Proactive steps that adults can take in school settings to effective provide corrective feedback to behavioral learning errors.

1. Corrective Response to
Misbehavior
(Noncompliance)
4th Annual Missouri SWPBS Summer Institute
Susan Brawley
Regional SWPBS Consultant
Heart of Missouri RPDC 1

2. Objectives
•Define noncompliant behavior
•Identify strategies for responding to noncompliant
behavior
•Identify strategies to reduce noncompliance and
establish cooperation
•Practice strategies
•Discuss next steps
2

3. Look for what is the
same and what is
different in
the following examples.
3

4. Tony often says he hates math. One morning he refused
to open his math book, get out his notebook and was
just sitting there. The teacher reminded him to get
started. He said he hates math and folded his arms.
The teacher approached him and said that he needs to
get ready for math or he would have to do it during the
break. He then pushed the math book on the floor and
said he is not going to do any … (expletive) math.
The teacher sent him to the office for noncompliance
and disrespect.
Source: Colvin, Behavior Associates 4

5. Another student was having a bad day. She had troubles
the evening before at home and had a big argument
with another girl on the bus. In the first period, she
made several mistakes on the History quiz and became
very agitated mumbling that she never gets any help.
The teacher came over and tried to help her correct the
errors. She became more agitated and shouted angrily
that she wants to be left alone.
The teacher moved her to a corner of the room to calm
her down and directed the rest of the class to keep
working.
Source: Colvin, Behavior Associates 5

6. List what is the same in each
example.
List what is different in each
Example.
Source: Colvin, Behavior Associates 6

7. Example 1 Example 2
Tony often says he hates math. One Another student was having a bad day.
morning he refused to open his math She had troubles the evening before at
book, get out his notebook and was home and had a big argument with
just sitting there. The teacher another girl on the bus. In the first
reminded him to get started. He said period, she made several mistakes on
he hates math and folded his arms. the History quiz and became very
agitated mumbling that she never gets
The teacher approached him and said any help.
that he needs to get ready for math or
he would have to do it during the The teacher came over and tried to
break. He then pushed the math book help her correct the errors. She
on the floor and said he is not going to became more agitated and shouted
do any … (expletive) math. angrily that she wants to be left alone.
The teacher sent him to the office for The teacher moved her to a corner of
noncompliance and disrespect. the room to calm her down and
directed the rest of the class to keep
working. 7

8. Conclusions
1. The Same: Each situation resulted in
some level of noncompliance and
escalation.
2. Difference: Each student had different
needs implying different interventions.
Source: Colvin, Behavior Associates 8

9. Activity 2
Individual or Group Case Study
Write down, either on an individual basis, or as
a group response, an example of noncompliant
behavior in your present or past experience.
Source: Colvin, Behavior Associates 9

10. Sound Familiar?
“She just won’t mind. Once she gets set on something,
that’s it and it is a real battle to get her to do anything
else” (Kindergarten teacher)
“She treats rules like a challenge, then goes out of her
way to break them.” (Middle school teacher)
“He gets very angry when he is asked to make corrections
on his assignments and then shuts down and won’t do a
thing.” (High school teacher)
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
Thousand Oaks, CA:, Corwin, 6. 10

11. Noncompliance:
SIGNIFICANCE & PREVALENCE
Source: Office Referral Data
•School Wide Information System (SWIS)
•1709 schools
•43 States,
•Grades 112
•2005-2006 school year
--Spaulding, Horner, Irvin, Sugai, et al, (2008)
Source: Colvin, Behavior Associates 11

12. Top Three Reasons for Referrals
ELEMENTARY
Fighting: 32.4 %
Defiance: 29.0 %
Language: 10.7 %
Source: Colvin, Behavior Associates 12

13. Top Three Reasons for Referrals
MIDDLE SCHOOL
Defiance: 31.2 %
Disruption: 18.2 %
Fighting: 11.8 %
Source: Colvin, Behavior Associates 13

14. Top Three Reasons for Referrals
HIGH SCHOOL
Defiance: 24.2 %
Tardy: 24.0 %
Truancy: 21.3 %
(Cell phones!)
Source: Colvin, Behavior Associates 14

15. Significance
PRIORITY
Basic Teacher Expectation
90% teachers rated noncompliance as least
acceptable maladaptive behavior in the
classroom.
--Walker & Rankin (1983)
Following directions remains top priority
for teachers across all grade levels.
--Lane, Wehby, & Cooley (2006)
15

16. Significance
DETRIMENTAL OUTCOMES
Noncompliance
(Antisocial Behavior)
•Peer rejection at an early age
•Increases in off-task behavior in lower grades
•Bonding with other antisocial students,
including involvement with gangs
•Dropping out of school
Source: Colvin, Behavior Associates 16

17. DETRIMENTAL OUTCOMES (Continued)
•Involvement in juvenile crime, and later on
adult crime
• Ineffective relationships as adults
•Inability finding and keeping employment
•Serious mental health issues as adolescents
and adults
Sources: Compiled from Dishion, French, & Patterson, 1995; Eddy, 2001;
Walker, Colvin & Ramsey, 1995. 17

18. Implication
Noncompliance and defiance in the classroom
has been, and still is, a MAJOR CHALLENGING
BEHAVIOR for educators.
Source: Colvin, Behavior Associates 18

19. WHY IS NON-COMPLIANCE SUCH
A PROBLEM?
•Not clearly understood
•Oversimplified
•Lack of analysis and response that it
warrants
Colvin, G. 2009. Managing Noncompliance and Defiance in the Classroom.
Thousand Oaks, CA: Corwin 19

20. Clarify Noncompliance
What does it mean to exhibit
noncompliant behavior?
20

21. Pre-requisites to
Compliant Behavior
•Person presenting direction has authority
•Direction is delivered (explicit or implicit)
•Direction is clearly understood
•Student can perform the task satisfactorily
Source: Colvin, Behavior Associates 21

22. Pre-requisites to
Compliant Behavior
•Delivery tone should be calm and
respectful
•Student’s attention is secured
Source: Colvin, Behavior Associates 22

23. Less than 20% of teacher directives to
students, with and without disabilities, were
preceded with information that would enable
the students to respond correctly.
(Shores, Gunter, Jack, 1993)
23

24. Common Synonyms for Non-Compliance
•Oppositional behavior
•Insubordination
•Refusal to follow directions
•Non-cooperative behavior
•Limit testing
•Willfullness
•Stubbornness
Colvin, G. 2009. Managing Noncompliance and Defiance in the Classroom. Thousand
Oaks, CA:, Corwin, 12-13 24

25. Defining Noncompliance
Teacher
gives
direction
Student(s) fulfills
direction satisfactorily.
YES NO
NON-
COMPLIANCE COMPLIANCE
25
Source: Colvin, Behavior Associates

26. Variations of Noncompliant Behavior
•Latency
•Task Completion Time
•Substandard Response
•Competing Reinforcers
26

27. Noncompliance Defined
Noncompliance refers to those student
behaviors where or when a demand or
request is presented by a person in
authority and is not fulfilled satisfactorily by
the student(s).
Source: Colvin, Behavior Associates 27

28. Quick Analysis
•Why does noncompliance work for
students?
•What are students getting from being
noncompliant?
Source: Colvin, Behavior Associates 28

29. Reinforcers for Noncompliance
1. Obtain (teacher) attention.
OR
2. Avoid or escape a demanding situation.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
Thousand Oaks, CA: Corwin. 29

30. The Complexity of Behavior:
Specifically Noncompliance
30

31. Behavior Analysis Pathway
Initial
Focus
2. 4. Effects
1. Setting 3. Problem
Events Immediate of Problem
Triggers Behavior
Behavior
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
Thousand Oaks, CA: Corwin. 31

32. Component 1: Setting Events
Setting Events include earlier situations or continuing
situations that may set the stage for the problem
behavior to occur such as:
1. Physiological factors
2. Ongoing conflicts
3. History of failure
4. Cumulative problems
5. Physical issues.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
32
Thousand Oaks, CA: Corwin.

33. Component 2: Immediate Triggers
The actual context where the behavior occurs or the
actual events prior to when the behavior occurs.
•Concurrent (context): spelling quiz, bus ride,
writing time
OR
• Antecedent (occurring just prior): called a name,
refused permission, asked to follow direction
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
33
Thousand Oaks, CA: Corwin.

34. What Is the Difference?
Immediate Triggers set off the behavior.
Setting Events set the occasion for the behavior
34

35. Component 3: Problem Behavior
Refers to the behaviors of the student(s) which are
of concern and cause problems in the classroom.
•Low level behaviors (Minor)
•More serious behaviors (Major)
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
35
Thousand Oaks, CA: Corwin.

36. Component 4: Effects of
Problem Behavior
Assumption
Problem behavior serves a purpose or
multiple purposes for student (FUNCTION).
Get something
OR
Get away from something
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
36
Thousand Oaks, CA: Corwin, 23.

37. What Should Adults Do When
A Student Is Noncompliant?
37

38. “It depends . . .”
Several factors may be contributing to
noncompliant behavior.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
38
Thousand Oaks, CA: Corwin, 41.

39. Assessing Noncompliant Behavior
Need to identify explanations for problem
behavior.
For example:
•Do students have the prerequisite skills to complete
the task?
•Did students hear the directions, or were they still
involved in another task?
•Do students not like what asked to do, so trying avoid?
39

40. Complexity of Behavior: What Can Be
Directly Influenced
•Immediate Triggers
•Effects of Problem Behavior
(Corrective Response)
40

41. Consider this…
“The single most commonly used but least
effective method for addressing undesirable
behavior is to verbally scold and berate a
student”.
(Alberto & Troutman, 2006)
41

42. Strategies to Decrease Problem Behavior
•Maintain the flow of instruction (#1)
•Delayed responding
•Redirection prompts
•Rule restatement
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the
42
Classroom. Thousand Oaks, CA: Corwin.

43. Maintain the Flow of Instruction
If student exhibits noncompliance and instruction
is stopped, the student is reinforced by:
•interrupting instruction
•securing the attention of the teacher
•securing the attention of other students
•by being off task
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
43
Thousand Oaks, CA: Corwin, 74.

44. Delayed Responding
Also known as “planned ignoring”.
Teacher notices noncompliant behavior (low level)
but does not respond in anyway.
Teacher continues with instruction and
acknowledges students that are cooperating.
If student persists with noncompliance, more direct
steps should be taken.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
44
Thousand Oaks, CA: Corwin, 41.

45. Redirection Prompt
Prompts by the teacher to help the student
focus on the request provided;
With minimum attention given to the student.
Gestures or brief verbal response
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
45
Thousand Oaks, CA: Corwin, 76.

46. Rule Statement
Directly secure the student’s attention
Restate the rule or expectation
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
46
Thousand Oaks, CA: Corwin, 76.

47. Corrective Response for Noncompliance
Maintain Flow of Instruction Delay Response
•Present request (redirection prompt; rule restatement)
•Determine if request is fulfilled satisfactorily
•Follow through based on student’s response
•Present choice
•Determine if request is fulfilled satisfactorily
•Follow through based on student’s response
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
47
Thousand Oaks, CA: Corwin.

48. Guidelines for Administering
Corrective Responses
•Specific
•Private: Quiet
•Calm: Body, hands, voice
•Quick
48

49. Seeing It In Action
The Corrective Response for
Noncompliant Behavior
49

50. Putting It Into Practice
The Corrective Response for
Noncompliant Behavior
Partners A and B
50

51. Example 1:
The teacher was explaining the relationship between
the invasion of Hawaii and the war in Europe against
Germany. He directed the class to read the first
paragraph of their text on p. 84. Steffan mumbled that
he was not interested in reading that paragraph and
would sooner read the sports section of the paper.
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the
Classroom. Thousand Oaks, CA: Corwin, 74. 51

52. Example 2:
The teacher announces to the class that writing time is
over and asks them to put their materials and get ready
for PE. The class begins to put away their material
away, except for Hillary, who keeps writing in her book
while muttering that she doesn’t like PE.
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the
Classroom. Thousand Oaks, CA: Corwin, 75.
52

53. Example 3:
The students are finishing up a project. When they
finish, they are expected to put their project in the
teacher’s basket, select a book from the shelf, and
read quietly. Gerald moved to the book shelf and
started perusing the books. The teacher
acknowledged the students who had turned in their
projects and begun reading. Gerald persisted with
thumbing through the books on the bookshelf.
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the
Classroom. Thousand Oaks, CA: Corwin, 77. 53

54. Strategies for Increasing
Cooperative Behavior
•Focus on academic success
•Positive Reinforcement (recognition)
•Shaping
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the
54
Classroom. Thousand Oaks, CA: Corwin.

55. Focus on Academic Success
•Avoidance of academic tasks and other demand
situations are the major reasons for noncompliant
behavior (Colvin, 2009).
•Need to ensure student has the necessary skills to
complete the work.
•Provide strong reinforcement for behaviors that
facilitate learning: making effort, maintaining on-task
behavior, work completion, accuracy of work.
55

56. Example of Focus on Academic Success
Cindy was a reluctant oral reader. During oral reading time she
would often put her head down and declare she was sick, and
periodically refuse to go to the group before reading had even
started. The teacher arranged for some additional
opportunities for her to read aloud to her privately.
She then had Cindy practice beforehand the passage she was
required to read in the group. Cindy then read reasonably
smoothly in the group. The teacher praised her strongly for
her reading and arranged for her to have extra time on the
computer during the break. She also sent a note home to the
parents saying how well she had read and asked them to
compliment her.
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom. Thousand
Oaks, CA: Corwin, 67. 56

57. Reinforcement
Keys to using reinforcement successfully
1) The reinforcer is positive or desirable for the student.
2) Student must exhibit the behavior at reasonable
standard before the reinforcer is delivered. (contingent)
3) Reinforcement withheld in the presence of the
inappropriate behavior.
4) Menu of reinforcers needs to be available
5) Plan is used to systematically fade the reinforcers used
for individual student to reinforcers used for whole
class.
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the
57
Classroom. Thousand Oaks, CA: Corwin.

58. Examples of Classroom Reinforcers
•A hallway pass not required of the students who follow the
class rules for a week.
•Students keeping the rules during break do not have to do
clean up duty
•Teacher gives verbal praise.
•Student receives recognition from class (such as listening or
clapping)
•Earn the privilege of class leader.
•Earn the privilege of running errands.
58

59. Shaping
Process of successively reinforcing closer
approximations of the target behavior to the criterion
or acceptable level of behavior.
(Maag, 2004)
59

60. Shaping
Four Steps
1. Obtain baseline level of performance of expected
behavior
2. Determine successive approximations between baseline
and standard required for mastery
3. Deliver reinforcement contingent upon student
responding at target level for each successive stage.
4. Deliver the strongest reinforcement when the student
reaches the criterion for mastery of the skill, or when
displays the target acceptable level.
60

61. Example of Shaping
Juan was slow in putting his materials away after break time.
Sometimes he wouldn’t even put them away. The teacher tracked
the time he took to clean up after break for a couple of days and
also noted the time taken by the other students in the class. These
time averaged five minutes and two minutes.
The teacher set up with Juan that if he could clean up in four
minutes, he could have first choice of the activities for the next
break. Juan met this criterion three days in a row. She set a timer
for him to know when the four minutes were up. The teacher then
visited with him, telling him that if he could get the job done in
three minutes he could have the same privilege plus a surprise
treat. The teacher then moved the criterion to two minutes (the
standard time for the rest of the class). When Juan made the two-
minute mark, the teacher gave him an extra break that day.
Adapted from Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom. Thousand 61
Oaks, CA: Corwin.

62. Complexity of Behavior: What Can Be
Directly Influenced
•Immediate Triggers
•Effects of Problem Behavior
(Corrective Response)
62

63. Strategies to Address Immediate Triggers
To be applied before the triggers occur.
•Behavioral momentum
•Prompting
•Opportunities to respond
63

64. Behavioral Momentum
•Metaphor of Newton’s law of motion:
Once an object is set in motion, tends to stay in motion.
•Once a student is cooperating and productively engaged with
one task, greater chance of the student cooperating and engaging
in the task that immediately follows.
•Highly effective with students with disabilities that have difficulty
following directions.
•Particularly useful with students who demonstrate avoidance to
a certain task.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
64
Thousand Oaks, CA: Corwin, 46.

65. Example of Behavioral Momentum
Michael does not like to read, so when he has to read,
he puts his head on his desk and closes his eyes. His
teacher, on this occasion, reads to him for a couple of
minutes and engages his attention.
She then asks him to read with her, which he does,
and he is then asked to read a little by himself. He
continues to read and the teacher praises him.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
65
Thousand Oaks, CA: Corwin, 46.

66. Prompting
•When provide additional information just prior to
engaging the student in a task.
•Such as a hint, cue or gesture
•Helps student focus in on the expected behavior in
the context where the problem behavior is likely to
occur.
•Especially useful for helping students make difficult
transitions.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
66
Thousand Oaks, CA: Corwin, 48.

67. Example of Prompting
Billy has a hard time with silent reading. He is usually engaged
quite productively in class, but often when the teacher
announces it is time to switch to silent reading, he starts to
fidget, whine, and become argumentative. The teacher stands
near him and announces to the class. “In a couple of minutes
we will be switching over to reading, so please finish up what
you are doing.”
Shortly after, the teacher directs the class to take out their
reading books. She approaches Billy, who is starting to fidget,
and puts her fingers to her lips and whispers, “Billy, let’s get
started on the reading. You can do it.” He grimaces and pulls
out a book. The teacher responds, “Atta boy. Thanks.”
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom. Thousand 67
Oaks, CA: Corwin, 48.

68. Opportunities to Respond
If students are productively engaged in their work,
there is less chance for problem behavior.
Students need to have opportunity to respond
correctly early in the lesson.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom.
Thousand Oaks, CA: Corwin, 48. 68

69. Example of Opportunities to Respond
Shortly after science class started, the teacher announced, “We have
small block of ice and the same sized block of butter. Tell your neighbor
which one would melt first.” A few seconds later, the teacher said,
“Please write down, in one sentence, an explanation for your answer.” A
few minutes later the teacher told the students to share with their
neighbor what they have written. Shortly, thereafter, the teacher called
on one student to tell the class her answer. The teacher then asked the
class to raise their hand if they agreed with this answer. Then the
teacher asked if anyone disagreed, and so on.
Note: each of these activities in the lesson required responses from all
students.
Colvin, G. (2009). Managing Noncompliance and Defiance in the Classroom. Thousand
69
Oaks, CA: Corwin, 48.

70. Objectives
•Define noncompliant behavior
•Identify strategies for responding to noncompliant
behavior
•Identify strategies to reduce noncompliance and
establish cooperation
•Practice strategies
•Discuss next steps
70

71. Action Plan
Identify the main items from this workshop
that you can use in your school setting.
Source: Colvin, Behavior Associates 71

72. Resources on Noncompliance
Book: Colvin, G. (2009). Managing Noncompliance
and Defiance in the Classroom. Thousand Oaks, CA:
Corwin.
Video: Colvin, G. (2009). Managing Noncompliance
and Defiance in the Classroom. Eugene, OR: Iris
Media, Inc.
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