1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Activity Sequence and Offering Choice KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

2. Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

3. Training Objectives Review the research on activity sequencing, understand the benefits, and think about ways to use activity sequencing to support student behavior and learning Review the research on offering choice, understand the benefits, and think about ways to use offering choice to support student behavior and learning

4. Agenda (60 minutes) Opening/Objectives (5 minutes)  Activity #1: Self-Assessment Activity Sequencing(25 minutes)  Activity #2: Examples  Activity #3: Application Offering Choice (25 minutes)  Activity #4: Examples Summary/Next Steps (5 minutes)

5. Activity #1: Self-Assessment Complete Activity Sequencing and Offering Choice Self-Assessment Once the Self-Assessment is completed, do the following  Select one item in each category that you feel is important to classroom management success  Turn to the person beside you and discuss

6. What is Activity Sequencing? Thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior Kern & Clemens, 2007

7. Why Consider Activity Sequencing? Increases task performance Decreases disruptive behavior Improves student perception of and preference for assignments they consider difficult Kern & Clemens, 2007

8. Why Consider Activity Sequencing? For some students presenting difficult tasks back-to-back often sets the occasion for frustration, failure and problem behavior. Varying the sequence of tasks may not be necessary for average students, but can be very important for students who are at- risk for learning or behavior concerns Darch & Kame’enui, 2004

9. Effective Activity Sequencing Research has shown two ways to order activities that encourage learning and appropriate behavior  Task Interspersal: Intermingle easy/brief problems among longer or more difficult tasks  Behavioral Momentum: Deliver 3 to 4 simple requests prior to a difficult assignment Kern & Clemens, 2007

10. Activity #2: Examples With a partner read the two student examples Next, identify the activity sequencing strategy used in each example…  Task interspersal or  Behavioral momentum

11. Activity #3: Application List several of the activities students complete in your classroom…. Identify ways you could use sequencing in each activity… Intermingle easy/brief among more difficult tasks Provide simple requests prior to more difficult tasks 1. 2. 3. 4. HO2: Using Sequence in Your Classroom

12. Why Provide Choice? “Providing opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behavior and increasing engagement.” Kern & Clemens, 2007

13. Why Provide Choice? Feasible and easy intervention to implement Effective for students in general or special education Does not require significant modification to existing instruction Kern & State, 2009

14. Strategies for Offering Choice Examples of classwide choice: Type of task or activity Order or sequence of tasks Kinds of materials that will be used Whom to work with Place to work Choice of how to use time

15. Activity #4: Choice Example With a partner read the example Next, identify the types of choices offered to students in the example Be prepared to share your answers with the large group

16. Steps for Using Choice in the Classroom 1) Create a menu of choices you would be willing to provide to students 2) Look through your choice menu before planning each lesson 3) Decide what types of choice are appropriate for the lesson and where they fit best in the lesson 4) Provide choices as planned while teaching the lesson 5) Solicit student feedback and input

17. Activity #5: Create a Menu of Choice Options Type of tasks: Order of tasks: Kinds of materials: Whom to work with: Place to work: Choice of how to use time:

18. What Options Did You Think Of…? Type of tasks: Order of tasks: Kinds of materials: Whom to work with: Place to work: Choice of how to use time:

19. Offering Choice Remember... Every lesson does not have to include all of the choices on your list, but if each lesson you teach provides at least one opportunity for choice, students are likely to benefit

20. Post-Assessment When prompted via email, complete Activity Sequencing and Offering Choice Self- Assessment Compare pre- and post-scores; discussion will occur during faculty meeting Post-assessment will occur in approximately 4 weeks

21. References Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press. Darch, C. B. & Kame’enui, E. J. (2004). Instructional classroom management: A proactive approach to behavior management. Upper Saddle River, NJ: Pearson. Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choice-making opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26, 131-145. Kern, L. and Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Kern, L. and State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18(2), 3-11.

22. References Morgan, P. L. (2006). Increasing task engagement using preference or choice- making: Some behavioral and methodological factors affecting their efficacy as classroom interventions. Remedial and Special Education, 27, 176-187. Powell, S. & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30, 181-183. Scheuermann, B. K. and Hall, J. A. (2008). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.