Teacher Motivating Style and PBIS Interventions for Challenging Students R. Scott Lee, Ph.D. Independent consultant and program manager oncourse Education Collaborative Facilitator-Social Harmony Institute

Learning Outcomes Identify the motivating styles of teachers as autonomously oriented and controlling oriented and examples of each Identify the types of interventions used by participating teachers Discuss study outcomes and implications for teacher practice Apply knowledge to practice working with students R. Scott Lee

Original Study Dissertation study: original titled “A study of Teacher Interventions for Students with Emotional and Behavior Disorders” Students with EBD experience poor educational outcomes compared to non-disabled peers PBIS systems are intended to provide a supportive, safe and preventative environment R. Scott Lee

Question Does teacher approach to motivating students (particularly challenging students) affect the interventions that the teacher uses within a PBIS system? R. Scott Lee

How this came about GNETS programs Coastal Academy- Savannah GNETS of Oconee-Milledgeville HAVEN Academy-Mableton Northwest Education Program- Rome 38 Teachers participated Survey: “Problems in Schools Questionnaire” (Deci, Schwartz, Sheinman & Ryan, 1981; Reeve, Bolt & Cai, 1999) Tier 2 and Tier 3 interventions over previous 3 months R. Scott Lee

Research Questions Two groups of teachers “relatively autonomous” and “relatively controlling” What are the frequencies of interventions used by teachers among available tier 2 and tier 3 interventions? What differences, if any, will are there between the two groups of teachers and the interventions they use in the classroom? Statistical analysis: MANOVA R. Scott Lee

Interventions Tier 2 and 3 only (no tier 1) Interventions designed to promote self-determination Interventions not designed to promote self-determination Autonomous oriented Controlling oriented Do not read too much into definitions R. Scott Lee

Self Determination Theory (SDT) Meta-theory of motivation associated with Deci and Ryan Describes motivation for human behavior Basic human needs of competence, autonomy and relatedness Social contexts (including schools) supporting or un-supporting of basic needs Teacher-student relationship is important Self determination continuum between state of amotivation/non- regulation and a state of intrinsic motivation/internal regulation Studied widely in schools generally, but little with students with disabilities, particularly students with EBD R. Scott Lee

Autonomous Teacher Orientation Characterized by nurturing inner emotional control Use of real-world rationale Non-controlling language Time for individual learning pace Consideration of student perspectives and assets Structured environment Studied in multiple contexts and cultures R. Scott Lee

Controlling Teacher Orientation Characterized by use of external pressure Avoidance of explanation High pressure Insistence on finding correct answer quickly Authoritarian use of power for compliance Use of external reward system Studied in multiple contexts and cultures R. Scott Lee

Autonomous/Controlling Continuum Used the Problems in Schools Questionnaire No teacher is likely totally autonomous or totally controlling Provides information on teacher approach in normal circumstances Should not be used for evaluative purposes Read and respond to vignettes Results on a scale (-21 to +14) Created two groups relatively autonomous and relatively controlling R. Scott Lee

Process Teachers completed PSQ instrument Reported tier 2 and tier 3 interventions used Compared the frequencies of interventions for each group Used MANOVA to determine significant difference (if any) in interventions between each group R. Scott Lee

Tier 2/Tier 3 Interventions Identified Anger management activity (group or individual) Life Space Crisis Intervention (LSCI) Mindfulness activity (group or individual) PersonBrain Model Physical restraint Point system (any change) Restorative process activity (group or individual) Social skills activity (group or individual) Time out Token economy R. Scott Lee

Intervention Categories Designed to promote self-determination Anger management LSCI Mindfulness activity PersonBrain Restorative process Social skills Not designed to promote self-determination Physical restraint Point system use Time out Token economy R. Scott Lee

General Findings SDT orientations of participating teachers similar to teachers in other studies using PSQ instrument All teachers were in GNETS schools that used PBIS systems Few teachers (14%) relied on one or two intervention types Most popular was social skills activity (21.4%) Other popular interventions: time out (15.4%), LSCI (13.0%), anger management activity (12.5%), & point system (12.4%) Physical restraint accounted for 3.4% Others 21.9% R. Scott Lee

What we expected to find Assumed that teachers with relative autonomous orientation would use more interventions designed to promote self determination Assumed that teachers with relative controlling orientation would use more interventions not designed to promote self determination Assumed that both groups of teachers would use about the same frequency of tier 2 and tier 3 interventions in their classrooms R. Scott Lee

Intervention Frequencies by Group Autonomous Oriented Controlling Oriented Interventions focused on promoting self determination skills 1,479 1,802 Interventions not focused on promoting self determination skills 731 1,704 Total 2,210 3,506 R. Scott Lee

Statistical Significance Autonomous Oriented Controlling Oriented Significant? Interventions focused on promoting self determination skills 1,479 1,802 No Interventions not focused on promoting self determination skills 731 1,704 Yes Total 2,210 3,506 R. Scott Lee

Implications Teachers use different intervention mixes in PBIS systems in classrooms Autonomous oriented and controlling oriented teaches likely have differing classroom climates Autonomous oriented teachers find less need for interventions not promoting self determination skills R. Scott Lee

Implications Autonomous oriented teachers likely use less class time focusing on SEL interventions Or Find more value in interventions focused on developing self determination skills Either way it appears that using an more autonomous approach should lead to more academic time R. Scott Lee

Considerations for Practice PBIS systems should include interventions designed to promote self determination skills, particularly for challenging students Provide opportunities to practice self determination skills-this likely leads to more academic time Consider Self Determination Theory when implementing PBIS systems An autonomous oriented approach should be part of professional development and learning Autonomous practices should be considered in alternative school contexts R. Scott Lee

Questions and/or Comments R. Scott Lee References available please email if interested

For Further Reading SDT: www.selfdeterminationtheory.org Collaborative for Academic Social Emotional Learning: www.casel.org Life Space Crisis Intervention: www.lsci.org International Institute for Restorative Practice: www.iirp.edu Reclaiming Youth at Risk: Our Hope for the Future. Larry Brendtro, Martin Brokenleg & Steve Van Bockern. (2002). Solution Tree. The Hopeful Brain: Neurorelational Repair for Disconnected Children and Youth. Paul W. Baker & Meredith White-McMahon. (2014) Lulu Publishing. Sacred Sanction: Sense and Nonsense of Punishment in Parenting and Education. Gerrit De Moor (2016) Lulu Publishing. R. Scott Lee

R. Scott Lee, Ph.D. PO Box 611, Chattanooga, TN 37401 Email: oncourse@mindspring.com Twitter: @drrscottlee LinkedIn: www.linkedin.com/in/r-scott-lee-phd