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Using Peer Influence

Social Learning Theory (Bandura). Much human learning is a function of observing and imitating the behaviors of others or of symbolic models (TV, characters in books, etc). When imitative behaviors results in positive contingencies or of the removal or prevention of aversive contingencies, the behaviors are more likely to occur. .

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Using Peer Influence

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    1. Using Peer Influence By Laura A. Riffel, Ph.D.

    2. Social Learning Theory (Bandura) Much human learning is a function of observing and imitating the behaviors of others or of symbolic models (TV, characters in books, etc). When imitative behaviors results in positive contingencies or of the removal or prevention of aversive contingencies, the behaviors are more likely to occur.

    3. Model Consideration Does the observer identify with the model? To what extent are the past cooperative experiences of the observer and model? To what extent is the model’s ability to perform behavior that will be successfully imitated?

    4. Three Types of Social Skill Problems (Gresham) Acquisition deficits Performance deficits Competing behaviors

    5. Steps for Teaching Social Skills (Acquisition Deficit) Set the stage for success Specify skill component Task analysis Evaluation Model the skill Mastery – performing to mastery Coping – performing with errors; progressing towards mastery Cognitive rehearsal Self-talk Behavioral rehearsal Evaluation of performance Feedback (Sandwich technique) Generalization Monitoring, Behavior contracts

    6. Pre-teaching in Private Pre-teach issues in privacy: Use role modeling Video modeling PowerPoint Relationship Narratives

    7. Steps for Teaching Social Skills (Performance Deficit) Opportunistic Teaching used in a group, but applied individually Make positive approach Describe & praise Describe incorrect behavior Seek knowledge of correct behavior Give rationale for correct behavior Seek acknowledgement of correct behavior Require practice of correct behavior Give feedback & reinforcement for correct behavior

    8. Limitations of Vicarious Reinforcement Reinforcing only one or the same few students will label them as “teacher pets”. Reinforcing “teacher pleasing behaviors” is not reinforcing at times. Vicarious effects are weak, if the student is never directly reinforced.

    9. Group Contingencies

    10. 1. Individual Contingency/ Individual Consequence Both the contingency of reinforcement and the manner of its delivery are individualized. The behavior and criterion are specific to a particular student, and the reinforcement is delivered only to that student. Kym, if you complete 17 of 20 arithmetic problems correctly, then you have 10 min. of computer time Kym, for each arithmetic worksheet you complete, you will receive a token.

    11. Token Economy

    12. 2. Class Contingency/Individual Consequence (independent group contingency) The contingency of reinforcement is applied to all members (standard) Reinforcement is individualized, delivered to each student Class, each of you who completes 17 of 20 arithmetic problems correctly, may have 10 min. of computer time. Class, each of you may earn a token each time you raise your hand before asking a question. Class, each of you who gets straight “As” will be on the Deans List for Academic Excellence

    13. Bonus Points Everyone who turns in assignment on time gets 5 bonus points they can use on any subject.

    14. Weatherford’s Plan Every student who is making A, B, or C in their classes earns 30 extra minutes after lunch for socialization or other choice activities.

    15. 3. Group Contingency/Individual Consequence (independent group contingency) The contingency of reinforcement is applied to a particular group of students. Reinforcement is individualized, delivered to each group member. Math Group B, if you (students) can develop 10 original math problems requiring multiplication, then you will receive 10 extra points applied to any test or quiz this year. Each student in the class will earn an ice cream pass to use anytime throughout the school year for placing their tray on the cart when finished eating.

    16. Parent Night One high school gives each student 100 “gotcha” points for getting their parents to attend Parent Night.

    17. 4. Individualized Contingency/ Group Consequence (interdependent group contingency) Requires each member of a group to perform specific behavior in order for the group as a unit to be reinforced.. Math Group B, you are to make a 15-min. presentation about multiplication. Randy, you are responsible for explaining basic computation procedure, Carol, you explain the relationship between multiplication and addition, and Nicholas, you demonstrate how to complete 3 problems from the workbook. Following the presentation, the three of you may go to the computer lab together for one of the game programs. The following students may go to the gym and play basketball if they write a essay on basketball Gary, your essay must have 4 sentences Jamie your essay must have 6 sentences, and Cory your essay must have at least 10 sentences

    18. Cooperative Groups with Consequence Using cooperative grouping and paying off for appropriate participation of each member in the group.

    19. 5. Class Contingency/Group Consequence The contingency of reinforcement is applied to all members (standard) Reinforcement is delivered to each student who becomes a member of the group Class, for all students who complete all homework and class assignments by Friday afternoon can go to the pep rally from 2:15 – 3:20. Class, students who have perfect attendance all year long will earn basketball tickets for the Hawks game against the Chicago Bulls, June 7th.

    20. High School in Midwest High School in Midwest had terrible attendance rates. They said, “All members who have perfect attendance, do not have to take the final exams in any class.”

    21. 6. Group Contingency/Group Consequence The contingency of reinforcement is applied to all group members Reinforcement is delivered for a group of students Math Group B, here are 20 problems. If you all get 80% or better then you earn a homework pass. Redbirds, if you all remember to raise your hand before speaking during the reading lesson, you may take home your own book to read this weekend. Avoid may cause undue peer pressure, especially dependent group contingency (e.g., 1 or 2 student (s) earns the groups privileges based only on their behaviors)

    22. Class wide Behavior Management Lottery/Raffle Tickets Token Economy Level System Class wide Peer Tutoring Class wide Tootles Bracelets for Small Groups Mystery Student Compliments

    23. Lottery/Raffle Tickets Identify specific academic and social behaviors. Set criteria, deliver tickets contingently upon appropriate behavior and state the behavior. Determine how often drawings will occur (daily, weekly, monthly, all of the above) Place all tickets in a container and draw one, two, or three winners. Considerations Counterfeiters Student(s) who break(s) a rule(s) on the day of drawing.

    24. Token Economy Identify specific academic ad social behaviors. Set criteria, deliver tickets contingently upon appropriate behavior and state the behavior. Implement a class store (need back-up reinforcers). Have a variety. Balance the economy. Have a range of prices Determine how often the store will be open. Promote spending; deliver tokens generously at first.

    25. Token Economy Advantages Assist with behavior acquisition, maintenance, and generalization Cautions Counterfeiters Hoarders Sinker

    26. Level System Identify specific academic and social behaviors. Determine the amount of levels. Criteria or progressing to levels. Student earns certain reinforcers based on the particular level. Incentives/reinforcers increase for higher levels. Student(s) can lose levels if not maintaining the level criteria.

    27. Boys Town- Good Example Students earn privileges based on level http://www.boystown.org/educators/education-model

    28. Class wide Peer Tutoring Promotes competition Identify specific academic and social behaviors. Divide the class in half for cooperative groups (heterogeneous) Divide students into pairs (tutor/tutee) Students earn points contingent upon cooperative tutor and tutee behaviors Points go to the group for reinforcement

    29. Class wide Tootles Identify specific academic and social behaviors. Tootles are student reports of positive comments on a slip of paper about peers who they observed demonstrating appropriate, positive behavior. Students place tootles in a class box. Teacher and students record the number of tootles daily and graph results Teacher systematically increase the number of tootles needed to earn the class the reinforcer.

    30. Bracelets for Small Groups Identify specific academic and social behaviors. Teacher wears a series of colorful bracelets corresponding to each student When the teacher notices the student doing correct behavior he/she moves bracelet from left arm to right arm. This movement means they earned their recess or break time.

    31. Mystery Student Each day one student is selected to be the reward compass. If that student models appropriate behaviors during the entire class then the whole class gets rewarded. The teacher does not tell the class who the mystery student is. At the end of class, the teacher announces whether or not there will be a reward.

    32. Compliments The teacher writes the word “compliments” on the board. Every time the class receives a compliment in the hallway etc. the teacher writes a tally under the word. The class works on a group goal toward a group reward. Other teachers are “let in” on the complimenting secret.

    33. Spelling Success The teacher chooses a motivating word and prints it off in bubble letters. As the class earns compliments for good behavior, they fill in the letters of the motivating word. When the word is filled in, the class gets a group reward.

    34. Mystery Motivator Poster with word “MYSTERY” written on it. One letter in Mystery has invisible magic marker design colored in it. Each time the class is caught exhibiting excellent behavior, the teacher colors in one letter in the word “Mystery” When the letter with the hidden design is revealed- the class gets immediate reward

    35. Pot Holder Loops (worn as bracelets) The teacher carries pot holder loops in his/her pocket and hands them out to students who are “caught” being good. This can be used as a group incentive- counting up the total at the end of the day- or an individual level for the student with the most or each student reaching their personal goal.

    36. Love Notes Carry a batch of “post-it” notes in your pocket. During the day look for one thing each child did well during the day and write it down. At the end of the day, give each child a note telling them you loved the way they….

    37. Butterflies Class has a butterfly on a bulletin board. Each time the teacher catches any student exhibiting good character traits etc. the butterfly moves higher in the sky. If the butterfly reaches the flower at the top of the bulletin board the class is rewarded with free drawing time or whatever reward would float the class boat. Can also do Rockets to the moon Cows over the moon Bees to the flower etc.

    38. DEAD Children love to draw. As a class reward the teacher waits until a time when everyone is exhibiting excellent behavior and he/she writes DEAD on the board. This means “Drop everything and draw.”

    39. DEAR Equip the room with interesting reading materials- comic books, science, high interest, etc. books. At some point during the day when everyone is working well- write on the board DEAR “thanking them for being a dear.” Drop Everything and Read

    40. Jack You don’t know Jack. Jack was a pair of children’s jeans stuffed with tennis shoes attached at the feet. Each week the class came in and found “Jack” in an unusual spot and heard the story of Jack’s misadventures. Jack was two legs hanging out of the ceiling tiles He was jumping up trying to touch a sign in the room and got stuck in the ceiling. Jack’s head was in a box and his two legs were sticking up out of the box. He was walking down the hallway poking the person in back of him and he fell into a box that was in the hall and now he was stuck. You can see where this is going- Jack was the discussion for the behavior we were working on that week. This of course was for young children. The students showed Jack how to do “it” correctly.

    41. Gotchas Students are given cards or slips of paper that say something like: You were caught red handed exhibiting excellent behavior. School-wide PBIS research indicates that there is a direct correlation between “gotchas” given out- to office discipline referrals (ODR) going down. In other words- the more “gotchas” given out- the less ODRs.

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