I. Social Stories Power Point Relationship Narrativeinternet.savannah.chatham.k12.ga.us/district/AcademicAffairs/PBIS... · I. Social Stories Power Point Relationship Narrative

Uses inappropriate non‐verbal/verbal responses with peers and adults

Interventions do not have to occur in the classroom they can be administered in small groups with the counselor or similar settings.

Interventions: Most of these interventions can be adapted to student group size, or RTI tier. The key difference to keep in mind for Tier 2 and Tier 3 interventions is INTENSITIY. That is, the same intervention can be done at both levels, with differing degrees of intensity. . . For example, in Tier 2, the teacher could work with a group of 6 children for 20 minutes three times a week. For Tier 3, the INTENSITY of instruction would need to be increased in Tier 3 by reducing group size to a maximum of 3, increasing group time to 30 minutes, and increasing group frequency to 5 times a week.

Suggested Interventions

I. Social Stories Power Point Relationship Narrative (courtesy of Lisa Williams from behaviordoctor.org)

a. Getting Started i. After deciding the subject of the Relationship Narrative, take digital pictures

of the student in the appropriate locations. ii. Download the pictures onto your computer.

b. Step 2 i. Open PowerPoint on your computer and select your slide design and layout.

This format is a good one to start with, c. Step 3

i. Begin by typing the title in the top section. ii. Click on the large text box. iii. Click on Insert at the top of the computer. Scroll down to picture. You will

see an arrow, which will pull up another window. Click on From File. This will navigate you to your pictures located on your computer.

iv. Double click on the selected picture and it will appear in your Powerpoint slide.

d. Next Phase i. After you have finished with the body of the Relationship Narrative and have

all of your digital pictures in their places, it is time for the next phase of the Relationship Narrative.

ii. You will be recording the text and programming the story to run by itself, with little assistance needed by the teacher or student.

e. Step 4



i. Remember to save often. ii. Next, it is time to record. Go to Insert, then scroll down to Movies and

Sounds. Then go to Record Sounds. A box will appear; you will click on the red dot and read the text. When finished, click on Okay.

iii. You will see a blue microphone in the center of the slide. Click and drag the microphone to the right bottom corner.

f. Step 5 i. Continue to go through all of the slides with this procedure. ii. Don’t forget to save! iii. When you finish with the recording, you will need to go to Slide Show in your

tool box at the top and scroll down to Custom Animation. You will see the control on the right side of your slide.

g. Step 6 i. Click on the microphone on your slide. Go to the arrow on Add Effect and

scroll down to Sound Actions. Then click on Play. ii. Under Modify Effect, click on the arrow beside Start. Click on With Previous

in the drop down window. iii. Save your slide. iv. Go through all of the slides in this manner.

h. Step 7 i. Next, you will need to put timings with your slides. Click on Slide Show and

go to Rehearse Timings. ii. This feature will take you through each slide. You will need to have each

slide run approximately 10 seconds long. iii. When you have been through the entire story, it will ask you if you would like

to keep the timings you created. After clicking yes, a screen will appear which has all of your slides and their times.

i. Step 8 i. Check out your creation by going to slide show and clicking on View Show.

If you have any mistakes, now is the time to fix them. ii. If you are satisfied with what you have, go to File and Save as. Go to file

type and the scroll down arrow. Go to Powerpoint Show. Save. j. You did it!



i. See how easy it is to create a Powerpoint Relationship Narrative?!! Once you get the hang of it, you will find that it goes so quickly. It’s also flexible! You can add pictures as needed and make changes to event/schedule changes easily tool.

II. How to Write a Social Story Book By, Lorin Neikirk- eHow Member

Turn a negative into a positive

Social Stories are a very effective, and proven, method for helping kids on the autism spectrum learn a new task, skill or understanding. You too can write a library of social stories for your loved one or students, saving thousands of dollars in specialist fees.

Instructions

Things you’ll need:

• A child's behavior issue, which you want to manage or control • An idea of a positive behavior that you want the negative behavior replaced with • Unlined paper • A black marker • A Stapler

Step 1

Use one sheet of letter sized, unlined paper to draft your story on, and another four to five sheets to use as your "story book". Generally, six to eight half-pages for the interior of the story works well, depending on the topic and age of the child. Include two more halves for the cover and the "The End" page, and you have 4 or 5 whole sheets of paper. (Of course, you will want extra sheets, just in case.)



Step 2

Jot down your points to make. We make a point on each page, and each point takes us closer to the goal behavior. Number your paper from 1 to 8 or 10, writing Setting at #1, and The End at the last number. The story should progress in a step by step format: First, next, last. Giving the order of the steps helps them remember the process.

Step 3

Turn the negative into a positive.

Turn the issue into a positive behavior. Decide on the behavior to change, and what you'd like to replace the behavior with. For this example we'll use the issue of not listening to the teacher, resulting in not following directions. The positive behavior could be "Following Directions at School".

Step 4

Illustrations are added once the text is complete, and is covered in a later step

Put the setting in a positive light. The goal of this step is to introduce the setting of the story to the child, and to reassure the child that all will be ok. As with most pages in the story, no more than 3-4 sentences per page is a good guideline. (NOTE: Although not always used in social stories, it is very effective to write the story in "first person", as if the child were telling the story. This gives an affirmative quality to the story.) If we want to "set the stage" for following directions at school, we could say: "Being at school can be fun. I am here to learn new things. My teacher knows a lot. She can help me learn lots of new things." With the above text, we are telling the child a) This has to do with



being at school b) Why are we at school?- To learn c) Introduce the element which she/he interacts with, the element crucial to the change (e.g., We want the child to listen to the teacher, so the teacher is the critical element at the setting.) and d) the critical element can be of benefit to the child. NOTE: Kids with autism can be very concerned with the unknown. Making the unknown known is reassuring.

Step 5

Get the students Attention.

A good point to make is to put the critical element in an important frame of reference. This gets the child's attention. You will then continue, on your draft page, jotting down the points you'd like to make for each page.

Step 6

In this page, a 9 word replacement behavior is dominant over the 2 word negative behavior in the same sentence,

Say what you want to happen. The following points/pages should reflect the behavior you want to see, not what you don't want to see. What is read or heard is generally processed with the majority of the words used. For instance, when you remove one word ("don't") from "Don't talk when the teacher is giving directions", you get the behavior opposite of what you want. "...look at her while she gives me the directions" is better.

Step 7



Get the child EXCITED about learning a new behavior!

Make a compelling argument. In the next page of this example, we say to the child, "Next I will try to think about what she is saying. This may help me remember better!" We tell the child that if s/he thinks about what the teacher is saying, there will be a benefit to the child. NOTE: Kids with autism, especially HFA or Aspergers, know that they forget, and that is frustrating to them. Giving a child with autism tools to help with frustrations is typically of great personal satisfaction to the child.

Step 8

The goal behavior is

demonstrated in the story. Bring out the goal. The next step shows the goal behavior. "Last, I will try to follow the directions as closely as possible."

Step 9

Cover your bases with a possible change in plans.



Make room for change. Make sure that your bases are covered with any contingencies. For instance, "I may have questions about the directions." Knowing what to do when there is a change is another reassuring thing for kids on the Autism Spectrum.

Step 10

Give any helpful hints to help accomplish the goal

The next point in our example illustrates gives more information: Writing instructions down can help him or her remember the directions. The text reads: "Sometimes writing down the directions can be helpful. If I have a hard time remembering the directions, I will try to write them down."

Step 11

An exciting by-product of the effort is that the child gets to learn new things!

Wrap it up. End on a positive, upbeat point that encourages the reader to make efforts toward the goal behavior. "When I follow directions, my teacher can help me learn a lot!" NOTE: Kids particularly with Aspergers LOVE to learn new things! It isn't a chore, but a privilege.



Step 12

Social story drawing should be simple, uncomplicated.

Picture it. Less is more with the illustrations. Add a sample illustration next to each step of your draft. Illustrations can be as simple as a smiley face, stick figures, an arrow pointing to something like eyes or ears. It is NOT necessary to make complicated or detailed pictures, as that could draw attention away from the message. The illustrations should support the text as if the child could not read the words. Ideally, the message should be pretty clear with the pictures alone.

Step 13

Pull it together. Put each point of text on its own half page, along with its illustration. Don't forget a cover and a “THE END” page, and staple!

III. Behavior Contracts Intervention

The behavior contract is a simple positive-reinforcement intervention that is widely used by teachers to change student behaviour. The behaviour contract spells out in detail the expectations of student and teacher (and sometimes parents) in carrying out the intervention plan, making it a useful planning document. Also, because the student usually has input into the conditions that are established within the contract for earning rewards, the student is more likely to be motivated to abide by the terms of the behavior contract than if those terms has been imposed by someone else.

Steps in Implementing This Intervention

The teacher decides which behaviors to select for the behavior contract. When possible, teachers should define behavior targets for the contract in the form of positive, pro-academic behaviors. For example, an instructor maybe concerned that a student frequently calls out



answers during lecture periods without first getting permission from the teacher to speak. For the contract, the teacher’s concern that the student talks out may be restated positively as “The student will participate in class lecture and discussion, raising his hand and being recognized by the teacher before offering an answer or comment.” In many instances, the student can take part in selecting positive goals to increase the child’s involvement in, and motivation toward, the behavioural contract.

The teacher meets with the student to draw up a behavior contract. (If appropriate, other school staff member and perhaps the student’s parent(s) are invited to participate as well.) The teacher next meets with the student to draw up a behavior contract. The contract should include:

• A listing of student behaviors that are to be reduced or increased. As stated above, the student’s behavioral goals should usually be stated in positive, goal-oriented terms. Also, behavioral definitions should be described in sufficient detail to prevent disagreement about student compliance. The teacher should also select target behaviors that are easy to observe and verify. For instance completion of class assignments is a behavioral goal that can be readily evaluated. If the teacher selects the goal that child “will not steal pens from other students”, though, this goal will be very difficult to observe and confirm.

• A statement or section that explains the minimum conditions under which the student will earn a point, sticker, or other token for showing appropriate behaviors. For example, a contract may state that “Johnny will add a point to his Good Behavior Chart each time he arrives at school on time and hand in his completed homework assignment to the teacher.

• For conditions under which the student will be able to redeem collected stickers, points, or other tokens to redeem for specific rewards. A contract may state for instance, that “When Johnny has earned 5 points on his Good Behavior Chart; he may select a friend, choose a game from the play-materials shelf, and spend 10 minutes during free time at the end of the day playing the game.”

• Bonus and penalty clauses (optional). Although not required, bonus and penalty clauses can provide extra incentives for the student to follow the contract. A bonus clause usually offers the student some type of additional “pay-off” for consistently



reaching behavioral targets. A penalty clause may prescribe a penalty for serious problem behavior: e.g., the student disrupts the class or endanger the safety of self or of others.

• Areas for signature. The behavior contract should include spaces for both teacher and student signatures, as a sign that both parties agree to adhere to their responsibilities in the contract. Additionally, the instructor may want to include signature blocks for other staff members (e.g., a school administrator) and/or the student’s parent(s).

Sample Behavior Contract:

Sample Behavior Contract:

Effective Dates: From 10/20/10 to 12/20/10

Mrs. Jones, the teacher, will give Ricky a sticker to put on his “Classroom Hero” chart each time he does one of the following:

• Turns in completed homework assignment on time

• Turns in morning seatwork assignments on time and completed

• Works quietly through the morning seatwork period (from 9:30 to 10:00 a.m.) without needing to be approached or redirected by the teacher for being off‐task or distracting others

When Ricky has collected 12 stickers from Mrs. Jones, he may choose one of the following rewards:

• 10 minutes of free item at the end of the day in the classroom

• 10 minutes of extra playground time (with Mr. Jenkins’ class)

• Choice of a prize from the “Surprise Prize Box”

Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by earning all 3 possible stickers each day, he will be able to draw one additional prize from the “Surprise Prize Box”.

Penalty: If Ricky has to be approached by the teacher more than 5 times during a morning period because he is showing distracting behavior, he will lose a chance to earn a “Classroom Hero” sticker the following day.

The student, Ricky, helped to create this agreement. He understands and agrees to the terms of this behavior contact.

Student Signature: ______________________________________

The teacher, Mrs. Jones, agrees to carry out her part of this agreement. Ricky will receive stickers when he fulfils his daily behavioral goals of competing homework and class work, and will also be allowed to collect his reward when he has earned enough stickers for it. The teacher will also be sure that Ricky gets his bonus prize if he earns it.

Teacher Signature: ______________________________________

The parent(s) of Ricky agree to check over his homework assignments each evening to make sure that he completes them. They will also ask Ricky daily about his work completion and behavior at school. The parent(s) will provide Ricky with daily encouragement to achieve his behavior goals. In addition, the parent(s) will sign Ricky’s “Classroom Hero” chart each time that he brings it home with 12 stickers on it.

Parent Signature: ______________________________________



IV. Self Monitoring of Behavior ( courtesy of behaviordoctor.org)

The following pages on Student Teacher Rating Sheets have been very effective for many teachers. It is not enough to tell children to “be respectful”, we must teach them what that looks like, sounds like, and feels like.

Just as an 87% on a paper does not teach a child what they did correctly and what they did incorrectly; telling a child to flip a card to another color does not teach them to see their behavior the same way the adult sees their behavior.

The following pages are a self‐management tool for teachers to use with children who are having a difficult time with typical classroom management techniques.

The teacher grades their behavior on a few positively stated expectations every hour using a scale of 3‐2‐1 (3 means everything went extremely well that hour, 2 means things went well but could have been a little better , and 1 means things could have been better). I do not believe in using a zero or a sad face with a child because children equate this with “I’m a zero. I’m not worth anything.” (As soon as a child believes this about themselves they will begin to act as if they are a zero or not worth anything and that is not where we want any child’s self‐worth to rest.)

I actually was doing a training once and a lady raised her hand and said, “Get real. Some children are zeros.” I sincerely hope this woman has found work in another industry, because if you believe that children are not worth anything, you should not be in charge of their education.

The child grades their behavior on the same scale of 3‐2‐1. They can do this on the sheet of paper provided on the next pages or on a separate piece of paper. The child should not be able to see what the teacher wrote and the teacher should not be able to see what the child wrote. When they put their two papers together, if they match, the child gets that number of points. 3+3= 3 points, 2+2= 2 points and 1+1= 1 point. If the teacher marks the child a 3 and the child marks their behavior a 2 then no points are earned. This helps the child learn to see their behavior the same way the adult sees their behavior.

Most children really buy into this program because it is competition and they love competition. My favorite way to “pay off” on this program is to have the child choose a menu of point accumulation and the reward occurs at home. For example, if a child had six hours with 9 points possible for each hour their top point accumulation would be 54 points. The menu might look like this:

• 1‐25 points= 5 extra minutes of computer game at home • 26‐35 points = 10 extra minutes of computer game at home • 36‐40 points = getting to choose what the family eats for dinner that night • 41‐50 points = getting to help parent cook the dinner that the family eats for dinner • 51‐54 points = getting to choose the family movie to watch that night

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For older students substitute smiley faces with the numbers 3‐2‐1. Students must earn the number of points they were given. If they only earn one point for matching, the child will quickly figure out that if they have tons of targeted behaviors the teacher will mark them a “one” and then the student can mark a “one” and they will match. Smart kids! (I learned this lesson the hard way.)

The teacher marks the score for each section where the student cannot see what the teacher is writing. The student marks the score for each section where the teacher cannot see what the student is writing. The student and teacher then get together and everywhere they match the student earns points.

In the sample above the student could earn up to 108 points per day. This was for a four year old in a preschool. The teacher added up all the points and then helped the child figure out what menu choices they had.

100 points or better and he/she gets to pick what the family eats for dinner that night and help grandma cook it…. and he/she can choose a prize at school – like getting to play basketball one on one with a preferred adult. You will have to figure out what will “float his boat.”

80‐100 points and he/she gets to help grandma cook dinner‐ but doesn’t get to choose what it is…and he/she can choose a prize at school‐ like getting 10 extra minutes of computer time.

You’ll have to come up with the menu based on his/her “float the boaters” ☺

The following page has a sheet filled out.



Student-Teacher Rating Form

Date:

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Be Respectful

Be Responsible

Be Resourceful

Total Points

This child earned 28 out of 54 points. They would have a menu of rewards and 28 points would earn them a medium level pay off.



Student-Teacher Rating Form

Date: Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Total Points



This is a blank form for you to use.

Family Sample for Home Use‐ Could use with whole family and person with most points wins. See 100 free ways to reward children for ideas on menu choices.

My child

R O C K S Respects Others Community Knowledge Self

Day of the week

Total Points

Uses inappropriate non‐verbal/verbal responses with peers and adults Interventions do not have to occur in the classroom they can be administered

in small groups with the counselor or similar settings.

Page numbers may vary due to different editions 17 Some interventions courtesy of interventioncentral.org

Other examples of Self Monitoring (Courtesy of Dr. Mac’s Behavior Management site) You’ve decided that you'd like to collect data on a student's behavior (to monitor progress or evaluate performance on an IEP goal), but have too many other duties and responsibilities to spend a great deal of time observing the behaviors of particular kids and keeping a record of their occurrence. Self monitoring procedures provide a way to keep track of behavior while motivating youngsters to engage in academic and pro-social behaviors. Self monitoring involves having students keep track of whether they are on-task, compliant, and following rules and routines. In essence, they are evaluating their own behavior. (Don't fall over sideways just yet. We'll tell you how to prevent cheating and over-rating of one's behavior) Below you'll find a couple of ways in which you can use self-recording with individual students (or a few individuals). Self monitoring for one behavior If you'd like for a student to work on one (or maybe more) behavior(s), provide him/her with a form/table in the form of a grid (see form #1 below). Set an egg timer (the type that allows you to turn a dial which ticks back to zero and sounds a "ding") to any amount of time (but probably between 30 seconds and 15 minutes during the first couple of days). When the timer sounds, the student makes one of two marks. One mark, let's say a "plus" (+) sign, indicates that the student was engaging in the appropriate behavior (e.g., on-task, keeping hands to self, being quiet) at the exact moment that the bell sounded. Another mark, let's say a "minus" (-) sign, indicates that the student was NOT engaged in the appropriate assigned behavior when the bell sounded. In this version, it does not matter what the student was doing before or after the bell, only what was happening at the exact moment of the bell sounding (so be sure the student can't see the timer and anticipate the bell). If the student misbehaved a lot during the time period, that does not matter (in this version)...only the behavior happening during the precise moment of the bell's sound matters. Reset the timer to any amount of time and return to your duties until the next "ding" when you'll have to reset the clock again (or have a trustworthy student do it for you) as the target student again self-evaluates. At the end of the period/day, if the student meets a predetermined percentage of times engaged in the behavior, s/he receives a prize (e.g., sticker, star, point, pencil, computer time). You may want to have predetermined rewards for different levels of performance, with better performance earning a better prize. Keep the ratings sheets for your records. Perhaps graph the student's performance so that s/he can visually see his/her progress. As the youngster improves in performance, you may decide to move to a variation of this system in which when the bell sounds, the student rates him/herself on a 0-4 scale. A zero rating means that the student did not show the desired behavior at all during the time between bells. A "1" rating indicates that the behavior was shown at least once (or a very short time) between the sounding of the bells. A "2" rating indicates that the behavior was displayed for more than a short time, but less than half of the time period. A "3" means that the behavior was shown at least half the time. A "4" score indicates that the student believes s/he was engaging in the




desired actions for almost all the time. A "5" indicates "perfect" performance during the time between bells. If you are working with the student on complying with your directions, another variation is to figure the % of directions with which the student complied. Each direction is followed by a student response and then a student self-recorded marking of "yes" or "no" in a space on the table/grid for that direction. An empty space counts as a "no" (the student was probably engaged in defiant behavior at the moment). This version might not work well with defiant/non-compliant youngsters. What might work better is an "after the fact" self-scoring in which, at the end of the period, the student rates his/her compliance with your directions on a 0-5 scale. "Zero" means that no directions uttered by you were met with his/her compliance during the period. A "1" rating indicates that s/he complied with at least one direction. A "2" rating indicates compliance with most directions after a period of time or with reminders/repeating of directions. A "3" is recorded for general compliance with nearly all directions, and a "4" is recorded for compliance with all directions (with some hesitation or resistance). A "5" indicates quick and complete compliance with all directions. Another scoring procedure would awarded 3 points for independent and voluntary compliance with all rules, a "2" for complying with reminders to follow the rules, and a "1" for complying with directions sometime during the period (however shortly). You might devise your own scoring system to meet the abilities of your particular students to meet expectations. How do I prevent cheating by students when they self-evaluate? Yes, students might be tempted to rate their behavior more positively in order to obtain the reward with less effort. One way to prevent this occurrence is by secretly monitoring that student on a periodic basis. The student is made aware that you might be doing so on any given day. On days when you do observe the youngster's performance, meet with him/her at the end of the class/day. Compare your records. For each time period/bell sounding in which your scores agree, make a note of that concurrence. If agreement is 100%, give prizes/points that are better than the prizes for 90% agreement, which are better than the prizes/points for 80% agreement. Less than 80% concurrence will probably require retraining or more frequent monitoring by you. You might even build in a penalty of some sort for very low agreement rates, but do remember that the idea is to inspire kids to try harder...focusing on the negative can create defiance and result in the student deciding to discontinue attempts to improve his/her behavior. Stay positive!! Responsible & Motivated Kid? If you have a trustworthy and highly motivated student, you might allow him/her to set goals and ascertain whether they were met. You might even let him/her "self-reinforce", deciding if he or she is deserving of a prize or privilege to which s/he has access and is able to give to him/herself. Forms for use by students




1. "Grid" type of self-recording form

2. Multiple behavior, multiple period self-recording form




3. Self-recording form (uses faces instead of points for younger students)







(Courtesy of From Sue Watson, About.com Guide)

There are 2 tracking strategies on this form. One is a visual reminder for students to track 3 goals to

stick to on a daily basis. The 2nd is a daily self-monitoring report for students to bring home each day

to ensure schoolwork and behavior goals are being met. When a student is responsible for monitoring

his/her own behavior, chances for positive change are usually greater.

Steps to Follow 1. Devise forms and obtain materials (e.g., bells, prizes) 2. Explain the program (go over the materials and procedures) 3. Conduct a practice session to be sure everything is understood 4. Start the program




V. Positive Reinforcement

Positive reinforcement is when a procedure that is contingent upon performing a specific behavior that is immediately rewarded to maintain or increase that behavior.

When using positive reinforcement the teacher needs to do the following:

• Select and define a behavior to increase i. Make sure that you specify the behavior to be increased starting a behavior change for a

student. When writing the behavior make sure that it is descriptive 1. Example: Sally will keep her hands and feet to herself while standing in line for

the bathroom. ii. Define the behavior

1. Define the behavior in observable and measureable terms. a. Example: When the teacher gives a direction, Sam will comply within 5

seconds

• Choose reinforcers i. Choose reinforcers that appeal to the student. To create a menu of reinforcers see

appendix “A” “How to Create A Rewards Deck”

• Delivery of positive reinforcement i. Continuous reinforcement is necessary when teaching a new skill. To prevent the

student from tiring of the use of the one reinforcer, change them up using the reinforcers menu that you created.

ii. Intermittent reinforcement is to be used when the behavior has be well learned. This is used to maintain the new behavior by keeping the student guessing when the next reinforcement will happen.

1. Example: Lee receives intermittently reinforcers from the teacher every 2 to 3 minutes. Slowly the teacher moves to every 5 to 10 minutes and so on, until Lee experiences a rate of reinforcement that her peers receive in the classroom.

• Monitor student performance i. Check Target Behavior

1. Are they well defined and does the student understand them? ii. Check Reinforcers

1. Are there too many, too few? Does the student like them? iii. Check Fidelity of the Intervention

1. Does everyone involved administer the reinforcement consistently?




VI. Self‐reinforcement (courtesy of behaviordoctor.org) (e.g., taking a break following completion of a specific number of work tasks, recruiting praise from an adult for use of a particular social skill)

Name: __________________________________________ Date:___________________

INSTRUCTIONS: Each time you use any of these skills (or skill combinations), write down when and how well you did.

SKILLS:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

When? How well did you do?

(excellent, good, fair, poor)

1. ______________________________________ _________________________

______________________________________

What happened as a result of your skill use?

______________________________________________________________________________

When? How well did you do?

(excellent, good, fair, poor)

2. ________________________________ _________________________

________________________________

What happened as a result of your skill use?

______________________________________________________________________________




VII. Self‐Correction (Courtesy of behaviordoctor.org)

Date: _____________________

Dear Mom:

I am a Great Kid! Today during Reading Hour:

Put an X in the box next to all the things you did during Reading Hour.

1. I said my words. 2. I read quietly. 3. I did my work by myself. 4. I answered Ms. B’s questions. 5. I did not sing out loud without asking. 6. I did not talk out loud without asking. 7. I did not hit anyone. 8. I did not tickle anyone. 9. I started my work when Ms. B. told me to. 10. I stayed in my seat.

The total number of things I did is ________________________.

_________________________

George’s signature

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VIII. Token Economies (Courtesy of Dr. Mac’s Behavior Website) One of the most commonly used behavior management interventions is the token economy system. A token economy involves awarding (“reinforcing” a student with) tokens, chips, stickers, check marks, points, or other items/markings to students who demonstrate desired behaviors (in this case responding appropriately to peers and adults) identified by the teacher. Students may periodically exchange the tokens for rewards, which are items or activities desirable to them. A token program is often compared to a national economic system in which we work for money, which has no value in and of itself (“secondary reinforcer”), and later exchange it for items and activities that are valuable to us. Token economies are often quite effective for students who are resistant to other types of motivational or behavior management techniques. Other benefits of this system are ease of administration, the use of immediate or frequent reinforcement (tokens) while teaching delayed gratification (holding tokens until trade‐in time), lack of boredom or satiation for the student due to the availability of a variety of back‐up reinforcers, and lack of competition between students as they compete only against themselves. When a token economy is used for one or a few students only, it is often arranged through the development of a contract. Over time, the tokens are periodically devalued so that students must perform at a higher level to earn the same value in back‐up reinforcers. This stiffening of requirements promotes continual improvement in behavior or performance by the students. Token economies have great flexibility and utility; they have been shown in research studies to be effective with students with various kinds and severities of disabling conditions. Perhaps the reason for the effectiveness is that a token or check mark is visible evidence of success and progress. It also reminds the student to display proper behavior, and assures that the teacher will notice appropriate behavior and interact with the student in a positive manner.

How to Use Token Economies a. Select the behaviors to be rewarded. The behaviors to be reinforced should be in concert with

classroom rules and guidelines. b. State the desired behaviors in specific and observable terms. If at all possible, phrase them in a

positive manner. Be sure to tell the student what to do (the desired action), rather than what not to do (e.g., “Raise hand before talking” rather than “No speaking out”). Promote a replacement behavior for the inappropriate action. That replacement behavior should serve the same internal need and serve the same purpose as the present incorrect behavior.

c. Decide how you will measure the behaviors (e.g., percentage correct, number of minutes engaged in proper behavior, number of times student displays appropriate behavior).




d. Decide where to monitor the behaviors (e.g., only in the classroom or also in the lunchroom and on the bus).

e. Select the initial reinforcer. Use a reinforcer that is easy to administer and convenient to store. Devise a token/item/marking that will inhibit theft or counterfeiting.

f. Select your back‐up reinforcers. Involve your students in the selection to insure that the reinforcers will be perceived as being valuable. (For instance, have the students list things that they would work to obtain, or complete one of the man published reinforcement inventories, or set out possible reinforcers and observe which ones are selected most often.) Be sure that the reinforcers are appropriate. Consider educational value, cost, possible misuse, or danger involved.

g. Place a price (in tokens) on your back‐up reinforcers. Record the actual price of any purchased items. Higher priced items will demand more tokens for trade‐in. Place a value on back‐up reinforcers (the rewards) that are activity‐oriented success as free time, listening to music, or painting. Develop a wall chart that lists the number of tokens needed to purchase each back‐up reinforcer.

h. Place a value on the tokens. Give the tokens a value that is worth more now than in the future. As students begin to function more appropriately, tokens will have to be devalued to motivate the kids to improve continually. Next, develop a wall chart that lists the number of tokens to be given for each desired behavior, and decide whether inappropriate behavior will result only in a withholding of tokens or whether you will place a fine (“response cost”) and take away tokens for that misconduct. If the latter is the case, make a wall chart that indicates the amount to be fined for each misbehaviour. Before deciding on fines for a youngster who fails to demonstrate the required behavior, consider whether it seems fair to do so, and whether you are able to handle protests by students. (Consider too whether you would consider it fair if the following were the case: You were absent from your job, claiming a “sick day”. It was found out that you actually went on a ski trip on that day of your absence. The school district then decides to not only withhold reinforcement (dock you a day’s pay) for the day you were skiing, but also take away your pay from a day where you were present in your classroom. Now... Is it fair to not only withhold a token from a student, but also take away a token that was earned earlier?) Finalize the details by developing your own monitoring sheet to keep track of awards and fines, and deciding how often and when tokens can be exchanged for back‐up reinforcers (e.g., at the end of each day, at the end of each week). Develop storage containers/procedures for yourself and the students and devise a method for displaying the back‐up reinforcers.

i. Start your program. Have the materials ready to show to students as you explain the program in language that they can understand. Make your presentation very positive and upbeat. Post the wall charts or desk cards and review them periodically. Implement the program, providing the




tokens as soon as they are earned. Add to your back‐up reinforcer menu as necessary to maintain student motivation to strive for success.

j. Periodically modify your system to wean your students from the token economy. This change usually involves requiring more positive behavior for a longer period of time in order to obtain a check mark or token. Be sure to tell the student that the change is because you know that he/she is capable of so much more, and should be proud of his or her progress. (Just as you are proud of him/her). If you meet with strong resistance, or the student refuses to work for less, consider changing the “level: of reinforcer (see the page on www.behavioradvisor titled “Weaning kids from rewards”).

To see a video of an elementary classroom using a class‐wide at:

http://blogs.scholastic.com/top_teaching/2010/01/class‐economy.html#more




IX. Points for Grumpy

Materials:

• Two coffee cans with lids

• Point tokens (e.g., poker, chips, pennies, etc)

• Student Chart for ‘Points for Grump’




Preparation:

• Obtain two coffee cans with plastic lids. Cut a slot into the lids of both coffee cans. Decorate one can with the name of the target student. (You may want to invite the student to decorate his or her coffee can with drawings or other artwork to personalize it.) Label the other coffee can ‘Grumpy’ (You can embellish the ‘Grumpy’ can with pictures of frowning faces or other symbols of irritation.)

Steps in Implementing This Intervention:

Step 1. Create a menu of rewards for the student (see appendix ‘A’ for ideas). For each reward, decide how many good behavior points the student must earn to get the reward.

Step 2. Tell the student that he or she can earn points for readily and politely following adult requests. Introduce the “Points for Grumpy Program”:

• At the start of each monitoring period, you will put 10 ‘good behavior’ tokens (poker chips or pennies) into your pocket.

• Each time that you have to approach or address the student because he or she is verbally defiant or non‐compliant, you will take one of the ‘good behavior’ points and drop it into ‘Grumpy’s coffee can.

• At the end of the period, you will give the student any tokens that remain in your pocket and let the student drop these tokens into his or her coffee can. The student will be able to ‘cash in’ these tokens or points rewards according to the reward system that you have set up.

Step 3. Tell the student what your behavior expectations for ready and polite compliance. The child will lose a point if you have to approach him or her for:

• Talking back to you.

• Using a disrespectful gesture or facial expression (e.g., eye‐rolling)

• Muttering

• Failing to comply within 60 seconds of your making a request

Inform the child that if he or she complains about you taking a point, you will deduct additional good behavior points.

Step 4. Start the program. Use the chart above to record any good behavior that the child earns each day.

Troubleshooting: How to Deal With Common Problems in Using ‘Points for Grumpy’

Q: How should I respond if the student becomes angry and confrontational when I take away a ‘good behavior point’ for misbehavior?




Students will frequently test the limits of a behavioral program when it is first introduced. If a child becomes belligerent or uncooperative with you deduct a point, you should remain calm and avoid addressing the student in a confrontational manner., if the student continues to be disrespectful and violates the behavioral expectations that you have set up, deduct additional ‘good behavior’ points. Keep in mind also that this intervention does not replace your existing disciplinary code. You may decide to impose other appropriate consequences (e.g., phone call to parent) if the child’s behavior does not correct itself within a reasonable amount of time.

Teachers should also be aware that a small number of students are not able to adapt to response‐cost programs because they become very upset whenever points, tokens, or privileges are taken away from them. If you suspect that a student is temperamentally ill‐suited to a program like ‘Points for Grumpy’, you should probably not use it with that child.

X. Behavior Report Card

Give the student a copy of his or her Behavior Report Card. At the end of the day, ask the student to use the Report Card to rate his or her behavior. Then meet briefly to compare your ratings with the student's. If the student's ratings are significantly discrepant from yours, describe in specific terms the behaviors that the student showed and explain the standards that you applied to arrive at your ratings.

Developing a Behavior Report Card

• Use Interventions Central’s website and use the behavior report card generator http://www.interventioncentral.org/index.php?option=com_content&view=article&id=197

Example of printed Behavior Report Card for talking out behavior:




Print Resources:

Behavioral Intervention Manual o Section: Interpersonal Relationships

Makes derogatory comments or inappropriate gestures to other students or teachers: pages 452‐455

Demonstrates inappropriate physical or verbal responses to other students’ or teachers’ attempts to interact: pages 472‐473

Makes inappropriate comments to teachers: pages 456‐458 Makes inappropriate comments to other students: pages 500‐503 Does not respond appropriately to friendly teasing: pages 506‐507




Responds appropriately to praise or recognition from other students or teachers: pages 450‐451

Responds inappropriately to constructive criticism or comments from others: pages 467‐469

http://www.hes‐inc.com/hes.cgi

Pre‐Referral Intervention Manual (PRIM) o Section: Interpersonal Relationships

Makes inappropriate comments or unnecessary noises in the classroom: pages 243‐245 Makes inappropriate comments to teachers: pages 254‐256 Does not respond appropriately to praise or recognition: pages 257‐258 Makes inappropriate comments to other students: pages 269‐271

http://www.hes‐inc.com/hes.cgi

You Can Handle Them All o The Bully: pages 44‐47 o The Disrespectful: pages 80‐82 o The Foulmouth: pages 114‐115 o The Lewd: pages 179‐180 o The Rude: pages 238‐239 o The Swearer: pages 283‐285

http://www.disciplinehelp.com/resource/

• The Teacher’s Encyclopedia of Behavior Management, 100 Problems/500 Plans o Disrespectful Behavior: pages 301‐314 o Rude/Impolite Behavior: pages 595‐600 o Swearing/Obscene Language: pages 717‐728

http://www.pacificnwpublish.com/home/pnp/page_39

Online Resources:

Intervention Central: o http://www.interventioncentral.org/index.php/classroom‐mangement/150‐positive‐peer‐

reports‐changing‐negative‐behaviors‐by‐rewarding‐student‐compliments o http://www.interventioncentral.org/index.php/classroom‐mangement/145‐critters‐rewarding‐

positive‐behaviors o http://www.interventioncentral.org/index.php/classroom‐mangement/130‐establishing‐a‐

positive‐classroom‐climate‐teacher‐advice o http://www.interventioncentral.org/index.php/rewards/139‐jackpot‐ideas‐for‐classroom‐

rewards




Dr.Mac’s Behavior Management Site: o http://www.behavioradvisor.com/respect_web_page_insert.html o http://behavioradvisor.com/CursingStrategies.html o http://www.behavioradvisor.com/DRintro.html o http://www.behavioradvisor.com/CatchGood.html o http://www.behavioradvisor.com/BehRecord.html

You Can Handle Them All website

o http://www.disciplinehelp.com/teacher/detail.cfm?behaviorID=13&title=The%20Bully&step=Behavior

o http://www.disciplinehelp.com/teacher/detail.cfm?behaviorID=26&title=The%20Disrupter&step=Behavior

o http://www.disciplinehelp.com/teacher/detail.cfm?behaviorID=37&title=The%20Foulmouth&step=Behavior

o http://www.disciplinehelp.com/teacher/detail.cfm?behaviorID=62&title=The%20Lewd&step=Behavior

o http://www.disciplinehelp.com/teacher/detail.cfm?behaviorID=84&title=The%20Rude&step=Behavior

o http://www.disciplinehelp.com/teacher/detail.cfm?behaviorID=102&title=The%20Swearer&step=Behavior

Dr. Laura Riffel – Behavior Doctor Website: o http://www.behaviordoctor.org/files/books/2009PIESIII.doc

Appendix A How to Create a Rewards Deck

Creating a reward deck is an idea that can help you quickly select and regularly update student reward menus. This strategy involves 5 steps:

1. The teacher reviews a list of reward choices (some provided below also see 100 Free or Inexpensive Rewards for Individual Students document). From this list, the teacher selects only those rewards that she or he approves of using., believes would be acceptable to other members of the school community and finds feasible and affordable:

a. Academic Activities i. Go to the library to select a book ii. Help a classmate with an academic assignment iii. Help the teacher to present a lesson (completing sample math problems on board,

reading a section of text aloud, assisting cooperative learning groups do an activity) iv. Invite an adult “reading buddy” of student’s choice to classroom to read with student




v. Listen to books‐on‐tape vi. Play academic computer games vii. Read a book of his/her choice viii. Read a story aloud to younger children ix. Read aloud to the class x. Select a class learning activity from a list of choices xi. Select a friend to sit with to complete a cooperative learning activity xii. Spend time on the internet at academic sites

b. Helping Roles i. “Adopt” a younger student and earn (through good behavior) daily visits to check in

with that student as an older mentor ii. Be appointed timekeeper for an activity: announce a 5‐minute warning near end of

activity and announce when activity is over iii. Be given responsibility for assigning other students in the class to helping roles, chores,

or tasks iv. Complete chores or helpful activities around the classroom v. Deliver school‐wide announcements vi. Help the custodian vii. Help the library media specialist viii. Help a specials teacher (art, music, P.E.) ix. Take a note to the main office x. Work at school store

c. Praise/Recognition i. Be awarded a trophy, medal, or other honor for good behavior/caring attitude ii. Be praised on school‐wide announcements for good behavior or caring attitude iii. Be praised privately by the teacher or other adult iv. Design or post a class or hall bulletin board v. Get a silent “thumbs up” or other sign from teacher indicating praise and approval vi. Post drawing or other artwork in a public place vii. Have the teacher write a positive note to the student’s parent/guardian viii. Have the teacher call the student’s parent/guardian to give positive feedback about the

student ix. Post writings in a public place x. Receive a “good job” note from the teacher

d. Prizes/Privileges/Rewards i. Allow students to call parent(s) ii. Be allowed to sit or stand anywhere in the classroom (short of distracting others

children) during story time or independent work




iii. Be dismissed from school 2 minutes early iv. Be given a “raffle ticket” that the student writes name on and throws into a fishbowl for

prize drawings v. Be permitted to sit in a reserved section of the lunchroom vi. Be sent to recess 2 minutes earlier than the rest of the class vii. Draw a prize from the class “prize box” viii. Earn behavior points or tokens to be redeemed for prizes or privileges ix. Have first choice in selecting work materials (scissors, crayons, paper…) and/or seating

assignment x. Receive a sticker xi. Receive candy, gum or other edible treats xii. Receive pass to “Get out of one homework assignment of your choice” xiii. Select a class fun activity form a list of choices xiv. Select the pizza toppings for a class pizza party xv. Sit near the teacher xvi. Take the lead position in line xvii. Tell a joke or riddle to the class

e. Recreation i. Be selected by the teacher to accompany another student to a fun activity ii. Get extra gym time with another class iii. Get extra recess time with another class iv. Listen to music v. Play a game with a friend vi. Play non‐academic computer games vii. Select fun activity from “Activity Shelf” (stocked with play materials, games) viii. Spend time on the internet playing approved website games ix. Work on a jigsaw or other puzzles x. Write or drawn on board

2. The teacher writes out acceptable reward choices on index cards – to create a master “Reward deck” 3. Whenever the teacher wants to create a reward menu for a particular student, he or she first “screens”

reward choices that appear in the master reward deck and temporarily removes any that seem inappropriate for that specific case.

4. The teacher then sits with the child and presents each of the reward choices remaining in the reward deck. For each reward option the child indicates whether he or she: a)Likes the reward a lot, b) Likes the reward a little, Doesn’t care for the reward. The teacher sorts the reward options into three piles that match these rating categories. The teacher can then assemble that child’s reward menu using the student’s top choices (likes a lot). If the instructor needs additional choices to fill out the rest of the menu, he or she can pull items from the student’s “likes a little” category as well.




5. (optional but recommended) Periodically, the instructor can meet with the student and repeat the above procedure to “refresh” the reward menu quickly and easily.

Documents

I. Social Stories Power Point Relationship Narrativeinternet.savannah.chatham.k12.ga.us/district/AcademicAffairs/PBIS... · I. Social Stories Power Point Relationship Narrative