Strategies for addressing behavior problems in the classroom 6th edition

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Serving: Higher Education Faculty • PD Providers • Practicing Educators Supporting the preparation of effective educators to improve outcomes for all children, especially those with disabilities, birth through age 21

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with Instructors Guide

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Encouraging Appropriate Behavior

CASE STUDY UNIT Created by

Christina M. Curran PhD Central Washington University

The contents of this case study were developed under a grant from the U.S. Department of Education, # H325F010003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Helen Thornton and Anne Smith.

IRIS@CGU • Technical Assistance and Training Deborah D. Smith, EdD • Co-Director Claremont Graduate University Phone: (909) 607-8982 or (866) 626-IRIS [4747] Fax: (909) 607-0959 Email: iris@cgu.edu

IRIS@VU • Modules and Materials Development Naomi C. Tyler, PhD • Co-Director Vanderbilt University Phone: (615) 343-5610 or (800) 831-6134 Fax: (615) 343-5611 Email: iris@vanderbilt.edu

Encouraging Appropriate Behavior

Contents: Page Case Study Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Case Study Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Case Study Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Case Study Level B, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Case Study Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

STAR Sheet: Specific Praise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

STAR Sheet: Criterion-Specific Rewards . . . . . . . . . . . . . . . . . . . . . . . . . 9

STAR Sheet: Choice Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

STAR Sheet: Effective Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

STAR Sheet: Contingent Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . 18

STAR Sheet: Group Contingency . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Instructors Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

To cite this case study unit:

Curran, C., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved on [month, day, year] from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_ case_studies/ics_encappbeh.pdf

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nTable of ContentsTable of Contents

For an Instructor’s Guide to this case study, please email your full name, title, and institutional affiliation to the IRIS Center at iris@vanderbilt.edu.

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Encouraging Appropriate Behavior Level A • Case 1

Background Student: Sam

Age: 14.2

Grade: 8th

Scenario Sam is an eighth grader who is not finishing his work due to his off-task behaviors. According to his records, this has been an ongoing problem since third grade. His grades have become progressively worse this year. His academic grade in his social studies class (and in most of his other classes) is at 65 percent because assignments are rarely completed or are done haphazardly. When Sam does start an assignment, he often rushes through it, making a number of errors and overlooking information. His teacher reports the following types of off-task behaviors: reading books and magazines, drawing and doodling, daydreaming, and talking to friends and neighbors. These behaviors occur most often during independent work times and rarely during large group or whole class activities. Having reviewed Sam’s completed assignments and his class participation in group activities, Sam’s social studies teacher believes he is capable of doing grade-level work and has decided that Sam will achieve the following goals within six weeks:

• Increase the number of independent assignments completed • Earn 80 percent or higher on all completed assignments

Possible Strategies • Specific Praise • Criterion-Specific Rewards • Choice-Making

! Assignment 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Sam meet one or more of his goals.

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Encouraging Appropriate Behavior Level A • Case 2

Background Student: Heather

Age: 8.1

Grade: 3rd

Scenario Heather is a third grader in Ms. Reyes’ classroom of 24 students. Heather enjoys school and often arrives early so she can spend time on the playground with her friends. Ms. Reyes, however, is concerned because Heather is disrupting the class. She reports that Heather calls out answers during lessons, speaks over others during class discussion, and talks to neighbors during group and independent work. For 25 minutes each day, Heather and two peers receive resource room support in math. Heather’s resource room teacher has not noticed any of these behaviors. Ms. Reyes decides to set these goals for Heather for the next nine weeks:

• Raise her hand and wait to be called before speaking • Decrease interruptions and wait for others to finish before adding to discussions • Complete independent work quietly

Possible Strategies • Effective Rules • Contingent Instructions • Group Contingency

! Assignment 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Heather meet one or more of her goals.

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Encouraging Appropriate Behavior Level B • Case 1

Background Student: Doug

Age: 7.9

Grade: 2nd Grade, 2nd Semester

Scenario Doug loves science and hands-on activities. He is interested in dinosaurs and robots, and enjoys using the computer to play games. Doug has shared that he likes putting together “Lego” sets and has brought several in to the classroom to share. Doug, however, is not performing well at school. His teacher and parents are concerned. He is failing grade-level requirements in reading and math, even though he has tested at grade level in these areas. Doug does have an identified learning disability and receives resource room assistance in written expression.

Doug gets easily frustrated when he has to copy and write assignments in any subject. He does have a computer available to use in the classroom as needed. His second grade teacher, Mr. McGrady, believes Doug is capable of doing the work required in class. Mr. McGrady has noted that Doug participates in class discussions and hands-on activities; however, he avoids and rarely starts assignments by himself. Mr. McGrady reports that while other students begin assignments, Doug can be found fiddling with “Lego gadgets” and drawing robots. Getting Doug started on most independent activities is like pulling teeth. Based on this information, Mr. McGrady has selected these goals for Doug to achieve within the next three months:

• Begin independent work assignments promptly • Increase the number of completed assignments

Possible Strategies • Specific Praise • Criterion Specific Rewards • Choice-Making • Effective Rules • Contingent Instructions • Group Contingency

! Assignment 1. Read the STAR Sheets on the possible strategies listed above. 2. Select one strategy you feel would best address Doug’s goals. 3. State why you selected this strategy to address the goals. 4. Describe how you would implement this strategy in your classroom and any cautions for its use.

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Encouraging Appropriate Behavior Level B • Case 2

Background Student: Ellie

Age: 14

Grade: 9th grade, 1st semester

Scenario Ellie is a ninth grader who has just moved to the community from another city. She is quiet and withdrawn and doesn’t appear to have made many new friends. She often sits alone in the back of the classroom and doesn’t volunteer responses, offer ideas, or engage in class discussions. While she does most, if not all, of the independent work required of her, she does not actively participate in any partner or cooperative activities. She avoids group contact by reading or drawing quietly or asking to be excused to go to the restroom, locker, or office. From all the information the teachers have gathered and their observations, Ellie appears to be able to read and write on grade level.

Mr. Salinas, Ellie’s English teacher, becomes concerned when Ellie’s failure to participate in group activities begins to cause some resentment among her peers. Some students say they don’t want to be placed in a group with Ellie because “She won’t help out and it just drags us down. It’s like she doesn’t even know we’re there.” This problem is also beginning to affect Ellie’s grade in English class because several of the semester competencies and assignments require peer and group interaction. There are upcoming small group literature discussion activities and peer editing and writing support groups. Mr. Salinas believes Ellie is capable of the work and sets the following goals for her to achieve by the end of the semester:

• Increase her participation in class discussions and conversations • Interact effectively within literature discussion activities and peer editing or writing groups

Possible Strategies • Specific Praise • Criterion Specific Rewards • Choice-Making • Effective Rules • Contingent Instructions • Group Contingency

! Assignment 1. Review each of the STAR sheets on the possible strategies listed above. 2. Select one strategy that you feel would best address Ellie’s goals. 3. State why you selected this strategy to address the goals. 4. Describe how you would implement this strategy in your classroom and any cautions for its use.

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Encouraging Appropriate Behavior Level C • Case 1

Background Student: Zach; Patrick

Age: 10.10; 11.4

Grade: 5th grade, 2nd semester; 5th grade, 2nd semester

Scenario Patrick and Zach are fifth graders in Mrs. Anderson’s class of 25 students. The class has 13 boys and 12 girls. Three students in the class have identified disabilities and receive resource room support. Zach is one of these students and has a specific learning disability in reading. He receives 30 minutes of resource room support daily to address reading goals. Zach likes math. He especially enjoyed the geometry unit the class just completed. He is typically a quiet worker during independent work time. It’s not unusual for Zach to come in during recesses or stay after school to feed the class guinea pig.

Patrick, another student, likes participating in classroom skits and plays. He enjoys telling funny stories and being in the limelight. Patrick is an average student academically. He participates in community sports and especially likes softball. Other students say he “doesn’t stop talking.”

Mrs. Anderson is about ready to pull her hair out because of the growing number of disruptions that have been occurring in the classroom. Patrick and Zach seem to be magnets for these disruptions. Mrs. Anderson has observed that Patrick and Zach appear to be “at each other” constantly. Not only do they get off task at these times but the rest of the class is also drawn into spectator sport. Unfortunately, during these disruptions, little classroom work or instruction gets done. Mrs. Anderson has noted the following behaviors of concern:

Zach Patrick Responds angrily to teasing by yelling back and sometimes even crying

Teases Zach (and, at times, other students) by name calling, making hurtful comments, etc.

Argues with Patrick Calls out during class or gives unrelated or inappropriate informa- tion during class discussion when called on

Pushes Patrick if he doesn’t re- spond to his requests or comments

Argues with Zach (or other stu- dents) when asked to stop teasing or halt other undesired behavior

! Assignment 1. Create a priority list of two critical goals each for Patrick and Zach. 2. Identify two or three strategies you could use to address the goals you listed. 3. Provide a rationale of why you selected these strategies. 4. Choose one strategy to implement immediately and justify your selection and discuss what

information you used to support this. 5. Describe how you would implement this strategy if you were the classroom teacher, and any

possible cautions or considerations that you should be aware of.

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H What a STAR Sheet is… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

Encouraging Appropriate Behavior Specific Praise

 What a STAR Sheet is… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

What It Is… Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational.

What the Research and Resources Say… • Praise can be used to build positive relationships with students and assist in creating a supportive classroom

environment (Brophy, 1998; Emmer, Evertson, & Worsham, 2003; Shores, Gunter, & Jack, 1993). • Powerful, appropriate praise is: nonjudgmental; specific and descriptive; contingent and immediate; and

sincere (Brophy, 1998; Duncan, Kemple & Smith, 200; Weinstein, 2003). • A variety of types of praise should be used to avoid overuse and satiation (Brophy, 1998). In some cases

praise should be used in conjunction with other types of reinforcements or rewards (Duncan et al., 2000; Kerr & Nelson, 2002).

• All students need to experience success. Ensure that each student receives some form of sincere and accurate praise or recognition (Evertson, Emmer, & Worsham., 2003).

• Some students, particularly adolescents, do not find public praise reinforcing or pleasant (Emmer et al., 2003; Maag, 2001; Weinstein, 2003).

• Teachers must adjust their use of praise and how it is delivered for individual students. Some students have long histories of obtaining attention through misbehavior rather than appropriate conduct. For these students, combining praise with other forms of reinforcement and behavior strategies may be needed. (Piaz- za et al., 1999).

• The effectiveness of the praise depends on the “richness” of the reinforcement currently available in the student’s enviroment (Sulzer-Azaroff & Mayer, 1991).

Tips for Implementation… • Deliver Effective Praise Statements

a. Be nonjudgmental. Praise the student’s accomplishment or behavior, not his or her achievement when compared with that of others.

Example: “Doug, you really did a great job of being prepared for class today by bringing your pencils and notebook.”

Nonexample: “Doug, I’m glad you brought your supplies today like everyone else.”

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• Be specific and include detail. a. Avoid global positive statements.

Example: “Wow, Keesha! You used several vivid terms in your paragraph to describe the story setting. Your use of adjectives has really increased.”

Nonexample. “Wow, Keesha! Great writing today!”

• Be sincere and credible. a. Use statements that underscore the student’s actual efforts and accomplishments. Make sure your

voice and body language match the content of your message.

Example: “Hector, you set up the multiplication problem correctly, placing all numbers in the appropriate columns. You are ready now to work on the next part of the problem.”

Nonexample: “Hector, you really did a great job solving your multiplication problems today.”

• Deliver immediate praise in close proximity to the student for whom the praise is intended. Move around the classroom frequently so you can be prepared to “catch them being good.”

• Utilize a variety of verbal and written praise. • Offer praise to several students at the same time. Or provide praise privately to avoid the embarrassment

some students feel when being singled out in public. • Evaluate and Adjust Praise

a. Take time to evaluate whether your praise is working. Ask yourself: ▪ Is the praise effective? Do the students seem to like the attention? ▪ Do they maintain or improve the praised behavior? ▪ Do I offer each student some form of praise every day? ▪ Do I maintain a positive balance of positive and negative statements in my classroom? ▪ Do I include variety in my use of praise?

b. Revise the type, delivery, or frequency of praise as needed based upon individual student responses or needs.

c. Use frequent praise when new behavior and skills are taught. As the skill is mastered, this frequency should be gradually reduced to a more intermittent schedule.

Keep in Mind… • Effective praise can be used to create a positive classroom atmosphere and enhance relationships with

students. When it is used effectively it may prevent certain types of behavior. • Effective praise should be individualized for students in its content and delivery. • Teachers must ensure that positive exchanges and statements occur more frequently than reprimands in their

interactions with students.

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Resources… Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw Hill.

Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally appropriate early childhood classrooms. Childhood Education, 76, 194–203.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom

(4th ed.). Columbus, OH: Merrill Prentice Hall.

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173–186.

Piazza, C. C., Bowman, L. G., Contruci, S. A., Delia, M. D., Adelinis, J. D., & Goh, H. L. (1999). An evaluation of the properties of attention and reinforcement for destructive and appropriate behavior. Journal of Applied Behavior Analysis, 32, 434–449.

Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion. Behavioral Disorders, 18, 92–102.

Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change (2nd ed.). Fort Worth, TX: Harcourt Brace.

Weinstein, C. S. (2003). Secondary classroom management: Lessons from research and practice (2nd ed.). Boston, MA: McGraw Hill.

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Encouraging Appropriate Behavior Criterion-Specific Rewards

 What a STAR Sheet is… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

What It Is… Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.

What the Research and Resources Say… • A reinforcement system supports students in making connections between a behavior and its consequences

(Alberto & Troutman, 2003). • Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to

students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). • Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan,

2000; Smith & Rivera, 1993). • Reinforcers which are selected by students themselves are often more motivating than those selected for them

(Alberto & Troutman, 2003; Smith & Rivera, 1993). • A variety of positive reinforcers should be available over time to prevent rewards from losing their

effectiveness or motivating properties (Jones & Jones, 1998). • Several types of reinforcers can function as rewards, including social, activity/ privilege, and tangible

reinforcers (Alberto & Troutman, 2003; Emmer, Evertson, & Worsham, 2003). (See Types of Criterion- Specific Rewards Chart at the end of this STAR Sheet)

• For learning new or reinforcing difficult skills, more intensive rewards such as tangible or material rewards may be warranted. Initially, these may need to be delivered on a more frequent basis until a skill is learned or mastered (Kameenui & Darch, 1995).

Tips for Implementation… • Identify Specific Behaviors

a. Identify and list behaviors that need to be increased for the student to be successful. Begin with the behaviors likely to have the most significant impact for the student’s success in learning.

b. Describe in specific terms the behavior and criteria necessary for the reward. Make sure to address the “what,” “where,” “when,” and “how” in describing the behavior.

• Select Rewards a. Brainstorm a list of rewards that are feasible, affordable, age appropriate, and complement your

learning environment and teaching style.

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b. Check school and district policies regarding the use of any activity, material, or edible rewards. You will also need to verify any individual student needs, health or otherwise (e.g., food allergies), which may limit your use of these types of rewards.

c. Validate your reward possibilities. Use multiple means to garner input: seek student input on possible rewards; observe students during activities and free time (note types of activities, interactions, and materials they select during these times); and get input from significant others (e.g., family members, other teachers) about student preferences and interests.

d. Match rewards to behaviors. The reward must have adequate value for the student, yet must not be too easily earned.

• Implement Rewards a. Present the reward program. Students should understand the target behaviors, expected criteria or

performances, and corresponding rewards in advance. b. Deliver rewards as planned and scheduled. Remain consistent. c. Always state the specific behavior that is being reinforced when delivering rewards. (See Specific

Praise STAR Sheet.) • Evaluate and Adjust Rewards

a. Maintain records. Institute a record keeping system where you record the delivery of your rewards (or the behaviors demonstrated). Verify whether your reward system is working.

b. Vary rewards over time. This will ensure students won’t tire of your rewards.

Keep in Mind… • Plan time in your weekly schedule for rewards. Provide time as appropriate for 1) activity and privilege

rewards, 2) selection of tangible rewards, and 3) individual student conferences to review progress and to adjust personal behavioral goals or rewards.

• Avoid compromises where a reward is presented prior to the appropriate expected behavior. This encourages students to use future manipulative interactions.

• Verify the effectiveness of potential rewards so they are indeed reinforcing behaviors for individual students. Ensure that the rewards selected are more powerful than other competing reinforcers that sustain misbehavior.

• Never use access to basic personal needs as a reward (e.g., water, meals, restroom). • Rewards can be used for the whole class or for small groups. (See Group Contingency STAR Sheet)

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Resources… Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle Riv-

er, NJ: Merrill Prentice-Hall.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston: Allyn & Bacon.

Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management: Creating communities of support and solving problems. Boston, MA: Allyn & Bacon.

Kameenui, E. J., & Darch, C. B. (1995). Instructional classroom management: A proactive approach to be- havior management. White Plains, NY: Longman.

Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model (3rd ed.). Boston, MA: Allyn & Bacon.

Martella, R. C., Nelson, R. J., & Marchand-Martella, N. E. (2003). Managing disruptive behavior in the schools: A schoolwide, classroom, and individualized social learning approach. Boston: Allyn & Bacon.

Smith, D. D., & Rivera, D. M. (1993). Effective discipline (2nd ed.). Austin, TX: Pro-Ed.

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DESCRIPTION USES CAUTIONS SELECTED EXAMPLES

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• Provide students with the opportunity to interact with peer(s) of his or her choice

• Can be used with instructional or noninstructional activities

• Can support naturally occurring events in the classroom

• Can be used effectively with a wide variety of students

• Can be used with group contingencies

• Student-selected interactions can lead to problems if the paired or grouped students serve as misbehavior catalysts for one another or if social issues (e.g., gossip, dating) predominate other class activities

• Student-selected activity partner or group

• Conversational free time • Student-selected seating

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Activity rewards: • Enjoyable activities that

students find motivating • Can be instructional or

noninstructional Privilege rewards: • Fewer commonplace

school-based activities or responsibilities that hold special value

“Escape” rewards: • Removal of an unpleasant

activity

• Can support naturally occurring events in the school environment

• Can be used effectively with a wide variety of students

• Can support completion of less desired activities

• “Grandma’s Rule”: if a student completes a less desired activity (e.g., spelling practice) he/she may then participate in some likable activity (e.g., computer time)

• Must comply with school and district procedures

• Can be difficult to schedule • Time to use the earned

rewards must be consistently provided

• Are not always provided immediately but giving praise or social reinforcers when the behavior occurs adjusts for this shortcoming

• “Escape” rewards such as a homework pass may result in non-mastory of content

Elementary • Free time activity choice • Extra computer time • First in line for recess/ lunch/ home • Team/ line leader • Skip even numbered homework

problems • Classroom helper Secondary • Listen to music while working

(headphones) • Sports/ art equipment use • Cross-age tutor • Office aide • Homework pass

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Tangible or material rewards: • Objects/ edibles that students

value and like.

• Can be easy to deliver and effective, especially with hard- to-change behaviors

• Should be paired with praise when delivered so that they can later be faded

• Teachers should gradually increase the criteria for earning a tangible reward.

• Can become costly if expensive consumable items are used

• Can cause disruption to the normal classroom environment, especially if used continuously

• Can lose its effectiveness if provided after students have tired of it

• Different students have different reward choices

• Edible rewards should be used infrequently. Use of edible rewards must take into consideration food allergies, nutritional issues, student and family preferences, and school policy

Elementary • Stickers/ removable tattoos • Pencils/ pens • Pencil grips/ erasers • Stamps/ bookmarks • Books/ posters • Clay • Recycled games in good condition • Small toys (model or mini

airplanes, finger skateboards, cars, tops, balls, puzzles)

Secondary (As relevant above) • Stationery • Appealing second-hand CDs/

cassette tapes • Sunglasses/ hats • Magazines/ comic books Edibles • Pizza/ pizza party • Popcorn/ pretzels • Cookies/ brownies • Fruits/ vegetables • Bottled water/ sports drink

Types of Criterion-Specific Rewards

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Encouraging Appropriate Behavior Choice Making

 What a STAR Sheet is… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

What It Is… Choice-making is a strategy that enables students to select from a number of options. It can be used both to prevent behavior problems and to increase specific behaviors.

What the Research and Resources Say… • Giving students the opportunity to make choices in their daily routines has many benefits, including

enhanced positive interactions between teachers and students (Jolivette, Stichter & McCormick, 2002), an increase in students’ assignment completion and accuracy (Cosden, Gannon, & Haring, 1995), and elevated student task accuracy (Jolivette, Wehby, Canale, & Massey, 2001). In addition, choice-making heightens student engagement and reduces disruptive behavior (Dunlap et al., 1994; Umbreit & Blair, 1996); it also enhances student task compliance and decreases student resistance (Kauffman, Mostert, Trent, & Hallahan, 2002; Pacchiano, 2000).

• Offering choices gives students decision-making opportunities that allow them predictability (Jolivette et al., 2002), which for most students with behavioral needs comes only as a result of their misbehaviors (Van Acker, Grant & Henry, 1996).

• The choices offered and selected should maintain instructional integrity by supporting the instructional objectives for the student (Jolivette et al., 2002).

Tips for Implementation… • Identify Choice Opportunities and Possible Options

a. Find out about student learning preferences, likes, and interests. Observing students, interviewing them, and completing learning preference surveys can help you to provide effective and individualized options for students.

b. Develop a general list of options. Possible items include the following: ▪ Materials & Media (manipulatives, computer, writing implements, etc.) ▪ Seating & Grouping Options (alone, with a partner or group, work areas, etc.) ▪ Gathering Information (read, research on the internet, interviews, etc.) ▪ Demonstrating Knowledge (write, illustrate, present oral reports, etc.) ▪ Subjects/ Instruction (preferred subjects or learning tasks) ▪ Scheduling (order of activities, assignments, subjects, etc.)

• Offer Choices a. Include choices that are also conducive to your teaching style and your classroom environment.

Don’t include options you can’t live with or that will disrupt learning in the classroom.

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▪ Structure the choices presented. Limit your list of options. Start with two or three options to ensure success, particularly with younger children. Don’t overwhelm the students or yourself.

▪ Present options clearly and briefly and ensure that students understand them. • Evaluate and Adjust Choice Opportunities

a. Check to see if choice-making is effective. Ask yourself: ▪ Do all students have the opportunity to make choices? ▪ Are choices offered every day? Are choices provided consistently? ▪ Do students effectively use choice-making opportunities? ▪ Does choice-making affect student participation? Accomplishment? Motivation? Behavior?

b. Adjust choice-making options and opportunities as needed. c. Remember to include variety in the types of choices or options offered to students.

Keep in Mind… • Start small. Begin a consistent choice-making program in one or two academic areas, then extend to other

areas. Select an academic area or task that is likely to have the biggest effect on the student’s success. • Some choice is better than no choice. Positive behavior can be increased by giving students a choice, even

if the options aren’t preferred (Dunlap et al., 1994). • Avoid negotiations. Students may pressure teachers to add options on the spot. Consider the suggested

options for future choice-making situations. • Be consistent and honor the choices. If you do not follow through, this strategy will become ineffective over

time.

Resources… Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of

task and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5, 11–27.

Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505–518.

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