Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009

RTIRTI

Presented by Steven VittoPresented by Steven Vitto

QuotableQuotable

The real voyage of discovery consists

not of seeking new landscapes,but in having new eyes…

~ Marcel Proust

• The goal of RtI is improved achievement & behavior.Individual student data are collected and used to monitor progress, and those results are used to make decisions about further interventions (National Center for Learning Disabilities, 2006).

RtI Goal Number OneRtI Goal Number One

RtI Goal Number TwoRtI Goal Number Two

• The second goal of RtI is to develop the whole person: the cognitive, emotional, social, and physical aspects, with the skills to be effective at processing content and to become productive, in order to become the lifelong, autonomous, 21st Century learner (Betts & Betts, 2009).

DefinitionDefinition

Response to Intervention or “RtI” is defined as:

• “… a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social–emotional, and behavioral needs.”

QuotableQuotable

“Differentiation is not a checklist of strategies,

but a philosophical approach to teaching all students.”

~ Carol Ann Tomlinson

QuotableQuotable

“Our greatest natural resource is the minds of our children.”

~ Walt Disney

QuotableQuotable

True motivation Is as mysterious as life itself.

It must begin within…

~ George Betts

QuotableQuotable

“I saw the angel in the marble and carved until I set him free.”

~ Michelangelo

Making the Problem Worse:Making the Problem Worse:Time is at a PremiumTime is at a Premium

• School Psychologists spend 80% of time School Psychologists spend 80% of time providing identification servicesproviding identification services

• Counselors have a variety of dutiesCounselors have a variety of duties• Teachers are expected to take on social Teachers are expected to take on social

service roles.service roles.• Administrators spend increasingly more Administrators spend increasingly more

time dealing with disciplinary issues.time dealing with disciplinary issues.

We can’t solve student behavior We can’t solve student behavior problems by just working harder!problems by just working harder!

Making the Problem WorseMaking the Problem Worse• Reactive disciplinary approachReactive disciplinary approach• Difficulty in providing consistencyDifficulty in providing consistency• Difficulty in accommodating individual Difficulty in accommodating individual

student differencesstudent differences• Failure to provide instruction in rules, Failure to provide instruction in rules,

expectations, & consequencesexpectations, & consequences• Academic failureAcademic failure

(Mayer, 1995; Sugai & Lewis, 1998; Walker, Colvin, & Ramsey, 1996)

* higher rates of negative interactions with school personnel higher rates of negative interactions with school personnel rregardless of their behavioregardless of their behavior

* higher rates of punitive consequences than their peers higher rates of punitive consequences than their peers

this tends to make behaviors worsethis tends to make behaviors worse

* lower rates academic engaged time with teacherlower rates academic engaged time with teacher perpetuation of cycle of behavior and academicperpetuation of cycle of behavior and academic problemsproblems

(Wehby et al. 1996; Shores et al. 1996)

The School Experience

Students who exhibit challenging behaviors have:

The Academic-Behavior Connection

• Students who fail academically are far more likely to:• drop out of school• be involved with the corrections system• have illegitimate children• be involved with the social service system• be unemployed• be involved in automobile accidents

RTI is…RTI is…

the practice of providing high-qualitythe practice of providing high-qualityinstruction/intervention matched to instruction/intervention matched to

student needs student needs and and

using learning rate over time using learning rate over time and level of performance and level of performance

toto inform educational decisionsinform educational decisions

Why do we need RTI?Why do we need RTI?Problems with the traditional system:Problems with the traditional system:

Separation of special ed and general edSeparation of special ed and general edUndocumented benefits of special ed servicesUndocumented benefits of special ed servicesEligibility procedures unrelated to interventionEligibility procedures unrelated to interventionWait-to-fail model (reactive)Wait-to-fail model (reactive)Over-representation of some minority studentsOver-representation of some minority studentsFailure of traditional assumptionsFailure of traditional assumptionsOveridentification of students with disabilitiesOveridentification of students with disabilitiesFailure to serve at-risk and low achieving studentsFailure to serve at-risk and low achieving students

Why do we need RTI? Why do we need RTI? continuedcontinued

Research supporting transition to RTI:Research supporting transition to RTI:

Scientifically-based instruction and Scientifically-based instruction and interventionsinterventions

Evidence-based practicesEvidence-based practices

Multi-tier models of increasing intensityMulti-tier models of increasing intensity

Systematic ongoing progress monitoring Systematic ongoing progress monitoring and formative evaluationand formative evaluation

Functional assessments leading to Functional assessments leading to interventionintervention

Bases for RTI in Federal LawBases for RTI in Federal Law

1975: Initial purpose to provide 1975: Initial purpose to provide FAPE in LREFAPE in LRE

1980s: Shift from access to 1980s: Shift from access to schools to access to curriculum schools to access to curriculum and instruction, and to results in and instruction, and to results in learninglearning

Now: Accountability for learning Now: Accountability for learning language language in NCLB and IDEA in NCLB and IDEA ’04 are similar ’04 are similar

From NCLB:From NCLB:“…“…holding schools, local education agencies, and holding schools, local education agencies, and

States accountable for improving the academic States accountable for improving the academic achievement of achievement of all all students…” and “…students…” and “…promoting schoolwide reform and ensuring the promoting schoolwide reform and ensuring the access of access of all all children to effective, children to effective, scientifically-based instructional strategies…” scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)] [PL 107-110 §1001(4) and (9)]

From IDEA:From IDEA:“…“…to improve the academic achievement and to improve the academic achievement and

functional performance of children with functional performance of children with disabilities including the use of scientifically disabilities including the use of scientifically based instructional practices, to the maximum based instructional practices, to the maximum extent possible.” extent possible.” [20 U.S.C. 1400(c)(5)(E)] [20 U.S.C. 1400(c)(5)(E)]

(emphasis added)(emphasis added)

RTI Core PrinciplesRTI Core Principles

Teach all children effectively Teach all children effectively

Intervene earlyIntervene early

Use a multi-tier model of service Use a multi-tier model of service deliverydelivery

Adopt a problem-solving Adopt a problem-solving methodologymethodology

RTI Key PracticesRTI Key PracticesUsing research-based, scientifically Using research-based, scientifically validated interventions/instructionvalidated interventions/instruction

Monitoring student progress to Monitoring student progress to inform instructioninform instruction

Making decisions based on dataMaking decisions based on data

Using assessments for: (1) Using assessments for: (1) universal screening; (2) progress universal screening; (2) progress monitoring; and (3) diagnosticsmonitoring; and (3) diagnostics

Essential Components of Essential Components of RTI ImplementationRTI Implementation

1.1. Multi-tier modelMulti-tier model

2.2. Problem-solving methodProblem-solving method

3.3. Integrated data collection/ Integrated data collection/ assessment systemassessment system

Essential Component 1:Essential Component 1:

Multi-tier ModelMulti-tier Model

Tier 1: Core Instruction and Tier 1: Core Instruction and Universal InterventionsUniversal Interventions

Quality core curriculumQuality core curriculum

Quality instructional Quality instructional strategiesstrategies

Differentiated instructionDifferentiated instruction

Embedded interventionsEmbedded interventions

Schoolwide positive Schoolwide positive behavior supportsbehavior supports

Articulated expectationsArticulated expectations

Social skills instructionSocial skills instruction

Pro-social and pro-active Pro-social and pro-active discipline strategiesdiscipline strategies

Academic Systems Behavioral Systems

Universal Screening of academic and behavioral performance

Continuous progress monitoring

Tier 2: Targeted InterventionsTier 2: Targeted Interventions

Strategic supplemental Strategic supplemental academic programsacademic programsStandard protocol Standard protocol treatment interventionstreatment interventionsSmall group interventionsSmall group interventions– General educationGeneral education– Other settingsOther settings

Strategic supplemental Strategic supplemental behavior programsbehavior programs

Small group training Small group training – Social skills Social skills – Anger managementAnger management

Peer/adult mentoring programPeer/adult mentoring program

Academic Systems Behavioral Systems

Process / guidelines for fading, continuing, changing intervention

Focused continuous progress monitoring of responsiveness to intervention(s)

Tier 3: Intensive InterventionsTier 3: Intensive Interventions

Small Small group/individualized group/individualized standard protocol and/or standard protocol and/or interventions determined interventions determined through problem solvingthrough problem solving

Academic Systems Behavioral SystemsSmall group/individualized Small group/individualized counseling therapycounseling therapy

Individualized behavior planIndividualized behavior plan

Frequent, daily mentoringFrequent, daily mentoring

Guidelines for fading, continuing, changing intervention

Focused continuous progress monitoring of responsiveness to intervention(s)

Pattern of inadequate response(s) may indicate special education

Essential Component 2:Essential Component 2: Problem-Solving Problem-Solving

MethodMethodWhat is the problem?

Why is ithappening?

What should be done about it?

Did it work?

Essential Component 3: Essential Component 3: Integrated Instructional Data Integrated Instructional Data Collection/Assessment SystemsCollection/Assessment Systems

Assessment ofAssessment of Skills in state and Skills in state and

local standardslocal standards ““Marker variables” Marker variables”

(benchmarks) (benchmarks) leading to ultimate leading to ultimate instructional targetinstructional target

To be administeredTo be administered EfficientlyEfficiently Repeatedly Repeatedly

ProvideProvide Data specific to strategy Data specific to strategy

implementedimplemented Individual student Individual student

progress monitoring progress monitoring data, sensitive to small data, sensitive to small increments of growthincrements of growth

Comparison data across Comparison data across studentsstudents

User-friendly data User-friendly data displaysdisplays

Simplified RTI Process:Simplified RTI Process:

– Ensure quality core instructionEnsure quality core instruction

– Provide school-wide Positive Behavior Provide school-wide Positive Behavior Supports and InterventionsSupports and Interventions

– Administer universal screenings of Administer universal screenings of academic and academic and social-emotional/behavioral healthsocial-emotional/behavioral health

All children in a class, school, or district are universally screened annually

to identify those students at risk for difficulties.


– Gather and review student performance dataGather and review student performance data

– Clarify goal(s) for the student through team Clarify goal(s) for the student through team decision-making processdecision-making process

– Brainstorm interventionsBrainstorm interventions

– Select interventionsSelect interventions

– Determine dependent variables Determine dependent variables

– Implement interventions Implement interventions

– Monitor student progressMonitor student progress

– Conduct follow-up meetingConduct follow-up meeting

The responsiveness of students to general education instruction is monitored to determine those requiring a targeted

intervention.


– Review and analyze student performance data Review and analyze student performance data

– Provide targeted intervention for students in Provide targeted intervention for students in need need

– Adjust interventions based on dataAdjust interventions based on data

Adequate progress = continue and/or fadeAdequate progress = continue and/or fade

Lack of progress = consider adjusting Lack of progress = consider adjusting interventionsinterventions

For at-risk students, a research-validated intervention is implemented; student progress is monitored through-out;

and students are re-assessed after the intervention.


Maintain intervention support Maintain intervention support during evaluation processduring evaluation process

Use formal and informal assessment Use formal and informal assessment data data

Base eligibility on Base eligibility on – response to intervention dataresponse to intervention data– suspected SLD processing deficit suspected SLD processing deficit

assessment dataassessment data Provide IEP and services, if eligibleProvide IEP and services, if eligible

Students who do not respond to validated interventions are referred for further evaluation for possible disability

determination and special education services.

Special Education Eligibility Special Education Eligibility Component:Component: LD eligibility criteria LD eligibility criteria

Historical system:Historical system:

Ability-Ability-achievement achievement discrepancy discrepancy

SLD exclusion SLD exclusion factorsfactors

RTI process:RTI process:

Significant difference Significant difference in performance in performance compared to peerscompared to peers

Low rate of progress, Low rate of progress, even with high-quality even with high-quality interventionsinterventions

Need for special Need for special education serviceseducation services

SLD exclusion factorsSLD exclusion factors

Special Education Eligibility Special Education Eligibility Component:Component: type of tests used type of tests used


Global Global

Ability / IQAbility / IQ

Nationally norm-Nationally norm-referenced referenced achievement testsachievement tests


SpecificSpecific

Direct measures of Direct measures of specific skills specific skills needed for success needed for success in the classroomin the classroom

Special Education Eligibility Component:Special Education Eligibility Component:

comparison standardscomparison standards


National normsNational norms RTI process:RTI process:

Regional, district, Regional, district, school or classroomschool or classroom

Aligned to state Aligned to state standardsstandards

Nationally normed Nationally normed tests used sparinglytests used sparingly


Administered at Administered at one or two sittingsone or two sittings– School psychologistSchool psychologist


Functional Functional academic and/or academic and/or behavioral databehavioral data

Collected over timeCollected over time– Teacher(s)Teacher(s)– Related Service Related Service – School psychologistSchool psychologist– Parent(s)Parent(s)

Special Education Eligibility Special Education Eligibility

Component:Component: nature of assessment nature of assessment

targets/ what is being measuredtargets/ what is being measured


Indirect or general Indirect or general relationships with relationships with classroom academic classroom academic or behavioral or behavioral problemsproblems

Most often intrinsic Most often intrinsic to the person to the person


Specific skills Specific skills measuredmeasured

Related to student Related to student academic and/or academic and/or behavioral skills behavioral skills and performanceand performance


Component:Component: relationship of relationship of assessmentassessment instruments to the instruments to the

general curriculumgeneral curriculum

Historical system:Historical system: MinimalMinimal

RTI process:RTI process: DirectDirect


Component:Component: relationship between relationship between eligibility assessments and eligibility assessments and

interventionintervention


Little demonstrable Little demonstrable relationship relationship

Global Global assessments not assessments not specific to specific to interventionsinterventions


Direct linkDirect link

Assessment of Assessment of performance in performance in relation to relation to instructional instructional intervention(s)intervention(s)

Policy IssuesPolicy Issues

How will the SEA/LEA/building support How will the SEA/LEA/building support the implementation of RTI as:the implementation of RTI as:

an overarching system of providing an overarching system of providing scientifically based curriculum and scientifically based curriculum and instruction within general, remedial, instruction within general, remedial, and special education that is guided and special education that is guided by ongoing data and information by ongoing data and information regarding student performance?regarding student performance?

Policy IssuesPolicy Issues (continued)(continued)

How will the SEA/LEA/building support How will the SEA/LEA/building support the implementation of RTI as:the implementation of RTI as:

– a way of gathering data for use within a way of gathering data for use within the special education eligibility the special education eligibility process?process?

– ongoing data-based decision making ongoing data-based decision making within special education as a part of within special education as a part of using RTI practices?using RTI practices?

Professional Development NeededProfessional Development Needed

– Pre-service at college/university Pre-service at college/university levellevel

– District-level leadershipDistrict-level leadership

– Building-level administrationBuilding-level administration

– Direct services (e.g., teachers)Direct services (e.g., teachers)

– Support servicesSupport services

– Parents/FamiliesParents/Families

A leader is A leader is a person you would follow a person you would follow

to a place to a place you would not go yourself.you would not go yourself.

Joel Barker, Joel Barker, Future EdgeFuture Edge, ,

social skills training teach specific skills using effective instruction

academic curricular restructuring intensive instruction in reading

behaviorally based intervention effective use of reinforcement/punishment to facilitate success

What Works

Reviews of over 800 studies involving children with the most challenging behaviors indicates: (Gottfredson, 1997; Lipsky, 1996)

ALL STUDENTS

•Effective instruction•Crisis management plans

•Wraparound planning•Alternative placements•Special Education

INTENSIVE PREVENTION AND INTERVENTION

•Clear expectations•Teach expectations•Facilitate success

•School-wide data•Rules, routines, and c physical arrangements

UNIVERSAL SYSTEMS

•Planned and implemented by all adults in school

•Effective instruction•Increased prompts/cues•Pre-correction

•Functional assessment•Effective Interventions•Individuals/small #s

TARGETED INTERVENTIONS

•Key teachers and specialists implement

Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Positive Behavioral Interventions and Supports

A proactive data-based approach to school-wide discipline

Designed to be responsive to current social and educational challenges

Is focused on three levels of need

IS NOT A CURRICULUM, PACKAGE OR PRODUCT

2 Worries & Ineffective 2 Worries & Ineffective Responses to Problem Responses to Problem

BehaviorBehavior

•Get Tough (practices)•Train-&-Hope (systems)

Worry #1Worry #1“Teaching” “Teaching” by Getting Toughby Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive Immediate & seductive solutionsolution….….”Get Tough!””Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of

consequences• Establish “bottom line”...Predictable individual response

Reactive responses are Reactive responses are predictable….predictable….

When we experience aversive situation, we select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to

student &/or others

When behavior doesn’t When behavior doesn’t improve, we “improve, we “Get TougherGet Tougher!”!”

• Zero tolerance policies• Increased surveillance• Increased suspension & expulsion• In-service training by expert• Alternative programming

…..Predictable systems response!

Erroneous assumption that Erroneous assumption that student…student…

• Is inherently “bad”• Will learn more appropriate

behavior through increased use of “aversives”

• Will be better tomorrow…….

ButBut….….falsefalse sense of sense of safety/security!safety/security!

• Fosters environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic

& social behavior programming

Worry #2:Worry #2:““Train & HopeTrain & Hope””

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Positive Behavioral Interventions and Supports

Teaching expected behaviors

Teaching social behaviors like academic behaviors

Maximizing academic engagement and success

Data-based practices

Focused On:

Truth or MythTruth or MythT/M School-wide discipline strategies that primarily focus on

extinguishing problem behaviors are most effective.

T/M Children usually know what’s expected of them; they just choose not to do it.

T/M Most school-wide initiatives do not continue for more than two school years.

T/M School-wide positive behavioral support uses discipline referral information to prevent problem behavior.

T/M The most powerful strategy for changing behavior is teaching.

Truth or MythT/M On average, schools should acknowledge (reinforce) five

appropriate behaviors to every negative interaction for problem behavior

T/M Positive Behavioral Support can be defined in a single set of strategies and is limited in serving a small percentage of students in schools

T/M Inappropriate behaviors should be corrected. Clear distinctions should exist between classroom managed behavior versus office managed behaviors.

T/M Functional Assessment is a process reserved for students in special education.

T/M Problem behavior is commonly random and chaotic with no specific purpose.

What does school-wide PBS look like What does school-wide PBS look like in a school?in a school?

• >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative

• Function based behavior support is foundation for addressing problem behavior.

• Data- & team-based action planning & implementation are operating.

• Administrators are active participants.• Full continuum of behavior support is available

to all students

Three Important Themes

Create systems, not just programs, to support each and all students

Earlier rather than later

Evidence, not opinion

School-wide School-wide Positive Behavior SupportPositive Behavior Support

School-wide positive behavior support School-wide positive behavior support is a set of systemic and individualized is a set of systemic and individualized strategies for strategies for achieving social and achieving social and learning outcomes while preventing learning outcomes while preventing problem behaviorproblem behavior. .

Big Ideas In Big Ideas In Positive Behavior SupportPositive Behavior Support

Identify expectationsIdentify expectations

Teach expectationTeach expectation

Monitor expected behaviorMonitor expected behavior

Acknowledge/Encourage expected behaviorAcknowledge/Encourage expected behavior

Correct behavioral errors (continuum of Correct behavioral errors (continuum of consequences)consequences)

Use information forUse information for decision-making decision-making

What does PBS look like?What does PBS look like? >80% of students>80% of students can tell you what is expected of them can tell you what is expected of them & give behavioral example because they have been & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.taught, actively supervised, practiced, & acknowledged.

PositivePositive adult-to-student adult-to-student interactionsinteractions exceed negative exceed negative

Function based behavior supportFunction based behavior support is foundation for is foundation for addressing problem behavior.addressing problem behavior.

Data- & team-basedData- & team-based action planning & implementation action planning & implementation are operating.are operating.

Administrators Administrators are active participants.are active participants.

Full continuum of behavior supportFull continuum of behavior support is available to all is available to all studentsstudents

Data Driven Decision Data Driven Decision MakingMaking

Average Ofice Discipline Referrals per Day per Month

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

Aug Sept Oct Nov Dec Jan Feb Mar Apr May June

Month

Avera

ge O

DR

02-03

03-04

04-05

Goal

Elementary School Administrative Savings from 2002-2003 and 2003-2004 Academic Year

If an ODR consumes an average of 15 min of administrative time.

School A School C

Amount of ODR reduction 175 429

Number of 7 hour school days saved

6.3 15.3

Elementary School Instructional Savings Elementary School Instructional Savings from 2002-2003 and 2003-2004 Academic from 2002-2003 and 2003-2004 Academic

YearYear

If an ODR consumes an average of 45 minutes of student time.

School A School C

Amount of ODR reduction

175 429

Number of 7 hour school days saved

18.8 46

Focus on School-Wide Focus on School-Wide System if:System if:

• More than 35% of students receive 1 or more referral

• Average referrals per student is greater than 2.5

Focus on Non-Classroom Focus on Non-Classroom Systems ifSystems if

• More than 35% of referrals come from non-classroom settings

• More than 15% of students who receive a referral are referred from non-classroom settings.

Focus on Classroom Focus on Classroom Systems if Systems if

• More than 50% of referrals are from classroom settings.

• More than 40% of referrals come from less than 10% of the classrooms.

Focus on Individual Student Focus on Individual Student SystemsSystems

• Targeted Group Interventions– If 10 or more students have 10+ referrals

• Example (check-in, check-out BEP)

• Targeted Individual Interventions– Fewer than 10 students

• Intense, individualized support

• Wrap Around

• Personal Futures Planning

• Functional Assessment

Features of School-wide PBS Features of School-wide PBS (2)(2)

• Procedures for family and community involvement

• Strategies for specific settings• Strategies for targeted (at-risk) groups

e.g., academic supports, social skills groups

• Strategies for intensive, comprehensive individual supports

Evidence Re: SW-PBSEvidence Re: SW-PBS• Extensive data showing decreases in

Office Discipline Referrals• Data indicating improvements in

school culture• Some emerging data showing school-

wide academic improvements

Evidence Based Practices in Evidence Based Practices in Classroom ManagementClassroom Management

What “kind” of students What “kind” of students can display problematic can display problematic

behavior?behavior?

All students. Students with/without labels who are served in general/special education can display

problematic behavior.

This is not a special education issue. It is an education issue.

We need to learn more about

the 5 critical features of

evidence-based classroom management

to be able to help all students.

The Horse WhispererThe Horse Whisperer“I’ve heard you help people with horse problems”“I’ve heard you help people with horse problems”

““Truth is, I Truth is, I help help horses horses with with people people problems”problems”Tom Booker,

The Horse Whisperer1998

HORSE SENSE?HORSE SENSE?

Many teachers and Many teachers and administrators believe administrators believe their schools need help their schools need help with student behavior with student behavior

problems. problems.

Truth is, our students Truth is, our students need help with school need help with school

problems.problems.

Establishing a Relationship Establishing a Relationship Based ApproachBased Approach

Reinforcement should be a celebration of effort

Continuum of School-Wide Continuum of School-Wide Instructional and Positive Instructional and Positive

Behavior SupportBehavior Support

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for

Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for

Students with High-Risk Behavior

~80% of Students

~15%

~5%

OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org

Another Look at

School-wide PositiveBehavior SupportSystems

Non-class

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Evidence Based Practices in Evidence Based Practices in Classroom ManagementClassroom Management

1.1. Maximize structureMaximize structure in your classroom. in your classroom.

2.2. Post, teach, review, monitor, and reinforce a small Post, teach, review, monitor, and reinforce a small number of positively stated number of positively stated expectationsexpectations..

3.3. Actively engageActively engage students in observable ways. students in observable ways.

4.4. Establish a Establish a continuum of strategiescontinuum of strategies to to acknowledge acknowledge appropriate behaviorappropriate behavior..

5.5. Establish a Establish a continuum of strategiescontinuum of strategies to to respond to respond to inappropriate behaviorinappropriate behavior..

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, in press)

1. 1. Maximize structureMaximize structure in your in your classroom.classroom.

Develop Develop Predictable RoutinesPredictable Routines– Teacher routinesTeacher routines: volunteers, communications, : volunteers, communications,

movement, planning, grading, etc.movement, planning, grading, etc.– Student routinesStudent routines: personal needs, transitions, : personal needs, transitions,

working in groups, independent work, working in groups, independent work, instruction, getting materials, homework, etc.instruction, getting materials, homework, etc.

Design environmentDesign environment to (a) elicit appropriate to (a) elicit appropriate behavior and (b) minimize crowding and behavior and (b) minimize crowding and distraction:distraction:– Arrange Arrange furniturefurniture to allow easy traffic flow. to allow easy traffic flow.– Ensure adequate Ensure adequate supervisionsupervision of all areas. of all areas.– Designate staff & student Designate staff & student areasareas..– SeatingSeating arrangements (groups, carpet, etc.) arrangements (groups, carpet, etc.)

1) I maximized structure and predictability in my classroom.

a) I explicitly taught and followed predictable routines.

Yes No

a) I arranged my room to minimize crowding and distraction.

Yes No

AssessComplete item for a teacher with whom you consult (or your own classroom)

Action PlanGenerate action plan content (observable and measurable behaviors to address deficits)Potential action plan items may include:

Describe predictable routine for entering classroom, turning in homework, or other areas identified as missingRearrange furniture to ensure better supervision

# Current Level of Performance

Enhancement/Maintenance Strategies[1]

1

[1] What? When? How? By When?

Behavior Mantra:Behavior Mantra:

““It is easier to prevent a It is easier to prevent a behavior from occurring behavior from occurring than to deal with it than to deal with it after it has happened.”after it has happened.”

If you’ve told a child a thousand If you’ve told a child a thousand timestimes

and she/he still doesn’t and she/he still doesn’t understand,understand,

then it is not the CHILDthen it is not the CHILDwho is the slow learner!who is the slow learner!

Anonymous Anonymous110

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in SchoolCirca 1996

RTI- Are classroom response cost RTI- Are classroom response cost systems contributing to defiance? systems contributing to defiance? Response to InterventionResponse to InterventionAre we using evidenced based classroom Are we using evidenced based classroom behavior management systems at the behavior management systems at the universal level? Are classroom response cost universal level? Are classroom response cost systems evidenced based? Is there a balance, systems evidenced based? Is there a balance, better yet, an overbalance of Positive better yet, an overbalance of Positive Incentives and Feedback for Desired Incentives and Feedback for Desired Behavior?Behavior?When universal consequences (e.g., When universal consequences (e.g., Classroom Response Cost System) are not Classroom Response Cost System) are not effective, or when they trigger an escalation effective, or when they trigger an escalation of behavior, do we differentiate our approach?of behavior, do we differentiate our approach?Are we over-relying on classroom response Are we over-relying on classroom response cost systems to manage student behaviors?cost systems to manage student behaviors?

The Tough Get TougherThe Tough Get Tougher““Getting toughGetting tough” with persistently defiant, non-compliant kids is ” with persistently defiant, non-compliant kids is counter productive.counter productive.These youngsters don’t succumb to coercion.These youngsters don’t succumb to coercion.Rather, they are incited by it.Rather, they are incited by it.If our penalties are harsh and repeatedly applied, we might If our penalties are harsh and repeatedly applied, we might possibly be able to subdue the rebellion and create a non-possibly be able to subdue the rebellion and create a non-motivated, withdrawn kid motivated, withdrawn kid Skilled, knowledgeable and caring teachers do what we’re paid Skilled, knowledgeable and caring teachers do what we’re paid to doto do::– TeachTeach– InspireInspire

In order to promote positive behavior change and In order to promote positive behavior change and motivation, “motivation, “toughtough” teachers must change their ways. ” teachers must change their ways. While those ways work with 95% of the kids, it’s the 95% While those ways work with 95% of the kids, it’s the 95% who don’t need to be treated in that manner in order to who don’t need to be treated in that manner in order to get them to behave. Their ways don’t work at all with get them to behave. Their ways don’t work at all with the “difficult” 5%. In fact, their coercive interventions the “difficult” 5%. In fact, their coercive interventions make things worse. However, it’s hard to convince make things worse. However, it’s hard to convince negative teachers of the faults of their ways. They negative teachers of the faults of their ways. They commonly respond with:commonly respond with:

What ?!What ?!

Me Change?!Me Change?!

THEY’RETHEY’RE

the problem.the problem. (not me)(not me)..

START HERE

When teachers attempt to overpower a When teachers attempt to overpower a kid who has defeated more powerful kid who has defeated more powerful adversaries, they fight a losing battle.adversaries, they fight a losing battle.

These teachers create the very conflict These teachers create the very conflict about which they complainabout which they complain..

SETTING EVENT SETTING EVENT STRATEGIESSTRATEGIES

Setting Event StrategiesSetting Event StrategiesBuilding a connection or positive relationshipBuilding a connection or positive relationshipDesigning the physical spaceDesigning the physical spaceEstablished a predictable agendaEstablished a predictable agendaEstablished classroom expectationsEstablished classroom expectationsMeaningful Incentive SystemsMeaningful Incentive SystemsMeaningful InstructionMeaningful InstructionOpportunity for choicesOpportunity for choicesLeadership opportunitiesLeadership opportunitiesEstablishing a positive home school Establishing a positive home school partnershippartnershipPre-arranged consequencesPre-arranged consequences

Students can feel a greater sense of Students can feel a greater sense of ownership when they are invited to ownership when they are invited to contribute to their behavior management contribute to their behavior management plan. Students also tend to know better plan. Students also tend to know better than anyone else what triggers will set off than anyone else what triggers will set off their problem behaviors and what their problem behaviors and what strategies they find most effective in strategies they find most effective in calming themselves and avoiding conflicts calming themselves and avoiding conflicts or other behavioral problems.or other behavioral problems.

Have the Student Participate in Creating a Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey, Behavior Plan (Walker, Colvin, & Ramsey,

1995).1995).

ANTECEDENT ANTECEDENT STRATEGIESSTRATEGIES

should make the target behavior should make the target behavior irrelevantirrelevant

Contra-Indicated Behavioral Contra-Indicated Behavioral Strategies for the ODD ChildStrategies for the ODD Child

UltimatumsUltimatumsStrict Boundaries: Drawing the Line in the SandStrict Boundaries: Drawing the Line in the SandCounts, Warnings, ThreatsCounts, Warnings, ThreatsProlonged Eye-ContactProlonged Eye-ContactInfringing on Personal SpaceInfringing on Personal SpaceSocial DisapprovalSocial DisapprovalJudgmental ResponsesJudgmental ResponsesResponse Cost and PunishmentResponse Cost and PunishmentStrict Boundaries or ContractsStrict Boundaries or ContractsSuspension and Detention, Progressive DisciplineSuspension and Detention, Progressive Discipline

Marion

Avoiding TriggersAvoiding Triggers

ASD ExampleASD Example

Treating with mutual respectTreating with mutual respect

Avoiding the three “don’ts”Avoiding the three “don’ts”

Remember the Remember the importance of importance of “firming-up” the “firming-up” the Schoolwide and Schoolwide and Strategic Behavior Strategic Behavior Support.Support.

Students needing strategic/targeted

interventions

Students needing

intensive/ individualized Interventions

Less problems allow for allocation of resources to appropriately meet needs

Not enough resources to address needs of student who are not at desired levels

Students performing at desired levels

Too few performing at desired levels

Targeted Supports: Targeted Supports: GoalsGoals

Developing support systems for Developing support systems for students that display moderate students that display moderate (intensity/frequency) problem (intensity/frequency) problem behaviors in hopes of reducing the behaviors in hopes of reducing the number of students who will need number of students who will need intensive supportsintensive supports

At the targeted level, we place At the targeted level, we place students into intervention “packages”, students into intervention “packages”, rather than designing individualized rather than designing individualized plansplans

Critical Features Critical Features of Targeted Interventionsof Targeted Interventions

Implemented consistently across studentsImplemented consistently across students

Consider function of behaviorConsider function of behavior

Intervention is continuously availableIntervention is continuously available

Rapid access to intervention (72 hr)Rapid access to intervention (72 hr)

Very low effort by teachersVery low effort by teachers

Consistent with school-wide expectationsConsistent with school-wide expectations

Implemented by all staff/faculty in a schoolImplemented by all staff/faculty in a school

Continuous monitoring for decision-making Continuous monitoring for decision-making (with exit criteria)(with exit criteria)

Research/Evidence-basedResearch/Evidence-based

Targeted Interventions: Targeted Interventions: Who are they for?Who are they for?

Students who exhibit difficulties Students who exhibit difficulties despite proactive school-wide despite proactive school-wide prevention effortsprevention efforts

• Likely to be students with both Likely to be students with both academic and behavioral difficulties.academic and behavioral difficulties.

• Approximately 10% of school Approximately 10% of school populationpopulation

Page

RTIContinuum of

Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

A good fit for targeted A good fit for targeted interventions?interventions?

AppropriateAppropriate

Low-level problem Low-level problem behaviorbehavior

2-5 major referrals2-5 major referrals

Behaviors occur Behaviors occur across multiple across multiple locations locations

Disrespect, Disruption, Disrespect, Disruption, Truancy Truancy

Inappropriate Inappropriate

Serious or violent Serious or violent behaviorsbehaviors

Extreme, chronic Extreme, chronic behaviors (6 or more behaviors (6 or more referrals)referrals)

Require more Require more individualized supportindividualized support

Why do Targeted Why do Targeted Interventions Work?Interventions Work?

Improved structureImproved structurePrompts throughout the day for correct Prompts throughout the day for correct behaviorbehavior

Provides a replacement skillProvides a replacement skill

System for linking student with at least one System for linking student with at least one supportive adultsupportive adult

Student does not resist participationStudent does not resist participation

Increased feedbackIncreased feedbackFeedback occurs more oftenFeedback occurs more often

Feedback is tied to student behaviorFeedback is tied to student behavior

Inappropriate behavior is less likely to be Inappropriate behavior is less likely to be ignored or rewardedignored or rewarded

Using Office Discipline Referral Using Office Discipline Referral Data to Guide Targeted SupportData to Guide Targeted Support

Use SWIS data to determine if your Use SWIS data to determine if your school needs a targeted school needs a targeted interventionintervention

Referrals by Student Report/GraphReferrals by Student Report/Graph

Examine overall trendsExamine overall trends

Using Our Resources PracticallyUsing Our Resources Practically

How many students does your schoolHow many students does your school

have in the range of 2-5 referrals?have in the range of 2-5 referrals?

– If > 10 students- may be If > 10 students- may be appropriateappropriate

– If < 10 students- implement If < 10 students- implement individualized interventionsindividualized interventions

The plan should be able to reasonablyThe plan should be able to reasonably

maintain 15-30 students/yearmaintain 15-30 students/year

Referrals by StudentReferrals by Student

Possible students for targeted intervention?

8 students



19 students


Possible students for Strategic intervention?


200 students

Referrals by Student

If many students are engaged in problem If many students are engaged in problem behavior in similar locations or at similar times…behavior in similar locations or at similar times…

First: First:

Firm up schoolwide prevention/ Firm up schoolwide prevention/ intervention at the identified times and intervention at the identified times and locationslocations

Then:Then:

Environmental modificationEnvironmental modification

General procedure/routine modificationGeneral procedure/routine modification

Student support/interventionStudent support/intervention

Classroom Management and Targeted Classroom Management and Targeted InterventionsInterventions

Ensure that effective classroomEnsure that effective classroom

management practices are in place management practices are in place prior to implementing targeted group prior to implementing targeted group interventions.interventions.

• All school-wide• Maximum structure & predictability in routines &

environment• Positively stated expectations posted, taught, reviewed,

prompted, & supervised.• Maximum engagement through high rates of

opportunities to respond, delivery of evidence-based instructional curriculum & practices

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout

The importance of Classroom Management

1.1. Examine the Examine the classroom classroom management self-management self-assessmentassessment

2.2. What is the current What is the current status of classroom status of classroom management in your management in your school?school?

3.3. How will you take How will you take this information back this information back to the entire staff?to the entire staff?

Classroom ManagementClassroom Management

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Targeted Group Interventions: ExamplesTargeted Group Interventions: Examples

Tutoring/Targeted Reading InterventionTutoring/Targeted Reading Intervention

Social Skills TrainingSocial Skills Training

Mentoring Mentoring

Self-monitoring Self-monitoring

Positive Peer ReportingPositive Peer Reporting

First Step to Success (K-1)First Step to Success (K-1)

Homework ClubHomework Club

Check-in/Check-out (BEP)Check-in/Check-out (BEP)

SummarySummaryTargeted Group interventions are:Targeted Group interventions are:

– Less time intensive, more cost effective.Less time intensive, more cost effective.

– Best for low level problem behavior (e.g. Best for low level problem behavior (e.g. disruption, disrespect, truancy)disruption, disrespect, truancy)

– Efficient because they use a similar set of Efficient because they use a similar set of strategies across a group of students who strategies across a group of students who need similar supportneed similar support

– Effective because they focus on Effective because they focus on decreasing problem behavior in the decreasing problem behavior in the school thereby increasing academic school thereby increasing academic engagement and decrease office referralsengagement and decrease office referrals

Functional Behavior Assessment

Quick Sort and BEP

Assessment of system

Students with chronic/serious problem behavior (1-5%)6+ Major Discipline Referrals

Students at risk for problem behavior (5-15%)2-5 Major Discipline Referrals

Students with mild or no problem behavior (80-85%)0-1 Major Discipline Referrals

Adapted from Crone & Horner (2003)

Specialized Individual Interventions

Specialized Group Interventions

Schoolwide Intervention

Scho

ol, C

lass

room

or N

on-C

lass

room

Sys

tem

s

All Students in School

Continuum of Behavioral Continuum of Behavioral Assessment and SupportsAssessment and SupportsContinuum of Behavioral Continuum of Behavioral

Assessment and SupportsAssessment and Supports

SYST

EMS

PRACTICESInform

ation

Intensive Support Model

OUTCOMES

SYSTEMS (Supporting Process)

• Administrative Leadership

• Team-Based Implementation – Student Assistance/Child Study (include staff with behavioral expertise)

• Ensure School-Wide and Strategic are in Place

• Use of Decision-Driven Information System

• Allocation of materials

• Allocation of time

Desired Outcomes:Improved behavior resulting in improved academic performance

SYST

EMS

PRACTICES

Information


OUTCOMES PRACTICES (Doing the work)

• Complete functional assessments

• Link assessment information to develop behavior support plan

• Implement behavior support and monitor integrity of implementation

• Monitor success of the plan and use information to modify and improve plan

• Share results with staff and parents- celebrate success

SYST

EMS

PRACTICESInform

ation


OUTCOMES

INFORMATION (Supporting decisions)

• Collect information to guide the process including:

• Student data including academic and behavior outcomes

• Process data -integrity of implementation

• Satisfaction data from stakeholders

• Increase the quality and variety of data as the student needs increase

Identifying Students for Intensive Identifying Students for Intensive SupportSupport

• Use SWIS to screen students in need of support.

• Use nomination from teacher, parent, etc.

• Use other sources of information (attendance, court reports, etc.) to identify students

• Consider students who have not been successful with strategic interventions

Major Discipline Referrals by Major Discipline Referrals by StudentStudent

Students with 2 - 5 referrals

These students are identified for Strategic Group Interventions. They have 2-5 Major Office Referrals. These interventions should support 15-30 students.

Major Discipline Referrals by Major Discipline Referrals by StudentStudent

These students are identified for Intensive Individual Interventions. They have 6+ Major Office Referrals. These interventions should support approximately 1-15 students.

Students with 6+ referrals

Behavior Support Behavior Support ElementsElements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class*Response class*Routine analysis*Routine analysis*Hypothesis statement*Hypothesis statement*Function*Function

*Response class*Response class*Routine analysis*Routine analysis*Hypothesis statement*Hypothesis statement*Function*Function *Alternative behaviors*Alternative behaviors

*Competing behavior analysis *Competing behavior analysis *Contextual fit*Contextual fit*Strengths, preferences, & lifestyle outcomes*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions*Evidence-based interventions

*Alternative behaviors*Alternative behaviors*Competing behavior analysis *Competing behavior analysis *Contextual fit*Contextual fit*Strengths, preferences, & lifestyle outcomes*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions*Evidence-based interventions

*Implementation support*Implementation support*Data plan*Data plan*Implementation support*Implementation support*Data plan*Data plan

*Continuous improvement*Continuous improvement*Sustainability plan*Sustainability plan*Continuous improvement*Continuous improvement*Sustainability plan*Sustainability plan

• Team-basedTeam-based• Behavior competenceBehavior competence• Team-basedTeam-based• Behavior competenceBehavior competence

Designing Effective Behavior Designing Effective Behavior Intervention Plans…Intervention Plans…

• Behavior support is the redesign of environments, NOT the redesign of the individual.

• Make the environment effective for this kid

• Behavior Intervention Plans describe what WE will do differently

Three Main Ideas in Three Main Ideas in Addressing Problem BehaviorAddressing Problem Behavior

• Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?

• Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?

• Functional: How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

Adapted from: Tilly, W. D., Kovaleski, J., Dunlap, G., Knoster, T. P., Bambara, L., & Kincaid, D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. Alexandria, VA: National Association of State Directors of Special Education (NASDSE)

PreventativePreventative• What environmental adjustments will be used to

make the student’s problem behavior unnecessary?

• General Guidelines for changing antecedents

– Change the feature that is related to the motivation for the problem behavior

– Don’t change more than you need to get improvement

– Make the changes easy to implement

Behavior Mantra:Behavior Mantra:

““It is easier to prevent a It is easier to prevent a behavior from occurring behavior from occurring than to deal with it than to deal with it after it has happened.”after it has happened.”

If you’ve told a child a thousand If you’ve told a child a thousand timestimes

and she/he still doesn’t and she/he still doesn’t understand,understand,

then it is not the CHILDthen it is not the CHILDwho is the slow learner!who is the slow learner!

Anonymous Anonymous154

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Told “good job”Grades

Do workw/o

complaints.

Ask forbreak,ask forhelp.

The Competing Pathways chart for our friend Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult task

Threatens, Uses profanity

Remove fromclass.

Function

Avoid task

What is the Function of the What is the Function of the Behavior?Behavior?

Obtain…

• Peer Attention

• Adult Attention

• Items/Activities (tangible)

• Sensory (seeking)

Avoid…

• Peer(s)

• Adult

• Task or Activity

• Sensory (defensive)

What is the function of Shane’s What is the function of Shane’s behavior?behavior?

• Obtain Peer Attention

• Obtain Adult Attention

• Avoid Task or Activity

• Don’t Know• Other

Scott, Liaupin, Nelson (2001) Behavior Intervention Planning. Sopris West

Setting event Antecedent Response Consequence

The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “Just let me do them.” You sigh and go watch the game.

You know ifyou pretend you can’t do somethingshe willdo it for you

The football game is comingon andyour spouse asks you towash dishes

You break twodishes anda glass

Your spousetakes overand washesthe dishes herself

What function?Avoid activity

Basic Premises of “Best Basic Premises of “Best Practice”Practice”

• Behavior is neither “good”or “bad”• Blaming only distances relationships that

should be collaborative• Functional Assessment should have a

basis of trust and support• Egos and defensiveness can skew

accurate assessment• It can be difficult to perform a functional

assessment of a behavior occurring in your own classroom or educational environment

Students can feel a greater sense of Students can feel a greater sense of ownership when they are invited to ownership when they are invited to contribute to their behavior management contribute to their behavior management plan. Students also tend to know better plan. Students also tend to know better than anyone else what triggers will set off than anyone else what triggers will set off their problem behaviors and what their problem behaviors and what strategies they find most effective in strategies they find most effective in calming themselves and avoiding conflicts calming themselves and avoiding conflicts or other behavioral problems.or other behavioral problems.

Have the Student Participate in Creating a Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey)Behavior Plan (Walker, Colvin, & Ramsey)

PunishmentPunishment

Reasons for avoiding the use of punishment:Reasons for avoiding the use of punishment:– It does not eliminate but merely suppresses the behaviorIt does not eliminate but merely suppresses the behavior– It does not provide a model for the desired acceptable It does not provide a model for the desired acceptable

behaviorbehavior– Aggression on the part of the practitioner presents an Aggression on the part of the practitioner presents an

undesirable modelundesirable model– The emotional results of punishment may be fear, tension, The emotional results of punishment may be fear, tension,

stress, or withdrawalstress, or withdrawal– The child's resulting frustration may result in further The child's resulting frustration may result in further

deviationdeviation

Punishment is associated with the punisher rather than with the Punishment is associated with the punisher rather than with the unacceptable behaviorunacceptable behavior

Bigger, tougher Bigger, tougher Consequences Consequences is is NOTNOT what we what we

mean by a mean by a Correction Correction

SystemSystem

Functional:Functional:

How will consequences be How will consequences be managed to ensure the student managed to ensure the student receives reinforcement for receives reinforcement for positive behavior and for not positive behavior and for not problem behavior?problem behavior?

Does the statement represent a functional Does the statement represent a functional intervention to improve behavior?intervention to improve behavior?

Y NY N Lantana, skipped 2 school days, so her principal Lantana, skipped 2 school days, so her principal suspended her for 2 more days. suspended her for 2 more days.

Y NY N Juan makes noises during seat work, Latisha laughs. His Juan makes noises during seat work, Latisha laughs. His teacher decided to give Juan the option to help Latisha teacher decided to give Juan the option to help Latisha with her work after he complete his own. with her work after he complete his own.

Y NY N James teacher took his book away during history because James teacher took his book away during history because he obviously wasn’t ready to learn.he obviously wasn’t ready to learn.

Y NY N Scott’s reading skills are below grade level. He becomes Scott’s reading skills are below grade level. He becomes defiant when asked to read his content material (social defiant when asked to read his content material (social studies, science). His teacher pre-teaches key vocabulary studies, science). His teacher pre-teaches key vocabulary and prompts Scott to ask for help with difficult passages.and prompts Scott to ask for help with difficult passages.

Y NY N “You want my attention?! I’ll show you attention,…let’s “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the take a walk down to the office & have a little chat with the Principal.”Principal.”

Y N

Y N

Y N

Y N

Y N

The Spirit of ReinforcementThe Spirit of Reinforcement• The spirit of reinforcement is to change

the balance of our interactions so that we are focusing more on desired behaviors than we are on unwanted behaviors.

• The foundation of reinforcement should always be a positive relationship.

• Reinforcement should be a means of celebrating a child’s efforts, not a method of controlling or responding to undesired behavior

Reinforcement HistoryReinforcement History• Has reinforcement been used as

a means of acknowledging approximations of desired behavior?

• Has reinforcement been used as a means of control, leading to resentment, and loss of motivation?

Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009

Education

Transcript of Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009