Behavior & Classroom Management:

1. Behavior & Classroom Management: Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu www.sped521.pbworks.com

2. Phases of Learning/TeachingAlberto & Troutman, 2009 • Acquisition – student’s ability to perform a newly learned skill/response to some criterion of accuracy • Fluency– describe the rate at which students accurately perform a response; learner begins to build speed & efficiency in use of the skill or knowledge (but may not remember skill/knowledge over time without prompting) • Maintenance– student is able to recall & use the skill/ knowledge with a high rate of accuracy over more extended spans of time with limited review • Generalization– student generalizes skill or knowledge to novel contexts and as prior knowledge for learning new information

3. Acquisition Phase • Acquisition – student’s ability to perform a newly learned skill/response to some criterion of accuracy • Strong use of reinforcers • Regular prompting & error correction • Modeling & Guided practice • Model-Lead-Test/Model-Prompt-Check/I do-We do-You do • Important to have critical background knowledge & prerequisite skills A-B-C

4. Fluency • Performing behavior/skill at the appropriate rate • Teaching Strategies • Frequent structured practice • Fading to intermittent reinforcement A-B-C

5. Maintenance A-B-C • Once learners can perform a skill fluently, it is important to maintain the skill over time • Teaching Strategies • Make sure you are teaching functional/useful skills • Student access to natural reinforcers • Over-learning • Delayed reinforcement

6. Reinforcement Continuum & Phases of Teaching Stages of Learning/Teaching Acquisition Fluency  Maintenance Continuous Intermittent…………fading… Rates of Review & Reinforcement Continuous – provide reinforcement/corrective feedback on every occurrence of behavior – reinforcement may be tangible paired w/ verbal praise Intermittent – fade tangible, continue w/ intermittent verbal praise Can usually anticipate that academic success or social benefits will continue to maintain desired behavior. A-B-C

7. Effective Use of Reinforcement

8. Effective Reinforcement • Immediacy/frequency of the reinforcer • Contingent reinforcement • Strength/Value of the Reinforcer • The most prominent and frequent reinforcer available in effective classrooms is success on academic tasks

9. Immediacy of Reinforcement • Immediate reinforcement is stronger than delayed • Delivering a reinforcer immediately after the target behavior helps the student clearly understand that the reinforcer is connected to this specific behavior • Diminishes likelihood student will accidentally attribute the reinforcer to another behavior • Verbally labeling the behavior being reinforced while giving the reinforcer also helps

10. Contingent Reinforcement • Contingent v. Noncontingent • Contingent = – student understands there is a clear relationship between exhibiting a specific behavior & gaining positive feedback/reinforcement • For a reinforcer to be most effective, students must clearly learn they receive the reinforcer only after performing the target behavior and NOT when engaging in other behaviors • Consistency in responding, and not responding, is key

11. Contingent Reinforcement • Be Respectful is less clear & specific then Keep your hands and feet to your self • Focusing on fewer more specific behavior is a way to strengthen a reinforcement system for a resistant student • We can make clearer the behavior that is going to be reinforced • We also want to make sure to consistently present the reinforcer following occurrences of the specified behavior

12. Value/Strength of a Reinforcer • We need to understand what will be reinforcing for the student • Preconceived notions about what should be reinforcing for a child are frequent reasons for the failure of reward programs • Ask student, observe student, see what they value • Deprivation v. satiation • We need to change up reinforcers periodically to keep it interesting

13. Effective Reinforcement in Practice • Immediate & frequent (don’t wait until the end) • Tickets, point systems can be good for cuing teachers to provide frequent reinforcement • Verbally label specific behaviors being reinforced • Keep it genuine • makes reinforcement a teaching strategy • Reinforce all students, not just the best students • More challenging students need even more reinforcement for desired behavior then others • Err on the side of too much reinforcement, rather than not enough (at least 4:1) – but, keep it genuine

15. Strengthening an Individual Student Reinforcement System • Make reinforcement more frequent • Don’t wait too long for student to earn incentive • Student must be able to succeed • Target specific behaviors to be the focus of the reinforcement program • Focusing on fewer behaviors may be beneficial, particularly when beginning a reinforcement program • Provide immediate reinforcement • Keep delay between performing behavior & receiving incentive to a minimum • Make sure incentive is highly valued by the student • Do not assume it will be highly valued

16. Class Activity:Strengthening/Fading Point Cards • Rate each on 5 point scale (1 = least 5 = most) • Identify variables on the point cards related to: • Immediacy/frequency of feedback & reinforcement • Specificity of behavioral expectations targeted • Discuss how to manipulate the point cards to make them stronger and how to fade them

20. Penny Board Show example Show STAR video

21. 1 2 3 4 5 Most fade-able Strongest