the role of effective instruction across the pyramid: issues and examples terrance m. scott...
TRANSCRIPT
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The Role of Effective Instruction Across the Pyramid: Issues and Examples
Terrance M. ScottUniversity of Louisville
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Tertiary Prevention:specialized & individualizedstrategies for students with
continued failure
Secondary Prevention:supplementary strategies
for students who do not respond to primary
Primary Prevention:school-wide or class-wide
systems for all students and staff
~80% of Students
~15%
~5%
RTI:3-Tiered
Prevention Model
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Discipline is….
The actions parents and teachers take to increase student success (Charles, 1980).
PreventionRules,
Routines, Arrangemen
ts
ReactionConsequence
s
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Discipline Works When ….
Prevention creates more Positive than negative consequences
Failure(punishment)
Success(reinforcemen
t)4 : 1
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teaching social behaviors in context teach specific skills using effective explicit instruction
Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)
academic success effective explicit instruction (reading!!)
consistent contingencies ( pos+ & neg- ) consistent and effective use of reinforcement/punishment
Logical Solutions (realistic?):The Research
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Instructional Concept #1
State Expectations PositivelyTeach them what you do want them to do
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Teaching Behaviors
• No elbowing others• No kicking• No hitting• No pinching• No biting• No scratching• Etc. . .
• 2+2 is not 1• 2+2 is not 2• 2+2 is not 3• 2+2 is not 5• 2+2 is not 6• 2+2 is not 7• Etc. . .
Behavior: Peer Relations
Academic Skill:Addition
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Teaching Behaviors
• Hands and feet to self or
• Respect others
• 2+2 = 4
Behavior: Peer Relations
Academic Skill: Addition
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These banners are hanging in the commons area and in our gymnasium.
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Tenets of Kenwood Pride
•Be there and prepared
•Live responsibly
•Uphold integrity
•Earn and give respect
Establish, Define and Teach School-wide Expectations
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Glasgow Middle School School
Expectations Respect
Ourselves Respect
Community Respect
Environment
ALL SETTINGS
• Know and follo w dr ess
code policy
• Own your behavior • Give your best effort
• Follow adult direction
• Keep your body to yourself
• Be on time • Cooperate with everyone
• Use courteous language
• Ask permission f or using
what belongs to others
• Clean up after yourself • Return what you have
borro wed
HALLWAYS AND
WALKWAYS
• During class time always
carry a hall pass • Walk directly to your
next class
• Use a quiet voice
• Always walk on the
right
• Use designated locker
only • Keep area
clean and
litter free
RESTROOMS
• Wash your
hands • Be timely
• Give privacy to others
• Flush the toilet • Put trash in trash can
• Keep all areas clean
• Turn off fau cet before leaving
CAFETERIA
• Make healthy choices • Remain seated in your
designated
area
• Keep your place in line • Practice appropri ate t able
manners
• Use a quiet voice • Respect cafeteria workers
• Put trash in garbage can
• Clean up
after yoursel f
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Instructional Concept #2
Explicit InstructionBe Direct - Tell them and show them
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Instructional Sequence• Presentation -
Rationale tell and model
• Recitationstudent Q & A
• Individual Workwith teacher feedbackmake sure students get it
• Group work activities, experiments, etc.chance to discover application to real world
• Test Make sure they have skill fluency
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Let’s try non-explicit social instruction:
What is Zore?
The concept is ZoreSocial ConceptAll examples are accurate
ACTIVITY
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Instructional Concept #3
Range of ExamplesShow the full range of possibilities --
Juxtapose positive and negative examples
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Instructional Concept #4
Routines and Arrangements
Facilitate student success in the natural environment
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Effective Teacher Practices
• specify goals and objectives• modeling• pacing • questioning • prompting• appropriate feedback
praisecorrective feedback
• low rates of criticism
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Teach it Where it Happens
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Involve Students in Teaching
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Develop Effective Cues
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Visual Reminders in Non-classroom Settings
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Instructional Concept #5
Formative AssessmentEvaluate the Effects of Instruction and
Modify as Indicated
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High School ResultsRural Southern Illinois
0Detentions
90 DayPeriod
PrePBISPostPBIS
0
200
400
600
800
1000
1200
1400
1600
No PBS PBS Qtr. PBS Qtr. PBS Qtr.
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0
5
10
15
20
Ave Referrals per Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
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Doctoral Program In Behavior Disorders
Terry ScottCollege of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY [email protected](502) 852-0576