Lecture 9: Behavioural Science in Education Flashcards
School wide-PBS
- Positive, preventative approach
- Horner (2016): PBS involves the assessment and reengineering of environments that brings about reductions in problem behaviours and subsequent increase in prosocial behaviours
- improves the students academic and positive outcomes through creating supportive learning environments - NOT a curriculum, intervention or practice. IS a decision making framework
Outcomes associated with PBS
Produces teaching and learning environments that are:
- LESS reactive, aversive, dangerous, exclusionary
- MORE engaging, responsive, preventative and productive
Improves:
- classroom management and disciplinary issues
- supports children with additional learning needs
- academic engagement and achievements
- staff satisfaction, self-efficacy and retention
What are the 6 guiding principles of SW-PBS
- uses scientifically based behaviour and academic interventions and supports
- data based decision making
- environmental manipulations
- teach and encourage prosocial skills and behaviours
- implement evidence based practiced with a high degree of fidelity
- monitor student performance and progress continually
What is the PBS model?
Multi-tiered intervention:
1. primary prevention (~80% of students) - school and classroom wide systems for all student and staff settings
2. secondary prevention (~15% of students) - specialised group systems for students with at-risk behaviour
3. Tertiary prevention (~5% of students) - Specialised, individualised systems for students with high-risk behaviour).
Primary prevention (bottom of the pyramid)
- teaching matrix - consistent rules applied by all staff in all settings
- acknowledge behaviour - tokens/coins awarded for pupils frequently around the school, to recognise and reward any positive behaviours, increase positive statements
- consistent consequence - a clear warning system and reflection activities after any negative behaviour
Evidence for SW-PBS
- Mostly mainstream primary school settings in the USA
- At least 9 RCTs in primary school setting (Brenner et al., 2012
- Emerging evidence in middle school settings (Sprague et al., 2017) - RCT
Token economy
- using token economy to motivate students
- students earn tokens which can later be exchanges for a main (back up) reinforcer.
- ubiquitous in classrooms everywhere!!
Matson & Boisjoli (2009)
“One of the most important technologies of… applied behaviour analysts over the last 40 years has been the token economy”
What to do when implementing a token economy
- Specify target behaviour
- Tokens, such as stickers, are awarded on completion (tokens are conditioned reinforcers)
- Stickers are ‘traded’ for a back up reinforcer
Good behaviour game
a classroom management approach designed to improve student behaviour and build confidence and resilience. The game is played in groups and rewards students for good behaviour
Uses similar principles to a token economy, but in a group format
- played in short bursts (~10-30 mins)
- class in divided into teams
What is interdependent group contingency?
the whole group is rewarded for positive behaviour by its individual members
Precision Teaching
a method of planning a teaching programme to meet the needs of an individual child or young person who is experiencing difficulty with acquiring some skills
- This can be used to monitor progress (reading/maths)
- First, you need to identify problematic areas of learning
- Daily practice (teaching, fluency, testing, monitoring)
Fluency can be monitored through data collection and graphed
Systematic instruction (give the example)
= approaches to teaching academic skills
the process of receiving or giving systematic instruction at school
Ten-DD (teaching early numeracy to children with developmental disabilities) - this is an example of an approach that uses systematic instruction
- this is evidence-based numeracy curriculum for children with developmental disabilities
- Ten-DD is based on maths recovery
- Developed initially for low attaining typically developing children (6-7 year olds)
- The curriculum is divided into five developmental stages with progressive levels of sophistication
- Ten-DD is based on systematic instruction
Key features of systematic instruction
- DEFINING the skills and setting a MASTERY CRITERIA
- accurate and regular assessment - DATA BASED DECISION MAKING
- TASK ANALYSIS
- repetitive teaching - often DISCRETE TRIAL TEACHING
- consistent teaching
- specific PROMPTING and ERROR CORRECTION procedures recommended
- POSITIVE REINFORCEMENT - operant conditioning
- teaching procedures explicitly and accurately documented
Headsprout Early Reading
- 80 episodes
- from non-readers/beginners to year 3 (age 7-8) level
- online programme
-individualised and adapts according to errors or fluency
-these episodes teach the 4 main components of reading comprehension
1. literal comprehension
2. inferential comprehension
3. main idea (summative comprehension)
4. derived meaning (vocabulary comprehension)