Effectiveness Of The Continuum Of All Levels Of SWPBS In Classroom
Hoon Choi ([email protected])
Amy McCart([email protected])
University of Kansas
Schoolwide PBS & Students with severe or chronic impeding behavior
Schoolwide PBS & Students with severe or chronic impeding behavior
Students with severe and chronic impeding behavior (i.e., students with tertiary level support needs)
• Layered support within SWPBS system• Emphasis on University level Group support Individualized tertiary level
Issues in tertiary level support1. Issues in urban, inner-city, low-income area schools
Typical Schools Inner-City Schools
Students with 0-1 referralsStudents with 0-1 referrals
Students with 2-5 referralsStudents with 2-5 referrals
Students with 6-14 referralsStudents with 6-14 referrals
Students with 15+ referralsStudents with 15+ referrals
Issues in tertiary level support
2. Bifurcation between general and special education– Skills needed (for FBA and BIPs)– Time consuming
3. Effectiveness of universal or group support on students in tertiary level– Benefits of layered approach?– Universal level support needs modification for students with severe or chronic impeding
behavior
Schoolwide PBS & Students with severe or chronic impeding behavior
Research Purpose and Questions
When…
General educators (i.e. a classroom teacher) understand student behavior • Experiencing functional behavior assessment (FBA) and behavior• Intervention plan (BIP) development
FBA and BIP processes need to be guidelines and educational resources for all school staff to understand student's behavior
Students in other levels of support should be able to get quick and appropriate approaches when their behavior problems become serious
Effective classroom management reflects functions of impeding behavior and it incorporates with individual level PBS
More effectiveness when tertiary level support is empowered by positive classroom management system and SW system
We were curious on…
1.Effectiveness of the individual support on the most severe impeding behavior (in collaboration with a behavior expert)
2. Application of behavioral function knowledge that teachers learned from the FBA and BIP experience
3.Transferability of behavior skills in a controlled school setting
4.Effectiveness of classroom support
5.Effectiveness of combined behavior support (classroom + individual support)
Research Purpose and Questions
Research Phase 1 in School A
Schoolwide Evaluation Tool Data for School A
Research Phase 1 in School A
EBSSAS Results in School A
SW level Non Classroom level
Classroom level Individual level
Research Phase 1 in School A
Participants (4th grade)
AaronSPED, BIP, Second grade level in reading, Low math skills- Out of seat behavior- Talking to peers- Touching peers- Threatening peers with objects- Cursing and Talking back to the teacher while in a temper
BanSPED, Significant delays with language skills- Inappropriate responses and actions (e.g., blowing air on others, laughing, making noise)- Talking or asking inappropriate questions
CarlosGeneral Ed.- Talking to friends- Toughing neighboring students- Talking loud
Research Phase 1 in School A
ABaseline
BIndividual
BCIndividual
+Classroom
Interrupted Time Series Design
Intervention(Classroom)
Controlled(Music Room)
Research Phase 1 in School A
Individual SupportFunctional Behavior Assessment (FBA)Behavior Intervention Plan
Individual Intervention Package• Self monitoring system to check task progress• Daily behavior monitoring with individual reinforcement• Social story reading• Modification of instruction style
Classroom Support• Setting classroom behavior expectations in conjunction with SW PBS expectations• Establishing group reinforcement system• Teacher training on classroom discipline and behavior support skills
Teacher Training on Classroom Management• Arrangement of physical environment• Time management and challenging behavior• Preventing problem through lesson management
Research Phase 1 in School A
Dependent VariablePercentage of intervals engaged in inappropriate behavior• out of seat• talking out• physical contact• defiance• disruptive sound with objects
Percentage of intervals with academic engagement• actual academic engagement• no impeding behavior without academic engagement
Data Collection15 second partial interval recording (10 sec. observation + 5 sec. recording)for 20 minutes
No InterventionNo Intervention
Baseline Individual Individual & Classroom
Baseline Individual Individual & Classroom
Research Phase 1 in School A
ABaseline
BIndividual
BCIndividual +Classroom
Research Phase 1 in School A
ABaseline
BIndividual
BCIndividual +Classroom
Research Phase 1 in School A
ABaseline
BIndividual
BCIndividual +Classroom
MeaningfulDecrease
MeaningfulDecrease
Research Phase 1 in School AA
BaselineB
Individual
BCIndividual +Classroom
MeaningfulDecrease
MeaningfulDecrease
Research Phase 1 in School A
ABaseline
BIndividual
BCIndividual +Classroom
MeaningfulDecrease
Research Phase 1 in School A
ABaseline
BIndividual
BCIndividual +Classroom
No MeaningfulDecrease
Research Phase 2
Schoolwide Evaluation Tool Data for School B
Research Phase 2
EBSSAS Results in School B
SW level Non Classroom level
Classroom level Individual level
Research Phase 2 in School A & B
ABaseline
BIndividual
BCIndividual
+Classroom
Interrupted Counterbalanced Time Series Design
Music ClassSchool A
ClassroomSchool B
ABaseline
CClassroom
CBClassroom
+Individual
Research Phase 2
Participants in School B (3rd grade)
DaltonTalking backOut of seatMaking sounds (vocalizing, tapping)
ElmoDefiantTalking back to teacher
FolaOut of task behavior such as talking with her peers and standing up and asking questions without permission
Research Phase 2 in School A &B (Music Class in School A)
ABaseline
CClassroom
CBClassroom
+Individual
Research Phase 2 in School A &B (Math Class in School B)
ABaseline
BIndividual
BCIndividual
+Classroom
Research Phase 2 in School A &B (Music Class in School A)
ABaseline
CClassroom
CBClassroom
+Individual
MeaningfulDecrease
MeaningfulDecrease
MeaningfulDecrease
Research Phase 2 in School A &B (Music Class in School A)
ABaseline
CClassroom
CBClassroom
+Individual
MeaningfulDecrease
MeaningfulDecrease
Research Phase 2 in School A &B (Music Class in School A)
ABaseline
CClassroom
CBClassroom
+Individual
MeaningfulDecrease
MeaningfulDecrease
Research Phase 2 in School A &B (Math Class in School B)
ABaseline
BIndividual
BCIndividual
+Classroom
MeaningfulDecrease
MeaningfulDecrease
MeaningfulDecrease
Research Phase 2 in School A &B (Math Class in School B)
ABaseline
BIndividual
BCIndividual
+Classroom
MeaningfulDecrease
MeaningfulDecrease
Research Phase 2 in School A &B (Math Class in School B)
ABaseline
BIndividual
BCIndividual
+Classroom
MeaningfulDecrease
MeaningfulDecrease
Importance of Universal and Group support• Economic and effective approaches to reduce impeding behavior • Studentsʼimproved behavior skills from the behavior support, however, did
not transfer to the different school setting • Classroom support itself was a strong and effective behavior support method
effectively reducing the impeding behavior
Importance of balanced support system (continuum of all levels of support)• Combination of individual support and classroom support could maximize the
effectiveness of behavior support on students with chronic or severe impeding behavior
• Importance of balanced support• Urban application
Major Findings
Difficulties in Individual Support• Teacherʼs application of behavior function acquired from FBA and BIP
experience did not show sufficient effectiveness on the impeding behavior reduction; however…• it helped teachers understand and find appropriate response to the
studentʼsbehavior
Major Findings
Research Phase 1 in School A (Academic Engagement in the classroom)
ABaseline
BIndividual
BCIndividual +Classroom
Only Ban Made a Meaningful Increase
Research Phase 2 in School A (Academic Engagement in the music class)
ABaseline
CClassroom
CBClassroom + Individual
Research Phase 2 in School A (Academic Engagement in the music class)
ABaseline
CClassroom
CBClassroom + Individual
Increase from the previous intervention phase and the baseline phase
Research Phase 2 in School A (Academic Engagement in the music class)
ABaseline
CClassroom
CBClassroom + Individual
Increase from the baseline but not from the previous intervention phase
Research Phase 2 in School A (Academic Engagement in the music class)
ABaseline
CClassroom
CBClassroom + Individual
Increase from the baseline and maintained
Research Phase 2 in SchoolB (Academic Engagement in the classroom)A
BaselineB
IndividualBC
Individual +Classroom
Research Phase 2 in SchoolB (Academic Engagement in the classroom)A
BaselineB
IndividualBC
Individual +Classroom
Increase from the baselineCombined phase is still higher than baseline
Research Phase 2 in SchoolB (Academic Engagement in the classroom)A
BaselineB
IndividualBC
Individual +Classroom
Increase from the previous phaseBut not from the baseline
Research Phase 2 in SchoolB (Academic Engagement in the classroom)A
BaselineB
IndividualBC
Individual +Classroom
Increase from the previous phaseBut not from the baseline
Major Findings
• The effectiveness of behavior support on academic engagement in research phase #2 was somewhat effective
• Academic engagement of the students did not sufficiently increase as the impeding behavior decreased
• The increased likelihood of academic engagement
• The need of additional support to have more immediate and direct access to the academic engagement
• The need of well-established RtI logic model application
Designing Schoolwide Systems for Student Success
Academic Systems Behavior Systems
Tertiary Interventions• Wraparound Intervention• Complex Multiple Life Domain FBA/BIPs
Tertiary Interventions• Wraparound Intervention• Complex Multiple Life Domain FBA/BIPs
Secondary Interventions• Simple FBA/BIPs• Group Intervention with Individual Features• Group Intervention
Secondary Interventions• Simple FBA/BIPs• Group Intervention with Individual Features• Group Intervention
Universal Interventions• Direct Instruction of Behavior• Positive Acknowledgement
Universal Interventions• Direct Instruction of Behavior• Positive Acknowledgement
Tertiary Interventions(for individual students)• High Intensity• Assessment-based
Tertiary Interventions(for individual students)• High Intensity• Assessment-based
Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response
Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response
Universal Interventions(for all students)• Preventive, Proactive
Universal Interventions(for all students)• Preventive, Proactive M
ore
Inte
nsi
ve S
upp
ort
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