Transcript 5 to 1 Ratio - pbisclassroomsystems
Classroom Systems School-wide PBIS
Increasing Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhD Portland State University [email protected]
www.pbisclassroomsystems.pbworks.com
The Power of Habit: Why we do what we do in life and business Charles Duhigg Video Intro
#2 on NY Times Bestseller List on March 18 th 2012
PBIS Classroom System: Next Steps
1) Brief presentation of practice 2) Time to individualize practice to fit your classroom, context & needs 3) Brief presentation of Self-Monitoring use of your targeted practice 4) Time to develop an individualized Self Monitoring Plan
Follow Along in the 5 to 1 Ratio Guide
Praise & the 5:1 Ratio
Pay attention to What you Want to See Acknowledge positive behavior 5 times more often that you respond to negative behavior Keep it genuine; not the same for all kids Negative interactions are not wrong and are sometimes necessary; the keys are:
How the negative interactions are provided (gentle, respectful corrections) & the
ratio
There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives
Why Praise & Acknowledge Desired Behavior?
Reinforce teaching of new behaviors Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial Harness the influence of kids who are showing expected behaviors to encourage the kids who are not Strengthen positive behaviors that can compete with problem behavior Improve school climate Create positive interactions and rapport with students
5:1 Positive to Negative Ratio
The field at large recommends somewhere between 3 and 6 positive to every 1 negative Gable, Hester, Rock & Hughes, 2009; Kerr & Nelson, 2006; Nafpaktitis, Mayer & Butterworth, 1995; Stichter et al., 2009; Walker, Ramsey & Gresham, 2004) Mental Health (Frederickson & Losada, 2005) 2.5 to 1 = normal functioning 4.3 to 1 = optimal functioning Tipping point seems to be 2.9 to 1
5 ish to 1
5:1 ratio, it’s not just for kids
Married couples that last (Gottman, 1994) Flourishing marriages: 5.1 to 1 speech acts & 4.7 to 1 for observed emotions Poor marriages: 0.9 to 1 speech & 0.7 to 1 actions Business teams High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7
Losada, 1999; Losada & Heaphy 2004
ELEMENTARY
60 min x .09/min = 5.4 praise/hour; 1 every 11 minutes
MS
60 min x .04/min = 2.4 praise/hour; 1 every 25 minutes
Research on Praise & Acknowledging Positive Behavior
Research has demonstrated that increased Praise can lead to increases in the following:
Students’ correct responses Work productivity and accuracy Academic performance On-task behavior and attention Compliance, positive comments about self Cooperative play Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
Critical Features of Acknowledgement
Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior performed Sincere: credible and authentic Varied: varied word choice, varied academic and behavior praise, whole group, small group and individual Student referenced: compares student performance to previous performance and does not compare students to others; acknowledge effort
Positive Acknowledgement/ Praise examples
“Excellent job listening and following directions the first time.” “Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.” “Wow, you completed your math work correctly before the end of class.”
When Acknowledging Positive Behavior
Identify the
specific behavior
being acknowledged Link the behavior to one of the
SW-Rules
GOOD EXAMPLE “Wow, thank you for
helping to clean up the spill
, that was very
Responsible
of you” NOT AS GOOD “Thank you, good job!”
Increase Positive Feedback & Decreasing Negative
ID a specific problem behavior you would like to see less of and define the opposite of this behavior Teach & re-teach the expected/desired behavior Provide “precorrections” in advance to set up positive behavior Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback Coaching Classroom Management, 2006
Procedural Steps for increasing Positive Acknowledgement Ratio
1) Identify challenging times, routines and behaviors that occur throughout the day 2) Identify desired behaviors to focus on praising, particularly during challenging times 3) Explicitly teach students to engage in desired behaviors
Procedural Steps for increasing Positive Acknowledgement Ratio
4) 5) 6) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections
with acknowledgement of proximal peers for desired behavior
Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments
The Habit Loop from “The Power of Habit”
A habit is a formula our brain automatically follows: When I see
CUE
, I will do
ROUTINE
in order to get a
REWARD
.
Step 1: Identify Challenges & Positive Acknowledgements
Your Turn
Take a few minutes to Complete Step 1 of the Worksheet
Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support
FLIP THE RATIO
Trading Negative Acknowledgements for Positive
Your Turn
Take a few minutes to Complete Step 2 of the Worksheet Share your strategies with a partner
Set up Systems to Increase Positive Acknowledgement
Good Behavior Game T-chart Students Teacher Teach behavioral expectations Students earn points for positive behavior Teacher gets points for negative behavior Total points at end to determine if “reward” is earned Hand out Acknowledgement Tokens or Tallies for positive behavior Individuals or Pre-arranged Groups in the classroom
Ways to Encourage & Monitor your Ratio
Post a visual reminder to praise students in area viewed frequently Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success
Self Monitoring
Training on classroom management practices alone does not result in changes or improved practice Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices (Simonsen, MacSuga, Fallon & Sugai, 2013)
Self Monitoring
Strategies for Self-Monitoring
Index Card Tearing (long side for positive, short side for negative) Hash marks on tape on your arm or pant leg Golf Counter Move Pennies or paperclips from one pocket to other based positive & negative acknowledgements
Step 3: Self-Monitoring Plan
Your Turn
Take a few minutes to Complete Step 3 of the Worksheet
Make sure to Identify meaningful& feasible supports
Identify your strategy for Self-Monitoring Develop Peer Strategies for support – you can discuss with a peer
Please turn in a copy of your implementation plan with your name on it before you leave
We will copy and get it back to you
Daily email prompt to enter self-monitoring data
Ongoing Implementation Supports
Graphic summary of Self-monitoring data will be provided Review in PLC teams Set goals Problem Solve Encourage, Support & Celebrate
Team & School-wide Supports
Team Supports (e.g. Dept., Grade Level, PLC) Make Classroom improvement a regular part of meetings and activities Begin meeting w/ 2 minute check: Check-In & Celebrate successes Encourage implementation Problem solve & enhance implementation Support Habit Development!
School-wide Supports Reminder on Morning announcements Regular review/check-in at staff meeting Rewards for implementers & exemplars Recognize your Buddy Recognize someone you observed engage in the practice Daily or weekly implementation updates & recognition
References
Descriptive Readings
Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32.
Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26.
Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351 380.
Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2 nd ed). Pacific NorthWest Publishing, Eugene, OR.
Research Studies demonstrating outcomes associated with the use of praise to reprimand
Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research Associates.
Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261.
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 Behavioral Disorders, 8(1), 2-+.
Relationship between praise, rewards, and intrinsic motivation
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362. Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.