Behavior & Classroom Management

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

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: • POSITIVEREINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by ADDING something _____________ or _____________. • NEGATIVEREINFORCEMENT = Consequence which increases the likelihood a Behavior will re-occur by SUBTRACTING something _______________ or ____________.

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

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

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

9. Opportunities to Respond (OTR) OTR in terms of ABC model of behavior progression….

10. Opportunities to Respond: Example

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)

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)

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)

14. Strategies to Increase Opportunities to Respond • Track Students Called On • Guided Notes • Response Cards • Think-Pair-Share • Direct Instruction • Choral Responding

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???

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!

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 notes response

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

22. C. Response Cards • Teach, Model, and Practice the Routine 1. Question 5. Cue to Show 2. Think 6. Hold up Card 3. Decide Answer 7. Put Down Card 4. Wait 8. 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

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

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

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

33. 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

34. Coding BEHAVIOR ResponsesPositive 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

35. Coding BEHAVIOR Responses: Positive to Negative Interactions After Scoring transfer scores to front page of observation form 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

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

37. 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

38. Coding Responses Opportunities to Respond • 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 Can do a simple Tally

39. Coding Responses Opportunities to Respond • 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 Can do a simple Tally

40. Coding ResponsesOpportunities 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

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

42. 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

43. Observation RatingsBased on what you say… What do you think?

44. 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

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

46. Providing Feeback • Start with the Positive

47. 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

48. Using Data to Inform Feedback • Look at Observation Data

49. Using Data to Inform Feedback • Look at Ratings

50. 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