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1 Classroom Management for Exceptional Learners Diane Myers, Ph.D. Texas Woman’s University October 11,2018 Behavior basics The three-term contingency Alberto & Troutman, 2013: Brandi J Antecedent: Any stimulus that precedes a behavior Behavior: Any observable and measurable act of an individual (response) Consequence: Any stimulus presented contingent on a particular response Reinforcement Reinforcement increases the likelihood of a behavior in the future. Whether a consequence is reinforcing or not depends on the learner. Only the future rate of a behavior determines if a consequence is reinforcing. Reinforcement can be positive or negative. Positive: Something is added to the environment. Negative: Something is removed from the environment. What’s going on here? Rafael is often late to class. When he arrives, his peers often clap and make statements like, “Glad you finally showed up, Rafa.” Rafael smiles and sits down, but not until he has high-fived a few friends. What, behaviorally, is going on here? Roger doesn’t care for his math teacher. During class, he often swears and tears up his work, which results in him getting sent to the principal’s office, where he chats with the secretary and other rule- breakers. What, behaviorally, is going on here? Why do we care? What do the concepts of reinforcement and punishment have to do with student behavior? A few things: Knowing the mechanisms behind how behavior works can help you shape behavior: tricks can fail you, but the science never will. Understanding that reinforcement and punishment are scientific phenomena that affect rates of behavior will help you select consequences based on your observations (rather than on what you think will work). If we know certain consequences increase the likelihood of behaviors we want to see, we can plan to have those consequences follow the behaviors we want to see.

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Page 1: Classroom Management for Exceptional Learners...Classroom Management for Exceptional Learners Diane Myers, Ph.D. Texas Woman’s University October 11,2018 Behavior basics The three-term

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ClassroomManagementforExceptionalLearners

DianeMyers,Ph.D.TexasWoman’sUniversity

October11,2018

Behaviorbasics

Thethree-termcontingency

Alberto&Troutman,2013:BrandiJ

Antecedent:

Anystimulusthatprecedesabehavior

Behavior:

Anyobservableandmeasurable

actofanindividual(response)

Consequence:

Anystimuluspresented

contingentonaparticularresponse

Reinforcement• Reinforcementincreasesthelikelihoodofabehaviorinthefuture.• Whetheraconsequenceisreinforcingornotdependsonthelearner.• Onlythefuturerateofabehaviordeterminesifaconsequenceisreinforcing.

• Reinforcementcanbepositiveornegative.• Positive:Somethingisaddedtotheenvironment.• Negative:Somethingisremoved fromtheenvironment.

What’sgoingonhere?

• Rafaelisoftenlatetoclass.Whenhearrives,hispeersoftenclapandmakestatementslike,“Gladyoufinallyshowedup,Rafa.”Rafaelsmilesandsitsdown,butnotuntilhehashigh-fivedafewfriends.• What,behaviorally,isgoingonhere?

• Rogerdoesn’tcareforhismathteacher.Duringclass,heoftenswearsandtearsuphiswork,whichresultsinhimgettingsenttotheprincipal’soffice,wherehechatswiththesecretaryandotherrule-breakers.• What,behaviorally,isgoingonhere?

Whydowecare?

• Whatdotheconceptsofreinforcementandpunishmenthavetodowithstudentbehavior?

• Afewthings:• Knowingthemechanisms behindhowbehaviorworkscanhelpyoushapebehavior:trickscanfailyou,butthescienceneverwill.• Understandingthatreinforcementandpunishmentarescientificphenomenathataffectratesofbehaviorwillhelpyouselectconsequencesbasedonyourobservations(ratherthanonwhatyouthinkwillwork).• Ifweknowcertainconsequencesincreasethelikelihoodofbehaviorswewanttosee,wecanplantohavethoseconsequencesfollowthebehaviorswewanttosee.

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Function

• Function:thekeytodepersonalizingbehavior.• Whatisthestudenttryingtoget?• Whatisthestudenttryingtoavoid?

• Knowingthefunctionofastudent’sinappropriatebehaviorwillhelpyouselectanappropriateinterventionandteachanewbehaviorthatmeetsthesamefunction.

Empirically-SupportedPracticesEstablishingandteachingroutinesandexpectations

Structureandexpectations

• Whatdoes“structure”intheclassroommean?• Physicalstructure(e.g.,furniture,décor)• Embeddedstructure(e.g.,routines)

• Whataresomeroutinesthateveryoneshouldknow?

• Classroomexpectations:• Select3-5positivelystatedexpectations(canbesameasSW)• Defineexpectationswithinthecontextofroutines

RuleswithinRoutinesMatrix

Routines

Rules

Entering Classroom Seat Work Small Group

ActivityLeaving

Classroom

Be Safe

Be Respectful

Be Responsible

Expectations

ClassroomRoutines

Groupwork Deskwork Quizzesandtests Arrival Dismissal

RespectOfferideas

Completealltasks

Sitwithfeetontheground

Getupandstretchifnecessary

Studyforallassessments

Readthroughanddouble-checkallwork

Getallsuppliesfortheday

Lockbelongingsinlocker

Checkonhomework

Packnecessarymaterials

Responsibility

Complimentothers’ideas

Listenandmakeeyecontact

Worksilently

Readquietlyiffinishedahead

ofothers

Keepeyesonyourownpaper

Studywithothers

Keepphoneoffandinbag

Moveoutofthewayquickly

inthehall

Letotherssitwithyouonthe

bus

Holddoorsforthosewithbags

ReadytoLearn

Keepmaterialsorganized

Movedesksquietly

Keepdeskareaclean

Keepaislesclear

Keepdeskareaclean

Usescrappaper

Closelockerdoorsquietly

Movechairsquietly

Pushchairsunderdesks

Walkinthehallways

Whatthebehaviorslooklike andsoundlike(positivelystated!)

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Thematrixaloneisnotenough!

• Howdoweensurethatstudentswillfollowtheroutineswithinourmatrix?

• Expectationsandroutinesmustbetaughtlikeacademics.

• Consideramodel,lead,testformat(i.e.,Ido,wedo,youdo).• Providemultipleopportunitiesforpracticeandfeedback.• Determinehowyou’llassessstudents’understandingofcontent.

Establishingandteachingexpectations,summary• Beginbydefiningyourexpectationswithinthecontextofyourclassroomroutines.

• Postyourrules-within-routinesmatrixandrefertoitoften,includingusingitasawaytoidentifybehaviorsthatdonotmeetexpectations

• Teachbehavioralexpectationsasyouwouldacademics:haveanoutcome,determinehowyouwillmeasurestudents’progresstowardthatoutcome,andmakeconnectionstofutureinstruction.

Behavior-specificfeedback:Praise

Whatisbehavior-specificpraise?

• Behaviorspecificpraiselookslike:• Identifyingthelearner(s).• Identifyingthespecificbehaviorbeginacknowledged.• Astatementthatoccursdirectlyafter(i.e.,asaresultof)thebehavior.

• Whataresomeexamples?

Exampleornon-example?

• Forthefollowing,identifyifthepraisestatementisspecificandcontingent.• Rod,Ilikehowyou’resittingquietly.• Todd,you’redoingagreatjob.• Class,youalldidverywellstayingontaskyesterday.• Ned,you’rereallydoingagreatjobtakingnotes.• Maude,yourskirtislovely.• IlikehowSherryandTerryareraisingtheirhands.• That’sthewaytodoit,Nelson!Keepitup!• Ralph,you’rebeingreallysuccessfulwiththatindependentwork.

Moreaboutdeliveringpraise.

• Whyisspecific,contingentpraisemoreeffectivethangeneralpraisestatements?

• Deliverpraiseinyournaturaldemeanor.

• Praiseshouldsoundsincere.

• Notallstudentswillfindpraisereinforcing.• Whymightthisbethecase?• Whataresomeoptionsforprovidingpraisetothesestudents?

Alberto&Troutman,2013;Simonsen&Myers,2015

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Behavior-specificfeedback:Errorcorrection

Thinkaboutthefollowingscenarios.

• Duringclass,astudentmakesaloudandoff-topiccomment(e.g.,“It’sagooddayforgettin’rowdy!”or“WhoelsestayedupallnightplayingFortnite?”).Whatisastandardteacherresponse?

• Astudentmispronouncesawordwhilereadingalong(e.g.,says“seven”whenthewordis“severe”).Whatisastandardteacherresponse?

Errorcorrection

• Firstresponsetominorbehaviorerrorshouldbespecificandcontingenterrorcorrection.• Identifyproblembehavior.• Identifyexpectedbehavior.• Reteach ifnecessary.• Providefeedback.• Reinforceassoonasappropriatebehaviorisdisplayed.

Remember:Academicandsocialbehavior

• Itiscriticalforustorememberthatallbehaviorsarelearnedthroughconsequences:academicandsocialbehaviorsarebothbehaviors.

• Learningacademicbehaviorscantakealongtime.Studentsmayrequireremediation,extrainstruction,anddifferentapproaches.• Thesameistrueforsocialbehaviors.• Keepaninstructionalmindset.

Questionsanddiscussion. [email protected]