integrating behavior and academics at tiers ii-iii of a schoolwide model steve goodman michigan’s...
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Integrating Behavior and Academics at Tiers II-III of a Schoolwide Model
Steve GoodmanMichigan’s Integrated Behavior and Learning Initiative (MiBLSi)
miblsi.cenmi.org
7th Annual School-Wide Positive Behavior Support Conference
Nashville, Tennessee
November 14, 2013
10:45:00AM – 12:00PM
Presentation Description
This presentation will emphasize behavior and reading supports that are integrated at tier II and tier III. A team approach for providing tier II and tier III involves team structures for coordinating support efforts. The coordinating team manages the student systems of support by tracking data on effectiveness, by developing access to these systems of support, and providing staff with access to training and coaching to develop local capacity. Content experts in behavior and academics are involved in assessment and intervention planning that matches intervention to student need. An intervention plan is based on consideration of the functional relationships between behavior and academics. Support planning involves a comprehensive approach to integrating both behavior and academic supports, based on student need. Examples of an integrated model and sample implementation tools will be provided.
How might you explain the value of How might you explain the value of integrating behavior supports with integrating behavior supports with academic supports to you academic supports to you colleague back at school?colleague back at school?
Your TurnYour Turn
Tier I Supports in an Integrated ModelCommon strategies of good instruction apply to both academic/behavior •Big Ideas •Conspicuous Strategies •Mediated Scaffolding •Strategic Integration •Primed Background Knowledge• Judicious Review
Good instruction will reduce problem behavior and good behavior support will provide instructional environments more conducive to learning
Possibilities of Behavior/Academic Concerns around function of problem
Academic Problems
Behavior Problems
Interrelated Behavior and
Academic Problems
Nonrelated Behavior and Academic Problems
Integrated tier II supports for interrelated behavior and
academic problems
Integrated tier II supports for interrelated behavior and
academic problems
• Shorter program/intervention duration
• Match to focus of student need
• Small group instruction/intervention
• Grouping students with similar needs
• Moderate acute difficulties for academic and/or behavior
Possible Integrated Tier II Practices
1. Interventions for students who seek adult attention during the instructional period.
2. Interventions for students who engage in problem behavior to seek peer attention during the instructional period.
3. Interventions for students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits.
4. Interventions for students who engage in problem behavior to escape working with adults or students during academic instruction.
5. Interventions for deficits in academic facilitative behaviors lead to behavior problems during instruction.
1. Interventions for students who seek adult attention during the instructional period
• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining adult attention
• Provide increased opportunities for student responding and feedback from instructor
• Arrange the instructional environment so that appropriate adult seeking attention is easy and not disruptive to others (“Help tent” for independent work)
2. Interventions for students who engage in problem behavior to seek peer attention during the instructional period
• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining peer attention
• Provide increased opportunities for peer mediated instruction
• Arrange the instructional environment so that appropriate peer seeking attention is easy and not disruptive to others proximity of students with monitoring of instructor
3. Interventions for students who engage in
problem behavior to escape or avoid academic instruction due to academic skill deficits
• Develop skills in deficit, provide instruction at student success level
• Provide more practice in deficit area
• Check in- Check out
More practice• Choral responses• Partner responses • Written responses • “Randomly” call on students
Supplemental interventions that focus on specific skill deficit• Teacher-Directed PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally
4. Interventions for students who engage in
problem behavior to escape working with adults or students during academic instruction
• Provide opportunity for independent structured instruction (programed instruction, computer assisted instruction)
5. Interventions for deficits in academic
facilitative behaviors lead to behavior problems during instruction
• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on appropriate classroom behaviors
• Teach specific facilitative responses such as attending, organization skills, engagement strategies
Evidence Based Practices in Classroom Management
1. Maximize structure and predictability.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
Classroom management to address problem
behavior related to academic problems
You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate
Tier II Supports for interrelated behavior
and academic problems
• “Good Instruction” is an appropriate academic AND behavior intervention
– Emphasis is placed on academic support in deficit area
• Two main strategies
– Improve opportunities for responding, more practice with feedback
– Provide access to evidence-based supplemental interventions
Take a moment to discuss with a colleagueTake a moment to discuss with a colleague
How would you explain to your staff the How would you explain to your staff the logic that you might address logic that you might address ““at riskat risk”” problem behavior through reading problem behavior through reading instruction?instruction?
Your TurnYour Turn
Integrated tier III supports for behavior and reading
Integrated tier III supports for behavior and reading
• Individualized instruction
• Based on functional assessment
• For chronic problems
Tier III Support Example: Eddie
• 3rd Grade Student
• Problem: Disruptive and argumentative
*fictional student with fictional data for illustration of process
Functional Assessment of Behavior or
Academic Problems
• A process for identifying the conditions that reliably contribute to behavior and/or academic problem.
– Use of existing data
• SWIS
• DIBELS/AIMSWeb
– Teacher Interview
– Student Interview
– Observation
• This information is then linked to a support plan
Functional Assessment of Behavior and Academics
BehaviorTo obtain
• Objects/activities
• Attention from peers
• Attention from adults
To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults
AcademicCan’t do• Accuracy deficit
– Deficit in targeted skills– Deficit in prerequisite skills– Application of misrules
• Fluency deficit (not enough time doing it) • Generalization deficit• Mismatch between skill level and task
difficulty (too hard)
Won’t do• Motivational deficit
Process: Referral for behavior problemsStudent is Student is referred referred
for for behavior behavior concernconcern
Student is Student is referred referred
for for behavior behavior concernconcern
Develop behavior Develop behavior support plansupport plan
Develop behavior Develop behavior support plansupport plan
No
Universal Universal Supports Supports
implemented with implemented with fidelity?fidelity?
Improve fidelity Improve fidelity of Universal of Universal SupportsSupports
Improve fidelity Improve fidelity of Universal of Universal SupportsSupports
No
Conduct behavior Conduct behavior functional functional assessmentassessment
Conduct behavior Conduct behavior functional functional assessmentassessment
Yes
Document Document previous previous strategies strategies
implemented to implemented to address problemaddress problem
Document Document previous previous strategies strategies
implemented to implemented to address problemaddress problem
Conduct academic Conduct academic functional functional assessment assessment
Conduct academic Conduct academic functional functional assessment assessment
Yes
Does behavior Does behavior serve to serve to
escape/avoid escape/avoid academic task?academic task?
Develop Develop integrated integrated academic and academic and
behavior support behavior support planplan
Develop Develop integrated integrated academic and academic and
behavior support behavior support planplan
Process: Referral for academic problemsStudent is Student is referred referred
for for Academic Academic concernconcern
Student is Student is referred referred
for for Academic Academic concernconcern
Does studentDoes student’’s s behavior behavior
interfere with interfere with learning learning
opportunitiesopportunities
Develop Develop integrated integrated academic and academic and
behavior support behavior support planplan
Develop Develop integrated integrated academic and academic and
behavior support behavior support planplan
Develop academic Develop academic support plansupport plan
Develop academic Develop academic support plansupport plan
Conduct academic Conduct academic and behavior and behavior functional functional assessment assessment
Conduct academic Conduct academic and behavior and behavior functional functional assessment assessment
Conduct academic Conduct academic functional functional assessmentassessment
Conduct academic Conduct academic functional functional assessmentassessment
Universal Universal Supports Supports
implemented with implemented with fidelity?fidelity?
Improve fidelity Improve fidelity of Universal of Universal SupportsSupports
Improve fidelity Improve fidelity of Universal of Universal SupportsSupports
No
Yes
No
Yes
Document Document previous previous strategies strategies
implemented implemented to address to address problemproblem
Document Document previous previous strategies strategies
implemented implemented to address to address problemproblem
Demonstration Behavior Data from School-Wide Information System: Eddie
Problems in Classroom
Demonstration Behavior Data from School-Wide Information System: Eddie
Demonstration Behavior Data from School-Wide Information System: Eddie
Avoid Task
Avoid Adult
Demonstration Behavior Data from
School-Wide Information System: Eddie
Reading
Social Studies
Eddie W
Demonstration Reading Data: DIBELS Class Progress Report
Eddie
It was a pretty good composition. I felt proud knowing 10
it was the best one at my school. After I’d read it five times, 24
I was impatient to start reading it out loud. 33
I followed the book’s directions again. First I read the 43
composition out loud without trying to sound impressive, just 52
to hear what the words sounded like. I did that a couple of. 65
times. Then I moved over to my full-length mirror and read the 78
composition out loud in front of it a few times. At first I just 92
read it. Then I practiced looking up and making eye contact. 103
Of course I was making eye contact with myself, and that felt 115
pretty silly, but that was what the book said to do. 126
Accuracy: ________________41/57 = 71.9%
Demonstration Reading Data for Eddie: Low Accuracy/Low Rate
I saw company pressed
important
I four timsI
company
book
some importantlong
doctor
that work
30
Example:Individual Student Report for Eddie
Eddie Williams
Deficit in Target Skills (below goal)
Deficit in Prerequisite Skills (below goal)
Phonemic Awareness
Alphabetic Principal
Vocabulary
Fluency and Comprehension
What existing behavior academic What existing behavior academic information do you currently use to information do you currently use to develop support plans within your school?develop support plans within your school?
Your TurnYour Turn
TypicalConsequence
Told “good job”Grades
What we want
DesiredAlternative
Do work successfully
w/o complaints
Consequences strengthened
through Universal Supports
The Competing Pathways chart for our friend Eddie
Strengthened through Core Program
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Setting Events TriggeringAntecedents
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
ProblemBehavior
Argues, threatens
uses profanity
MaintainingConsequences
Remove fromclass
Function
Avoid task
What we got
The Competing Pathways chart for our friend Eddie
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
AcceptableAlternative
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
The Competing Pathways chart for our friend Eddie
What we could put up with (for now)
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
AcceptableAlternative
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
The Competing Pathways chart for our friend Eddie
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
What we need to do
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
The Competing Pathways chart for our friend Eddie
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
Strategies that are contraindicated
• Provide opportunity for escape but without addressing academic deficit
• Provide extra dose of academic intervention but at a level that is not successful for student and will not address need for skill development
Setting EventStrategies
AntecedentStrategies
ConsequenceStrategies
Teaching Strategies
Teach alternatives to problem behavior:1. Ask for break2. Ask for help
Assess if reading curriculum is at appropriate level-place in appropriate level
Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)
Remove peer audience during reading time
Prompt task completion
Make task less difficult
Do first activity together
Provide different tasks
Present “forced” choice of which reading items to complete on worksheet
Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help when requested
Minimize rewards for problem behavior (don’t remove to a nicer area)
Reward expectations
Brainstorm Possible Interventions for Eddie
Academic Skills Strategies
Teach general academic skill developmentTeach problem-solving skills
Behavior Skills Strategies
Setting EventStrategies
AntecedentStrategies
ConsequenceStrategies
Teaching Strategies
Teach alternatives to problem behavior:1. Ask for break2. Ask for help
Assess if reading curriculum is at appropriate level-place in appropriate level
Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)
Remove peer audience during reading time
Prompt task completion
Make task less difficult
Do first activity together
Provide different tasks
Present “forced” choice of which reading items to complete on worksheet
Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help when requested
Minimize rewards for problem behavior (don’t remove to a nicer area)
Reward expectations
Academic Skills Strategies
Teach general academic skill developmentTeach problem-solving skills
Behavior Skills Strategies
Narrowing down the strategies
Consider:
Likelihood of successful outcome
Resources available? (cost, time, materials, staff)
Smallest change to create the biggest change
Likelihood of plan being implemented
Action Plan for Intervention Strategies
TaskPerson
ResponsibleBy When
1. Reading assessment and curriculum individualization to develop decoding skills
Reading resource teacher
Two weeks- 3/16/10
2. Provide explicit instruction in decoding skillsReading resource teacher
Begin 3/28/10
3. Role-play how to make appropriate requests for help
Social worker By 3/10/10
4. Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used
School psychologist
By 3/21/10
5. Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period
Teacher Begin 3/28/10
6. Explain support plan to student Teacher 3/21/10
Evaluation Plan
• Behavioral goal
– Short term
– Long Term
• Evaluation procedures
– Data to be collected
• Review Date
Eddie’s Evaluation Procedures
Data to be Collected
Procedures for Data CollectionPerson
responsibleWhen
Daily report on whether or not he met his two behavior card goals during each class period
Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart.
School psychologist initiates and monitors
Begin immediately; continue at least to first review period.
Major discipline referrals
Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period
Office secretary enters SWIS data and generate reports
SWIS entered on regular basis
Decoding Weekly progress monitoring on decoding probes
Classroom teacher
Weekly 1-minute assessments
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?
Progress Monitoring Academics: Decoding
x
x
• Please describe your schoolPlease describe your school’’s process to s process to identify specific contributing factors to identify specific contributing factors to academic/behavior problems?academic/behavior problems?
• Are these integrated or separate Are these integrated or separate processes?processes?
Your TurnYour Turn
Summary
• Academic and Behavior supports are symbiotic.
• Academic and Behavior supports can be implemented together
• The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.