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.