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Behavior Specific Praise
Outcomes
USD 497 MTSS-CI3T Model of Support
Academic Behavioral Social
≈80%
≈15%
≈5%
Positive Behavioral Interventions and Supports (PBIS) Framework
Primary Support (Tier 1)
Secondary Support(Tier 2)
Tertiary Support(Tier 3)
High
Low
Support Intensity
Validated Curricula
ELA Math
CI3T – Comprehensive Integrated 3-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009).
Validated Core Resource
Behavior specific praise
Behavior specific praise (BSP) refers to sincere praise statements that acknowledge the student and reference the specific, desirable behavior being recognized, praising effort (not ability). BSP is most effective when consistently delivered immediately after desired behavior has been performed. Example: “Suzi,great job showing your work on all the division steps.” Non- example: “Good job!”
One of more of the following:Behavior:
SRSS-E7: Moderate (4-8) SRSS-I5: Moderate (2-3) SRSS-E7: High (9-21) SRSS-I5: High (4-15) Ranking of 1, 2, or 3 on the Motivation
to Learn subscale of the SSiS-PSG Two or more office discipline referrals
(ODRs) within a grading periodAND/OR
Academic: Two of more missing assignments within
a grading period AIMSweb: intensive or strategic level
(math or reading) Progress report: Targeted for Growth
for academic learning behaviors
Student behavior targeted for improvement (e.g., academic engaged time% of intervals, assignment completion, ODRs).
Treatment integrity
Implementation checklist
Treatment integrity checklist
Social validity
IRP-15 (teacher) Student-
completed survey
0-1 ODRs in a grading period
and
Zero missing
assignments in a grading period
and
SRSS-E7:
low risk (0-3)
SRSS- I5: low risk (0-1)
or Ranking of 4
or 5 on the Motivation to Learn subscale of the SSiS-PSG
Support DescriptionSchool-wide Data:
Entry CriteriaData to Monitor
Progress Exit Criteria
TICKETS
Review Behavior Specific Praise
•Think about a time someone gave you BSP. How did it make you feel?
What is Behavior Specific Praise?• Behavior Specific Praise (BSP): Praise statements that include reference to the
specific behavior for which the student is being recognized (Brophy, 1981; Sutherland, Wehby, & Copeland, 2000)
• Key Components• Praise statement must be linked to a behavior• Provide feedback specific to the behavior• Be sincere• Reflect skill level• Evaluate effectiveness• Praise effort – not ability
(Haydon, Musti-Rao, 2011, p. 31)
General v. Specific
What are the benefits and challenges?
Benefits• Takes little effort and costs nothing • Improves student- teacher relationships• Not time consuming or intrusive • Increases on-task behavior and reduces
problem behavior• Increases positive social and academic
behaviors
(Lampi, Fenty, & Beaunae, 2005; Marchant & Anderson, 2012; Stormont & Reinke, 2009)
Challenges• Determine students’ preferred method of
praise – public or private• Consider the needs of students who are
more motivated by escaping tasks or activities rather than accessing teacher attention
Is it Behavior Specific Praise?Thank you for raising your hand.
• Behavior Specific Praise
Several students are talking during direct instruction. The instructor looks at a group of students that are listening and says; “Thanks.”
• Not Behavior Specific Praise – no reference to specific behavior
“Emily, Thanks for arriving to school on time for once.”• Sarcasm – NOT Behavior Specific Praise
“Class, this is wonderful! This is the first time you’ve earned all your points.
• Backhanded praise – NOT Behavior Specific Praise
“Taylor, I see excellent grammar, indentation and punctuation. Don’t stop now, continue throughout the whole paper.”
• Controlling Praise – NOT Behavior Specific Praise
A student enters class during instruction and quietly takes their seat. During a short pause the teacher whispers to the student; “I appreciate you coming in quietly.”
• Behavior Specific Praise
“Chris, 100% -- the only one in the whole class. Well done.”
• Perfection Praise – NOT Behavior Specific Praise
Where to find supportsCI3T.org
PBIS.org
What is your next step in using Behavior Specific Praise ?