In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017 Strategies to Cue Appropriate Behavior In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Stress Self Assessment Which image best reflects how you feel when students are acting out? Frazzled On the Defensive Calm and Confident In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Preventing Problem Behavior The occurrence of problem behavior can be one of the most stressful experiences adults face during their school day Effective cueing is one strategy to prevent unwanted behaviors from occurring (and also preventing a little stress in our day!) In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017 Cueing Strategies Using effective cueing strategies plays an important role in preventing behavior from occurring or preventing a minor behavior from escalating Use cueing at 3 phases of the routine: Pre-correct before the routine Prompt during a routine for a specific response Redirect after a behavior has occurred In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

The TLC of Cueing Strategies Tone Language Caring Disposition Neutral Calm Confident At a talking level Body conveys a confident and relaxed stance Use respectful and supportive language Focus on what you want the student to do Paraphrase and mirror the student’s statements Use instructional coaching to help the student make a good choice Limit interaction to the expectation at hand (i.e., don’t get drawn into a debate about peripheral topics such what happened last week) Convey concern Convey confidence in the student’s ability Provide encouragement Engage the student as a partner in solving the problem Praise cooperation In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017 Cueing Strategies: Pre-correction In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017 Pre-correction Pre-correct an error by showing or telling a student(s) what they should do BEFORE the point where they typically make a social error In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Characteristics of Pre-correction Identify the specific social error the student is making Intervene just before the error would typically occur and prep the student with the correct response Verb-Oriented Tell the student exactly what to do Provide encouragement Follow up with feedback Praise for correct response and effort Suggestions for next time In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Pre-correction: Example Scenario Ms. Jones has noticed that when Mike is working on an assignment and gets frustrated he huffs loudly, pushes his book away, makes inappropriate comments, engages his peers around him. When Ms. Jones tries to help, Mike is already frustrated, agitated, and tends to dismiss her attempts at assistance In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Pre-correction: Example Scenario Ms. Jones instructs the class to begin their assignment. She tells the class that there are some problems they will find challenging. (By doing this she makes it okay for Mike to feel like there are problems that are hard for him.) She walks around and briefly helps 1 to 2 students. Next she goes to Mike: She asks Mike to circle the problems he is confident about. These problems he will save for last or for homework. Next she coaches Mike through one of the challenging problems. Precorrection: “Mike, if you are not sure what to do, raise your hand to let me know you need help. I will nod at you and then you can put your hand down. I’ll be over in a minute. While your waiting try working on another problem. If you get really frustrated you can take a couple of deep breaths or count backwards from 15. Remember, I’ll be over to help.” In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Resources on Pre-correction Web Resources http://www.modelprogram.com/resources/ARTICLE---PreCorrection-2.pdf http://louisville.edu/education/abri/primarylevel/prompting/behavior https://new.apbs.org/sites/default/files/conference-2016/presentations/b7-bindreif_de-pry-apbs2016.pdf Peer Reviewed Articles Colvin, G., Sugai, G., Good, R. H., III, Lee, Y. (1997). Using active supervision and pre-correction to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344–363. Colvin, G., Sugai, G., Patching, B. (1993). Pre-correction: An instructional approach for managing predictable problem behavior. Intervention in School and Clinic, 28, 143–150. Crosby, S., Jolivette, K., & Patterson, D. (2006). Using Precorrection to Manage Inappropriate Academic and Social Behaviors. Beyond Behavior, 16(1), 14-17. Lewis, T.J. Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23(2), 109-121. Stormont, M., & Reinke, W. (2009). The Importance of Precorrective Statements and Behavior-Specific Praise and Strategies to Increase Their Use. Beyond Behavior, 18(3), 26-32. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Using Prompts Effectively Cueing Strategies Using Prompts Effectively In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Using Prompts Effectively Prompts are visual or verbal signals that occur within a routine to signal a specific response Strategies for Using Prompts: Secure the students’ attention Use a consistent phrase or signal so the expectation remains consistent Disengage to avoid power struggles or derailing conversation In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Using Prompts Effectively Characteristics of Effective Prompts: Short Action-oriented (verbs) Tells the student exactly what to do Provide consistent wait time in between prompts Paired with behavior-specific praise for cooperation or completion and the 3:1 praise to correction ratio In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Using Prompts Effectively The teacher has prompted the class to line up. Students are getting in line one student, Cara is still sitting in her seat. Of the two options presented, which one do you think will have the best chance of Cara getting in line? Option 1 Option 2 Teacher praises students in line “Billy, nice job getting in line. Marisa, thank you for getting in line…” The teacher walks over to Cara and in a low voice prompts her: “Cara, please stand up and take your place in line.” Cara stands up “Thank you Cara. I appreciate you joining the line.” The teacher yells across the room: “Cara, why is the whole class always waiting for you?” In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Using Prompts Effectively Teach signals for routinely used prompts: Quieting down Beginning work Changing centers or groups Sitting Down Getting out materials Attending to teacher https://www.youtube.com/watch?v=15gefJU7K0M In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Using Prompts Effectively Prompt Scenario: Ms. Jones has just given a direction for students to move into their groups The students are mulling around and talking and not moving quickly into their groups Excellent example: “Please, keep moving to your group area and sit down. LaTisha is at her table, nice job; Mikel is at his table, fantastic, Tyeshia is at her table, excellent….Thank you everyone for getting into your group areas and seated.” Poor example: “Let’s go, you’ve done this enough times this year to know what you are supposed to do.” In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017

Resources on Prompting Web resources http://www.pbis.org/common/cms/files/pbisresources/PBIS_newsletter_V4I4.pdf http://www.interventioncentral.org/behavioral-interventions/communication-tools/effective-teacher-commands http://www.interventioncentral.org/behavioral-interventions/communication-tools/working-defiant-kids-communication-tools-teachers Peer Reviewed Articles De Martini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37(2), 149-156. Lampi, A. R., Fenty, N. S., & Beaunae, V. (2005). Making the three P’s easier: Praise, proximity, and precorrection. Beyond Behavior, 15, 8-12. Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis Practice, 1(1), 37-43. Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30, 294-304. Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33, 300-318. In partnership with NJDOE OSEP funded by IDEA -Part B 2016-2017