1. Positive reinforcement. Using a color chart, with each student's names and strips of colors at its side. At the start of the year, every 30 mins teachers will review student's behaviors and give them its corresponding color. When problem behavior occur during the 30 mins, the teacher will switch from red to yellow (for not following expectations) or red to blue (for aggressive behaviors). When student gets 3 reds, they can choose a preferred activity. With Yellows, they can exchange for some materials but it wont be as fun as red. With blues, the student can only receive markers and paper.

   Effectiveness of color chart:

   A) consequences of inappropriate behaviors are immediate

   B) Rewards are highly salient

   C) Rules are clearly states and reviewed

2. Fixed-Interval Reinforcement (Beeper System). A beeper went off every 10 mins, prompting teachers to give immediate praise, stamps, or stickers. This is a fixed interval reinforcement schedule: reinforcement is delivered at predictable time intervals. It conditions children to stay on task and anticipate positive teacher attention, instead of only receiving attention for misbehaviors. Reinforcement focuses on observable behaviors.

3. Hierarchy of consequences (task writing). For rule breaking (eg. Talking out of turn/interrupting), children had to complete simple tasks (writing numbers 1 to 10 three times). This provided a consistent and mild consequence, preventing escalation of negative behaviors or cycling of behaviors. A hierarchy of consequences is reflected as mild penalties are applied first before harsher ones.

Social Cognitive Strategies

• Triarchic Reciprocal Causality/Determinism. Every 10 mins, teachers would walk around to praise students for positive behaviors. Students earned "Big Deal Points" for showing social skills (e.g bring polite, helping others). Students are motivated by the points collected on a "Big Deal Pizza" chart, leading to group rewards like a pizza party. When positive behaviors are praised by teachers, students learn and internalise the expectations in class. As every student is working towards filling up the pizza with points, it also creates a social context whereby it encourages individuals to conform and show positive behaviors. Feedback from teachers and social contexts creates a positive loop to reinforce appropriate behaviors.

Sharing our experiences based on Attention, Retention, Reproduction, Motivation allowed us to apply what we observed to the theories, to better understand how our interventions support our students with SEN. Understanding our student's profiles/needs could support us in bringing attention and designing interventions to motivate the students. The intervention should include how to support students in retaining and reproducing learned behavior/strategy during withdrawals and generalise to other settings.

1. Behavioural modification in the form of intervention using a colour chart rooted in positive reinforcement and reducing cognitive load using clear instructions and praise to improve their self control

- Teachers change behaviour of children by giving positive feedback, a lot of encouragement and affirmation. Children with ADHD are used to getting negative attention from teacher and they love it. This program sets children up in getting positive attention from teacher instead. The teachers would pat them, rub their head or give verbal encouragement, all these done in a consistent manner. This works for them very well and behaviours began to improve.

2. Teacher uses a hierarchy of punishment for bad behaviour.

A list of consequences have been set up for them. When a student breaks a rule, first thing they do is make them write out what they did wrong on a piece of paper.

Based on the colour chart, they also use consequences such as during play time, kids who misbehave can only participate in activities such as colouring (not as fun as playing with toys)

3. Teacher will have sit down circle time and she addresses problem behaviour by talking about it to correct the behaviour as a group. Teacher shows how to use “brave talk” when bumped → students learn by role playing in classroom. Once teacher learns and heard about poor social skills showed by the students, Teacher sits down with class to discuss with them. Let the students talk. Teacher will not dictate. Do as a group.

1. Behaviour is influenced by environment factors and personal factors. The way we respond to our students either with positive reinforcements or negative reinforcements will influence our their behaviour

2. Our behaviours influenced each other. Therefore, we are influenced and also being influenced as in the Triarchic Reciprocal Causality.

Generally, positive behaviour compels positive reactions and negative behaviour compels negative reactions. By and large, we influence one another.

3. Triarchic Reciprocal Causality: As SENOs, we need to be mindful of how our internal expectations and beliefs towards students with SEN can influence the way they behave as well the environment they are in (e.g. their Form/Subject teachers expectations of them, the CMT's processes, and school culture). We also need to ensure that others' perceptions of our students (e.g. negative labels) do not negatively affect our interaction and rapport with them during our sessions.

4. Self Esteem, Self Concept, Self regulation and Self efficacy are important notions to keep in mind when planning for behavioural interventions. By planning interventions while ensuring these are kept in mind, students are surrounded by more of positive reinforcement and motivation to focus on learning. This way interventions are also more effective as student’s overall well being is considered and only their skill learning is the focus for both student and teacher.

(A) Positive reinforcement

• Verbal praise (e.g., "You've been doing a nice job"), recognition (i.e., RED square on colour chart displayed in front of the classroom), and tangible rewards (e.g., choice of a preferred activity) when students demonstrate positive behaviours

• Token economy where students earn tokens (i.e., "big deal points") for positive behaviour, which can later be exchanged for rewards (i.e., "big deal pizza")

(B) Punishment → A key component of operant conditioning, where behaviour is influenced by the consequences that follow it.

• Positive punishment — presentation of an aversive stimulus (i.e., task system where child is asked to complete a short writing task e.g., write numbers

  three times) when rule is broken.

Social Cognitive Strategies Observed:

(A) Attention to modelled behaviour

• The Colour Chart System is a useful visual aid which conveys behavioural expectations and communicates immediate feedback to students in a simple and easy-to-understand manner

(B) Retention of what has been observed for learning to occur

• The colour associations are useful visual cues, where:

  RED → Good behaviour, rules followed (new red every 30 minutes)

  YELLOW → Behaviour problem, at least 1 rule broken (warning stage)

  BLUE → Aggressive/destructive behaviour displayed

• Teachers encourage retention of

  behaviour by attending to metacognitive strategies (e.g., "What did you do to stay all RED?" → prompting reflection on behaviour to promote self-monitoring and self-management)

(C) Reproduction of observed behaviour

• 3 simple class rules: 1) be nice, 2) follow adult's directions, 3) do your best. Breaking "good behaviour" down into small, achievable goals helps students feel confident in reproducing target behaviours.

(D) Motivation — critical for initiating and sustaining the learning process

• Use of desired reinforcers as incentives for demonstrating positive behaviour. Rewards are levelled by "prestige":

  REDs → Child can choose a preferred (most fun) activity (e.g., lego)

  YELLOWs → Child gets a fun activity, but less fun than red-level activity (e.g., markers, beads)

  BLUEs → Child gets an activity, but less fun than yellow-level activity (e.g., paper, crayons)

• Building positive self-esteem and self-efficacy: "Even if you did earn BLUE you can earn out of it"

1. Reciprocal Causation: The 3 factors (Personal, Behavioural, Environmental) are continuously influencing each other, instead of working in one way. For e.g.,

   [Personal] Student feels shy and does not like to answer questions in class

   [Behaviour]: Because of this, the child avoids raising their hand.

   [Environment]: The teacher doesn’t call on the child often, and classmates don’t interact much with them

   
   

2. Reinforcers and Punishment can used as a subset of Determinism (Triarchic Reciprocal Causality). For e.g.,

   (a) Determinism focuses on the change of mental development (cognitive process) through P, B, E.

   (b) This creates the capacity to demonstrate different behaviours.

   (c) This behaviour will then be reinforced: rewarded or punished.

   (d) This reinforcement further breaks into i)+ve or ii) -ve; which depends on the expectations set.

   
   

3. When we display positive behaviour, the children will mirror our positive behaviour and when we display negative behaviour the children will mirror our negative behaviour. To manage a classroom, the educator or teacher should exhibit positive behaviour and encourage students to create a positive environment.