill Deficit v. Motivation Problem
How can we tell the difference?
Try giving the student easier tasks that you know they are capable of doing fluently and see how they respond… if they will do it
A task that students are 93+ % successful
A task that is not so easy that it’s boring
Antecedent manipulation
Antecedent = Difficult Task
manipulate it to make an easier task

72. Can Do v. Will Do Problem Skill Deficit v. Motivation Problem
For skill deficits we can:
Provide more instruction or support to alleviate specific skill deficit or
Provide the student with easier questions or assignments to increase participation
For motivation problems we can:
Find incentives to motivate the student to engage in the academic task

73. BREAK

74. Manipulating Academic Tasks

75. Instructional Classroom Management
The nature, structure, and demands of a task can set the stage for serious problem behavior
What can I do to change task presentation to make the student more likely to engage in the instructional task and less likely to avoid task/misbehave
Depending on challenge of task, may also need to alter/increase amount of reinforcement provided for some students

76. Dimensions of Instructional Classroom Management
History
Response form
Modality
Complexity
Schedule
Variation

77. Manipulating Task Dimensions
We can manipulate aspects of tasks (see arrows  ) and/or the way we seek student responses to increase the chances that students will be successful with the task
Likelihood of Failure with Task
Decreased Increased
  (task made easier) (task made more difficult)
Likelihood of Problem Behavior/Refusal

78.   (more familiar/reviewed items) (newer material)
Task History
Status of the task and extent that the task has been taught before and the likelihood that the learner will be familiar with it
New v. familiar tasks
Likelihood of Failure with Task
Decreased (easier task) (more difficult) Increased
  (more familiar/reviewed items) (newer material)
Decreased Increased
Likelihood of Problem Behavior/Refusal

79. Task Dimensions of Instructional Classroom Management
Task History
New v. familiar tasks
Task Response form
Yes or No/Choice from List/Production
Production: write in/finish the sentence/write a sentence+
Task Modality
oral/motor/written
Task Complexity
Easy v. Difficult
Task Schedule
Abbreviated v. extended
Variation
Varied v. unvaried

80. Small Group Activity Break into teams
Assign a Task Dimension to each team
Come up with an academic task & show how to use your task dimension to modify the task to make it easier
Reference Darch & Kameenui pp.51-59
Each team will present their example to the class

81. Reading Review Kern & Clements – Antecedent Strategies
Pacchiano – Instructional Variables
Moore et al., 2010 – Praise & OTR
Heward et al., 1996 – Everyone participates