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Teaching Compliance. Sugai, 1997. Everyone please open your science workbooks When I say everyone, that means you Betsy The direction is to open your book NOW Approaches Betsy, Put that away right now… You’ve just earned time with me at recess

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Presentation Transcript
slide2
Everyone please open your science workbooks

When I say everyone, that means you Betsy

The direction is to open your book NOW

Approaches Betsy, Put that away right now…

You’ve just earned time with me at recess

Stands over Betsy, You leave this class immediately

Working on spelling assignment

I’m almost done…go ahead, I’ll be right there

Stop picking on me, can’t you see I’m working

Pushes spelling onto floor. Are you satisfied?

Grabs materials, slams open, rips page. Now look at what you made me do!

I’m outta here. Flips off the teacher and leaves

understanding noncompliant defiant behavior
Understanding Noncompliant/Defiant Behavior
  • What can happen when students engage in noncompliance?
    • Avoids having to comply
    • Gets teacher attention
    • Escapes immediate tasks
    • Gets peer attention
slide4
What can happen when teachers confront noncompliant behavior?
    • Gets student’s attention
    • Student is removed
    • Gets peer attention
    • Avoids having to teach student
assumptions
Assumptions
  • Noncompliant & escalated behavior are learned.
  • Compliance & noncompliance require more than one person.
  • Escalations are shaped through successive interactions (practice).
teaching compliance6
Teaching Compliance
  • Students must
    • Be fluent at the expected behavior.
    • Be taught the conditions under which the expected behavior is required.
    • Have multiple opportunities for high rates of successful academic & social engagement.
    • Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.
slide7
Teachers must…
    • Have the student’s attention, before presenting the directive or making a request.
    • Give clear & specific directives that are stated positively.
    • Provide frequent & positive acknowledgments when expected behavior is exhibited.
    • Have established & taught consequence procedures for repeated noncompliance.
responding to escalations
Responding to Escalations
  • See flow chart & consider the following tactics…
  • Disengage as soon as noncompliant behavior is observed.
  • Provide reasonable alternatives for compliance.
  • Move directly to bottom-line after first noncompliant response.
  • Follow established consequence procedures if noncompliance continues.
slide9
Cont.
  • Focus attention of students who are appropriately engaged.
  • Conduct functional assessment to understand student & teacher behavior.
  • Establish precorrection procedures for next compliance opportunity based on functional assessment information.
resources
Resources
  • Precorrect worksheets