The Role of Effective Instruction Across the Pyramid: Issues and Examples
Terrance M. ScottUniversity of Louisville
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
Discipline is….
The actions parents and teachers take to increase student success (Charles, 1980).
PreventionRules,
Routines, Arrangemen
ts
ReactionConsequence
s
Discipline Works When ….
Prevention creates more Positive than negative consequences
Failure(punishment)
Success(reinforcemen
t)4 : 1
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
Instructional Concept #1
State Expectations PositivelyTeach them what you do want them to do
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
Teaching Behaviors
• Hands and feet to self or
• Respect others
• 2+2 = 4
Behavior: Peer Relations
Academic Skill: Addition
These banners are hanging in the commons area and in our gymnasium.
Tenets of Kenwood Pride
•Be there and prepared
•Live responsibly
•Uphold integrity
•Earn and give respect
Establish, Define and Teach School-wide Expectations
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
Instructional Concept #2
Explicit InstructionBe Direct - Tell them and show them
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
Let’s try non-explicit social instruction:
What is Zore?
The concept is ZoreSocial ConceptAll examples are accurate
ACTIVITY
Instructional Concept #3
Range of ExamplesShow the full range of possibilities --
Juxtapose positive and negative examples
Instructional Concept #4
Routines and Arrangements
Facilitate student success in the natural environment
Effective Teacher Practices
• specify goals and objectives• modeling• pacing • questioning • prompting• appropriate feedback
praisecorrective feedback
• low rates of criticism
Teach it Where it Happens
Involve Students in Teaching
Develop Effective Cues
Visual Reminders in Non-classroom Settings
Instructional Concept #5
Formative AssessmentEvaluate the Effects of Instruction and
Modify as Indicated
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.
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
Doctoral Program In Behavior Disorders
Terry ScottCollege of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY [email protected](502) 852-0576
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