Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS)

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Irvine H.S. (IHS), Vista Verde (VV), Bernice
Ayer Middle School (BAMS)

• Team driven (IHS) establishing local expertise
  (VV)
• Data based decision making problem solving (IHS)
• 1-5-9 week data displays (VV)
• Early screening (BAMS), continuous monitoring
  structured problem solving (IHS)
• Parent communication (VV)
• Increasing contact relationship between
  students staff (IHS)
• Linked to SW.consistently (BAMS)
• Locally based interpretations (IHS)
  applications (BAMS)
• RtI, use simple first (classroom teacher before
  2nd tier interventions) (VV)
• Public frequent (BAMS)
• Integrated academic (BAMS) social behavior
  efforts (IHS)
• Range of interventions (BAMS)
• Teach process requirements directly to w/
  students (VV)

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Encouraging Student Behavior Misrules Science

• George Sugai
• OSEP Center on Positive Behavioral Interventions
  Supports
• UConn Center for Behavioral Education Research
• March 10, 2008

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WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Surgeon Generals Report on Youth Violence (2001)
• Coordinated Social Emotional Learning
  (Greenberg et al., 2003)
• Center for Study Prevention of Violence (2006)
• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate
• High rates of academic social success
• Formal social skills instruction
• Positive active supervision reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-communit
  y effort

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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.

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How?

• Engaging in high positive social interactions
• Arranging for high academic success rates
• Expressing high positive outcome expectations
• Regularly teaching, practicing, acknowledging
  prosocial behavior

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Why do educators resist use of positive
acknowledgements (misrules)?

• Use of extrinsic rewards will inhibit development
  of intrinsic motivation.
• Students dont need rewards acknowledgements to
  do whats right supposed to do.
• Strong, natural aversive consequence will get the
  message across.
• Give them time, maturity will kick in.
• If they cant do it on their own, they shouldnt
  be in this course.
• Any students who need me to tell them whats
  right wrong arent going to make it my class
  personal responsibility
• I teach biology. I dont shouldnt have to
  teach respect and responsibility.
• Its 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.

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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.

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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
   other-management success

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Only 2 Basic Functions
Pos Reinf
Neg Reinf
Existing aversive condition identified
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Teachers Reinforcement Wisdom!

• Knowing or saying know does NOT mean will
  do
• Students do more when doing worksappropriate
  inappropriate!
• Natural consequences are varied, unpredictable,
  undependable,not always preventive

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Irony from teachers lounge

• Students shouldnt be recognized for what
  theyre supposed to do. Besides why should we do
  something extra you never acknowledge us for
  what we do now!

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General Guidelines

• 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