1. Materials Needed for the Module
This module has been set up for you to model the Positive Behavior Game throughout the training. Please review the trainer notes for examples and suggestions throughout the presentation. The game could be played with staff at various times throughout the year, when a “refresher” is needed.
Chart Paper/Markers
Classroom Snapshot: Class-Wide Group Contingency: Positive Behavior Game (PBG)
Action Plan template
The Positive Behavior Game will be modeled during this module. Example: “I will be looking for everyone’s eyes to be on me and if/when I see eyes on me the group will earn a point. Earning 10 points while I am speaking will earn the group an earlier release time from the training today”. For students teachers might offer the following: “Remember earning 10 points each day for a week will mean the entire class earns an extra recess on Friday”.
For example, I noticed everyone at this table to the right of me had their eyes on me the entire time I was explaining what we would be doing. Good job keeping your eyes on me. It means you are being respectable by paying attention and responsible by following my directions. You have earned the first point for the class. Keep up the great job!
The trainer keeps playing the game throughout this module.
Chart paper should already be posted with a marker handy for keeping track of the tally marks. Trainer stands near the chart, or in close proximity, so he/she can easily mark the chart when a point is earned.

2. PBIS Classroom Management Class-Wide Group Contingencies

3. Classroom Practice: Class-Wide Group Contingencies
We will use the same process with action planning around data, practices, and systems for each classroom practice …

4. Classroom Management Practices
Arrange orderly physical environment
Define, Teach, Acknowledge Rules and Expectations
Define, Teach Classroom Routines
Employ Active Supervision
Provide Specific Praise for Behavior
Continuum of Response Strategies for Inappropriate Behaviors)
Class-Wide Group Contingency
Provide Multiple Opportunities to Respond
Adapted from MO Classroom PBIS

5. Defining Group Contingencies
A group contingency acknowledges students for performing a desired behavior, saves time and resources by designing a program for an entire classroom rather than individual students, and encourages positive social interactions between peers (Murphy et. al, 2007).
Group reinforcement contingencies are employed when a common expectation is set for a group of learners and a common positive outcome is earned by engaging in the expected behavior.

6. Rationale
When we teach students an academic skill, we provide ample feedback about their performance of that skill. Since we are actively teaching our students our behavioral expectations we also need to make sure we are providing feedback as the student acquire and build fluency with these skills.
We all learn from reinforcements so if we want students to gain fluency with the behavior taught---both academic and social behaviors---we need to provide contingent reinforcement when those behaviors occur, which will increase the likelihood that they occur again in the future.
(Simonsen, B., & Myers, D., 2015)
Continue to play the Positive Behavior Game, making sure you are using a person’s name when delivering positive feedback and marking a tally on the chart.

7. Guidelines for Group Contingencies
There are six guidelines for implementing a group contingency:
choose a powerful reinforcer
determine the behavior to change and collateral behaviors that might be affected
set appropriate performance criteria
combine with other procedures
select the most appropriate group contingency
monitor individual and group performance
PEARSON online resource to accompany Applied Behavior Analysis, Second Edition,
by John O. Cooper, Timothy E. Heron, and William L. Heward

8. Types of Group Contingencies
All for one – If entire class completes the goal they all get a reward
Everyone completes work on time and whole class earns extra time for recess.
One for all – Students divided into groups. Groups earn points and group with most points chooses reward for whole class.
The Blue Square team earned the most points today and they have chosen 5 extra minutes of novel reading by the teacher.
When playing the game with small groups keep the following in mind:
The reward is given to all members of a group.
Individual performance can effect the entire group. (Members must perform at or better than a specified level to receive a reward and are competing with other groups in the class.)
Team competition promotes higher interest and participation
Can promote unhealthy competition
Group may not have equal chance for success (may need to change the groups periodically)

9. Group Contingency Example: Positive Behavior Game
Definition: The Positive Behavior Game is a classroom based game, adapted from the Good Behavior Game. It is a format to explicitly teach, remind, and reward positive student behavior and has been shown to increase student social and academic success without detracting from instruction. Rationale: The Positive Behavior Game (PBG) is an “implementation driver”. It supports the use of classroom strategies by clarifying expectations and creating more opportunities for teachers and students to use the classroom strategies. The game format makes it more appealing to students, and focuses teacher attention on the positive behaviors students’ display.
Keep watching group and make tally marks when people have eyes on you. Point out one person (for example---”Mary, I am so glad to see you are following along with what we are doing. You have had your eyes on me and seem very focused today. I am proud of you”). Make sure to put tally marks on the chart and tell the entire group why.

10. Teaching Expected Behavior
Determine the PBG goal based on the class-wide discipline data and teach the appropriate behavior to the students, interjecting when the appropriate behavior is exhibited, the group will earn another point.
Teach the desired behavior to the class by creating a behavior lesson, modeling the expected behavior and allowing time for the class to practice the behavior.
Once those steps are in place it is time to play the game with the class.
Remember to continue to acknowledge participants for “keeping eyes on me” using behavior specific praise.

11. Playing the Game
Play for minutes, or for the duration of an activity (such as lining up for recess), making sure to continually use Behavior Specific Praise when students have earned points. Reinforcement does increase the likelihood that the behavior will continue in the future.
Play 2-3 times throughout the day (or as needed), or during the most challenging times (transitions/difficult material) of the day
If a student does not respond to a class correction, be sure to try prompting the student, or using proximity by standing close to him/her. Also deliver immediate, specific praise and a class point once the student demonstrates the desired behavior.
REMINDER ABOUT BEHAVIOR SPECIFIC PRAISE:
A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of desired behavior.
Specific praise should be delivered in a ratio of 4:1. There should be Four praise statements for every One redirecting statement: Example: “ James, your eyes are on me right now, that is great!”
STUDENT NOT RESPONDING TO CLASS CORRECTION:
it is also important to avoid singling students out “Johnny. If a student needs correcting, be sure to catch them engaged in the correct behavior as soon as possible. You may also have them show you what it looks like, as practice and then award a point., “Johnny, how can you show RESPECT? Very good, you just earned a point for the class”, or, “Johnny, I really liked how you remembers to show RESPECT by raising your hand, nice work there! Point for the class team.”
DELIVERING CLASS POINTS:
Identify a place on the board/wall where you will put class points. You want to display the points in a location that is visible to all students. Write the desired behavior at the top: RESPECT by raising our hand.
The points serve as a reminder of their excellent behaviors! Every time you catch a student, provide behavior specific praise and put a point on the board. Aim for a minimum of 1 point per minute. Use a higher frequency of points if it is a difficult transition and/or activity.

12. Supporting ALL Students
Set them up for success by:
Pre-correcting, and re-teaching the desired behavior
Providing multiple verbal reminders BEFORE you anticipate the problem behavior
Consider a non-verbal cue to signal using the desired behavior
Example: Sign, thumb’s up, wink, point to the tally marks on the board
Make students needing extra support “special earners” to earn additional points for the class when they demonstrate the desired behaviors
As you complete the module, make sure to refer to the chart paper and review how they did with the game.
If you set it up for the group to earn a reward, make sure you have it available or let the group know when it will be received.

13. Activity: Table Discussion
Before we do the activity, let’s discuss how you felt about playing the game while you were being trained. Is this a strategy you would be comfortable using in your classroom? What changes would you make?
Using the chart paper share your thoughts about Group Contingencies. Here are some discussion ideas:
What are some potential obstacles to using group contingencies?
Are they similar to obstacles for implementing:
SW Expectations and Rules?
Acknowledgements?
Training and Technical Supports?
What solutions have you utilized for other implementation components?

14. Trainer: Review all components of the Classroom Snapshot.

16. Wrap-up and Questions
Please take a few minutes to add items from this training to your action plan.
What questions do you have?
Share with us:
What is one thing you are taking away?
What is one thing you need more information about?