Transcript Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS) • Team driven (IHS) & establishing local expertise (VV) • Data based decision making.

Irvine H.S. (IHS), Vista Verde (VV),
Bernice Ayer Middle School (BAMS)
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Team driven (IHS) & establishing local expertise (VV)
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Data based decision making &problem solving (IHS)
– 1-5-9 week & data displays (VV)
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Early screening (BAMS), continuous monitoring & structured problem
solving (IHS)
– Parent communication (VV)
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Increasing contact & relationship between students & staff (IHS)
– Linked to SW….consistently (BAMS)
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Locally based interpretations (IHS) & applications (BAMS)
– RtI, use simple first (classroom teacher before 2nd tier
interventions) (VV)
– Public & frequent (BAMS)
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Integrated academic (BAMS) & social behavior efforts (IHS)
– Range of interventions (BAMS)
– Teach process & requirements directly to & w/ students (VV)
Encouraging Student Behavior:
Misrules & Science
George Sugai
OSEP Center on Positive Behavioral Interventions & Supports
UConn Center for Behavioral Education & Research
March 10, 2008
WHAT DO WE KNOW ABOUT
PREVENTING VIOLENCE?
• Positive, predictable schoolwide climate
• Surgeon General’s
Report on Youth
Violence (2001)
• High rates of academic & social
success
• Formal social skills instruction
• Coordinated
Social Emotional &
Learning
(Greenberg et al.,
2003)
• Positive active supervision &
reinforcement
• Center for Study
& Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• Multi-component, multi-year
school-family-community effort
Big Goal
Promote acceptable, expected
student academic & social behavior by
establishing relevant & durable
positive interactions & relationship
between learner & teacher
– Parent & child, worker & boss, teacher &
teacher, bus driver & riders, etc.
How?
• Engaging in high positive social
interactions
• Arranging for high academic success
rates
• Expressing high positive outcome
expectations
• Regularly teaching, practicing,
acknowledging prosocial behavior
Why do educators resist use of positive
acknowledgements (misrules)?
• Use of extrinsic rewards will inhibit development of intrinsic
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motivation.
Students don’t need rewards & acknowledgements to do what’s
right & supposed to do.
Strong, natural aversive consequence will get the message across.
Give them time, & maturity will kick in.
If they can’t do it on their own, they shouldn’t be in this course.
Any students who need me to tell them what’s right & wrong
aren’t going to make it my class… personal responsibility
I teach biology. I don’t & shouldn’t have to teach respect and
responsibility.
It’s obvious to me, just look at her family.
When I was his age, I had to do it all on my own….no breaks &
privileges in my class.
Etc.
Challenge
Despite the research & conceptual
literature, teaching & encouraging
student prosocial behavior are not
embraced by some teachers:
– Limited fluency
– Narrow, non-contextual applications
– Inefficient, non-sustainable strategies
– Philosophical opposition
– Etc.
What do we know?
1. Antecedent & consequence environmental events
affect behavior probability
2. Function matters
3. Appropriate & inappropriate academic & social
behaviors are similarly acquired, maintained, & lost
4. Social skills must be taught & maintained like
academic skills
5. Academic & social reinforcers are required but vary
in form, intensity, frequency
6. Self-management success is linked to othermanagement success
Irony from teacher’s lounge:
“Students shouldn’t be
recognized for what they’re
supposed to do. Besides why
should we do something
extra; you never
acknowledge us for what we
do now!”
General Guidelines
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Showoff outcomes
Model what you want
Work from conceptually sound theory
Involve others
Teach self-management
Individualize
Use naturally occurring, contextually,
& culturally appropriate forms of
rewards & reinforcers
• Reward/reinforce staff use