The Role of Effective Instruction Across the Pyramid: Issues and Examples

Terrance M. ScottUniversity of Louisville

Tertiary Prevention:specialized & individualizedstrategies for students with

continued failure

Secondary Prevention:supplementary strategies

for students who do not respond to primary

Primary Prevention:school-wide or class-wide

systems for all students and staff

~80% of Students

~15%

~5%

RTI:3-Tiered

Prevention Model

Discipline is….

The actions parents and teachers take to increase student success (Charles, 1980).

PreventionRules,

Routines, Arrangemen

ts

ReactionConsequence

s

Discipline Works When ….

Prevention creates more Positive than negative consequences

Failure(punishment)

Success(reinforcemen

t)4 : 1

teaching social behaviors in context teach specific skills using effective explicit instruction

Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)

academic success effective explicit instruction (reading!!)

consistent contingencies ( pos+ & neg- ) consistent and effective use of reinforcement/punishment

Logical Solutions (realistic?):The Research

Instructional Concept #1

State Expectations PositivelyTeach them what you do want them to do

Teaching Behaviors

• No elbowing others• No kicking• No hitting• No pinching• No biting• No scratching• Etc. . .

• 2+2 is not 1• 2+2 is not 2• 2+2 is not 3• 2+2 is not 5• 2+2 is not 6• 2+2 is not 7• Etc. . .

Behavior: Peer Relations

Academic Skill:Addition

Teaching Behaviors

• Hands and feet to self or

• Respect others

• 2+2 = 4

Behavior: Peer Relations

Academic Skill: Addition

These banners are hanging in the commons area and in our gymnasium.

Tenets of Kenwood Pride

•Be there and prepared

•Live responsibly

•Uphold integrity

•Earn and give respect

Establish, Define and Teach School-wide Expectations

Glasgow Middle School School

Expectations Respect

Ourselves Respect

Community Respect

Environment

ALL SETTINGS

• Know and follo w dr ess

code policy

• Own your behavior • Give your best effort

• Follow adult direction

• Keep your body to yourself

• Be on time • Cooperate with everyone

• Use courteous language

• Ask permission f or using

what belongs to others

• Clean up after yourself • Return what you have

borro wed

HALLWAYS AND

WALKWAYS

• During class time always

carry a hall pass • Walk directly to your

next class

• Use a quiet voice

• Always walk on the

right

• Use designated locker

only • Keep area

clean and

litter free

RESTROOMS

• Wash your

hands • Be timely

• Give privacy to others

• Flush the toilet • Put trash in trash can

• Keep all areas clean

• Turn off fau cet before leaving

CAFETERIA

• Make healthy choices • Remain seated in your

designated

area

• Keep your place in line • Practice appropri ate t able

manners

• Use a quiet voice • Respect cafeteria workers

• Put trash in garbage can

• Clean up

after yoursel f

Instructional Concept #2

Explicit InstructionBe Direct - Tell them and show them

Instructional Sequence• Presentation -

Rationale tell and model

• Recitationstudent Q & A

• Individual Workwith teacher feedbackmake sure students get it

• Group work activities, experiments, etc.chance to discover application to real world

• Test Make sure they have skill fluency

Let’s try non-explicit social instruction:

What is Zore?

The concept is ZoreSocial ConceptAll examples are accurate

ACTIVITY

Instructional Concept #3

Range of ExamplesShow the full range of possibilities --

Juxtapose positive and negative examples

Instructional Concept #4

Routines and Arrangements

Facilitate student success in the natural environment

Effective Teacher Practices

• specify goals and objectives• modeling• pacing • questioning • prompting• appropriate feedback

praisecorrective feedback

• low rates of criticism

Teach it Where it Happens

Involve Students in Teaching

Develop Effective Cues

Visual Reminders in Non-classroom Settings

Instructional Concept #5

Formative AssessmentEvaluate the Effects of Instruction and

Modify as Indicated

High School ResultsRural Southern Illinois

0Detentions

90 DayPeriod

PrePBISPostPBIS

0

200

400

600

800

1000

1200

1400

1600

No PBS PBS Qtr. PBS Qtr. PBS Qtr.

0

5

10

15

20

Ave Referrals per Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

Doctoral Program In Behavior Disorders

Terry ScottCollege of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY 40292t.scott@louisville.edu(502) 852-0576