1. Increasing Positive Interactions
Evidenced Based Behavior Strategies for Individual Students

2. Ratio of Positive Interactions
3:1
Improve your interactions so the targeted student is receiving at least 3 times as much positive attention vs. corrective attention.
This intervention is deceptively simple and can be
the most powerful.

3. Outcomes Improved student behavior
Improved student self esteem and personal value— more motivation
Less time spent correcting misbehavior; more time for instruction
Dr. Randy SPRICK

4. Types of behaviors Disruptive Arguing Tattling Teasing Excuses
Off task
Distractibility
Clingy Children
Helplessness

5. Common questions and concerns
“I don’t have time to give that much attention”
“Why should one student get more attention then others?”
“The student will know I am being phony if I am this positive”
“I just don’t like this student”
“I’ve tried praising this student and they continue to misbehave”

6. Rationale
Students want and need adult attention- some are desperate for adult attention
Students with chronic behavior problems have figured out how to get negative attention
Positive interactions promote high expectations and positive regard for the student, teaching them it is not only easier not to engage in appropriate behavior it is also more enjoyable.

7. Summary of intervention steps 1-2-3
Step 1- Plan More Positive Interactions
Examine your ratio of positive to corrective interactions with the student- observations
Self Assess, Conduct Observations
Decide how to respond to the misbehavior
Identify all the negative behaviors exhibited by student
Ignore or provide a consistent consequence (mild)

8. Self assessment

9. Increase positive interactions
Identify how to increase your positive interactions
Non-contingent positive interactions, morning greetings, identifying and complimenting strengths
Identify difficult situations for student, provide positive verbal feedback- CATCH THEM DOING IT RIGHT!!!
Make feed back brief and private as possible

10. Meet with the student
Step 2- Meet with the student and review the problem and discuss your plans for positive interactions and correcting misbehaviors
Help student brainstorm what actions he/she can take to reach goals
Review acceptable ways student will accept your positive praise
Set up a regular time to meet and discuss progress
Review the roles and responsibility of participants

11. Follow the plan Step 3- follow the plan for 2-3 weeks BE RELENTLESS!
EVALUATE IMPACT AND MAKE ADJUSTMENTS AS NECESSARY
POST REMINDERS!
REMEMBER SOME BEHAVIORS MAY GET WORSE BEFORE THEY GET BETTER!

12. Positive or Negative Interaction?
Teacher: “Jamari, thank you.”
Teacher: “This table is in trouble.”
Teacher: “Good work!”
Teacher: “Please raise your hand before talking.”
Teacher: “Everyone is sitting quietly—great.”
Teacher: “Please do your best.”
Teacher: “Moira, Jed, and Tyson have their pencils ready!”
Teacher: “No, the answer is 4.”

13. What Is It—Positive (+) or corrective (-) interaction???
Mary, raise your hand if you want to share an answer.
Hank, we are about go to recess. Remember, I want you walk slowly and use a level 1 voice in line.
Joe, do you need any help?
Erica, that answer is not correct.
Terry, you are working hard, staying in your seat and using your calculator. (You are praising Terry because the student sitting next to him is not working.)

14. Remember . . .
What makes it a corrective interaction is what the student was doing when you interacted with him/her—not how you sound!
Even if you praise the student when he/she is engaging in the misbehavior, it is a corrective interaction.

15. Specific strategies for non contingent interactions
Think of positive interactions as deposits and corrective interactions as with drawls
Is the student bankrupt?

16. Threshold Stand in doorway and greet students, by name
Creates a welcoming environment- set expectations before students enter the room
Acknowledges student- notice something i.e. hair cut
Presence of adult can deter behaviors
Builds relationships, incorporate into
morning routine

17. 10X2
For 10 days, 2 minutes a day interact with the student in non contingent ways
Tell student your intent; “ I would like to get to know more about you…”
create a specific time and location for check in- i.e. Meet daily off bus/in hall/transitions
Be genuine

18. Meaningful work Non-contingent jobs
Interaction with adults for positives
Build relationships through student completing a task
Student sees worth and takes a part in school community

19. Connection plan Targeted students Identified strengths Strategy ideas
Strategy plan, prepared one liners
Connect with student on type of praise

20. The more you connect . . . the less you correct.
AND, research clearly shows that . . .
The more you connect . . .
the less you correct.

21. STRATEGIES to Increase Your RPI to >3:1
Each time you have a Corrective interaction with the student, you owe that student 3 positive interactions as soon as you can reasonably deliver them. Non-contingent attention is the easiest to deliver.
WHY? Because it breaks the ice with the student and conveys that you don’t hold grudges or anger when he/she misbehaves. (Remember, you are the professional and we can’t dislike students on company time!)

22. Its not what you say, its how you Say it….
WE ARE…
7% Words
38% Para verbal's- tone, speed
55% Non-verbal body language
Verbal redirect should be low and slow and delivered in a calm and emotionally neutral way
No Nattering/Nagging

23. resources
Interventions: Evidence-Based Behavioral Strategies for Individual Students, Sprick, R.S., & Garrison, M. (2008)
Lemov, Doug, 1967-Teach like a champion.
Prince Frederick, MD : Recorded Books, (2012)
Threshold Technique
Ratio of Positive Interactions Observing Measuring

24. be a champion