Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 3 Implementation Guide

Function: Attention, Escape

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

Things to Consider:

Implementation Guidelines

● Before moving to tier 3 group contingencies, make sure tier 1 and tier 2 strategies are being used consistently. Layer Contingencies: 1. Identify activities or times there is a pattern of inappropriate behavior. Example: lunch, transitions, starting class, ending class, independent work time, or turning in homework. 2. Choose a group contingency from the tier 1 list for 2-4 targeted behaviors or time.

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Before you begin an activity that you anticipate will be difficult for the student, or hard to engage them in, consider using a group contingency First, determine which target behavior will be acknowledged. Examples of appropriate classroom behaviors are when students are helpful to others, or raise their hands without talking. Choose which reward students will work toward or earn access to (end of the week recess, game day, etc.) You can learn the student’s interests and motivations by completing a reinforcer assessment. Decide what you will use to count the appropriate behaviors (marble jar, sticker chart, letters on the board, etc.) Decide how many counters will be needed to reach the goal (fill up the entire marble jar, 25 stickers on the sticker chart, spell the teacher’s name on the board, etc.). The first day you use it, teach the students how the contingency works. Provide specific examples of behaviors (“I’m looking for groups who are in their seats, quiet mouths, with eyes on me.”) Provide the reinforcement for the target behavior to the entire class or group (“Great job, Group 3. Everyone has their materials out and ready to go. Your group earns a point.”)

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Example: Teacher/Student points for timely transitions, marble jar for turning in assignments, 200 club for kind language.

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3.

Adjust based on data

Example: 85% of students start turning in their assignments one time and the class earns their reward. The teacher decides to now target on-task behavior during independent work time.

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Student Group Contingency

Identify struggling student(s) and allow them to earn things for the class or group. Example: Student struggles to have appropriate social interactions with peers. Student can earn 5 minutes of extra recess by having a safe body during reading.

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Plan for Sabitours

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If a student is sabotaging their group or the whole class, they can be in a a group by themselves. This means if they can still earn the reward, but if they do not, the rest of the class or groups can still earn the prize. This eliminates hostility and bullying towards the saboteur.

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Fidelity Check: ❏

All tier 1 and tier 2 group contingencies are being implemented ❏ Multiple group contingencies are happening simultaneously ❏ Group contingencies are individualized for struggling student or sabitours