Social Studies Middle School Guide

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.