USING POSITIVELY FRAMED PROMPTS The Boggs Center on
USING POSITIVELY FRAMED PROMPTS The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Office of Special Education New Jersey Department of Education 2019 -2020 School Year Funded by IDEA -Part B 2019 -2020
Using Positively-Framed Prompts • Description: • Positive framing is the practice of presenting prompts to follow expectations, rules and routines from a positive point of view (frame). Meaning, telling the student what to do instead of what not to do What is your response to each of these images? Walk at All Times How does ‘the tone’ of a message impact our actions? In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
Using Positively-Framed Prompts • Benefits: • Increases the likelihood that students will follow through on the expectation • Contributes to a positive school climate and culture which influences other variables (i. e. , academic achievement). • Reinforces the appropriate behavior that you want to see rather than providing attention (or reacting) to the undesired behavior. • Creates a foundation for using other strategies that are linked with positive behaviors such as precorrections and teachable moments • Plan Ahead: • Framing expectations positively takes practice, so it helps to plan ahead and be prepared with positively-framed prompts so you don’t have to come up with the positive in the moment. The more you practice the easier it will become to frame prompts in the affirmative In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
Using Positively-Framed Prompts Key Features Positively Stated Action-Oriented and Specific Incompatible Short and Simple State in terms of what you want the student to do “Walk at all times” instead of “No running” Focus on the specific action you want the student to perform “Ask before taking” instead of “Respect other’s property. ” Positively framed expectations are incompatible with other behaviors “Stay to the right” Staying to the right is incompatible with walking on the left or in the middle. Use the least amount of words possible to convey the prompt “Clean your area. ” is easier to process than “Clean up after yourself when finished eating. ” In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
Using Positively-Framed Prompts Let’s Practice! Instead of Saying… Do not wear hats in school Try saying… Put hats away Keep hats in locker No running in hallways Walk in the hallways No No talking Raise hand to comment Be quiet during the test Don’t leave trash on on your lunch table Clean up your lunch area Keep your lunch area clean Don’t come to class without your materials Come to class prepared with materials (notebook, homework, pen/pencil) In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
Using Positively-Framed Prompts Personal Practice change • What are one or two frequent behaviors you are correcting in your class or area you monitor? • For each behavior / prompt you typically use, develop a positively-framed prompt that you can begin to use. • What do you think will be the most difficult part of re-framing your prompts? • Is there something that will help you to get into the habit of positive framing? • For the next three weeks, practice using your new prompts. We will reconvene to reflect on your experience. Behavior You are Prompting Prompt(s) You Typically Use Positively-Framed Options In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
Using Positive Framing 2 - 4 Week Follow-Up • Personal Reflections • I was surprised when…… • What were some of the most interesting discoveries I made while using this practice? • About the practice? • About myself? • About my students? • What I liked about this was…. In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
Additional Reflection Questions 1. Now that I have tried this practice, the first thing that comes to mind is…. ? 6. What got in the way of my being able to use this practice? • • 2. What were some of the most interesting discoveries I made while using this practice? • • • About the practice? About myself? About my students? 3. What were some of my most powerful learning moments? • • • A moment that was challenging? A moment that was rewarding? A moment where everything seem to click? 4. The moment I am most proud of is…. . 5. A turning point for me was when…. . External (e. g. , workload) factors that got in the way? Internal (e. g. , anxiety about doing something new or not understanding the practice) factors that got in the way? 7. What helped me to use this practice? • • What external (e. g. , assistance from a colleague) factors helped me? What internal (e. g. , personal strengths) factors helped me? 8. In what ways have my attitudes or beliefs changed as a result of trying this practice? 9. What do I need to do to ensure I continue to use this practice in the future? 10. What support or resources would help me continue to use this practice in the future? In partnership with NJDOE OSE funded by IDEA funds - Part B 2019 -2020
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