1. 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

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

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

23. For Further Reading SDT: www.selfdeterminationtheory.org
Collaborative for Academic Social Emotional Learning:
Life Space Crisis Intervention:
International Institute for Restorative Practice:
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

24. R. Scott Lee, Ph.D. PO Box 611, Chattanooga, TN 37401
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