FCS A B Int

Canyons School District

Instructional Supports Department

INSTRUCTIONAL PRIORITIES FOR BEHAVIOR High Yielding Strategies to increase Student Achievement and Engagement

Effect Size

Priority

Critical Actions for Educators

●

Create a supportive classroom.

● Clearly identify behavior expectations and explicitly teach them to your students. ● Implement a reinforcement system for appropriate behavior and routinely evaluate the system for effectiveness. ● Recognize students for positive behavior. ● Systematically correct behavioral errors, beginning with teaching/re-teaching.. ● Make positive connections with each of your students. ● Positively reinforce students frequently for exhibiting appropriate behaviors. ● Create a positive classroom climate. ● Communicate positive expectations.

Classroom Positive Behavioral Interventions and Supports (PBIS)

0.62 1

Positive Teacher-Student Relationships

0.52 1

● Identify times and places that are most problematic. ● Be visible and active. ● Reinforce appropriate student behavior.

Active Supervision 0.92 2

● ●

Track behavior data and look for trends. Anticipate potential problem behaviors.

Pre-correction 0.83 3

● Determine what action will work to decrease the expected problem behavior. ● Reinforce correct behaviors. ● Respond positively to appropriate behavior immediately after it occurs. ● Use a variety of positives. ● Be specifc in your use of praise.

High Ratio of Positive to Corrective Feedback

0.70 4

● Give polite, effective requests following the protocol. ● Use preplanned, unpleasant consequences. ● Stay calm. ● Make sure to use appropriate wait time.

Precision Requests

● Select target behavior to be decreased and alternative behaviors to be taught and reinforced. ● Determine a schedule of reinforcement for the alternative behavior and follow it. ● Monitor the student’s performance. ● Decrease the frequency of reinforcement as student’s behavior improves. ● Determine targeted behaviors and collect baseline data. ● Teach targeted behavior and self-monitoring protocols. ● Monitor progress; provide positive feedback and celebrate success. ● Fade intervention as student masters the targeted behavior.

Differential Reinforcement

0.95 3

Self-monitoring 0.97 3

● ●

Select a contingency.

Group Contingency

Set a criterion.

1.02 3

● Choose the positive consequence (extra privilege or reward). ● Give feedback.

● Token economies are ideally paired with behavior contracts. ● Tokens are paired with specifc praise around desired behaviors. ● Reinforcers need to be applied consistently as students are learning new behaviors, and gradually phased out as students acquire/master the specifc behavior.

Token Economy 0.90 3

●

Use calm body language and voice.

De-escalation Strategy: Help, Prompt, Wait

● Allow appropriate wait time for compliance. ● Praise appropriate behaviors. ● Do not rush; de-escalation may take time.

1 Hattie, J. (2017). Visible learning: What works best for learning . https://www.visible-learning.org 2 Gage, N.A., Haydon, T., MacSuga-Gage, A.S., Flowers, E., & Erdy, L. (2020). An evidence-based review and meta-analysis of active supervision. Behavioral Disorders, 45 , 117-128. 3 Stage, S.A., & Quiroz, D.R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26 , 333-368.