simple, low-intensity strategies to increase engagement ......• ages 2-17 • teacher, parent,...

Project KUALIMA Session 2 October 27, 2020

David J Royer, PhD, BCBA 1

Simple, Low-Intensity Strategies to Increase Engagement and

Minimize DisruptionDavid James Royer, PhD, BCBA, University of Hawai‘i at Mānoa

Kathleen Lynne Lane, PhD, BCBA-D, CF-L1, University of KansasWendy Peia Oakes, PhD, Arizona State University

David Royer, Oʻahu

Please click the 3 dots at the top right of your video and rename yourself with your first & last name, island.

(or state)

Mahalo

IdentifyingandSupportingK-12StudentsWithintheContextofThree-TieredModelsofPreventiontoMeetStudents’MultipleNeeds

ci3t.org/pl



Agenda• Comprehensive, integrated, three-tiered models of prevention• Effective instruction• Low-intensity strategies• Next steps• Wrap up



Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula

Goal: Reduce HarmSpecialized individual systems

for students with high risk

Goal: Reverse HarmSpecialized group systems for students at risk

Goal: Prevent HarmSchool/classroom-wide systems for all students, staff, & settings

(Lane, Kalberg, & Menzies, 2009)Comprehensive, Integrated, Three-Tiered Model of Prevention

Comprehensive, Integrated,Three-Tiered (Ci3T)Models of Support

Assess, Design, Implement, andEvaluate

Basic Classroom ManagementEffective Instruction

Low-Intensity Strategies

Behavior Contracts Self-Monitoring

- -Functional Assessment-Based

Interventions

Schoolwide PositiveBehavior Support


Higher-Intensity Strategies

AssessmentAdapted from Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.



Behavior Screening ToolsAn overview

Considerations

Psychometrically Sound

Socially Valid

If social validity is lacking, even psychometrically strong tools are likely to remain unused by educators.

Middle SchoolBehavior & Academic Characteristics of SRSS Risk GroupsVariable Risk

Low(n = 422)M (SD)

Moderate(n = 51)M (SD)

High(n = 12)M (SD)

Significance Testing

ODR1.50

(2.85)5.02

(5.32)8.42

(7.01) L



R10 Behavior Screening Tools At-a-Glance Reference Description Cost and Retrieval Information Behavior Assessment System For Children 3rd Edition: Behavioral & Emotional Screening System (BASC-3: BESS; Kamphaus & Reynolds, 2015)

• Measures behavioral and emotionalfunctioning that might negatively impact academics/social relationships

• PK-12 • 30-45 min per class • Teacher, parent, student forms • Paper or online • BASC-2 rating scales available • Intervention materials available

• About $320 for comprehensive kit (manuals; 10 web-based administration, scoring, reporting, and monitoring uses)

• About $200 for child/adolescent kit (manualand 25 teacher, parent, and student record forms) with one-year subscription to online scoring

• About $70 for a single manual • About $1.25 for individual web-based

screener reports Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; Kilgus, Chafouleas, & Riley-Tillman, 2013)

• Differentiates between students with few behavioral concerns and those with moderate/high rates

• K-12 • 1-3 min per student • 1 sheet per student

• http://ebi.missouri.edu/?p=1116 and http:www.fastbridge.org/assessments/behavior-2/

• Can be set up in a class spreadsheet with automatic reverse scoring

• $2 per student per year

Social Skills Improvement System - Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2008a)

• Assesses students in the domains of prosocial behaviors, motivation to learn, reading skills, and math skills

• PK-12 • 20 min per class • SSiS rating scales available • Intervention materials available

• About $50 per pack of 10 elementary orsecondary screeners

• About $20 per pack of 4 preschool screeners • www.pearsonclinical.com/education

Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001)

• Assess students on five domains: emotional symptoms, conduct problems, hyperactivity/ inattention, peer relationship problems, prosocial behavior

• Ages 2-17 • Teacher, parent, student paper forms

• Free-access paper versions, online scoring of paper forms, and online completion and scoring at www.sdqinfo.com

Student Risk Screening Scale (SRSS; Drummond, 1994)

• Identifies students with antisocial behavior patterns

• K-12 • 10-15 min per class • 1 sheet per class

• Free-access: miblsi.cenmi.org • Can be created in a spreadsheet with

automatic scoring

Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE; Lane, Oakes, Swogger et al., 2015)

• Extension of SRSS with additional internalizing items

• K-12 • 15-20 min per class • 1 sheet per class

• Free-access: www.ci3t.org • Can be created in a spreadsheet with

automatic scoring for externalizing and internalizing domains

Systematic Screening for Behavior Disorders - 2nd ed. (SSBD; Walker, Severson, & Feil, 2014)

• Used to identify students at risk for externalizing and internalizing problems

• PK-9 • 40 min per class, plus optional

observation time

• About $225 for the SSBD portfolio (administrator guide, technical manual, 10 screening packets grades 1-9, 2 screening packets grades PK-K)

• About $10 per additional classroom screening packet

• About $30 per 100 students for online use • www.pacificnwpublish.com

Note. PK = prekindergarten; K = kindergarten

ci3t.org/buildingBehavior

Screening Tools

At-a-Glance

Using Screening Data… implications for primary prevention efforts… implications for teachers… implications for student-based interventions

Social Skills Improvement System –Performance Screening GuideSpring 2012 – Total School

0%

20 %

40 %

60 %

80 %

10 0%

Readin g Skills Mat h Skills Prosocial Beha vio r Mot iva tion to L earn

43.35% 47.96%56.12% 55.42%

45.60%47.55%

36.73% 38.24%

11.04% 4.49% 7.14% 6.34%

Per

cent

of S

tude

nts

Subscales

Significant DifficultiesMod erate DifficultiesAdequa te pr ogress

N = 54

N = 223

N = 212

n = 489 n = 490 n = 490 n = 489

N = 22

N = 233

N = 235

N = 35

N = 180

N = 275

N = 31

N = 187

N = 271

Lane, K. L., Oakes, W. P., & Magill, L. (2013). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model?



Student Risk Screening ScaleFall 2004-2012 • Middle School

77.00 86.00 86.50 89.79 93.08 90.55 92.56 94.28 91.25

17.0011.00 11.00 7.87

6.29 7.77 6.11 3.58 6.356.00 3.00 2.50 2.34 0.63 1.68 1.34 2.15 2.40

0%

20%

40%

60%

80%

100 %

Fal l 2004 Fal l 2005 Fal l 2006 Fal l 2007 Fal l 2008 Fal l 2009 Fal l 2010 Fal l 2011 Fal l 2012

Perc

enta

ge o

f Stu

dent

s

Screening Time Point

HighMod erateLow

Source: Lane, K. L., Oakes, W. P., & Magill, L. M. (2014). Primary prevention efforts: How do we implement and monitor the Tier 1 component of our comprehensive, integrated, three-tiered model of prevention? Preventing School Failure, 58, 143-158. doi: 10.1080/1045988X.2014.893978 [Figure 4. Middle school behavior screening data over time at the fall time point. Adapted fromFigure 4.6 p. 127 Lane, K. L., Menzies, H. M, Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York, NY: Guilford Press.]

Student Risk Screening Scale

Essential Components of Classroom Management• Classroom Climate• Physical Room Arrangement• Routines and Procedures• Managing Paper Work



Instructional Considerations• How motivating is my classroom?

o Control – Challenge – Curiosity – Contextualizationo Am I using a variety of instructional strategies?o How am I differentiating instruction?

§ Content – Process – Product

Low-Intensity Strategies• Proactive, preventative• Help students avoid inappropriate behaviors• Teachers create opportunities for positive student responses• Avert problem situations before they occur

o …rather than imposing a consequence after







Interventions







Low-Intensity Strategies• Active supervision• Proximity• Overlappingness and with-it-ness• Pacing• Appropriate use of praise• Opportunities to respond• Instructive feedback• Choice


Opportunities to Respond

Behavior-Specific Praise

Active Supervision

Instructional Feedback

High-p Requests

Precorrection

Incorporating Choice

Self-Monitoring

Behavior Contracts

Proximity

Overlappingness

With-it-ness

Pacing

Low-Intensity Strategies• Which strategies have you used

with success?• Share tips!



Active Supervision


High-p Requests

Precorrection

Incorporating Choice

Proximity

Overlappingness

With-it-ness

Pacing



Building Your Toolbox1. Precorrection2. Opportunities to Respond3. Your choice

Professional LearningResourcesci3t.org/pl

Precorrectionci3t.org/pl



Activity• List two scenarios where you

will use precorrection• Describe them to your

neighbor

Opportunities to Respondci3t.org/pl

ActivityDiscuss where opportunities to respond can help prevent challenging behaviors in your current teaching context




Activity for later with facultyMeet someone new in a breakout room• Read the praise

statement whenbroadcast to allrooms

• Identify if it isgeneral or specific

Stand and meet someone new• Read a praise

statementfrom a card

• Identify if it isgeneral orspecific

OR

Activity• Choose a new low-intensity strategy on ci3t.org/pl• Review the step-by-step procedures• Share the strategy with a new breakout room partner

• Discuss how you might build school capacity to use the low-intensity strategy as part of Tier 1 instruction



Theme• When low-intensity strategies are used within

a well-managed classroom with engaging instruction, most behavior problems will be prevented

• Students who still displaychallenging behaviors may requiremore intensive interventions



Active Supervision


High-p Requests

Precorrection

Incorporating ChoiceSelf-Monitoring

Behavior Contracts

Proximity

Overlappingness

With-it-ness

Pacing

Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.

Consider a book studyBuild school site capacity!

Instructional choice

Behavior-specific praise

Active supervision

Opportunities to respond

Low-Intensity Strategy Lincoln Elementary On-Site Expert

Behavior-Specific Praise: Identifying the specific expectation the student met.

o “Niama, great job using your graphic organizer to draftyour essay.”

o “Justice, thank you for pushing in your chair to keep thewalkway safe.”

• Eric Common, Behavior Specialist• Mark Buckman, Special Education• Grant Allen, Parent Volunteer

Opportunities to Respond: Providing 4-6 opportunities per minute for students to respond individually, choral, verbal,

written, gesture, or symbol.

o “Show me thumbs or thumbs down if...”o “Show me on your white board what…”o “Turn to your elbow partner and say…”o “All together now, what is…”

• David Royer, Administration• Emily Cantwell, 5th Grade• Scarlett Lane, 3rd Grade• Mallory Messenger, Counselor

Instructional Choice: Providing within-task or between task choices to increase academic engaged time and motivation.

o “Ronaldo, of these 3 tasks today, which would you like towork on first?”

o “Suzy, do you want to work with colored pencils, crayons,or sparkly markers?”

• Abbie Jenkins, 2nd Grade• Scarlett Lane, 3rd Grade• Bryan Simmons, PE• Liane Johl, Kindergarten









Interventions





Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula

(Lane, Kalberg, & Menzies, 2009)Comprehensive, Integrated, Three-Tiered Model of Prevention

Secondary (Tier 2) Intervention Grids

Connect it to your Primary PlanInclude teacher-delivered strategies for teaching, reinforcing, and monitoring across academic, behavior, and social responsibilities.



Wrap up

Recommendations to Consider1. Build stakeholders’ expertise2. Develop the structures to sustain and improve practices3. Conduct screenings in a responsible fashion4. Adopt preventative classroom management strategies in your

classroom and schoolwide5. Implement low-intensity strategies in your classroom and

schoolwide

Professional Learning: A Collaborative Effort to Empower Public School Systems

Project KUALIMA 2020-2021

September 22

October27

January26

February23

April20

Five 2-hour sessions held after school: 5-7pm

Session 1:

Behavior screening

tools

Session 2:

Low-intensity strategies to

increase engagement and minimize

disruption

Session 3:

Connecting students with

Tier 2 and Tier 3

interventions

Session 4:

Supporting students

across the tiers:

Managing acting-out behavior

Session 5:

Supporting students with internalizing

behavior patterns

Next Session



Comprehensive, Integrated, Three-Tiered (Ci3T) Model of PreventionProfessional Learning SeriesEach school selects a Ci3T Leadership Team to attend the professional learning series. Only they are asked to attend.

November December January February April May1: Two-

HourAfter

School

2: Full Day

3: Two-HourAfter

School

4: Full Day

5: Two-HourAfter

School

6: Full Day

Session 1:2 hours• Ci3T model

overview

Session 2:Full day• Building

the primary prevention plan

Session 3:2 hours• How to

monitor the plan

• Student team members attend

Session 4:Full day• Building

Tier 2 supports

Session 5:2 hours• Building

Tier 3 supports

• Student team members attend

Session 6:Full day• Preparing

to implement

Ci3T Professional Learning Series

Hom

ewor

k Share overview with faculty and staff; Build reactive plan

Hom

ewor

k Finalize and share expectation matrix and teaching &reinforcing components

Hom

ewor

k Share screeners; Complete assessment schedule

Hom

ewor

k Share Ci3T plan; Complete PIRS; Complete secondary grid

Hom

ewor

k Share revised Ci3T plan; Complete Ci3T Feedback Form

Impl

emen

tatio

n

Pre-Training Activities• Team

member selection

• Schoolwide Expectations Survey forSpecific Settings (SESSS)

Please check your email tomorrow for a brief session evaluation survey link

Project KUALIMA 2020-2021 Professional Learning Series Session Evaluation

Mahalo for your time We appreciate you attending and providing feedback

Name (optional): School or Organization: Session of Attendance:

Session 1: Behavior screening tools .............................................................................................. Tuesday September 22 Session 2: Empowering educators with low-intensity strategies ..................................................... Tuesday October 27 Session 3: Supporting students who need more than Tier 1 ............................................................Tuesday January 26 Session 4: Supporting students across the tiers: Managing acting-out behavior ......................... Tuesday February 23 Session 5: Supporting students with internalizing behavior patterns ..................................................Tuesday April 20

Please rate your overall experience on the following indicators:

Unsuccessful Successful 1. The communication prior to the event by the professional 1 2 3 4 5

learning staff was sufficient. 2. The objectives of the session were addressed. 1 2 3 4 5 3. The information presented is useful to my work, 1 2 3 4 5

classroom, and/or school. 4. The format kept me engaged. 1 2 3 4 5 5. Evidence for the use of this practice/content was presented. 1 2 3 4 5 6. This session met or exceeded my expectations for 1 2 3 4 5

professional learning. 7. Overall, the communication, content, and presentation 1 2 3 4 5

met my expectations.

Not feasible Feasible 8. How feasible would it be for you to [session specific question]? 1 2 3 4 5 Session 1: implement a free-access universal behavior screener at your school? Session 2: implement at least one low-intensity strategy? Session 3: gather schoolwide data side-by-side (aka a data dashboard) for one classroom of students? Session 4: complete an individualized de-escalation plan for a student (with family permission) and share the plan with adults who support the student? Session 5: teach a student, small group, or whole class one strategy to help manage anxiety? Your feedback is critical in improving future professional learning opportunities. Please use the below space and the back to provide any additional comments, recommendations, or commendations: What additional information (topics) would be helpful in supporting your learning and/or use of this content?



ci3t.org/pl

Questions:[email protected]

Mahalo!

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simple, low-intensity strategies to increase engagement ......• ages 2-17 • teacher, parent,...

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