Transcript Document
Classroom Systems
School-wide PBIS
Increasing Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhD
Portland State University
[email protected]
www.pbisclassroomsystems.pbworks.com
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
Definitions of Acknowledgement of
Positive & Problem Behavior
Acknowledgment: responding to student behavior
(verbal or gesture) in a way that provides attention
for positive/desired behavior or problem/non-desired
behavior.
The focus of the acknowledgement determines whether it
is a positive (response to desired behavior) or problem
acknowledgement (response to non-desired behavior),
while the tone and verbage should always maintain
respect for the individual, the determining factor is the
type (desired v. non-desired) of the behavior being
acknowledged.
Why Acknowledge Desired
Behavior?
Reinforce the 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
Why Increase Positive
Acknowledgements?
After withdrawing praise from a classroom, off-task behavior
increased from 8.7% to 25.5%
When the rate of criticism was increased, off-task behavior
increased from 25.5% to 31.2% with over 50% off-task
behavior on some days
In classes where teachers provided less than 65% positive
statements, the percentage of students reporting that they
like school decreased over the course of the school year
In classes where teachers provided more than 70% positive
statements, students reporting that they like school remained
high across the school year
• BECKER, ENGLEMAN, & THOMAS, 1975
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 key is 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
5:1 ratio, it’s not just for kids
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
Married couples that last
5.1
to for speech acts and 4.7 to 1 for observed emotions
Gottman, 1994
Gottman Study: 5 to 1 Ratio
predicted whether 700 newlywed couples would
stay together or divorce by scoring their positive
and negative interactions in one 15-minute
conversation between each husband and wife.
Ten years later, the follow-up revealed that they
had predicted divorce with 94% accuracy.
Marriages that last:
5.1 to 1 for speech acts and 4.7 to 1 for observed emotions
Marriages likely to end in divorce:
1 (+) to1.3 (-) ratio likely to end up in divorce
Positive Interactions
Positive interactions can be provided in a variety of
ways:
verbal praise
positive feedback re: appropriate behavior
nonverbal acknowledgement
smiling, nodding, winking
Research on Praise & Acknowledging
Positive Behavior
Praise has the strongest research, with
increases shown in:
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!”
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) 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
5) Monitor for desired behaviors & acknowledge
individuals or group of students immediately
following desired behavior
6) Implement personal prompts and monitoring to
encourage replacement of corrections with
acknowledgments
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
behavior
positive
Ignore the problem behavior and “catch” the students
meeting expectations w/ specific positive feedback
Coaching Classroom Management, 2006
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
Instruction influences behavior
Environmental
management
“…Much teacher
praise is reactive to
and under the
control of student
behavior rather than
vice versa.” (Brophy,
1981)
Set up Systems to Increase Positive
Acknowledgement
Students
Good Behavior Game
T-chart
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
Teacher
Hand out Acknowledgement Tokens or Tallies for
positive behavior
Individuals or Pre-arranged Groups in the classroom
Group Contingency
• Pros & Considerations
•
•
•
Promotes team work -- reward is given to all
members of a group.
Uses peer influences to correct inappropriate
behavior
Competition can promote higher interest and
participation
Can result in conflict within the classroom
Individual performance can affect the entire group.
Must teach appropriate, respectful ways to encourage and redirect peer
behavior
Example: Small Group Contingency
Mrs. Robinson’s class is divided into 4 groups.
• Example A: Members of the group help earn tokens
for their groups. Groups that earn at least 20 tokens
by the end of the day compete in the “Who Wants To
Be A Millionaire” game.
• Example B: The group with the most points gets to
be the first dismissed to lunch.
• Example C: The 2 groups receiving the highest
number of tokens for the day get a “free homework”
pass.
• Less Competitive Alternative: When a group gets
to 20 points each member of the group earns 5 extra
minutes of break time
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 along
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
Self-Monitoring & Goal Setting
Collect 2-3 days of baseline data before setting a goal
Self Monitoring Report Form
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
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, share ideas & give
feedback to:
Encourage implementation
Check-in, problem solve,
enhance implementation
School-wide Supports
Reminder on Morning
announcements
Regular review/check-in at
staff meeting
Rewards for implementers
Recognize your Buddy
Recognize someone you
observed engage in the
practice
Daily or weekly
implementation checks
via email link
Put sticker on staff board to
rate implementation
Group Discussion
What school-wide strategies would be helpful for
you in supporting your implementation?
Regular reminders over announcements?
Staff meeting review & sharing?
Collect implementation data?
Daily email, survey monkey?
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. 351380.
Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management:
Strategies and tools for administrators and coaches (2nd 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.