Transcript Pleasant Learning Environments

Pleasant Learning Environments
Jonathan Amey
Standing on the Shoulders of
Others
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Glenn Latham
Ogden Lindsley
Libby Street
Murray Sidman
Markle & Tiemann
Kent Johnson
Bill Helsel
Outline
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Pleasant learning environments
Conducting a motivational analysis
Effective RtI strategies
Helsel’s Four Building Blocks
Performance
Management
Skill
Acquisition
(1)
(2)
Binder’s Six
Boxes
Expectations
Tools &
Resources
Consequences
Skills &
Knowledge
Selection
Motives
Recycling
Pinpoint, structure,
train, monitor,
feedback, evaluate
Systems
Analysis
Family
Systems
Instructional
Delivery
Errorless
learning
Graduated
Guidance
Shaping
Script Fading
Mathetics
Discrete Trial
Error
Correction
Fluency
building
Curriculum or
Program
Scope &
Sequence
Reinforcement
Contingent &
Noncontingent
Prevention
Intervention
(3)
(4)
Motivative
Analysis
Establishing
Abolishing
Environmental
Management
Physical Layout
Clean transitions
Materials
accessible
Schedules &
Routines
Antecedents
Physical
Barriers
Medical
concerns
Medications
Sleeping &
eating
Strengthening
Types
&
Schedules
of
Reinforcement
Weakening
Extinction
Punishment
Managing
Protective
Restraint
What Is the Ideal Classroom?
Ideal Classroom
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Students are productive
Classroom is physically and mentally safe
Promotes success
Classroom is vital and busy
How Do We Get There?
Creating a Pleasant
Environment
What Is a Pleasant Environment?
A Classroom of Happy Learners!
Consider If You Will
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Would a happy learner, enthused with
intervention, likely make better, faster, easier
progress?
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probably
Would a willing learner be easier to teach?
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Most assuredly
Assent and Consent
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Assent
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to agree to something freely and with understanding
Consent
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Legally and ethically required
Assent
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Come to task willingly
Participate in learning interactions without
coercion
Withdrawl Assent
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Avoid us
Avoid coming to task
Leave during task
Participate far below ability
Students Are Behaving - Now What?
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More instructional time
Increased teacher effort
As teachers improve management skills they
must refine teaching skills
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Instructional management skills need to
improve proportionately since there will be an
increased level of student on-task behavior and
academic productivity
Wear good deodorant
Principals of Human Behavior
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Product of its immediate environment
Strengthened/weakened by its consequences
Responds better to positive than negative
Punished or reinforced? Watch rate over time
Past behavior is best predictor of future
behavior
Immediate Environment
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If students act out, something in classroom is
initiating and maintaining it
Identify those things and take data
Who likes math?
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Goofing off during math gets student kicked out of
room. What’s that student going to do more of?
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All children can learn, even children from
dysfunctional families
The answers to problems within an
environment are to be found within that
environment
Your Job Is to Create the Most
Pleasant Environment Possible
Change the
Environment and the
Behavior Will Change
Behavior Strengthened or
Weakened by Its Consequences
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Not a problem with the student
Teachers often reinforce the very behaviors
that disrupt the class
Frequent teacher attention in the form of praise
is more effective than rules or reprimands in
increasing appropriate behavior
Behavior Responds Better to
Positive Than to Negative
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Teacher attention is a powerful reinforcer of
appropriate and inappropriate student behavior
Teachers allow over 95% of all appropriate behavior to
go unrecognized
Teachers are typically four to six times more likely to
attend to inappropriate behavior than appropriate
Teacher attention to inappropriate behavior increases
probability that such behavior will be strengthened and
thus occur predictably and with regularity
Your Job Is to Identify the Behaviors You
Want to Strengthen or Weaken and Deliver,
or Withhold, the Appropriate Consequences
Whether a Behavior Has Been Punished or
Reinforced Is Known Only by the Future Course of
That Behavior
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What is punishing to one child might be
reinforcing to another, and vice-versa.
Take data!
If you keep doing what you’ve always done,
you’ll keep getting what you’ve always gotten.
Your Job Is to Be Patient and
Consistent. Wait Two Weeks and
See. Record Behavior.
If What You Are Doing
Works- Keep It. If Not,
Go Back to Tool Skills
and Change Them
Past Behavior Is the Best Predictor
of Future Behavior
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A-B-C easy as 1-2-3
Take data!
Your Job Is to Remember Past
Experiences
Don’t Take Away Video
Games If He Has Already
Proven He Will Become
Aggressive
Alright, Nice Theory, Now What?!
Latham’s Tools for Positive
Behavior Change
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Staying close
Giving positive consequences
Ignoring junk behavior
Ignoring junk behavior of one person and
giving positive consequences for the
appropriate behavior of another person
Latham’s Tools for Positive
Behavior Change
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Stop-redirect-give positive consequences
Setting expectations
Using a contract
Time-out
ABC’s of assessing behavior
Consulting skills of staff
Staying Close
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You create a safe, positive environment and
establish yourself as a source of caring,
empathy, and positive consequences
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The closer you are to a person, the greater the
influence you have on them
How to Stay Close
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Physically- be within arms length, walk and sit with,
move toward them
Touch appropriately- pat on back or arm, squeeze
shoulder
Facial expressions- emote accurately, show one
message
Tone of voice- how you say it counts
Body language- be relaxed, open arms, eye contact,
orient to person
Show empathy- mirror feelings (sounds like your happy
or yuk, that was hard to do)
Giving Positive Consequences
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You focus primarily on building up appropriate
behaviors with positive consequences
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Show behavior you like by giving attention;
Establish self as safe to be with; Maintain self
control; Have a plan; Practice saying what you like
and providing a positive consequence that fits
appropriate behavior within 3 seconds
Types of Positive Consequences
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Verbal praise
Appropriate touch
Tangible items
Privileges and activities
“Unless what you are about to say or do
has a high probability of making things
better, don’t say it and don’t do it”
(Latham)
Ignoring Junk Behavior
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You carefully ignore any age typical behavior
that may be annoying
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Annoying but not harmful to self,others, or property
Examples….
Ignore Junk Give Positive to Other
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You carefully ignore junk behavior of one
person while giving positive consequences for
the appropriate behavior of another person
Examples…
Stop-Redirect-Give Positive
Consequences
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You stop a person’s inappropriate behavior,
redirect them to a different, logically related
behavior, and show you like it by giving positive
consequences when the person does it
Setting Expectations
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You let the person know what behavior is
expected and what the consequences will be
for meeting or not meeting the expectations
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Pick a time; A place; Set a pleasant tone; State what
specific behavior you expect and what benefits are
to person; Model and get person to show expected
behavior; Giving instead of taking
Designing Expectations
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Clearly state context for behavior
Clearly state behavior you want to see (provide
model if necessary)
Clearly state consequence for following
Examples
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Circle time
Individual work
Centers
Snack
Transitions
Maintaining Expectations
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Praise completion (3-4 per minute)
Students should be able to state teacher
expectations to anyone, anytime, anywhere
Display expectations around room
Display schedule
Contract
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Written agreement with the student that
identifies positive expectations and
consequences
Time-Out
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Interrupt student’s behavior to minimize
consequences and allow you to attend to
appropriate behaviors after the person has
maintained a brief period of calm
Time-based… not behavior based!
Need good analysis, remember the disruptive
student in math class
ABC’s and Consulting Skills
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Example of ABC
Use school counselors to help develop parent
skills across settings
8 Kinds of Coercion
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Criticism
Sarcasm/Teasing
Threats/Force
Arguing
Guilt
Logic
Questioning
Results of Coercion
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Student will learn coercive behavior
Student will try to avoid coercive behavior by
escaping and lying
Student will try to get even
Student will become afraid that they will fail
Student will receive attention for inappropriate
behavior
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Coercion produces only short term compliance
followed by long term losses.
In the long run, behavior responds better to
positive consequences.
“My mother used to tell me that to get along in
this world you gotta be either oh so smart or oh
so pleasant. For a long time I was smart. I
recommend pleasant.” (Elwood P. Dowd)
The Problem That Presents Is Not
Always the Problem to Solve
Conducting a Motivational Analysis
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Variables that affect the probability of a given
stimulus-response relationship
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Physiological/Environmental
Increase chance of certain behaviors occurring
Increase value of what happens after behavior
occurs
MMM… Food
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Motivating operation (hunger)
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Engage in behaviors that get food
Bang on table with knife and fork
Abolishing operation (full)
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Stop engaging in behavior that get food
Fall asleep on couch watching football
Motivative
Operation
Antecedent
Behavior
Consequences
Not feeling well.Woke
up early.
Teacher gives student
instruction
Student swipes and
throws materials
Teacher becomes
frustrated and stops
giving instructions
Got back from recess,
laughing
Teacher asks for a high
five
Student smiles and
gives teacher a high five
Teacher praises student
Observer in classroom
Observer in close
proximity to student
Student keeps turning
around to look at
observer
Observer smiles and
looks directly at student
Student is coloring at
desk
Teacher approaches
student
Student bites his crayon
several times
Teacher removes the
crayons and explains
that he needs to keep
the crayons down.
Hey MA!
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Reinforcer assessments
Choice or Demand? (Intraverbal statements)
Setting up your classroom
Effective Teachers
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Ensure high level of student engagement with
tasks
Provide frequent and detailed feedback
Use carefully sequenced materials
Establish clear routines and expectations
Deal with several things at once
Judge quickly the importance of an event and
intervene
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Are aware of entire classroom despite
distraction; are monitoring students frequently
Time their actions for maximum effect
Give attention to more than one student at a
time; they pivot
Manage transition time
Exhibit unconditional positive regard
Preventive Actions Taken Before
Students Enter the Room
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Room arrangement should invite productive
behavior
Walkways
Distance between student stations
Minimal seductive items
Arrange materials for ease of use
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Arrange materials for instructional control
Develop a system for distributing and receiving
materials
Develop a strategy for setting learning skill
expectations
Develop routines
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Uncomplicated
Sustainable
Support educational goals
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Identify possible rewards
Identify anticipated behaviors of concern
Plan all lessons thoroughly
Carefully schedule instructional time
Determine how you will move and monitor
Determine how you will reduce frustration
Identify potential competing contingencies
Select signals and key phrases
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Know your behavior management strategies
Know your treatment options
Know your staff and resources
That Was All Before the Students
Entered the Room?
Yes
Students in the Room
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Manage transition times
What to do with current materials
What materials are needed for next activity
Where will next task take place
What are the expectations for next task
Be clear about when it’s time to begin moving
Be clear about time allowed for move
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Be clear about expectations for move
Quickly establish instructional control at next
site
Continuously monitor students’ performance
Use cues in advance of BOC’s
Manage behavior discreetly
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Minimize interruptions and disruptions
Follow through immediately on all rules- no
warnings
Avoid higher and higher thresholds
Alright Now I’m Tired
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Drink some coffee then…
Evaluate outcome of actions for success
Restructure actions as needed
“Create learners - not kids who
know stuff” (Alison Moors)
Group Activity
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Apply a few before, during and after strategies
to your room. What does that look like for you?
Discuss with your group
10-15 minutes
Response to Intervention
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Fluency
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Accuracy plus speed
Quality plus pace
Frequency of correct responding
Doing the right thing without hesitation
True mastery
Stages of Learning
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Acquire new behavior
Practice components for fluency
Apply and combine fluent repertoires
100% Good for You
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Johnny can complete basic addition problems
at 100%
Julie can complete basic addition problems at
100%
Who is better at math?
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Or stated differently
who has a more functional math repertoire?
100% Correct… What About Time?
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Johnny can complete 2+2=4 and 1+5=6 at
100% but it takes him 5 minutes.
Julie can complete 2+2=4, 1+1=2, 3+3=6,
2+3=5, 4+3=7, 1+2=3, 5+3+8, 8+2=10 at 100%
and in 20 seconds.
Who has the more functional math repertoire?
Components of Fluency Based
Instruction
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Skills are established
Emphasis on skill accuracy
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Discrete trial
Direct instruction
Incidental teaching
Whatever procedure you want…
Skills Practiced Daily
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Practice until previous performance is
surpassed
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If the student did 3 math problems on Monday then
on Tuesday the goal is 4
Practices are Timed
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Use the Standard Celeration Chart
Standard Celeration Chart
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Developed by Ogden Lindsley
Uses a multiply scale
Allows for instructional decision making
Allows for easy reading of performance across
skills and students
Changes are made when the student does not
grow
RESA- Its as easy as driving home
from work or riding a bike
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Retention
Endurance
Stability
Application
High 5
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Start at 0 and count up by 5’s, write each
number down.
Get ready, please begin.
Lucky Sevens
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Start at 100 and count backwards by seven,
write each number down….
Get ready, please begin.
I’m Still Fluent After All This Time?
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Sign your name
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Write your full name in cursive but take a full
minute to write it
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What did you notice?
Another Chart?!
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Input/Output
Helps to organize skills
Channel wrapping
Gotta Have the Right Tools
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Tool skills
Component
Composite
Tool Skills
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What are the tool skills for writing?
What are the tool skills for talking?
What are the tool skills for kickball?
Psychomotor is the Key
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Markle and Tiemann showed us that to get
higher order skills you must have psychomotor
repertoires first
Oh and emotion influences everything
Psychomotor
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Student learns how to move certain muscles in
precise way
Puts responses in particular order and moves
smoothly
Chains of responses put together to match
situation
Simple Cognitive
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Student learns when to make responses
Chains them together and learns steps for
using
Can give verbal account of something (tell how
to take blood pressure, retell a story, describe
field trip)
Knows how to respond to known situations
Complex Cognitive
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Knows how to respond to new situations
Write a play
Determine how goods will be distributed fairly
among a group of people
My Brain is Starting to Hurt
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These are the things you can start focusing on
when you don’t have to manage behaviors of
concern all day
Review
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Pleasant environments create learning
environments
Motivational analysis develops over time and
creates learning opportunities
Taking data is key to success
Before teaching skill be sure students have the
necessary tool skills
HAVE FUN
Thank You