BLBL

SignificanceSignificance

Behavior Behavior Instruction Instruction

Reading Reading Instruction Instruction

Reading and Reading and Behavior Behavior Instruction Instruction

RR BBRR BBRR BB

Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

Good teaching is good teaching and there are NO boundaries on when, where, or for what or whom it will occurTeaching academics without attention to behavior IS NOT evidence based practiceTeaching behavior without attention to academics is unsound practiceIn efforts to improve achievement, they cannot be separated

Algozzine, 2008Algozzine, 2008

Are we matching instruction to student need?

Systematically addressing academic and behavior skills through the practice of providing high quality instruction and intervention matched to student need to create learning environments that are effective, efficient, relevant, and durableEvery ED InitiativeComprehensive way to address student needs

Not newNot a specific curriculum or programNot intended for a subgroup of students onlyNot a Special Education thingNot a just about readingNot something we can just add to the teachers’ list of dutiesNot something an individual can do on their own

A convergence ofResearchPolicyPractice

RtI comes from research in:Applied Behavior AnalysisData Based Program ModificationPBISReading Research—Big 5Curriculum Based Measurement

Resistance to Intervention (Gresham, 1991)IQ/Achievement Discrepancy is “harmful” (Fletcher, et al, 2004)

RESEARCH

President’s Commission on Excellence in Special Education (2001)Learning Disabilities Summit (2001)No Child Left Behind (2002)RtI Symposium (2003)Reauthorization of IDEA (2004)

POLICY

Minnesota (1989) Dual Discrepancy for identifying learning disabilitiesPennsylvania (1990) statewide Instructional Support TeamsIowa (1991) Problem Solving for special education eligibility; piloted non-categorical system Ohio (1993) Problem Solving for applying interventions in academics and behavior

PRACTICE

pB CA

Student Characteristics: skills, history,

Family/culture, functional desires,

School/Teacher Control: curriculum, expectations,

routines, examples, physical arrangements, engagement, prompts,

time, feedback

Desired State:measureable outcomes

(skills, behaviors)

What are we going to talk about today?

Public Health: 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model: Mrazek & Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology: Caplan,G. (1964) Principles of preventative psychology

School and District Behavioral Support: Walker,et al. (1996). Integrated approaches to preventing antisocial behavior patterns

among school children and youth.

School wide positive behavior support: Sugai & Horner. (2002)The evolution of discipline practices: school wide positive behavior supports

History

of the

Triangle

“To often, students of all ages come to class struggling with life challenges that can interfere with instruction,

impeded achievement, and undermine school climate. Preventing or

remedying such barriers is critical to school success.”

--National Association of School Psychologists, August

2008

RISK FACTORS

1 2 3 4 5

PROTECTIVE FACTORS

1 2 3 4 5

17 % of teachers lost four or more hours of teaching time per week

19 % of teachers said they lost two or three hours

In urban elementary schools, 21 % said they lost four or more hours per week.

In urban secondary schools, 24% said they lost four or more hours per week.

Source American Federation of Teachers (AFT)

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Innovation Process

Establish a school wide leadership or behavior support team.

Secure administrator agreement of active support and participation.

Secure 80% of staff for active support.

Conduct a self assessment of the current school-wide discipline system.

Create an action plan from data based decision making.

Collect data on a regular basis to evaluate the effectiveness of the PBS efforts.

What are the critical steps for setting up a school-wide system of behavior?

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

Gallup Poll…..

1. Know what is expected2. Have materials & equipment to do job correctly3. Receive recognition each week for good work.4. Have supervisor who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify person at work who is “best friend.”7. Feel mission of organization makes them feel like their

jobs are important8. See people around them committed to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays

attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like

their efforts are important8. See students/teachers/principals around them committed

to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.

1 million workers, 80,000 managers, 400 companies

educators, students, family members, etc.

“shall develop and implement a board approved comprehensive district plan for school discipline. The plan shall include: written standards for student behavior expectations; effective instructional practices for teaching student expectations; systematic methods for reinforcement of expected behavior and uniform methods for correction of student behavior; uniform methods for annual evaluation of efficiency and effectiveness; ongoing staff development…”

Tier 1:

Focuses on schoolwide PBIS

All/School Wide Some/Targeted Few/High Risk

Scope of Service

Intensity of Service

EstablishExpectations

All AreasAll Staff and Students

Explicity TeachExpectations

All AreasAll Staff and Students

ReinforceExpectations

All AreasAll Staff and Students

CorrectBehavioral Errors

All AreasAll Staff and Students

PBISPositive Behavior Intervention and Support

Tiered Behavioral Instruction and InterventionProactive, Preventative, Efficient

Step 1: Establish Expectations

Define what is needed for students and staff to be successful socially

Develop looks and sounds like matrix with all common (non classroom settings) well defined

Consensus must be gained prior to implementation

Teaching Matrix

SETTINGAll

SettingsHallways Gymnasium Cafeteria

Library/Computer

LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Expe

ctati

ons

No more than 5 Keep it simple Positively stated Be specific Observable, Measurable Publicly Post in a prominent place Tie rules to consequences

If you do….. If you don’t…. Include a compliance rule

Ex: Follow directions first time given

From: The Tough Kid Book, Rhode, Jenson, Reavis (1992)

What are we currently doing?

What changes need to be made?

What steps do we need to take to insure implementation and evaluation?

Step 2: Explicitly Teach Expectations

Cannot assume students know how to apply rules in each setting. Need to teach behaviors in context! What does “Be Respectful” look like in the lunchroom? What does “Be Responsible, Be Resourceful” look like for assemblies?

Teaching allows students to practice appropriate behavior and builds fluency

Allows students to see non-examples of expectation Know when consequences will be applied

Decreases student response “I didn’t know……”

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

John Herner John Herner (NASDE President )(NASDE President ) Counterpoint Counterpoint (1998, p.2)(1998, p.2)

DEFINESimplyDEFINESimply

MODELMODEL

PRACTICEIn SettingPRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGEContinuously

MONITOR &ACKNOWLEDGEContinuously

Teach in the environment where behavior is required

Plan for booster sessions At least each term, natural breaks

Ensure consistency between instructors Write down the plan for future reference

and adjustment

STEP 3:Systematic Reinforcement forDemonstration of Expectations

Make doing things the right way more efficient to getting needs met than doing thing the wrong way

Everyone in the school system (staff, students, families) need positive reinforcement

School based team needs reinforcement to maintain positive approach

Components often overlooked Positive parent contact Random reinforcement strategies Positive public posting Continuous behavioral feedback for students

and staff Data on positive reinforcement Other enhancements

STEP 4:Systematic Correction of

Behavioral Errors

System Approach Getting everyone on the same page

Data Sources What do we need to track and how are we going to

track it?

Anticipate and Prevent Disciplinary Problems. Problem areas, supervision, transitions, etc.

Decide on major and minor infractions

Precision requests: when you want a student to do something, tell them.

Distance: 3 to 5 feet is the best for compliance

Eye contact No more than 2 requests Soft but firm voice Time: 3 to 5 seconds no interaction More start than stop Nonemotional Descriptive requests REINFORCE COMPLIANCE

The central behavior for difficult students in non-compliance: Not following

directions within reasonable amounts of time.

Most arguing, fighting, and rule breaking is behavior to avoid requests or tasks.

What short term outcomes do you want?

What long term outcomes do you want?

What data do you have and need?

What practices do you want to implement?

What do you want more and what do you want less (from adults and students)?

Information obtained from:www.updc.org/abc

www.pbis.org