MO SW-PBS Classroom Module
Instructions
• This module is designed to provide the slides and
materials needed to teach staff, students and families
about a SW-PBS Classroom topic. Notes have been written
to assist with the presentation.
• Handouts needed are shown by a star on the slide.
• If you have not done so, it is recommended you share
module “Overview of Effective Classroom Practices”
before presenting this module on a Encouraging Expected
Behavior.
Delete this slide before beginning your session.
MO SW-PBS Classroom Module
Instructions (continued)
• There is a Content Acquisition Podcast (CAP) available on the
Missouri Schoolwide Positive Behavior Support website:
http://pbismissouri.org/educators/effective-class-practice
The CAP shares much of this same content in a video
format.
• There is also a videotape showing examples of encouraging
on the MO SW-PBS website. Feel free to show the video to
add to this module.
• More information is available in the Classroom chapter of
the May 2014 MO SW-PBS Team Workbook (available on the
MO SW-PBS website) about the topic. Content about the
first four classroom modules are also embedded within
chapters 3 – 6.
Delete this slide before beginning your session.
MO SW-PBS Classroom Module
• Follow-up activity suggestions are on the last
slide. These are ideas your school/team might
review prior to this presentation to present
how you plan to expand the learning past this
inservice session.
• Call your Regional Consultant if you have
questions.
• Good luck!
Delete this slide before beginning your session.
Handouts
• Three handouts are needed to complete this
module:
– Overview of Encouraging Expected Classroom
Behavior Teacher Tool
– Role Play Examples of Positive Feedback
– A Menu of Classroom Reinforcers
Delete this slide before beginning your session.
Note to Presenter
This Mini-Module on Encouraging Expected Behavior May Be
Presented as a whole (approximately 1.5 hours) OR Divided into
2 sessions
1. Introduction to Encouraging, Adult
Attention and Positive Feedback
2. Tangible Reinforcement and Menu
of Reinforcers
Outcomes:
• Understand the importance and
impact of both contingent and
non-contingent attention on
student behavior and classroom
climate.
• Use preferred adult behaviors to
build relationships and positive
classroom climate and effectively
interact with students when
talking about behavior.
• Demonstrate positive feedback
that specifically describes
behavior and uses rationales.
Outcomes:
• Develop a tangible reinforcement
system to enhance your use of
positive feedback.
• Develop and implement an
effective menu or continuum of
positive reinforcement that
serves to motivate all students.
Delete this slide before beginning your session.
Overview of Encouraging Expected
Classroom Behavior
Overview of Encouraging Expected Classroom Behavior Teacher Tool
MO SW-PBS
Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
MO SW-PBS
Outcomes
At the end of the session, you will be able to…
• Section 1. Introduction to Encouraging, Adult Attention and
Positive Feedback
– Understand the importance and impact of both contingent and noncontingent attention on student behavior and classroom climate.
– Use preferred adult behaviors to build relationships and positive
classroom climate and effectively interact with students when talking
about behavior.
– Demonstrate specific positive feedback that describes expected behavior,
and uses rationales.
• Section 2. Tangible Reinforcement and Menu of Reinforcers
– Develop a tangible reinforcement system to enhance your use of positive
feedback.
– Develop and implement an effective menu or continuum of positive
reinforcement that serves to motivate students.
MO SW-PBS
Section 1: Introduction to Encouraging,
Adult Attention and Positive Feedback
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164
Outcomes
At the end of the session, you will be able to…
• Section 1. Introduction to Encouraging, Adult Attention
and Positive Feedback
– Understand the importance and impact of both contingent
and non-contingent attention on student behavior and
classroom climate.
– Use preferred adult behaviors to build relationships and
positive classroom climate and effectively interact with
students when talking about behavior.
– Demonstrate specific positive feedback that describes
expected behavior, and uses rationales.
MO SW-PBS
Why Encourage?
• Clarifying and teaching classroom expectations alone
are not sufficient.
• Similar to encouraging academic behavior.
• Motivates students as they are initially learning
expected behavior, and maintains them as students
become more fluent with use.
• Essential to changing student behavior and creating a
positive school environment.
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164
Terminology
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•
•
•
•
•
•
•
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Acknowledgment
Encouragement
Recognition
Reinforcement
Reward
Positive Feedback
Praise
Teacher Approval
165
Consequences: Making Adult Attention
Contingent on Performance of Desired Behaviors
A–B–C
Antecedent
Conditions or
circumstances that
alter the probability
of a behavior
occurring.
MO SW-PBS
Behavior
Consequence
An observable The resulting event or
act. What the
outcome that occurs
student does. immediately following
The actions or the behavior. Impacts
reactions to the future occurrence of
antecedents.
the behavior.
165
Activity: Encouraging Expected Behavior
Think and Share
• Appoint a recorder for the whole group.
• Take one minute and individually think of ways you
and your school reinforce academic behavior.
• Now, think of ways you and your school recognize
social behavior.
• What do you notice?
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Adult Attention
Two types of adult attention:
1. Non-contingent
2. Contingent
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166
Adult Attention
Two types of adult attention:
1. Non-contingent–attention provided
regardless of student performance
• Greetings, proximity, smiles, conversations, jobs, etc.
2. Contingent
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166
Non-Contingent Attention
As teachers report that positive student-teacher
relationships increase, the number of suspensions
students receive decrease.
As students report an increase in positive emotional
quality in the student-teacher relationship, the
number of behavior referrals received decrease and
the amount of time on-task increases.
Decker, Dona, & Christenson, 2007
MO SW-PBS
Adult Attention
Two types of adult attention:
1. Non-contingent
2. Contingent–provided based upon student
performance of an identified expectation
or behavior
• Specific positive feedback, reinforcement, tangible
items.
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166
Low Rates of Teacher Attention
• Average teacher fails to take advantage of the power of
attention.
• Approval statements for academic responses far
outweigh those for social behavior.
• Highest rates of attention for social behavior occur in
2nd grade and decrease dramatically after that.
• Teachers respond more frequently to inappropriate
social behavior than to appropriate social behavior.
• This attention inadvertently maintains or increases the
misbehavior.
(White, 1975)
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167
Preferred Adult Behaviors
Behaviors that impact student affect, compliance, and learning:
• Proximity–communicate privately at 20” with individual students;
communication across the room reserved for information intended
for entire group only
• Listening–pause, attend thoughtfully to the student
• Eye Contact–communicate at eye level; look student in the eye when
instructing or directing; hold eye contact briefly for compliance
• Pleasant Voice–use calm pleasant voice when talking with, praising,
and correcting students
• Smiles–pleasant facial expression and frequent smiles
• Touch–appropriate brief nurturing touch
• Use of Student’s Name–begin interactions with student name and
use frequently during interactions
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Activity: Adult Attention & Preferred Behaviors
Think-Pair-Share
Pair up with someone you have not yet worked with.
Think about:
1) the preferred behaviors you appreciate someone using with
you
2) how you give attention to students and the preferred
behaviors you regularly use and
3) the preferred behaviors you could improve, add
Share with your partner.
MO SW-PBS
Specific Positive Feedback
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169
Specific Positive Feedback
Verbal reinforcement; a form of social
reinforcement that provides information on
successful behavior while reinforcing or
increasing the likelihood that behavior will be
repeated.
MO SW-PBS
Specific Positive Feedback
• Recognizes successes or efforts at tasks that
are difficult for the child.
• While general praise contributes to a pleasant
classroom, it is insufficient to build and sustain
desired behavior.
• Students need clear specific feedback on
classroom expectations and behaviors.
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169
Effective Specific Positive Feedback
1. Specifically describe the behavior:
• Explicitly define what was done that you want to continue.
• Like a video-tape replay.
• Expressed using the words of classroom
expectations.
“When I said it was time to begin, you
cleared off your desk, got your materials
out immediately, and began working
quickly.”
Effective Specific Positive Feedback
2. Provide a rationale:
• Explain the reason why the behavior is important.
• Teach the benefits of the behavior and the impact it has
on them and others.
• Typically includes stating the classroom expectation and
what the student might expect could happen if they use
the appropriate behavior.
“Getting started right away shows
cooperation, and you will likely have
less homework.”
Effective Specific Positive Feedback
3. Can include a a tangible item or activity:
• Specific positive feedback alone may be sufficiently
reinforcing.
• When behavior requires a great deal of effort, pairing
verbal feedback with tangible or activity reinforcement
may be helpful.
• When using a tangible item or activity, always pair with
specific positive feedback.
• Promote ownership; student
“earns,” teachers do not “give.”
“Because you got started so quickly,
you have earned a Cardinal Card.”
Putting It All Together
“When I said it was time to begin, you
cleared off your desk, got your materials
out immediately, and began working
quickly. Getting started right away shows
cooperation, and you will likely have
less homework. Because you got started so quickly,
you have earned a Cardinal Card.”
MO SW-PBS
More Examples
• “Dolly, you stopped and took some time to think
about your decision and then walked away from
Sam. That wasn’t easy, but it can help to avoid an
argument.”
• “Hey Pedro, thanks for throwing your trash away.
That shows cooperation and respect for our
classroom. You earned a Bee ticket to add to our
class hive. We are getting close to our goals!”
• “Jasmine, thanks for being on time to class. That’s
important at school and when you are on the
job.”
MO SW-PBS
Sincere and Appropriate Feedback
• Use a genuine, warm, sincere response that is
appropriate for the situation and the individual.
• Use a variety of phrases, showing spontaneity and
credibility.
• Find own style to communicate sincere care and concern.
“Super job walking quietly in your group! That shows respect to
everyone. Thank you.”
“Wow! What a great job of accepting correction. You looked right at
me, said ‘okay,’ and didn’t argue or complain. When you do that you
show respect and you can learn and avoid mistakes in the future.
Why don’t you be the first to leave class today.”
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169
Specific Positive Feedback:
Considerations
Use Specific Positive Feedback:
• Contingently–only when students demonstrate the
desired behavior.
• Immediately–best when it closely follows the
behavior; allow for clear connection between the
behavior and the feedback.
• Frequently when trying to build a new behavior.
• Unpredictably or Intermittently to maintain
behavior--once the skill or behavior has been learned to
maintain the behavior.
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4:1 Ratio
• Establishes a predictable, positive environment
• Appropriate behavior receives more attention than
inappropriate behavior.
(Reavis, Jenson, Kukic & Morgan, 1993)
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171
Activity: Role Play Practice to Give
Effective Specific Positive Feedback
• Find a partner that you have not yet worked with. One
becomes the “teacher,” one the “student.”
• Role-play scenes on top of handout. Change roles and
repeat. Be aware of the preferred adult behaviors along
with your words.
• When you are comfortable with these, role-play
delivering positive feedback spontaneously, using your
own scenes and your classroom’s expectations and
specific behaviors.
• Select a scene to model for the group.
Role Play Examples of Specific Positive Feedback
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156
Benefits of Specific Positive Feedback
“When we focus our praise on positive actions,
we support a sense of competence and
autonomy that helps students develop real selfesteem.”
Davis, 2007
MO SW-PBS
Activity: Personal Reflection
• Think of a time in your classroom that is challenging
because students do not follow the classroom
expectations or procedures. Describe the specific
activity and misbehavior you see and hear.
• Write the exact classroom expectation or procedure you
want the students to follow.
• Write the Specific Positive Feedback you will say when
students follow the specific classroom expectation or
procedure.
• Write the day and time you are going to give the
Specific Positive Feedback.
Role Play Examples of Specific Positive Feedback
MO SW-PBS
Activity: Personal Reflection Example
• Challenging Activity and Misbehavior: Beginning of
class students walk around, talk out
• Specific classroom expectation or procedure: Sit in
seat, read warm-up activity on Smart Board, begin to
work on warm-up activity with voices off.
• Specific Positive Feedback you will say: “Thanks for
getting to work right away with your voice off. That
helps you focus and take responsibility for your
learning.”
• Write the specific day and time you are going to give
the Specific Positive Feedback. Tomorrow, first hour!
MO SW-PBS
Conclusion
• In the long run, encouraging saves time
• When we encourage students with specific
positive feedback, we teach what we want
them to do
• Specific positive feedback provides
opportunities for building relationships (which
is important in drop out prevention)
MO SW-PBS
Your Challenge
Choose a consistent 5 – 10 minute time period
each day during the next two weeks to practice
giving effective positive feedback.
• Notice any changes in student behavior?
• How did it feel?
• Prepare to report back
MO SW-PBS
Outcomes
At the end of the session, you will be able to…
 Section 1. Introduction to Encouraging, Adult Attention and
Positive Feedback
– Understand the importance and impact of both contingent and noncontingent attention on student behavior and classroom climate.
– Use preferred adult behaviors to build relationships and positive
classroom climate and effectively interact with students when talking
about behavior.
– Demonstrate specific positive feedback that describes expected behavior,
and uses rationales.
• Section 2. Tangible Reinforcement and Menu of Reinforcers
– Develop a tangible reinforcement system to enhance your use of positive
feedback.
– Develop and implement an effective menu or continuum of positive
reinforcement that serves to motivate students.
MO SW-PBS
Section 2: Tangible Reinforcement System and
A Menu of Classroom Reinforcers
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172
Outcomes
At the end of the session, you will be able to…
• Section 2. Tangible Reinforcement and Menu of
Reinforcers
– Develop a tangible reinforcement system to enhance your
use of specific positive feedback.
– Develop and implement an effective menu or continuum
of positive reinforcement that serves to motivate students.
MO SW-PBS
Tangible Reinforcers
“I have not worked with a school that has been able
to give enough feedback to students to maintain
positive behavior without using a tangible item,
like a Pride Ticket. The tangible helps staff
remember to give recognition to students.”
~ Dr. Tim Lewis, PBIS National Center Co-Director (2002)
MO SW-PBS
Why Tangible Reinforcers?
• Help teachers be accountable for recognizing
student behavior and providing specific
positive feedback.
• Give a sign to students–both those receiving
and those watching.
• Build a sense of community through group
and class goals.
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Why Tangible Reinforcers?–Continued
• Enhance staff-student relationships.
• Offer a gross measure of the frequency of
positive feedback being provided; can help
guide teachers to increase use of positive
feedback.
MO SW-PBS
Classroom Tangible Reinforcement
System…
… a hallmark of SW-PBS
“Pod” (Table) Points
Class Goal
P=
A=
R=
K=
When students follow expectations, teacher
makes a tally mark beside a letter. When class
earns 25 marks after each letter, they walk to
the neighborhood park for recess.
MO SW-PBS
Class Goal
T=
A=
L=
K=
When students follow expectations, teacher
makes a tally mark beside a letter. When class
earns 25 marks after each letter, they have free
time to talk with classmates.
MO SW-PBS
Creative Ways to Use “Tickets”
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•
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•
•
•
Set class goal.
Write name on ticket and drop in raffle box.
Competition between groups, rows, etc.
Chart and graph tickets earned.
Marbles in a jar
Display tickets outside classroom door.
Make a line of tickets to go around the room.
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172
“Using a reward system is not the same as bribing a
student to behave appropriately. A bribe is something offered or given a person in a position of trust
to influence or corrupt that person’s views or conduct. SW-PBS acknowledges and rewards students
for following school-wide (and classroom)
expectations and rules. Appropriate behavior is
acknowledged after it occurs. Rewards are earned,
not offered as payoff in exchange for good
behavior.”
Florida PBS, 2006
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Discussion: Tangible Reinforcement
With a partner, discuss the difference between
bribery and tangible reinforcers.
Discuss any concerns about using tangible
reinforcement in the classroom.
MO SW-PBS
A Menu of Reinforcers
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What is a Menu of Reinforcers?
• A variety of types of reinforcers (activities or
privileges, social attention, tangible items)
• A variety of schedules for earning (frequent to
long term)
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Why a Menu of Reinforcement?
• Not all students are reinforced by the same things or in
the same ways.
• Some students desire or seek social attention.
• Others do not like or avoid social attention.
• Include social attention, activities, and tangible items
to appeal to all student needs.
• Students learning new behaviors need a continuous
schedule of reinforcement.
• Students who have demonstrated mastery respond to
longer term schedule of reinforcement.
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Cautions When Developing a
Classroom Menu of Reinforcers
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•
•
•
•
Make your classroom system easy yet effective
Be careful with “all or nothing” criteria
Avoid prolonged and extended periods of time
Make sure it motivates at-risk students
Change it up!
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Activity: Menu of Reinforcers
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•
•
•
Review the sample reinforcers on the handout.
Circle those reinforcers you currently use.
Star those reinforcers you will commit to using.
Discuss your list with a partner. Do each of you
have reinforcers in all categories and for seekers
and avoiders?
A Menu of Classroom Reinforcers
MO SW-PBS
Activity: Reflection
• Look at the Teacher Self-Assessment and
Observation Tool section on your Teacher Tool
handout.
• Mark “Yes”, “No” or “In Progress” for each
item.
• Think how you will address any item you
marked “No” or “In Progress.”
Classroom Procedures and Routines Teacher Tool
MO SW-PBS
Outcomes
At the end of the session, you will be able to…
 Section 1. Introduction to Encouraging, Adult Attention and
Positive Feedback
– Understand the importance and impact of both contingent and noncontingent attention on student behavior and classroom climate.
– Use preferred adult behaviors to build relationships and positive
classroom climate and effectively interact with students when talking
about behavior.
– Demonstrate specific positive feedback that describes expected behavior,
and uses rationales.
 Section 2. Tangible Reinforcement and Menu of Reinforcers
– Develop a tangible reinforcement system to enhance your use of positive
feedback.
– Develop and implement an effective menu or continuum of positive
reinforcement that serves to motivate students.
MO SW-PBS
Questions
MO SW-PBS
For More Information
• Missouri Schoolwide Positive Behavior
Support website:
http://pbismissouri.org/educators/effectiveclass-practice
MO SW-PBS
Follow Up
• Insert expectations your PBIS leadership team and/or administrator
have about when each teacher should have created a menu of
reinforcers or increased their specific positive feedback to a 4:1
ratio.
• Insert how your school will follow up:
– Will the PBIS leadership team and/or administrator do a walk-through
on a specific date?
– Or will grade level/department teams do a walk through
– Or will the PBIS leadership team ask students how their teacher
encourages them?
• Insert how your school will celebrate if the outcomes of the follow
up are positive.
Delete this slide if your school will not do any follow up activities.
MO SW-PBS
References
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Algozzine, B., Wang, C., & Violette, A.S. (2010). Reexamining the Relationship Between Academic
Achievement and Social Behavior. Journal of Positive Behavior Interventions 13(1), 3-16.
Davis, S. (2007). Schools where everyone belongs: Practical strategies for reducing bullying.
Champaign, IL: Research Press.
Decker, D.M., Dona, D.P., & Christenson, S.L. (2007). Behaviorally at-risk African American students:
The importance of student–teacher relationships for student outcomes. Journal of School
Psychology 45, 83–109
Good, C.E., Eller, B.F., Spangler, R.S., & Stone, J.E. (1981). The effect of an operant intervention
program on attending and other academic behavior with emotionally disturbed children. Journal of
Instructional Psychology, 9(1), 25-33.
Jones, V.F., & Jones, L.S. (1995). Comprehensive classroom management. Boston: Allyn and Bacon.
Reavis, Jenson, Kukic & Morgan (1993). Utah's BEST project: Behavioral and educational strategies
for teachers. Utah State Office of Education, Salt Lake City, UT.
Sutherland, K.S., Wehby, J.H. & Copeland, S.R. (2000). Effect of varying rates of behavior-specific
praise on the on-task behavior of students with EBD. Journal of Emotional and Behavior Disorders,
8, 2-8.
White, M.A. (1975). National rates of teacher approval and disapproval in the classroom. Journal of
Applied Behavioral Analysis, 8(4), 367-372.
MO SW-PBS