module 4. use a continuum of strategies to acknowledge appropriate behavior

Pennsylvania Training and Technical Assistance Network

Module 4: Using a Continuum of

Strategies to Acknowledge Appropriate Behavior

Classroom Management Training Modules: A Toolkit for Principals

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance Network

(PaTTAN) is to support the efforts and initiatives of the Bureau of Special

Education, and to build the capacity of local educational agencies to serve students who

receive special education services.

PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education

setting with the use of Supplementary Aids and Services before considering a

more restrictive environment.

Use a Continuum of Strategies to Acknowledge Appropriate Behavior: Objectives

1. Develop and use statements of specific, contingent praise to positively acknowledge appropriate student behavior

2. Develop and implement a variety of group contingency strategies to acknowledge appropriate student behavior

3. Identify the components of a token economy system

4. Design a behavioral contract

5. Discuss the impact of self-management skills by identifying its 5 components

Evidence-Based Practices

1. Maximize structure

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations

3. Active engagement

4. Acknowledge appropriate behaviors

5. Establish continuum of strategies to respond to inappropriate behavior

Evidence-based Practices in Classroom Management: Considerations for Research to PracticeSimonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of

Children

Effective Classroom Management

Module 4

Use a Continuum of Strategies to Acknowledge Appropriate Behavior•Part I: Behavior Basics•Part II: Specific Contingent Praise•Part III: Group Contingencies•Part VI: Token Economy•Part V: Behavior Contract•Part VI: Self-Management

Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior

Part I: Behavior Basics

The A-B-C’s of Behavior

Antecedent Behavior Consequence

Anything that an individual DOES

•Can be SEEN or HEARD•Is MEASUREABLE

Behavior or Not

Screaming

Leaves the classroom

Disruptive

Bangs head on desk

Walks around the classroom

Disrespectful

Hits peers

Throws items

Curses at Teacher

Off task

Flaps arms

Behavior or Not

Screaming

Leaves the classroom

Disruptive

Bangs head on desk

Walks around the classroom

Disrespectful

Hits peers

Throws items

Curses at Teacher

Off task

Flaps arms

Any event that happens BEFORE a behavior

Antecedent*

Pay close attention to:• The activity• The adult(s) • The peer(s) • The location/environment• The demand or request

*“Nothing” is not an option!14

Any event that occurs AFTER a behavior

Consequence*

Pay attention to:• What the adult does

– Gives a verbal reprimand– Keeps the student in for recess– Sends to timeout– Ignores the behavior

• What the other students do– Laugh at the student– Imitate the student– Ignore the student

* “Nothing” is not

an option!

Consequence

Reinforcement: a consequence that results in increasing or maintaining the future rate of the behavior it follows

Punishment: a consequence that results in decreasing the future rate of the behavior it follows

ConsequenceConsequence

• Reinforcement• Punishment

We can tell whether the consequence is reinforcing or punishing only by its effect on future occurrences

of the behavior

NOTNOT

by our intent!!

Reinforcement

• A consequence that results

• in increasing OR maintainingthe future rate of the behavior it follows.

Punishment

• A consequence that results

• in decreasing the future rate of the behavior it follows

Reinforcement or Punishment?

Function of Behavior

To obtain something

To escape/avoid something

Attention/social

interaction

Materials/ activity

Sensory stimulation

Attention/social

interaction

Materials/ activity

Sensory stimulation

Example

• Whenever Gretchen is given written tests, she either scribbles her name on the test and pushes it aside, or she crumbles the test into a ball and throws it away. Her teacher tells her that she will receive a zero on the test, that she is failing the class, that she should have at least made an effort. The teacher also required that Gretchen spend the rest of the class time sitting quietly at her desk and not disturbing others.

• Does the staff’s actions reinforce or punish Gretchen? How do you know?

• What might be the function of this behavior?

Why determine the function?

Because we know:– Challenging behaviors serve a function– Challenging behaviors are context related– Effective support plans are based on an understanding

of the individual and the ABC’s (and F’s) of the behavior

What does knowing the function enable us to do?

• Short term solution– To modify or eliminate the antecedents to the behavior– To eliminate or minimize the consequences that are

maintaining the behavior of concern

• Long term solution– To remediate skill deficits so that the problem behavior

is less effective and efficient

Module 4: Use a Continuum of Strategies to Acknowledge

Appropriate Behavior

Part II:Specific Contingent Praise

Guiding Notes: Specific Contingent Praise

What is praise?

Praise is any verbal or nonverbal action by the teacher that indicates approval of or satisfaction with student behavior

(Loveless, 1996)

More specifically…

Contingent Specific Praise is a positive statement, typically provided by the teacher,

when a desired behavior occurs (contingent) to inform students specifically what they did well

Stop and think...

• When was the last time you received praise?• What was the situation?• What were the circumstances?• How did you feel when you received the

praise?• What effect did the praise have on you?

Activity 4.1

Why should teachers use praise?

• 64% of teachers report that the best student motivator is teacher praise (Jensen, 2010)

• Does not take a lot of training, complex materials, forms or data collection process

• It is probably the least cumbersome of all of the interventions

• Has the strongest evidence base (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

What does the research tell us about praise?

Delivering contingent praise for academic behavior increased participants’…

• Correct responses• Work productivity and accuracy• Language and math performance on class work• Academic performance

(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

What does the research tell us about praise?

Delivering contingent praise for appropriate social behavior increased participants’…

• On-task behavior• Student attention• Compliance• Positive self-referent statements• Cooperative play

(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

•Watch the video clips on Specific Contingent Praise.•Complete the guided notes.

VIDEO: Eight Ways to Praise

Teacher Talk – Part 1(Click on the screen below and then press the PLAY button)

VIDEO: Eight Ways to Praise

Teacher Talk Part 2(Click on the screen below and then press the PLAY button)

I – FEED – V Rules : Implementing Praise

I – ImmediateF – FrequentE – EnthusiasticE – Eye ContactD – Describes the BehaviorV – Variety

In order for praise to be effective…

Interacting Scanning

Moving

Active Supervision

What is Moving?

• Very frequent movement –“You are

EVERYWHERE!”• Planned, purposeful

BUT unpredictable

• Frequent visits to known problem… – Areas– Activities– Students (problem

behaviors, NOT students!)

• Gives many more opportunities to have positive interactions with students

Moving is walking around classroom

(Smith & Sprague , 2004)

Teacher’s Desk

Fewer problem behaviors with

this pattern

Moving…

Walking around student desks while they are working.

Walking around the room while presenting a lesson.

Sitting at your desk while students complete independent work.Staying near the smartboard when not using it.

IS: IS NOT:

What is Scanning?

Scanning is looking around entire room to monitor students

• Watch and listen to all activities– Be aware of what’s going on

• Focus on all behavior (appropriate and inappropriate) and problem areas

• Gives many more opportunities to have positive interactions with students

(Smith & Sprague, 2004)

Scanning…

Looking at all areas of the classroom

Frequent “visual checks” across the room

Keeping your head up

Looking at just the back of the room

Looking at only those students who are looking at you

Grading papers

IS IS NOT

REMINDER: Focus on known problem areas

Interacting with Students…

• Basis for relationship building• Parallels of parent-child and teacher-student

relationships• Quality of teacher-student relationships predicts

social/emotional adjustment– Young children and early adolescents– High-risk youth

(Murray & Zvoch, 2011)

What is Interacting?

Positive Interactions•Acknowledgement for following rules•Given by all staff•Most effective when identifying behavior being praised

Neutral Interactions•Greeting students•Saying Hi•Brief chat•Brief - talking with a student(s) about topic of interest (sports, music, TV/movies)

Interacting is using your attention to change behavior

Interacting with Students...

Positive Interactions

Steps for Giving Praise

1. State the student’s name

2. Give a praise statement (Approval)

3. Describe the specific behavior*

*Can you SEE it????

Giving Praise

Student’s Name Praise Statement Specific Behavior

Kayiera Excellent You finished all of your work

Alex Wonderful You kept your hands and feet to yourself

Mariya Great job You stayed in your seat the whole period

When Do You Acknowledge?

As much as possible!

4:1Meeting behavioral expectations

“I love seeing those hands raised!”

Repeat a behavior

“Great job solving the problem by talking.”

Small changes

“I’m thrilled that you arrived on time.”

Contingent Specific Praise

Activity 4.2

Check for Understanding

Observed Appropriate Behavior:

A student arrives to class with all required materials.Praise:

“ Good Job!”How could you change the praise to make it

more effective?

Praise: “ Good Job!”

“Good Morning Sydney. You have arrived in my class with your pencil, notebook and math book.

I love it when you are prepared. Good Job!”

A student uses the restroom and promptly returns to class activity.Praise:

Teacher gives the student a high five upon their return.

How could you change the praise to make it more effective?

Praise: Teacher gives the student a high five upon their return.

“Jeffrey, thanks for returning to class and getting right back to your work.”

Teacher gives a high five.

A student performs well on the spelling testPraise:

“ You did it!”

How could you change the praise to make it more effective?

Praise: “ You did it!”

“Emily, you did it! You worked hard, practiced your spelling words and got an 85% on your

spelling test.”

And finally…

• Generally, desired academic and social behavior can be increased by providing contingent specific praise

• The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies

Make a Commitment

Activity 4.3

Make a Commitment

• Commit to using praise in your classroom• Take small steps• Start with a small period of time (one activity,

one period, one instruction time, etc.) and increase to 24 – six

• Store the sheet in your classroom and review it often

Module 4: Use a Continuum of Strategies to

Acknowledge Appropriate Behavior

Part III:Group Contingencies

What is a Group Contingency?

• A planned intervention where the consequence for group members depends on the behavior of other group members

• It can be used to reinforce behavior

Axelrod (1998)

Why Use Group Contingencies?

Increase..• positive behavior• student attention• achievement• appropriate classroom

behavior • peer social acceptance• student preparedness

for class • assignment completion

Decrease…

• transition time• inappropriate

behavior• talk-outs • out-of-seat behavior • negative verbal

interactions

Use…• When an individual program is

impractical• To resolve serious disruptive behavior

quickly• To capitalize on peer influence or

monitoring• To facilitate positive social interaction

Group Contingencies

Use…•When a large number of students engage in the same behavior•When it is difficult to determine who is responsible for the behavior ( i.e., stealing or vandalism)•When one or only a few students are responsible for the inappropriate behavior and it would be offensive to the rest of the group to give that one or few students special privileges

TYPES OF GROUP CONSEQUENCE SHARING• Dependent

the behavior of one (or a few) determines the consequences for all

• Independentthe behavior of an individual determines the consequences for that individual

• Interdependentthe behavior of all determines the consequences for all

Group Contingencies

Dependent - the behavior of one (or a few) determines the consequences for all

Who Must Exhibit Behavior?

Who Receives Consequence?

Example

Individual or small group Large group When Sarah submits 4 homework assignments, the whole class gets to have a party on Friday

Group Contingencies

Independentthe behavior of an individual determines the consequences for that individual

Example

Any individual Any individual(s) achieving criterion

When any student submits 4 homework assignments, he or she gets to participate in the party on Friday

Group Contingencies

Interdependentthe behavior of all determines the consequences for all

Example

All group members Whole group When all members of the group submit 4 homework assignments, all members earn a party on Friday

Practice Time

Mr. Swanson’s class has a specific set of rules for appropriate classroom behavior posted on the door. When students follows these rules,

they are each awarded 3 tokens which can be used toward buying individual rewards or

privileges such as 5 extra minutes of computer time.

What type of group contingency is this?

INDEPENDENT

Practice Time

Mrs. Griffin has divided her classroom reading groups into the Red Birds, Blue Birds, and Yellow Birds. She told the class that if the Yellow Birds finished their book and the assigned questions by Friday, the entire class will get 15 minutes of

extra recess time.

Which type of group contingency is this?

DEPENDENT

Practice Time

Each student in Mr. Brown’s class is responsible for earning ‘good behavior’ tokens. If each student

has earned at least 50 tokens by the end of the school year, the entire class will get a pizza party.

Which type of group contingency is this?

INTERDEPENDENT

Set Up the Group Contingency

Target Behavior Work Completion

How do we earn? All students complete assignments 1 to 3 with 75% accuracy by lunch time

What do we earn? Whole class gets an extra 15 minutes of recess

When do we earn? 3 times per week during morning work session

Back up plan if not earned? Complete assignments 4 and 5 after lunch

How will you know if it is effective? Class earned reward 4 out of 5 times. Assignment completion increased from 50% of students completing assignments to 90%

Adding Mystery to Rewards

Random selection of behavior and criterion to earn the reward:•Varied behavior/criteria written on slips of paper•Behavior/criteria placed in a jar or sealed in an envelope and displayed in prominent position

•At the end of the period, select a behavior/criterion

(Rathvon, 2008)

• Whole group is motivated to comply with rule(s)

• Group encourages appropriate behavior from other group members

• Group may stop reinforcing the undesirable behavior of disruptive students

• Convenient and easy to apply

Advantages of Group Contingencies

• Excessive pressure may be placed on one or several students

• Possible sabotage by unmotivated students

• Unfavorable social interactions – “scapegoating”

• Ethical considerations

Disadvantages of Group Contingencies

• All students in group must possess the skills to perform the target behavior

• Consider types of group contingencies (dependent, independent, interdependent)

• Scapegoating – blame for ruining the contingency for the group

• Sabotage – when to remove a tough kid

Group Contingencies: Cautions

• http://www.interventioncentral.org/htmdocs/interventions/classroom/gbg.php

• http://www.jhsph.edu/prevention/Publications/gbg.pdf

Classroom (Group) Contingencies

The Good Behavior Game

Create a Classroom Contingency

Activity 4.4

Part V:Token Economy

A Token Economy

A motivational system in which an individual’s positive behaviors are

recognized with a concrete event or token that later can be exchanged for a variety of

objects or activities.

Function of Tokens

When to Use Token Economies

• When all else fails…when other, less intrusive strategies have been tried and found not to work

• When behavior problems are severe and require a highly structured, consistent, predictable environment

• When students cannot wait an extended time for rewards

Developing a Token Economy System

Basic Steps

Step 1: Identify Appropriate BehaviorsStep 2: Define TokensStep 3: Identify Items, Privileges, and other

Incentives for Rewarding Appropriate Behaviors

Step 4: Plan an Exchange System

Step 1: Choosing Appropriate Behaviors

• Focus on one or more related and positive behaviors

• Select behaviors that have value in the real world and will readily transfer to other situations

• Specifically define the behaviors…avoid vague labels such as; uncooperative, defiant, unmotivated– Observable – will they be recognized by all?– Measurable - can we count it?

Jason is easily distracted in the halls and as a result is consistently late to Mr. Jackson’s first period biology class, often missing the first 15-20 minutes of class.

Where:

Arrives to class on time

Biology class

First period

Practice Scenario 1

Practice Scenario 2

On the playground, Ashley has difficulty if there are no empty swings at recess and will frequently yell and attempt

to push peers off the swings.

Where:

Ashley

Asks peers for a turn on the

Playground

Recess

Step 2: Define Tokens

Guiding Questions – Choosing a Token:•Was my token easily available?•Was my token easy to administer?•Was my token difficult to duplicate?•Was my token nontransferable?•Was my token easy to record?

Examples of Tokens

• Custom-made coins• Buttons • Points on a tally

sheet• Plastic credit cards• Stamps• Coupons• Computer cards

• Happy faces• Stars• Stickers• Check marks• Points• Cards• Poker chips

Step 3: Rewarding Appropriate Behavior

• Identify items, privileges and other incentives for rewarding appropriate behavior

• When selecting back-up reinforcers be sure to select tangibles, activities and/or privileges that are interesting to the students

One man’s trash is another man’s treasure

What motivates ?

Observe

• Look• Listen

• Interview• Survey

Selecting Back-up Reinforcers

• Select the least intrusive reinforcers you can get away with

• Have a wide variety of reinforcers available…for example:

Tangible/Edible Social Activity• Stickers• Small toys• Popcorn

• Lunch with adult

• Play a game with peer

• Tutor younger student

• Feed class pet• Computer time• Homework free

• Use variation of a particular reward (different types of candy)

• Include occasional bonus or surprise reinforcers• Periodically change the backup reinforcers to

prevent satiation• When appropriate, some reinforcers given only

with tokens, they should not be free

Consider matching the reinforcer with the function of the problematic behavior

Function of BehaviorTo obtain something:

Attention/Social Interactions Materials/Activities Sensory Stimulation

To escape/avoid something:

Attention/Social Interactions Materials/Activities Sensory Stimulation

In a token economy, the tokens should be:a. Highly desirable itemsb. Easily found in other placesc. Conditioned reinforcers exchanged for

backup reinforcersd. All of the above

In a token economy, the tokens should be:a. Highly desirable itemsb. Easily found in other placesc. Conditioned reinforcers exchanged for

backup reinforcers

d. All of the above

Step 4: Planning an Exchange System

• Set a value for all privileges and commodities. Individuals must know how many tokens they need to earn their reward

• Specify a time and place for the exchange to occur and decide who will monitor the exchange

Step 4: Planning an Exchange System

• Set a value for all privileges and commodities. Individuals must know how many tokens they need to earn their reward

• Specify a time and place for the exchange to occur and decide who will monitor the exchange

Setting Prices for Backup Reinforcers

• Have a variety of prices• Set prices before dispensing tokens• Consider the law of supply and demand

Distribution of Tokens

• Determine the criteria for earning a token• Make sure that tokens will immediately follow

the targeted behavior • Deliver the tokens as quickly and unobtrusively

as possible• Tokens can also be delivered at fixed times of

the day (at the end of a content class) when appropriate

Exchanging Tokens

• When to ‘cash-in’:– When a predetermined amount of tokens has

accumulated– At the end of an activity, period, day, week

• Rule of thumb:– Younger students will need to ‘cash-in’ more

frequently– Begin with more frequent opportunities to redeem

tokens then fade to less frequent as appropriate

Beginning the Token Economy System

• Takes 15 – 30 minutes to explain the system to most learners

• 3 steps

1. Explain the system2. Practice token delivery for specified

behavior3. Practice the exchange

Teaching the Value of Tokens

• Select behaviors that can be easily performed• Praise and present token immediately following

the behavior• Exchange single token immediately for

tangible/activity• Repeat the cycle of praise behavior & present

token then exchange token until student requires no prompts to exchange token

Developing Token Economies

• Gradually move from a single token exchange to the exchange of multiple tokens (remain at 4-5 tokens)

• Use a system to collect the tokens (container, velcro strip, etc)

• Gradually require more responses before you deliver a token

• Begin using during actual instructional sessions

Example: Elementary

Example: Secondary

Example: 5-Token Board

When setting up a token economy, one must:a. Define target behaviors for which tokens

will be givenb. Identify rewards for which the tokens can

be exchangedc. Decide the “cost” of each rewardd. All of the above

When setting up a token economy, one must:a. Define target behaviors for which tokens

will be givenb. Identify rewards for which the tokens can

be exchangedc. Decide the “cost” of each rewardd. All of the above

Create a Token Economy

• Turn to your neighbor and discuss the value in implementing a token economy

• Review the steps for creating a token economy system in the classroom.

• Review the practical recommendations and interventions.

• Identify which practical recommendations should be considered for each step.

• Write your considerations in the table provided.Activity

Monitoring Effectiveness

Track the following data:

1.How often the student is engaging in the appropriate behavior2.How many tokens are being delivered to the student3.How often a token exchange occurs and what the student is purchasing

Testing and Maintaining the System

Name Points Earned Points Spent

Plan to Fade• Increase the criteria for earning tokens• Alter the number of tokens required to earn back-

up reinforcers• Implement the system less frequently

– Every other period…Every other day• Decrease opportunity for point exchange

– Two times a day…once a day…once a week• Teach students to self-monitor

Response Cost & Timeout

• Remove a previously determined number of tokens for previously identified unacceptable behavior…there should be no surprises

• Use timeout from the opportunity to earn tokens or timeout from the opportunity to spend tokens

An efficient token system should not be too costly to administer in

terms of time and effort. An effective token system is easily understood by those who are using and

managing it. An effective token system creates the behavioral changes that we are expecting.

The simpler the token system, the more successful it is likely to be.

A method for withdrawing a token system is:a. Increase the number of responses

required to earn a tokenb. Increase the price of desirable itemsc. Both a and b are methods for withdrawing

a token systemd. None, a token system should not be

withdrawn

A method for withdrawing a token system is:a. Increase the number of responses required to

earn a tokenb. Increase the price of desirable itemsc. Both a and b are methods for withdrawing

a token system

d. None, a token system should not be withdrawn

Vargas, 2009Behavioral Analysis for Effective Teaching

“Not all rewards need to be contingent. Non-contingent reinforcement like bringing

brownies to class for no reason, or surprising a class with a homework-free weekend boosts classroom morale and pairs good things with school in general”

Part IV:Behavior Contracts

What is a Behavior Contract?

• A behavior contract is a document specifying a contingent relationship between completion of a specified behavior and access to, or delivery of, a specified reward.

• A written agreement between two (2) parties which specifies requirement(s) to be met and consequences for fulfillment of requirement(s).

Why Use Behavior Contracts?

Research shows that the use of behavior contracts was related to…

Increased student productivity;Increased on-task behavior & assignment

completion;Improved grades; andIncreased student self-control.

(Simonsen, Fairbanks, Briesch, Myers & Sugai , 2008)

When to Use Contracts?

• Intermittently

• To encourage new behaviors

• To fade from frequently delivered rewards

BEHAVIOR CONTRACT

Behavior

How much:

Consequence

How much:

Signed Date Signed Date

Record of performance

The person performing the behavior

The specific behavior

At what rate and frequency the desired behavior will occur

The agreed upon frequency in which the behavior is observed

The person(s) providing the consequence

The positive consequence

At what rate and frequency the positive consequence will be rewarded

•How long the consequence will last•Any exceptions•Any alternate consequences

•A record of the behavior required to fulfill the contract and the number of times the reward is received.•A place to record student success in performing the desired behavior and the reward received every time it happens.

Student signature Beginning Date Teacher signature Beginning Date

Monday Tuesday Wednesday Thursday Friday

4 Stages of Behavior Contracts Development

Stage 1 - Identify the Behavior

Stage 2 - Meet with the Student

Stage 3 - Execute the Contract

Stage 4 - Evaluate Effectiveness

Stage 1: Behavior Contract Development

Select Socially and Educationally Important Behaviors: •List behaviors that the student does well•List things that could be improved•Identify specific behavior•Include only one or a few closely related target behaviors•Collect baseline data

Meet with the Student:While meeting with the student, discuss the following:•Description of desired appropriate behavior•Time frame for behavior contract•Criteria for success•Agree on reward student will earn•Set a date for reviewing (and possibly revising)•Sign the contract

Make contracts specific regarding the

behavior and the consequences

Behavior & Consequence

Execute the Behavior Contract:•Document Behavior - Student or teacher records outcome of student response

•Deliver reward ASAP after contract terms are met

Keep a record of performance on the contracted behavior

Record of Performance

Design a Behavior Contract- Your Turn!

• Pair up with a colleague sitting near you.• Using the Corey Scenario- design your own

contract.• Be sure to complete the Wh’s for both the

Behavior and the Consequence side.• Process how the discussion with the student may

go and important details implementation details to be covered.

• Be prepared to share with the group.Activity

Stage 4: Evaluate Effectiveness

Evaluate Effectiveness:

What is the data telling us?•Did both parties adhere to the contract?•Was the student successful?•Is behavior changing as desired?•Is the outcome the one desired?

Which of the following is NOT a part of a behavioral contract?

a. A large number of behaviors are identifiedb. A description of the rewardc. A method of recording the learner’s

responsesd. A plan for review

Which of the following is NOT a part of a behavioral contract?

a. A large number of behaviors are identified

b. A description of the rewardc. A method of recording the learner’s

responsesd. A plan for review

Make a Commitment

• Commit to developing a behavior contract with one student.

• Pair up with a colleague to complete the process together – each choose one student.

• Keep it simple - start with one behavior.• Implement the contract for one week at a time –

taking time each week to evaluate with your partner and adjust as necessary.

Activity 4.7

Module 4: Use a Continuum of Strategies to Acknowledge

Appropriate Behavior

Part IV:Self Management

What is Self-Management?

Self-management is a strategy in which a student keeps track of his/her own behavior, either for the purpose of increasing a positive

behavior or skill or for the purpose of decreasing a problem behavior.

5 Elements of Self-Management

1. Self-selection and definition of the target behavior to be managed

2. Self-observation and recording of the target behavior

3. Specification of the strategies for changing behavior

4. Implementation of these procedures5. Evaluation of the self-management program

Self-Management…

Is most effective when it is important to the individual to change his or her behavior

Teaching Self-Observation

Two Methods

1.Faded matching

2. Simple graphs

Strategies for Self-Management

1. Provide extra cues in the environment2. Alter the environment3. Restrict when & where for an undesired

behavior4. Make it public5. Self-Management exchange

Evaluation

How do you evaluate a self-management program?•Graph and analyze the data•Use a checklist of questions to evaluate project in terms of social validity

Suggestions for making self-monitoring effective include?

a. Self-monitor only problematic behaviorb. Record occurrences of the behavior at the end

of the dayc. Create a permanent record of the behavior for

evaluationd. Never provide supplementary cues or prompts

Suggestions for making self-monitoring effective include?

a. Self-monitor only problematic behaviorb. Record occurrences of the behavior at the end

of the dayc. Create a permanent record of the behavior

for evaluation

d. Never provide supplementary cues or prompts

Think-Pair-Share

• What impact does the skill of self-management have on students?

• How can teaching self-management skills impact the classroom environment?

• Review the handout. How can you incorporate self-management into your classroom behavior support system?

Activity 4.8

References

Axelrod, S. (1998) How to Use Group Contingencies. Austin, TX: Pro-Ed

Colvin G., Lazar (1997) The Effective Elementary Classroom; Managing for Success. Longmont, CO: Sopris West Educational Services,

Conroy, M. Sutherland, K., Snyder, A., Al-Hendauwi, M., & Vo, A. (2009). Creating a Positive Classroom Atmosphere Teachers’ Use of Effective Praise and Feedback. Beyond Behavior, Winter, 2009, 18-26.

Crone, D., Horner, R. & Hawken, L. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

References

De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.

Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.

References

Fifer, Jr., F.L. (1986). Effective classroom management. Academic Therapy, 21, 401-410.

Haydon, T. & Musti-Rao, S. (2011). Effective Use of Behavior-Specific Praise: A Middle School Case Study. Beyond Behavior, Winter, 2011, 31-39

Haygeman, E. (2008). Current Research on Group Contingency Interventions. University of Utah.

IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.

References

Kazdin, A. (1982). The Token Economy: A Decade Later. Journal of Applied Behavior Analysis, Fall; 15(3), 431-445.

Loveless, T. (1996). Teacher praise, In H Reavis, S. Kukic, W. Jenson, D. Morgan, D. Andrews, & S. Fister (Eds.), Best Practices: Behavioral and Educational Strategies for Teachers (pp. 59-64). Longmont, Co: Sopris West.

Practices: Behavioral and Educational Strategies for Teachers (pp. 59-64). Longmont, Co: Sopris West.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.

References

Rathvon, N. (2008). Effective School Interventions, Second Edition: Evidence Based Strategies for Improving Student Outcomes. New York, NY: Guilford Press.

Vargas, J. (2009). Effective Teaching, Effective Living: A Review of Behavior Analysis for Effective Teaching. Behavior Analysis in Practice, 2(2), 63-68.

Wright, J. ( 2012). Teacher Praise: An Efficient Tool to Motivate Students. How Praise Works. www.interventioncentral. org

Resources

Evidence-based Practices in Classroom Management: Considerations for Research to Practice. Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George. Aug 1, 2008 Education & Treatment of Children.

PaTTAN PublicationsTeacher’s Desk reference; Practical Information for PA

Teachers – Classroom Management

Instructional Practices for an Effective Classroom

Website http://www.pattan.net/category/Educational%20Initiatives/Behavior

Contact Information www.pattan.net

Donna Westbrooks-Martin, PittsburghDwestbrooks-martin@pattan.net 1.800.446.5607 ext. 6854

Tracy Ficca, Harrisburgtficca@pattan.net 1.800.360.7282 ext. 3415

Tina Lawson, King of Prussiatlawson@pattan.net1.800.441.3215 ext. 7254

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy SecretaryOffice for Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education

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