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

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

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

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

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

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

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

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

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

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

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

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

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