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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¬&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
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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.,&[email protected]
Wendy&Peia Oakes,&[email protected]
Kathleen&Lynne&Lane,&Ph.D.,&[email protected]