Systems for Increasing Contingent Adult Feedback


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OVERVIEW

Systems for Increasing Contingent Adult FeedbackTeachers can develop and implement check-in or other behavior support strategies that provide contingent adult feedback regarding student behavior.

Many students in need of Tier 2 Targeted supports can benefit from instructional practices that increase contingent adult feedback in a structured and predictable fashion. Research suggests that when teachers and other school staff recognize students contingently for positive behaviors at high rates, it increases the likelihood those behaviors continue. Contingent positive adult feedback can be verbal (“I noticed that you got right to work.  That’s excellent.”), non-verbal (e.g., thumbs up, high five, smiles), or written (e.g., positive note using specific praise) after a student exhibits the desired behavior.  Using the Teacher Check, Connect & Expect (TCCE) intervention is an effective approach for providing contingent adult feedback in a structured and predictable fashion throughout the school day.  In the previous section of the website, an overview of TCCE was provided along with the steps for creating the daily progress report card (DPR).  In this section, specifics for providing contingent feedback and scoring during the 1-2 minute rating periods are discussed.

TCCE Feedback and Scoring. At the end of each predetermined rating period, the teacher holds a brief (1-2 minute) conference with the student to provide feedback on how the student did related to the core values and behavioral expectations.  The teacher also provides a rating score for each expectation that period. When providing feedback, the best approach is to ask students questions about each core value (“Did you show respectful behavior during math class? Can you give me an example?”).  When students are accurate, the teacher can reinforce the student’s perceptions with an emphasis on the things they did well (“I agree that you were very responsible and deserve a 2 for responsibility.”).  If they are not accurate, the teacher can provide details to address those inaccuracies (“While you think you were safe the entire period, I remember when you ran across the room and accidentally knocked over the papers.”). When students have down some things well and others less well, the teacher can agree that they could do better and show optimism that the next period will go better. “I agree that you were off task at times and working hard at others. We’ll rate than a 1 for learning. I’m sure that next period you’ll be more focused.” 

When time is short, the teacher can use a more directive approach and provide the contingent feedback and scoring to the student him/herself. Specific verbal praise should be provided if the student has displayed any of the behaviors that demonstrate the behavioral expectations. It is important to note that a reprimand during the rating process is not recommended, as it is not likely to increase expected behavior. A specific reminder and encouragement (followed by a pre-correction for tomorrow) are more likely to increase expected behavior for most students. The student is likely to have already been reprimanded when they exhibited the behavior. For more details on feedback and scoring, see the resources below.

VIDEO DISCUSSIONS

Check In Check Out Model Overview 

Sandown North ES 1 Teacher Check, Connect Video 1

Sandown North ES 1 Teacher Check, Connect Video 2

Longfellow Check In Check Out Video

High School Classroom Teacher Role in Tier 2 Check In Check Out Video

IMPLEMENT THIS PRACTICE

Contingent adult feedback 2

Contingent Feedback Activity Sheet

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Crone, D.A., Horner, R.H., and Hawken, L. S. (2004). Responding to problem behavior in schools: The Behavior Education Program. 2nd edNew York: Guildford Press.
By , posted on Thursday January 2, 2014

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