Variables that Affect Compliance

1

• Variables that Affect Compliance
• Training and Consultation (TaC)
• Midwestern Intermediate Unit IV
• 453 Maple Street
• Grove City, PA 16127
• 724-458-6700

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Honor Personal Space

• Personal Space- an area surrounding the body
  approximately 18-36 inches in length, which is
  considered an extension of self
• Optimal distance is three feet

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Personal Space

• Adolescents 4 zones of personal space
• Intimate touch to 18 inches
• Personal- 18 inches to 4 feet
• Social 4-8 feet
• Public 8-12 feet
• Child Personal Bubble

4
Eye contact

• Maintain eye contact and focus when talking to a
  student
• You will almost always get eye contact within a
  few feet
• Avoid staring and/or glaring

5
What are you really saying?

• 10- 15 is verbal content
• Consider how we say it not what we say
• Tone- inflection of voice
• Volume- appropriate for the situation
• Cadence- rate and rhythm of speech
• 85-90 is nonverbal communication
• Facial expression
• Body posture
• Hand positions/ gestures

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Avoid question format

• Questioning
• 1. information seeking
• 2. challenging
• A question may provide a choice when there isnt
  one
• Provide a structured choice you can accept

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Describe expected behavior

• Well defined, not global
• Please clear everything off you desk vs Get ready
  for lunch
• Observable and measureable
• Respond proactively to social behavior errors
  (pre-correction)
• Signal
• State rule and expected behavior
• Ask student to state/show expected behavior
• Give positive feedback

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Role Play Student Compliance

• At my signal, stop what you are doing and quietly
  look at me.
• Listen to my directions.
• Watch how I do it.
• Show me how to do it.
• When you are not following directions, you will
  hear me give a warning such as, Please, I need
  you to __________ now. or You may practice with
  me during recess.
• Show me the correct way.

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Response time

• Make more start requests than stop requests
• Make clear, concise and simple requests
• (1-2 step directions)
• Make request, wait, request again, wait,
  reinforce
• Wait time 5-10 seconds uninterrupted

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Establishing Limits

• Maintain calm, non-confrontational manner
• Detach from the situation (You can _______ or
  ___________.)
• Delay responding (Ill be back to talk to you
  about this in a minute)
• Prompt What should you do next?
• If student chooses the desired/accepted/appropriat
  e behavior, reinforce and continue with lesson

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Managing Inappropriate Behavior

• Set realistic expectations
• State the rule
• Present options privately in the context of the
  rule violation
• Present options on HOW to take care of the
  problem
• Request student take care of the problem
• Teacher models the steps
• Student demonstrates the steps
• Teacher provides feedback as student demonstrates

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Managing Social Interactions

• Validate the students feelings
• Treat students with respect
• Ask the student, How could I have helped you?
• Avoid power struggles
• Avoid sarcasm and criticism

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Reinforce compliance

• If you do not recognize and reward compliance it
  will decrease over the long term
• Grandmas Law a.k.a. Premack Principle
• Reinforcer is always given after the desired
  behavior

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Characteristics of Effective Verbal Praise

• Effective praise
• includes students names
• is descriptive
• Simply describe what the student is doing at the
  time - focusing on actions
• is convincing/genuine
• is varied
• does not interrupt the flow of instruction

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Most Importantly

• Maintain a cheerful attitude and a sense of
  humor!