View
215
Download
0
Category
Tags:
Preview:
Citation preview
Classroom SystemsSchool-wide PBIS
Positive Acknowledgement Ratio
Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu www.pbisclassroomsystems.pbworks.com
PBIS Classroom System:Next Steps
1) Brief presentation of practice
2) Time to individualize practice to fit your classroom, context & needs
3) Brief presentation of Reminders & Supports to use your practice
4) Time to develop an individualized Plan for Support
Definitions of Acknowledgement of Positive & Problem Behavior
Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior.
The focus of the acknowledgement determines whether it is a positive (response to desired behavior) or problem acknowledgement (response to non-desired behavior), while the tone and verbage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged.
Why Acknowledge Desired Behavior?
Reinforce the teaching of new behaviors
Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial
Harness the influence of kids who are showing expected behaviors to encourage the kids who are not
Strengthen positive behaviors that can compete with problem behavior
Improve school climate
Create positive interactions and rapport with students
Why Increase Positive Acknowledgements?
After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5%
When the rate of criticism was increased, off-task behavior increased from 25.5% to 31.2% with over 50% off-task behavior on some days
In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year
In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year
• BECKER, ENGLEMAN, & THOMAS, 1975
5:1 Ratio
Pay attention to What you Want to See
Acknowledge positive behavior 5 times more often that you respond to negative behavior
Keep it genuine; not the same for all kids
Negative interactions are not wrong and are sometimes necessary; the key is the ratio
There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives
5:1 ratio, it’s not just for kids
Business teams High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7
Losada, 1999; Losada & Heaphy 2004
Married couples that last 5.1 to for speech acts and 4.7 to 1 for observed
emotions Gottman, 1994
Gottman Study: 5 to 1 Ratio
predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.
Marriages that last: 5.1 to 1 for speech acts and 4.7 to 1 for observed
emotions Marriages likely to end in divorce:
1 (+) to1.3 (-) ratio likely to end up in divorce
Non-contingent Attention
Provides time and attention that is not tied to performance
Fulfills the need to be noticed and valuedBenefits
Student teacher rapport Positive role-model for social interaction Improved climate overall
Greeting, show interest, invite questions, interest conversations, provides opportunity to relate to all students – even those with challenging behavior
Positive Interactions
Positive interactions can be provided in a variety of ways:
verbal praise positive feedback re: appropriate behavior
nonverbal acknowledgement smiling, nodding, winking
non-contingent attention welcoming, greeting, asking if assistance is needed
Research on Praise & Acknowledging Positive Behavior
Praise has the strongest research, with increases shown in:
Students’ correct responsesWork productivity and accuracyAcademic performanceOn-task behavior and attentionCompliance, positive comments about
self Cooperative play
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
Critical Features of Acknowledgement
Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior
performed Sincere: credible and authentic Varied: varied word choice, varied academic and
behavior praise, whole group, small group and individual Student referenced: compares student performance to
previous performance and does not compare students to others; acknowledge effort
Positive Acknowledgement/ Praise examples
“Excellent job listening and following directions the first time.”
“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”
“Wow, you completed your math work correctly before the end of class.”
When Acknowledging Positive Behavior
Identify the specific behavior being acknowledged
Link the behavior to one of the SW-Rules
GOOD EXAMPLE “Wow, thank you for helping to clean up the spill,
that was very Responsible of you”
NOT AS GOOD “Thank you, good job!”
Procedural Steps for increasing Positive Acknowledgement Ratio
1) Identify challenging times, routines and behaviors that occur throughout the day
2) Identify desired behaviors to focus on praising, particularly during challenging times
3) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior
4) Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior
5) Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments
Increase positive feedback
ID a specific problem behavior you would like to see less of and define the opposite of this behavior
Teach the expected behavior, ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback
Coaching Classroom Management, 2006
Decrease corrections
Ignore minor misbehavior, if attention seeking in nature; provide positive feedback to students engaged in positive behavior
Ensure students know expectations – teach/re-teach & provide positive feedback
Provide “precorrections” in advance to set up positive behavior
Coaching Classroom Management, 2006
Your Turn
Take a few minutes to Complete Step 1 of the Worksheet
Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support
Your Turn
Take a few minutes to Complete Step 2 of the Worksheet
Share your strategies with a partner
Instruction influences behavior
Environmental management
“…Much teacher praise is reactive to and under the control of student behavior rather than vice versa.” (Brophy, 1981)
Set up Systems to Increase Positive Acknowledgement
Good Behavior Game (whole group contingency) T-chart Teach behavioral expectations Student points for positive behavior following
expectations Teacher gets points for negative behavior
Hand out Acknowledgement Tokens or Tallies for positive behavior
Small Group Contingency
• Pros & Considerations
• Promotes team work -- reward is given to all members of a group.
• Uses peer influences to correct inappropriate behavior
• The Team competition can promote higher interest and participation Can result in conflict within the classroom Individual performance can affect the entire group.
Must teach appropriate, respectful ways to encourage and redirect peer behavior
• Group may not have equal chance for success (may need to change the groups periodically)
Example: Small Group ContingencyMrs. Robinson’s class is divided into 4 groups.
• Example A: Members of the group help earn tokens for their groups. Groups that earn at least 20 tokens by the end of the day compete in the “Who Wants To Be A Millionaire” game.
• Example B: The group with the most points gets to be the first dismissed to lunch.
• Example C: The 2 groups receiving the highest number of tokens for the day get a “free homework” pass.
• Less Competitive Alternative: When a group gets to 20 points each member of the group earns 5 extra minutes of break time
ACTIVITY: Discuss Ways to Encourage & Monitor your Ratio
Post a visual reminder to praise students in area viewed frequently
Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise
Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success
Monitoring Move Pennies or paperclips from one pocket to other based
positive & negative acknowledgements Index Card Tearing (long side for positive, short side for
negative) Hash marks on tape on your arm or pant leg
Your Turn
Take a few minutes to Complete Step 3 of the Worksheet
Make sure to Identify meaningful& feasible supports Identify Personal Strategies for supporting
implementation Develop Peer Strategies for support – you can discuss
with a peer
Team & School-wide Supports
Team Supports (e.g. Dept., Grade Level, PLC) Make Classroom
improvement a regular part of meetings and activities
Begin meeting w/ 2 minute check: Check-in, share ideas & give
feedback to: Encourage implementation Check-in, problem solve,
enhance implementation
School-wide Supports Reminder on Morning
announcements Regular review/check-in
at staff meeting Rewards for
implementers Recognize your Buddy Recognize someone you
observed engage in the practice
Daily or weekly implementation checks via email link Put sticker on staff board
to rate implementation
Group Discussion
What school-wide strategies would be helpful for you in supporting your implementation? Regular reminders over announcements? Staff meeting review & sharing? Collect implementation data?
Daily email, survey monkey?
References
Descriptive Readings Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive
classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26. Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and
Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205. 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.
Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.
Research Studies demonstrating outcomes associated with the use of praise to reprimand Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science
Research Associates. Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom
management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261. 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 Behavioral Disorders, 8(1), 2-+.
Relationship between praise, rewards, and intrinsic motivation Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom:
Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362. Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis.
Review of Educational Research, 64(3), 363-423. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the
effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
Recommended