Empowering+Teachers+with+Low+Intensity+Strategies:+Choice,+Opportunities+to+

Respond,+and+Self?monitoring

Robin&Parks&Ennis,&Ph.D.,&BCBA4D

University+of+Alabama+at+BirminghamWendy&Peia&Oakes,&Ph.D.

Arizona+State+UniversityKathleen&Lynne&Lane,&Ph.D.,&BCBA4D

University+of+Kansas

Comprehensive,&Integrated,&Three4Tiered&Model&of&Prevention(Lane,&Kalberg,&&&Menzies,&2009)

Academic Behavioral Social

PBIS+Framework

Validated+Curricula

≈80%

≈15%

≈5%Goal:&Reduce&HarmSpecialized& individual& systems&for&students&with&high4risk

Goal:&Reverse&HarmSpecialized& group&systems&for&students&at4risk

Goal:&Prevent&HarmSchool/classroom4wide& systems&for&all&students,&staff,&&&settings

Primary&Prevention&(Tier&1)&

Secondary&Prevention&(Tier&2)&

Tertiary&Prevention&&(Tier&3)

Basic Classroom ManagementEffective Instruction

Low Intensity Strategies

Comprehensive,+Integrative,Three?tiered+(CI3T)Models+of+Support

Assess,+Design,+Implement,+and

Evaluate+

Behavior+Contracts+Self?Monitoring

? ?Functional+Assessment?Based

Interventions

SchoolwidePositive&Behavior&Support

Low&Intensity&Strategies

Higher&Intensity&Strategies

Assessment

Opportunities to Respond

Behavior Specific Praise

Active Supervision

Instructional Feedback

High p Requests

Precorrection

Incorporating Choice

Self-monitoring

Behavior Contracts

Low$Intensity,Strategies

Agenda

• Low+Intensity+strategies• Examining+the+Effects• Choice,+Opportunities+ to+Respond,+Self?Monitoring

• What+is+the+strategy?• Why+is+it+effective?• What+does+the+supporting+research+say?• What+are+the+benefits+and+challenges?• How+do+I+implement+ it+in+my+classroom?• An+Illustration

Low+Intensity+Strategies

• Easy+to+implement• Compatible+with+any+age+level+or+content+area• Classroom?based+strategies+that+can+be+used+at+Tier+1,+Tier+2,+or+part+of+a+Tier+3+intervention+package

How+well+is+it+working?++++++Examining+the+Effects

How+well+did+this+support+work+for+

this+student?

Experimental+Design

What+do+stakeholders+think+about+the+goals,+

procedures,+and+

outcomes?

Social+Validity

Is+it+happening?

Treatment+Integrity

Low&Intensity&Strategies:A&Look&at&Instructional&Choice

What+is+instructional+choice?

• Instructional+Choice+– “…opportunities+ to+make+choices+means+that+the+student+is+provided+with+two+or+more+options,+is+allowed+to+independently+ select+an+option,+and+is+provided+with+the+selected+option"+(Jolivette,+Stichter,+&+McCormick,+2002,+p.+28).+

• Types+of+instructional+choices+(Rispoli+et+al.,+2013)– Across?activity+choices+– Within?activity+ choices

Examples

Across4activities&Choices• Paper,+presentation,+or+

Youtube video+ to+show+me+what+you+know?

• Which+activity+would+you+like+to+do+first?

• Pick+a+learning+ center?• Make+your+schedule+ for+the+

day.

Within4activity&Choices• Crayons+or+sparkly+markers?• At+your+desk+or+in+the+library?• In+the+reading+corner+or+at+

your+desk?• Work+independently+or+with+a+

partner?• Which+book+would+you+like+to+

read?• Finish+in+class+or+at+home?• Typed+or+handwritten?• Even+or+odds?

2014?2015+STL+CI3T+Training+Project+10

spanish+creme+brulee

• Easy• Little+time• Offers+students+control• Promotes+decision+making+and+other+self?determined+behaviors

Why+is+instructional+choice+effective?

What+does+the+supporting+research+for+instructional+choice+say?

• Increasing+Engagement+and+Decreasing+Disruption+in+Elementary+Self?Contained+Classrooms+(Dunlap+et+al.,+1994)+

• Increasing+Time+On?Task,+Task+Completion,+and+Accuracy+in+Residential+Facilities+(Ramsey,+Jolivette,+Patterson,&+Kennedy,+2010)+

• Increasing+Task+Engagement+and+Improving+Academic+Performance+ in+an+Inclusive+Setting+(Skerbetz &+Kostweicz,+2013)

See+ “Instructional+Choice+Resource+ Guide”+for+additional+ supporting+research+ and+

information.

Supporting+Research

What+are+the+benefits+&+challenges?

Benefits• feasible,+ does+not+require+

excessive+preparation,+is+easy+to+implement,+ and+supports+content+instruction+(Kern+&+State,+2008;+Morgan,+2006;+Ramsey+et+al.,+2010).+

• teaches+self?determined+behaviors

Challenges• challenges+ in+preparing+

independent+ tasks+for+the+time+provided

• important+to+think+about+procedures+for+collecting+and+evaluating+different+types+of+assignments

How&do&I&implement&instructional&choice&in&my&classroom?&&&&&&&&Implementation&Checklist

!

Determine&which&type&of&choices&you&feel&comfortable&offering&and&create&a&menu&of&choices.

Use&the&menu&to&determine&which&type&of&choice&to&add&to&a&particular&lesson.

After&choice&is&built&into&the&lesson,&offer&the&established&choices.&

Step&2

Step&3

Step&1

How&do&I&implement&instructional&choice&in&my&classroom?&&&&&&&&&Implementation&Checklist

Ask&the&student&to&make&his&or&her&choice.

Provide&wait&time&for&the&student&to&select&his&or&her&choice.

Listen&to&(or&observe)&the&student’s&response.

Step&5

Step&6

Step&4

How&do&I&implement&instructional&choice&in&my&classroom?&&&&&&&&&Implementation&Checklist

Prompt&the&student&to&make&a&choice&from&one&of&the&available&options& if&the&student&has&not&made&a&

choice&within&the&time&allotted.

Reinforce&the&student’s&choice,&providing&them&with&the&option&they&selected.

Offer&students&an&opportunity&to&give&feedback&on&the&choice&they&selected.

Step&8

Step&9

Step&7

A&Look&at&Increasing&Opportunities&to&Respond

What+is+OTR?

• Opportunities+ to+respond+(OTR)+is+a+strategy+for+students+to:review+material,+acquire+skill+fluency,+commit+information+ to+memory,+ andincrease+on?task+behavior+ and+reduce+misbehavior.

• Allows+for+frequent+opportunities,+within+a+set+time+period,+to+respond+to+teacher+questions+or+prompts+about+targeted+academic+materials.

• Best+used+when+material+or+concepts+have+been+taught+–promotes+student+engagement+as+they+practice+the+information+or+skill.

• Students+respond+individually+ or+in+unison+(choral).(Lane, Menzies, Ennis, & Oakes, 2015)

Examples

Verbal&Responding&• Choral+Response+ (Haydon+et+

al.,+2009)– Every+student+answers+

question/prompt• Questioning

– Think,+Pair,+Share+– Partners+

Non4Verbal&Responding• Signal

– Thumbs+up/down+• Response+ Card

– Agree/Disagree,+ A/B/C/D,+True/False

• Individual+white+boards• Guided+Notes• Student+Response+ Systems+

(Clickers;+Blood+&+Gulchak,+2013)

Illustration:+Activities+to+demonstrate+knowledge+using+white+boards:+

• Cue:+“Class,+please+solve+for+the+product+of+28+X+4.”+

• Wait:+After+10+seconds:+“Hold+up+your+whiteboards.”+ +Prompt+“What+is+the+answer?”

• Feedback:+“I+see+almost+all+of+you+found+the+correct+answer+is+112.+Nice+work!”+

• Next+Question:+“This+is+individual,+solve+for+the+product+of+32+X+3.”

What+is+OTR?

Why+is+OTR+effective?

• Whole?group+OTR+allows+teacher+to+quickly+determine:– students’+ proficiency+with+the+material,– if+more+practice+ is+needed,+ and+– which+students+ may+require+more+intensive+ supports.

• Promotes+fluency+and+automaticity,+freeing+students+to+tackle+more+complex+concepts.

• Increases+active+participation,+even+during+whole?group+delivery.

• Feedback+is+rapid+and+matter?of?fact,+which+reduces+the+pressure+of+answering+correctly.+“Correct”+or+“That+is+not+correct,+the+answer+is+X”++(Haydon+et+al.,+2010)

(Lane,+ Menzies,+Ennis,+&+Oakes,+ 2015)

What+does+the+supporting+research+for+OTR+say?Increased+Opportunities+ to+Respond

• Effectiveness+demonstrated+from+preschool+to+middle+school+(Godfrey+ et+al.,+2003;+Haydon+&+Hunter,+2011).

• Decreasing+disruptive+behavior+in+an+elementary+self?contained+classroom+(Haydon+et+al.,+2010;+Haydon,+Mancil,+&+Van+Loan,+2009)

• Improving+academic+outcomes+for+students+with+behavior+disorders+(Sutherland,+Alder,+&+Gunter,+2003)+

• Increasing+student+participation+through+choral+responding+(Haydon+&+Hunter,+2011)+

What+are+the+benefits+and+challenges?

Benefits• efficient+• engaging+• facilitates+participation+of+all+

students• pacing+promotes+fluency• Supports+target+75?80%+

academic+engaged+time• widely+ applicable

Challenges• initially+ requires+advance+

preparation+as+a+sufficient+number+of+prompts+or+questions+have+to+be+created+before+beginning+the+lesson

• shifting+to+a+rapid+pace+of+instruction

Three? five+OTR+per+min,+so+the+teacher+must+ practice+moving+through+a+lesson+ quickly+to+ensure+the+pace+has+sufficient+momentum,+ but+not+so+rapid+that+students+ are+lost+(Kounin, 1970; Lane, Menzies, Ennis, & Oakes, 2015; Sutherland & Wright, 2013; Walker & Severson, 1992)

How&do&I&implement&opportunities&to&respond&in&my&classroom?&&&&&&&&&

Implementation&Checklist

Identify&the&lesson&content&to&be&taught&and&the&instructional&objective.

Prepare&a&list&of&questions,&prompts,&or&cues&related&to&the&content.&

Determine&the&modality&by&which&content&will&be&delivered.

Determine&the&modality&by&which&students&will&respond.

Step&2

Step&3

Step&4

Step&1

Explain&to&students&how&the&format&works&and&the&rationale&for&using&it.

Conduct& the&lesson&with&a&minimum&of&three&opportunities& to&respond&per&minute&using&either&single4student&or&unison& responding.&

Respond&to&student&answers&with&evaluative&and&encouraging&feedback.

Offer&students&an&opportunity& to&give&feedback.

Step&6

Step&7

Step&8

Step&5

How do I implement opportunities to respond in my classroom? Implementation Checklist

Low&Intensity&Strategies:A&Look&at&Self4Monitoring

What+is+self?monitoring?

• A+two?stage+process+of+observing+and+recording+one’s+behavior+wherein+(a)+the+student+discriminates+occurrence/non?occurrence+of+a+target+behavior,+and+(b)+s/he+self?records+some+aspect+of+the+target+behavior+(Mace,/Belfiore,/&/Hutchinson,/2001)

• Self?monitoring+ (SM)+was+the+low?intensity+strategy+chosen+by+the+participating+teachers+at+Pendleton+Elementary

• Easy• Little+time• Offers+students+control• Promotes+self?evaluation+and+goal+setting

2014?2015+ CI3T+Training+ Project+ 29

Why+is+self?monitoring+effective?

What+does+the+supporting+research+for+self?monitoring+say?

• Decrease+in+problem+behavior;+increases+in+appropriately+requesting+reinforcement+(Kern/et/al.,/2001)

• Decreases+disruptive+behavior (Blood/et/al,./2011)• Increases+in+homework+completion,+accuracy,+and+math+

achievement;+decreases+in+perceived+homework+problems+(Cancio,/West,/Young,/2004)

• Increases+in+on?task+behavior (AmatoDZech,/Hoff,/&/Doepke,/2006)

• Increases+in+compliance+(Lane/et/al.,/2007)• Increases+in+on?task+behavior;+decreases+in+disruptive+

behavior+(Blood/et/al.,/2011)

What+are+the+benefits+&+challenges?

Benefits• can+be+used+to+monitor+

progress+in+academics,+behavior,+or+social+skills+(Hirsch,+Ennis,+&+McDaniel,+2013)

• promotes+metacognition+and+goal+setting+(Menzies,+Lane,+&+Lee,+2009)

• effective+ for+students+with+multiple+needs+(Lane,+2004)

Challenges• requires+preplanning

– operationalizing+ target+behaviors

– developing+ a+self?monitoring+form

• students+may+need+instruction+and+prompting+on+how+to+accurately+self?monitor(Menzies,+Lane,+&+Lee,+2009)

2014?2015+ STL+CI3T+Training+ Project+ 31

How&do&I&implement&self4monitoring& in&my&classroom?& &&&&&&&Implementation& Checklist

!

Identify&and&operationally&define&the&target&behavior.

Design&the&self4monitoring&procedures,&including&a&monitoring&form.

Teach&the&student&the&self4monitoring&procedures.

Step&2

Step&3

Step&1

How&do&I&implement&self4monitoring&in&my&classroom?&&&&&&&&&Implementation&Checklist

Set&individual&goals&for&student&performance,&including&a&reinforcement&procedure&for&meeting&

goals.

Have&students&self4monitor&their&performance.

Review&students’&self4monitoring&skills,&reteach&as&needed.

Step&5

Step&6

Step&4

How&do&I&implement&instructional&choice&in&my&classroom?&&&&&&&&&Implementation&Checklist

Provide&students&with&reinforcement&for&meeting&self4monitoring&goals.

Monitor&student&performance.

Offer&students&an&opportunity&to&give&feedback&on&the&self4monitoring&process.

Step&8

Step&9

Step&7

Low&Intensity&Strategies&to&Support&Instruction

Future+Directions

• Future+replications+with+limited+university+support– Across+content+areas– Across+grade+levels– Across+student+characteristics+ (e.g.,+students+with+externalizing/internalizing+ behaviors)

• Develop+a+uniform+planning+and+professional+model+for+supporting+teachers+to+conduct+research

36

Ci3

T: T

ertia

ry P

reve

ntio

n

Ci3

T: S

econ

dary

Pre

vent

ion

Ci3

T: P

rimar

y Pr

even

tionSession 1:

Overview of Ci3T Prevention ModelsSetting a PurposeEstablish team meetings and rolesSession 2:Mission and PurposeEstablish Roles and ResponsibilitiesProcedures for TeachingProcedures for ReinforcingReactive PlanSession 3:Procedures for MonitoringSession 4: Revise Primary Plan using Stakeholder feedbackPrepare presentation

Session 5:Overview of Teacher focused StrategiesOverview of Student Focused StrategiesUsing data to determineDraft the Secondary Intervention Grid based on existing supports

Session 6:Final revisions of CI3T Plan based on stakeholder feedbackDraft Tertiary Prevention Intervention GridsDesign Implementation Manual and Plan for roll out to faculty, students, and parents

Ci3T Training Series

Additional Professional

Development on Specific Topics

Core Content Curriculum

Teacher Driven Supports: Instructional Techniques to Improve Students’ Motivation; General Classroom Management

Practices; Low Intensity Behavior Supports

Functional Assessment-based Interventions

Reading, Math, Writing Benchmarking and

Progress Monitoring Tools

Student Driven Interventions, Strategies, &

Practices

Check In - Check Out

Additional Tier 3 Supports

Ci3

T Te

am T

rain

ing

Sequ

ence

High Probability Requests

Precorrection Instructional Choice

Instructional Feedback

Opportunites to Respond

Behavior Specific Praise

Active Supervision

Ci3T.orgCi3t.org

Professional Learning

Lane,+K.+L.,+Menzies,+ H.+M.,+Ennis,+R.+P.,+&+Oakes,+W.+P.+(2015).+Supporting/behavior/for/school/success:/A/stepDbyDstep/guide/to/key/strategies.+ New+York,+NY:++Guilford+Press.

www.Ci3t.org

Robin&Parks&Ennis,&Ph.D.,&BCBA4Drennis@uab.edu

Wendy&Peia Oakes,&Ph.D.wendy.oakes@asu.edu

Kathleen&Lynne&Lane,&Ph.D.,&BCBA4Dkathleen.lane@ku.edu