Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 1 Implementation Guide

Link to Tier 1 - Instructional Guide document

GROUP CONTINGENCIES A contingency in which reinforcement for all members of a group is dependent on the behavior of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion.

Rationale:

Implementation Guidelines:

Group contingencies address both whole group and individual behavior needs (and multiple functions). They help when tasks are new or difficult. Group contingencies increase participation and reinforce classroom expectations. Appropriate peer models are highlighted in this intervention, allowing students who need to improve their behavior to see the success criteria in action. Implementation Example(s): Hero Procedure: (1) Pick target behavior; (2) Choose time frame; (3) Explain game and target behavior to class; (4) Choose one student or group to be the ‘hero’; (5) Do not tell the class who is the hero; (6) At the end of the time frame if the hero reached the goal, the class gets the reward. The first time, choose someone you know will be successful. If the hero does not reach the goal, do not announce who it was. If they do reach the goal, announce who won the reward for the class. Marble Jar: (1) Define target behavior; (2) Teach expectations; (3) Everytime the group does the behavior, they get a ‘marble’ in the jar; (4) Once the jar is full, they get their reward. If you have student who can be aggressive, use a clear water bottle and pompoms or beans. Beat the Teacher: (1) Define target behavior; (2) Teacher/Student Chart; (3) If students do target behavior, they get the point; (4) If students do not do the target behavior, the teacher gets the point; (5) If students win at the end of the day, they earn a point towards a larger reward. This is great for something that happens multiple times in a day like transitions. 200 Chart: (1) Choose Target Behavior; (2) Student puts initials in a square; (3) Once row or column is filled up- smaller reward for all the students listed; (4) Raffle- Random numbers chosen at random for reward; (5) Once the whole chart is filled up- huge reward for all the students listed.

● Determine which target behavior will be acknowledged (e.g., when students are helpful to others, or raise their hands without talking). ● Determine which reward students will work toward or earn access to (e.g., end of the week recess, game day). Complete a reinforcer assessment to learn about student interests and motivations. ● Decide on a method to count appropriate counters will be needed to reach the goal (e.g., fill up the marble jar, 25 stickers on the chart, all letters of the word on the board). ● Teach students how the contingency works and provide specific examples of target behaviors (e.g., “Groups in their seats, with quiet mouths, and eyes on me.”) ● Provide reinforcement for the target behavior Group 3. Everyone has their materials out and ready to go. Your group earns a point.”) ● Limit attention for minor misbehaviors. behaviors (e.g., marble jar, sticker chart, letters on the board). ● Decide how many to the entire class or group (“Great job,

Fidelity Check: ❏ Students can explain how to earn the reward as a group.

❏ Student know what reward they are earning and when they can earn it. ❏ If the students do not earn their reward, items are not taken away. ❏ The whole class, or small groups or students are working for the same reward