1272011
Classroom Management Webinar Series
Contingent Praiseand
Group Contingencies
December 13 2011
Pennsylvania Training and Technical Assistance Network
PDErsquos 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
PaTTANrsquos 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
Classroom Management Webinar Series
Date 400-600 PM
Session Title
September 13 2011 Structure and Predictability
October 11 2011 Post Teach Review Monitor and Reinforce Expectations
November 15 2011 Actively Engage Students in Observable Ways
December 13 2011 Contingent Praise and Group Contingencies
January 10 2012 Token Economy Systems and Behavior Contracting
February 7 2012 Responding to Inappropriate Behaviors
Act 48 and Instructional Hours Verification
bull Throughout the presentation there will be five multiple choice questions for you to answer
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Goals for this Session
Participants will
bull Develop and use statements of specific contingent praise to positively acknowledge appropriate student behavior
bull Develop and implement a variety of group contingency strategies to acknowledge appropriate student behavior
1
1272011
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 Practice
Simonsen Brandi Fairbanks Sarah Briesch Amy Myers Diane Sugai George Aug 1 2008 Education amp Treatment of Children
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 amp Treatment of Children
PaTTAN Publications
Teacherrsquos Desk reference Practical Information for PA Teachers ndash Classroom Management
Instructional Practices for an Effective Classroom
Website httpwwwpattannetcategoryEducational20InitiativesBehavior
Classroom Management
Prevention
Effective Instruction
Intervention
Effective Classroom Management
BEHAVIOR BASICS
The A-B-Crsquos of Behavior
A B C Antecedent Behavior Consequence
12
2
1272011
The A-B-Crsquos of Behavior
A CB Antecedent Behavior Consequence
Anything that an individual DOES bullCan be SEEN or HEARD
bullIs MEASUREABLE 13
Behavior or Not
Screaming Throws items
Leaves the classroom Curses at Teacher Disruptive
Bangs head on desk Flaps arms
Off task Hits peers
LazyDisrespectful
Walks around the classroom 14
Behavior or Not The A-B-Crsquos of Behavior
Screaming
Leaves the classroom Throws items
Curses at Teacher
Flaps arms
B CADisruptive
Bangs head on desk Antecedent Behavior Consequence
Off task Hits peers Any event that happens BEFORE a Lazy behavior Disrespectful
15 16Walks around the classroom
Antecedent The A-B-Crsquos of Behavior
Pay close attention to A Bbull The activity C bull The adult(s)
Antecedent Behavior Consequencebull The peer(s) bull The locationenvironment
Any event that occurs AFTER abull The demand or request behavior
17 18ldquoNothingrdquo is not an option
3
1272011
Consequence
Pay attention to
bull What the adult does ndash Gives a verbal reprimand
ndash Keeps the student in for recess ldquoNothingrdquondash Sends to timeout
is not ndash Ignores the behavior an option
bull What the other students do ndash Laugh at the student
ndash Imitate the student 19
ndash Ignore the student
Consequence
bull Reinforcement bull Punishment
We can tell whether the consequence is reinforcing or punishing only by its effect on future occurrences
of the behavior
NOT
by our intent
21
Reinforcement
bull A ____________ that results
bull in __________ OR ___________ the future rate of the behavior it follows
ConsequencesAny event that follows a behavior
20
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
20
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
4
29
1272011
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Punishment
bull A ___________ that results
bull in __________ the future rate of the behavior it follows
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Reinforcement or Punishment
Function of Behavior
To obtain something
Attentionsocial interaction
Materials activity
Sensory stimulation
To escapeavoid something
Attentionsocial interaction
Materials activity
Sensory stimulation
Example 30
bull 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
bull Does the staffrsquos actions reinforce or punish Gretchen How do you know
bull What might be the function of this behavior 29 30
5
31
1272011
Why determine the function
Because we know ndash Challenging behaviors serve a function ndash Challenging behaviors are context related ndash Effective support plans are based on an
understanding of the individual and the ABCrsquos (and Frsquos) of the behavior
31
What does knowing the function enable us to do
32
bull Short term solution ndash To modify or eliminate the antecedents to the
behavior ndash To eliminate or minimize the consequences that
are maintaining the behavior of concern
bull Long term solution ndash To remediate skill deficits so that the problem
behavior is less effective and efficient
32
CONTINGENT SPECIFIC 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 specificallyhellip
bull 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
bull When was the last time you received praise bull What was the situation bull What were the circumstances bull How did you feel when you received the
praise bull What effect did the praise have on you
6
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
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 Practice
Simonsen Brandi Fairbanks Sarah Briesch Amy Myers Diane Sugai George Aug 1 2008 Education amp Treatment of Children
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 amp Treatment of Children
PaTTAN Publications
Teacherrsquos Desk reference Practical Information for PA Teachers ndash Classroom Management
Instructional Practices for an Effective Classroom
Website httpwwwpattannetcategoryEducational20InitiativesBehavior
Classroom Management
Prevention
Effective Instruction
Intervention
Effective Classroom Management
BEHAVIOR BASICS
The A-B-Crsquos of Behavior
A B C Antecedent Behavior Consequence
12
2
1272011
The A-B-Crsquos of Behavior
A CB Antecedent Behavior Consequence
Anything that an individual DOES bullCan be SEEN or HEARD
bullIs MEASUREABLE 13
Behavior or Not
Screaming Throws items
Leaves the classroom Curses at Teacher Disruptive
Bangs head on desk Flaps arms
Off task Hits peers
LazyDisrespectful
Walks around the classroom 14
Behavior or Not The A-B-Crsquos of Behavior
Screaming
Leaves the classroom Throws items
Curses at Teacher
Flaps arms
B CADisruptive
Bangs head on desk Antecedent Behavior Consequence
Off task Hits peers Any event that happens BEFORE a Lazy behavior Disrespectful
15 16Walks around the classroom
Antecedent The A-B-Crsquos of Behavior
Pay close attention to A Bbull The activity C bull The adult(s)
Antecedent Behavior Consequencebull The peer(s) bull The locationenvironment
Any event that occurs AFTER abull The demand or request behavior
17 18ldquoNothingrdquo is not an option
3
1272011
Consequence
Pay attention to
bull What the adult does ndash Gives a verbal reprimand
ndash Keeps the student in for recess ldquoNothingrdquondash Sends to timeout
is not ndash Ignores the behavior an option
bull What the other students do ndash Laugh at the student
ndash Imitate the student 19
ndash Ignore the student
Consequence
bull Reinforcement bull Punishment
We can tell whether the consequence is reinforcing or punishing only by its effect on future occurrences
of the behavior
NOT
by our intent
21
Reinforcement
bull A ____________ that results
bull in __________ OR ___________ the future rate of the behavior it follows
ConsequencesAny event that follows a behavior
20
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
20
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
4
29
1272011
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Punishment
bull A ___________ that results
bull in __________ the future rate of the behavior it follows
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Reinforcement or Punishment
Function of Behavior
To obtain something
Attentionsocial interaction
Materials activity
Sensory stimulation
To escapeavoid something
Attentionsocial interaction
Materials activity
Sensory stimulation
Example 30
bull 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
bull Does the staffrsquos actions reinforce or punish Gretchen How do you know
bull What might be the function of this behavior 29 30
5
31
1272011
Why determine the function
Because we know ndash Challenging behaviors serve a function ndash Challenging behaviors are context related ndash Effective support plans are based on an
understanding of the individual and the ABCrsquos (and Frsquos) of the behavior
31
What does knowing the function enable us to do
32
bull Short term solution ndash To modify or eliminate the antecedents to the
behavior ndash To eliminate or minimize the consequences that
are maintaining the behavior of concern
bull Long term solution ndash To remediate skill deficits so that the problem
behavior is less effective and efficient
32
CONTINGENT SPECIFIC 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 specificallyhellip
bull 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
bull When was the last time you received praise bull What was the situation bull What were the circumstances bull How did you feel when you received the
praise bull What effect did the praise have on you
6
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
The A-B-Crsquos of Behavior
A CB Antecedent Behavior Consequence
Anything that an individual DOES bullCan be SEEN or HEARD
bullIs MEASUREABLE 13
Behavior or Not
Screaming Throws items
Leaves the classroom Curses at Teacher Disruptive
Bangs head on desk Flaps arms
Off task Hits peers
LazyDisrespectful
Walks around the classroom 14
Behavior or Not The A-B-Crsquos of Behavior
Screaming
Leaves the classroom Throws items
Curses at Teacher
Flaps arms
B CADisruptive
Bangs head on desk Antecedent Behavior Consequence
Off task Hits peers Any event that happens BEFORE a Lazy behavior Disrespectful
15 16Walks around the classroom
Antecedent The A-B-Crsquos of Behavior
Pay close attention to A Bbull The activity C bull The adult(s)
Antecedent Behavior Consequencebull The peer(s) bull The locationenvironment
Any event that occurs AFTER abull The demand or request behavior
17 18ldquoNothingrdquo is not an option
3
1272011
Consequence
Pay attention to
bull What the adult does ndash Gives a verbal reprimand
ndash Keeps the student in for recess ldquoNothingrdquondash Sends to timeout
is not ndash Ignores the behavior an option
bull What the other students do ndash Laugh at the student
ndash Imitate the student 19
ndash Ignore the student
Consequence
bull Reinforcement bull Punishment
We can tell whether the consequence is reinforcing or punishing only by its effect on future occurrences
of the behavior
NOT
by our intent
21
Reinforcement
bull A ____________ that results
bull in __________ OR ___________ the future rate of the behavior it follows
ConsequencesAny event that follows a behavior
20
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
20
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
4
29
1272011
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Punishment
bull A ___________ that results
bull in __________ the future rate of the behavior it follows
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Reinforcement or Punishment
Function of Behavior
To obtain something
Attentionsocial interaction
Materials activity
Sensory stimulation
To escapeavoid something
Attentionsocial interaction
Materials activity
Sensory stimulation
Example 30
bull 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
bull Does the staffrsquos actions reinforce or punish Gretchen How do you know
bull What might be the function of this behavior 29 30
5
31
1272011
Why determine the function
Because we know ndash Challenging behaviors serve a function ndash Challenging behaviors are context related ndash Effective support plans are based on an
understanding of the individual and the ABCrsquos (and Frsquos) of the behavior
31
What does knowing the function enable us to do
32
bull Short term solution ndash To modify or eliminate the antecedents to the
behavior ndash To eliminate or minimize the consequences that
are maintaining the behavior of concern
bull Long term solution ndash To remediate skill deficits so that the problem
behavior is less effective and efficient
32
CONTINGENT SPECIFIC 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 specificallyhellip
bull 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
bull When was the last time you received praise bull What was the situation bull What were the circumstances bull How did you feel when you received the
praise bull What effect did the praise have on you
6
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
Consequence
Pay attention to
bull What the adult does ndash Gives a verbal reprimand
ndash Keeps the student in for recess ldquoNothingrdquondash Sends to timeout
is not ndash Ignores the behavior an option
bull What the other students do ndash Laugh at the student
ndash Imitate the student 19
ndash Ignore the student
Consequence
bull Reinforcement bull Punishment
We can tell whether the consequence is reinforcing or punishing only by its effect on future occurrences
of the behavior
NOT
by our intent
21
Reinforcement
bull A ____________ that results
bull in __________ OR ___________ the future rate of the behavior it follows
ConsequencesAny event that follows a behavior
20
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
20
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
Reinforcement
bull A consequence that results
bull in increasing OR maintaining the future rate of the behavior it follows
4
29
1272011
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Punishment
bull A ___________ that results
bull in __________ the future rate of the behavior it follows
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Reinforcement or Punishment
Function of Behavior
To obtain something
Attentionsocial interaction
Materials activity
Sensory stimulation
To escapeavoid something
Attentionsocial interaction
Materials activity
Sensory stimulation
Example 30
bull 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
bull Does the staffrsquos actions reinforce or punish Gretchen How do you know
bull What might be the function of this behavior 29 30
5
31
1272011
Why determine the function
Because we know ndash Challenging behaviors serve a function ndash Challenging behaviors are context related ndash Effective support plans are based on an
understanding of the individual and the ABCrsquos (and Frsquos) of the behavior
31
What does knowing the function enable us to do
32
bull Short term solution ndash To modify or eliminate the antecedents to the
behavior ndash To eliminate or minimize the consequences that
are maintaining the behavior of concern
bull Long term solution ndash To remediate skill deficits so that the problem
behavior is less effective and efficient
32
CONTINGENT SPECIFIC 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 specificallyhellip
bull 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
bull When was the last time you received praise bull What was the situation bull What were the circumstances bull How did you feel when you received the
praise bull What effect did the praise have on you
6
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
29
1272011
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Punishment
bull A ___________ that results
bull in __________ the future rate of the behavior it follows
Punishment
bull A consequence that results
bull in decreasing the future rate of the behavior it follows
Reinforcement or Punishment
Function of Behavior
To obtain something
Attentionsocial interaction
Materials activity
Sensory stimulation
To escapeavoid something
Attentionsocial interaction
Materials activity
Sensory stimulation
Example 30
bull 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
bull Does the staffrsquos actions reinforce or punish Gretchen How do you know
bull What might be the function of this behavior 29 30
5
31
1272011
Why determine the function
Because we know ndash Challenging behaviors serve a function ndash Challenging behaviors are context related ndash Effective support plans are based on an
understanding of the individual and the ABCrsquos (and Frsquos) of the behavior
31
What does knowing the function enable us to do
32
bull Short term solution ndash To modify or eliminate the antecedents to the
behavior ndash To eliminate or minimize the consequences that
are maintaining the behavior of concern
bull Long term solution ndash To remediate skill deficits so that the problem
behavior is less effective and efficient
32
CONTINGENT SPECIFIC 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 specificallyhellip
bull 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
bull When was the last time you received praise bull What was the situation bull What were the circumstances bull How did you feel when you received the
praise bull What effect did the praise have on you
6
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
31
1272011
Why determine the function
Because we know ndash Challenging behaviors serve a function ndash Challenging behaviors are context related ndash Effective support plans are based on an
understanding of the individual and the ABCrsquos (and Frsquos) of the behavior
31
What does knowing the function enable us to do
32
bull Short term solution ndash To modify or eliminate the antecedents to the
behavior ndash To eliminate or minimize the consequences that
are maintaining the behavior of concern
bull Long term solution ndash To remediate skill deficits so that the problem
behavior is less effective and efficient
32
CONTINGENT SPECIFIC 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 specificallyhellip
bull 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
bull When was the last time you received praise bull What was the situation bull What were the circumstances bull How did you feel when you received the
praise bull What effect did the praise have on you
6
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
Why should teachers use praise
bull 64 of teachers report that the best student motivator is teacher praise (Jensen 2010)
bull Does not take a lot of training complex materials forms or data collection process
bull It is probably the least cumbersome of all of the interventions
bull Has the strongest evidence base (Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for academic behavior increased participantsrsquohellip
bull Correct responses bull Work productivity and accuracy bull Language and math performance on class
work bull Academic performance
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
What does the research tell us about praise
Delivering contingent praise for appropriate social behavior increased participantsrsquohellip
bull On-task behavior bull Student attention bull Compliance bull Positive self-referent statements bull Cooperative play
(Simonsen Fairbanks Briesch Myers amp Sugai 2008)
I ndash FEED ndash V Rules Implementing Praise
I ndash Immediate F ndash Frequent E ndash Enthusiastic E ndash Eye Contact D ndash Describes the Behavior V ndash Variety
In order for praise to be effectivehellip What is Moving Smith amp Sprague (2004)
Interacting Scanning
Moving
Active Supervision
Moving is walking around classroom bull Frequent visits tobull Very frequent known problemhellip
movement ndash Areas ndash ldquoYou are ndash Activities
EVERYWHERErdquo ndash Students (problembehaviors NOT students)bull Planned purposeful
BUT unpredictable bull Gives many moreopportunities to have positive interactionswith students
7
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
Positive Interactions Neutral Interactions
1272011
Teacherrsquos Desk
Fewer problem behaviors with this pattern
What is Scanning Smith amp Sprague (2004)
Scanning is looking around entire room to monitor students
bull Watch and listen to all activities ndash Be aware of whatrsquos going on
bull Focus on all behavior (appropriate and inappropriate) and problem areas
bull Gives many more opportunities to have positive interactions with students
Movinghellip
IS IS NOT Walking around Sitting at your
desk whilestudent desks studentswhile they are completeworking independent
Walking around work the room while Staying near the presenting a smartboard when lesson not using it
Scanninghellip
IS IS NOT Looking at all Looking at just
the back of the areas of the roomclassroom
Looking at only Frequent ldquovisual those studentschecksrdquo across who are lookingthe room at you
Keeping your Grading papers head up
REMINDER Focus on known problem areas
Interacting with Students
bull Basis for relationship building bull Parallels of parent-child and teacher-student
relationships bull Quality of teacher-student relationships
predicts socialemotional adjustment ndash Young children and early adolescents ndash High-risk youth
What is Interacting
Positive Interactions Neutral Interactions
Interacting is using your attention to change behavior
bull Greeting students bull Acknowledgement bull Saying Hi for following rules bull Brief chat bull Given by all staff bull Brief - talking with bull Most effective a student(s) about
when identifying topic of interest behavior being (sports musicpraised TVmovies)Murray amp Zvoch (2011)
8
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
More on ldquoInteractingrdquohellip
Positive Interactions Expressions
bull Smiling bull Winking bull Nodding
Physical
bull Shaking hands
bull Pat on the back
bull High five
Verbal
bull Non-specific and behavior specific praise
Giving Praise
Studentrsquos 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
Steps for Giving Praise
1 State the studentrsquos name
2 Give a praise statement (Approval)
3 Describe the specific behavior Can you SEE it
When Do You Acknowledge
As much as possible
41 Repeat a behavior
Meeting behavioral expectations
ldquoI love seeing those hands raisedrdquo Small changes
ldquoGreat job solving the problem by talkingrdquo
ldquoIrsquom thrilled that you arrived on timerdquo
Catch lsquoem Being Good
Focus on POSITIVE not negative
behavior
Provide POSITIVE not negative
attention
Contingent Specific Praise
9
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
Check for Understanding
Observed Appropriate Behavior A student arrives to class with all required materials Praise ldquo Good Jobrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise ldquo Good Jobrdquo
Contingent Specific Praise ldquoGood Morning Sydney You have arrived in my class with your pencil notebook and math book
I love it when you are prepared Good Jobrdquo
Check for Understanding
Observed Appropriate Behavior 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
Check for Understanding
Observed Appropriate Behavior A student performs well on the spelling test Praise ldquo You did itrdquo
How could you change the praise to make it more effective
Check for Understanding
Praise Teacher gives the student a high five upon their return
Contingent Specific Praise ldquoJeffrey thanks for returning to class and
getting right back to your workrdquo Teacher gives a high five
Check for Understanding
Praise ldquo You did itrdquo
Contingent Specific Praise ldquoEmily you did it You worked hard practiced your spelling words and got an 85 on your
spelling testrdquo
10
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
And finallyhellip
bull Generally desired academic and social behavior can be increased by providing contingent specific praise
bull The effects of praise may be bolstered when the praise is specific and used in conjunction with other strategies
Make a Commitment
Make a Commitment
bull Commit to using praise in your classroom bull Take small steps bull Start with a small period of time (one activity
one period one instruction time etc) and increase to 24 ndash six
bull Store the sheet in your classroom and review it often
GROUP CONTINGENCIES
What is a Group Contingency
bull A planned intervention where the consequence for group members depends on the behavior of other group members
bull It can be used to reinforce behavior
Axelrod (1998)
Why Use Group Contingencies
Increase Decreasehellip bull positive behavior bull student attention bull transition time bull achievement bull inappropriate behavior bull appropriate classroom bull talk-outs
behavior bull out-of-seat behavior bull peer social acceptance bull negative verbal bull student preparedness for interactions
class bull assignment completion
11
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
Group Contingencies
Usehellip bull When an individual program is
impractical bull To resolve serious disruptive behavior
quickly bull To capitalize on peer influence or
monitoring bull To facilitate positive social interaction
Group Contingencies
Usehellip bull When a large number of students engage in the same
behavior bull When it is difficult to determine who is responsible
for the behavior ( ie stealing or vandalism) bull 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
Group ContingenciesGroup Contingencies
TYPES OF GROUP CONSEQUENCE SHARING bull Dependent
the behavior of one (or a few) determines the consequences for all
bull Independent the behavior of an individual determines the consequences for that individual
bull Interdependent the behavior of all determines the consequences for all
bull Dependent - the behavior of one (or a few) determines the consequences for all
Who Must Who Receives Example Exhibit Consequence Behavior
Individual or small Large group When Sarah group submits 4
homework assignments the whole class gets to have a party on Friday
Group Contingencies Group Contingencies
bull Independent the behavior of an individual determines the consequences for that individual
Who Must Exhibit Behavior
Who Receives Consequence
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
bull Interdependent the behavior of all determines the consequences for all
Who Must Exhibit Behavior
Who Receives Consequence
Example
All group members Whole group When all members of the group submit 4 homework assignments all members earn a party on Friday
12
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
Example
bull Mr Swansonrsquos 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
bull What type of group contingency is this
Example
bull 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
bull Which type of group contingency is this
Answer
INDEPENDENT
Answer
DEPENDENT
Example
bull Each student in Mr Brownrsquos class is responsible for earning lsquogood behaviorrsquo 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
bull Which type of group contingency is this
Answer
INTERDEPENDENT
1272011
13
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
Set Up the Group Contingency Adding Mystery to Rewards
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
Advantages of Group Contingencies
bull Whole group is motivated to comply with rule(s)
bull Group encourages appropriate behavior from other group members
bull Group may stop reinforcing the undesirable behavior of disruptive students
bull Convenient and easy to apply
Random selection of behavior and criterion to earn the reward bull Varied behaviorcriteria written on slips of
paper bull Behaviorcriteria placed in a jar or sealed in an
envelope and displayed in prominent position bull At the end of the period select a
behaviorcriterion
Rathvon (2008)
Disadvantages of Group Contingencies
bull Excessive pressure may be placed on one or several students
bull Possible sabotage by unmotivated students bull Unfavorable social interactions ndash
ldquoscapegoatingrdquo bull Ethical considerations
Group Contingencies Cautions
bull All students in group must possess the skills to perform the target behavior
bull Consider types of group contingencies (dependent independent interdependent)
bull Scapegoating ndash blame for ruining the contingency for the group
bull Sabotage ndash when to remove a tough kid
Classroom (Group) Contingencies
The Good Behavior Game
bull httpwwwinterventioncentralorghtmdocsin terventionsclassroomgbgphp
bull httpwwwjhsphedupreventionPublications gbgpdf
14
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
1272011
Create a Classroom Contingency Congratulations
Next Session
Classroom Management Webinar Series
Token Economy Systems and Behavior Contracting
January 10 2012
httpwwwpattannet
15
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16
_____ _____ _____ _____ _____
1272011
Session Evaluation
bull Complete the Training Evaluation and Assessment of Learning Outcomes
bull The link to the electronic evaluation is httpwwwzoomerangcomSurveyWEB22DX3 8CDLG9
bull We appreciate your honest feedback
Act 48 and Instructional Hours Verification
bull The letters that correspond to the correct answers are needed for the VERIFICATION CODE
bull ANSWERS
bull EMAIL the VERIFICATION CODE to codepattanpghnet by close of business on Friday December 16 2011 bull Include your name employer and PPID (if applicable) in the email
bull In the subject of the email indicate Act 48 or Instructional Hours
bull You will receive an email confirmation notifying you that your email was received
bull Allow 30 days for the processing of act 48 and instructional hours
Contact Information wwwpattannet
Donna Westbrooks-Martin Dwestbrooks-martinpattannet
Phone 1-800-466-5607 Ext 6854
Dennis Cullen dcullenpattannet Phone 1-800-441-3215 ext 7232
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
96
16