Teaching Expectations Teaching expectations In classes where routines

Teaching Expectations

Teaching expectations • In classes where routines are established on the first day of school, students are more engaged in academic activities and make more academic progress throughout the year (Bohn et al. , 2004; Evertson, 1989). • Rules alone are not enough, though! – Need to be implemented as part of a comprehensive instructional and behavioral systems – Need to be consistent with school’s culture – Need to be taught explicitly – Need to be reviewed regularly Rathvon, 2008

Our expectations = set of social skills • Social skills are. . . – Behaviors that individuals display within a certain situation that predict and are associated with important social outcomes – What does that mean? • Behavior = something observable and measurable • Situation = context and/or antecedent • Outcome = acceptance; positive descriptions Darch & Kame'enui, 2004, p. 154

Why teach behavioral expectations? • Why do we need to teach behavioral expectations? • What kinds of classroom situations demand a certain level of social skillfulness? – – – – Having a conversation Working in groups Problem-solving Making friends Following rules Self-management (e. g. , during independent work) Others? Darch & Kame'enui, 2004

Phases of learning Acquisition Fluency Maintenance Generalization

Teaching behavioral expectations: Phases of learning • Ensure that your instruction matches students’ phase of learning. • Remember: Generalization is the goal of all teaching. • How can we increase the likelihood of generalization? Simonsen & Myers, 2015

Teaching behavioral expectations: Other considerations • Provide the same level of constructive feedback for social behavior that you do for academic behavior. – Reteach, test, and provide feedback. – Give the same level of encouragement. • Minor behavior errors should be corrected like academic errors. • Why is this so difficult sometimes?

Teaching behavioral expectations: Prompting • Teachers need to use prompts and precorrects to enhance behavioral expectation instruction. – A prompt is a stimulus added to the environment to increase the likelihood of the antecedent stimulus occasioning the desired behavior. – A precorrect is a prompt given to students before a situation in which there is a high likelihood of problem behavior.

Teaching behavioral expectations: Prompting • There are four types of prompts: – Visual – Verbal – Gestural – Physical • How can these be used to increase the likelihood that students will display the social skills they’ve been taught?

Teaching expectations: Prompting • What might prompting look like? https: //drive. google. com/file/d/0 BN 7 fj. ZRj. VZNVno 0 VGE 5 UGJ 4 RFE/view? usp=sharing • The videos we will be using to illustrate some of the content were generously provided by Dr. Terry Scott from the University of Louisville in Kentucky, a PBIS pioneer who is completely committed to effective behavioral support for all students and teachers. – https: //louisville. edu/education/abri

Thinking about data collection • What are some student and teacher behaviors that would be relevant in establishing and teaching expectations? – Students’ knowledge of expectations – Any expectations taught to students – Teacher use of prompts and precorrects – Others? • You could use one of your Data Collection Plan templates to focus on one of these behaviors.

Behavioral expectation lesson plan • The lesson plan template in your handout will help you create a behavioral expectation lesson plan that incorporates all the key features, including: – Your teaching objective – Positive and negative teaching examples – Materials you will need for your lesson – “Model, lead, and test” activities – Follow-up activities

Behavioral Expectation Lesson Plan Activity • In your activity handout, locate the Behavioral Expectation Lesson Plan Activity template. • Sketch a quick outline of a lesson plan based on one of the “boxes” from your matrix. • You will have 15 minutes to complete this activity.