Integrating Early Literacy and Behavioral 2 Interventions...

Integrating Early Literacy and Behavioral  Tier 2 Interventions Within the Context of  School‐wide Positive Behavior Support 

Debra Kamps and Howard WillsJuniper Gardens Children’s Project

University of Kansas

OverviewKansas Center for Early Intervention in Reading and Behavior, 

a multi‐site study implementing tiered literacy and  School‐wide PBS in K – 2 classrooms

(OSEP)

ClassWide

Function‐related Intervention Teams‐CW‐FIT

(IES) 

Presentation will describe:

1) Tiered  intervention for literacy and behavior: school‐wide  teams, systems, data, practices 

2) Small group reading interventions

3) Behavior interventions: group contingency programs, self‐ management, help cards, functional assessment

4) Lessons learned, interfacing academics & behavior  supports

Accomplishments of the Kansas  Reading and Behavior Center

• Tier 2 & 3 small group reading interventions590 students in 2003‐2004790 students in 2004‐2005908 students in 2005‐2006 

• Tier 2 & 3 behavior interventions 174 students in 2003‐2004283 students in 2004‐2005 276 students in 2005‐2006

CW‐FIT Success In Schools

•

17 public schools in 3 districts, 1 charter  school, 1 parochial school

•

Approximately 72 Classes

and 67 comparison classes

•

Approximately 1,300 students

•

152 students with behavior risks

109 comparison students with risks

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

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Big Ideas of PBS•

Systems– Team based problem solving– Data based decision making– Long term sustainability

•

Data– Ongoing data collection and use– Office referrals, incident report logs, time‐out logs, suspension, 

expulsion, 

– Setting, time, behavior specific•

Practices– Direct teaching of behavioral expectations– Acknowledge and reinforce expected behaviors– Functional Behavioral Assessment

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

SYSTEMS: TEAMS & DUAL FOCUS

•

Conduct screenings

for behavioral and  academic risks

•

Identify curriculum & intervention

goals and  objectives, and for both Academic and Social‐ Emotional‐Behavioral outcomes

•

Building Teams manage interventions: review  data to focus on a) how all students are doing  b) how small groups of at risk are doing c) 

how individuals are doing

SYSTEMS: Setting up your team

•

Teams should include: 

Administrator, Director, or Principal 

Representatives of staff (positive, respected)

Someone with Behavioral or Academic Expertise

•

AGENDA

‐Recognition, Data review, Problem Solving,  Action Items and whose responsible for follow‐up

•

ASSIGNING ROLES (Data, Minutes, Facilitator, Task  Manager)

Systems: Intervention Team•

INTERVENTION TEAM DEVELOPED AFTER 

UNIVERSALS ESTABLISHED

•

Manage the secondary level interventionsWho will receive what supports 

Monitoring progress

•

Design individual student support plans:

Use functional assessment

Follow a problem solving model

Write the behavior plan and arrange systems

supports (teacher support)

Interface of Reading and PBS Teams

•

SW‐PBS & Reading teams present to All Staff, teach  procedures, give assignments

•

Teams share common staff & administrator•

Teams share data with All Staff

•

Literacy/academic interventions incorporate  behavior components (e.g., praise rates, self‐ management, ‘bee tickets’, common language of 

expectations)•

Common goals: increased engagement, 

responsiveness 

PBS Team Role: Conduct Screening,  Design and Manage Interventions*

Key indicators of PBSA. Behavioral expectations are definedB. Behavioral expectations are taughtC. On‐going system for rewarding behavioral expectationsD. System for responding to behavioral violationsE. Monitoring and decision making/Screening**F. ManagementG. District‐level support*School‐wide Evaluation Tool‐SET (Sugai, Lewis‐Palmer, Todd, & 

Horner, 2001) ** Early Screening Project; Systematic Screening for Behavior 

Disorders

(Walker, Feil, Severson et al.)

Kansas SET data: 9 schools, 5 years

0%

20%

40%

60%

80%

100%

1 2 3 4 5 6 7 8 9

Schools

% P

roce

dura

l Im

plem

enta

tion

Year 1

Year 2

Year 3

Year 4

Year 5

Reading Team Role:  Screening, Implementation, Management *

•

Core curriculum is evidence based

•

Fidelity score of core curriculum (86%+)

•

Small group reading intervention is provided for at  risk students

•

Fidelity score for intervention (86%+)

•

Data based decision making for intervention (DIBELS,  Woodcock Reading Mastery, CBM)

•

Reading coach/instructional leader & Reading Team  manages reading intervention

* Modeled after Planning and Evaluation Tool for Effective Schoolwide

Reading Programs (Kame’enui

& Simmons, 2002) “PET Scores”

PET Scores

02468

1012

1 2 3 4 5 6 7 8 9

Experimental Schools

Scor

es

2002-2003

2004-2005

2005-2006

Practices and Data

Dual RTI models: How does School‐ wide PBS Impact Learning/Reading?

•

Higher levels of engagement•

Lower levels of disruptive behaviors

•

Improves school climate – more positive•

Higher ratios of praise to reprimands

•

Combined small group & PBS dramatically increases  student responses

•

Provides behavior intervention for at risk/EBD  students for use in academic settings, e.g., 

contingency programs, social skills, self‐ management, check‐in/check out

Tier 2 (Secondary) Level Interventions

•

Peer tutoring, networks•

Effective reading instructions: Small Group 

using evidence‐based curriculum

•

Social Skills Groups•

Self‐management

•

Mentors/Check‐In Point Sheets•

Group Contingencies

•

Student Contracts

What are effective reading interventions  for at risk students?

•

Reading Mastery

K and 1st

grade

•

K‐PALS and 1st

grade Teacher Directed PALS

•

Early Interventions in Reading

1st

to 2nd

grade

•

Read Well

1st

to 2nd

grade

•

Programmed Reading

K‐2nd

grade

•

Language Arts Multi‐sensory Program

(LAMP)

Levels of Reading Intervention  with Tiered Instruction

Screening/progress monitoring with Dynamic Indicators of Basic Early Literacy Skills- DIBELS: 3 X year

• Benchmark or average grade level or above were considered responsive to universal intervention/Tier 1

• Strategic or at some risk for reading failure were recommended for small group intervention at Tier 2

• Tertiary or high risk for reading failure were recommended for individualized instruction at Tier 3

• Interventions were in addition to their universal (Tier 1) level or reading instruction

Tiered Intervention Implementation:  Sample Schedule

Small Group Reading Schedule Time Days Grade Teacher Intervention # of

Students 8:40-9:00 M, T, R K Mrs. V K-Pals Class 1:00-1:20 M, T, F K Mrs. V K-Pals Class 10:20-10:50 M-F 1 Mrs. A EIR 5 10:20-10:50 M-F 1 Mrs. G EIR 5 10:20-10:50 M-F 1 Mrs. J EIR 6 10:20-10:50 M-F 1 Mrs. R EIR 5 10:20-10:50 M-F 1 Mrs. F EIR 6 10:20-10:50 M-F 1 Mrs. M EIR 6 9:30-10:10 M, T, R, F 2 Mrs. K RN 6 9:30-10:10 M, T, R, F 2 Mrs. S EIR (high) 4 9:30-10:10 M, T, R, F 2 Mrs. L EIR(middle) 4 9:30-10:10 M, T, R, F 2 Mrs. E EIR(middle) 5 9:30-10:10 M, T, R, F 2 Mrs. R EIR (low) 4 12:15-1:00 M, T, W, R 3 All 3rd RN All 3rd EIR= Early Interventions in Reading, RN=Read Naturally Class= all students in class participate High, Middle, Low= level of current reading ability for students in group

0%

10%

20%

30%

40%

50%

60%

70%

Kndg 1st 2nd

Grade

Perce

ntag

e at Ben

chmark

Kindergarten 02-03Kindergarten 03-04

Percentage at benchmark of two cohorts that had three years of intervention (suburban schools)

K‐PALS + Early Interventions in  Reading + SW‐PBS (suburban)

Spring % of Kindergarten Students at  Strategic or Benchmark (urban school)

0

20

40

60

80

100

1 2 3 4 5

School Years

Perc

ent o

f Stu

dent

s

letter naming segmentation nonsense

Small Group Instruction: Read Naturally  for 2nd

Graders + “Bee”

Tickets

0102030405060708090

100

Jan. 05May 05 Nov. 05Dec. 05Jan. 06Feb. 06 March 06

April 06

Cor

rect

WPM

DIBELS Testing Session

Secondary Interventions: Early Interventions in Reading & Read Naturally Students

Student 1

Student 2

Student 3

Student 4

Student 5

School‐wide PBS + Small Group  Reading Intervention: Reading Aloud

How much active reading occurs?

61

34

43

53

19

3238

52

29

5147

1619

30

38

29

40

49

23 25 26

0102030405060708090

100

2 1 3 5 8 10 11

School

Mea

n %

of I

nter

vals Year 1

Year 2Year 3

Experimental Comparison

Problem Solving Process (SW-PBS)

• Define the Problem & Set Goals• Clearly Define Expected Behaviors• Identify Strategies to Teach• Identify Strategies to Encourage• Identify Strategies to Discourage• Identify System Changes for Adults

to Support Practices• Develop an Action Plan (Data)

Define the Problem & Set Goals Clearly Define Expected Behaviors

•

Matching the intervention to the Function  (short and long term solutions)

Identify the “Replacement”

Behavior

•

An appropriate Replacement Behavior:– Serves the same function

as the problem 

behavior

– Is as, or more efficient

than the problem  behavior

• physical effort, schedule of reinforcement, time to 

reinforcement

– Is socially acceptable

Which of the Following are Appropriate  Replacement Behaviors?

– Howard is four and cries when asked to do  difficult tasks.  The crying is maintained by  avoiding or escaping the tasks.

•

Possible Replacement Behaviors:– More rewards for doing tasks

– Asking for a break from tasks

– Asking to do something other than the tasks

– Requesting adult attention– Asking to have soda after tasks are done

Which of the Following are Appropriate  Replacement Behaviors?

– Howard is four and cries

when asked to do  difficult tasks.  The crying is maintained by  avoiding or escaping the tasks.

•

Possible Replacement Behaviors:– More rewards for doing tasks

– Asking for a break from tasks

– Asking to do something other than the tasks

– Requesting adult attention– Asking to have soda after tasks are done

Identify Strategies to Teach

•

TELLING IS NOT TEACHING– Over time

– Role‐Play & Opportunities To Practice

– “THEY KNOW HOW TO DO ______ THEY JUST  WON’T”

Identify Strategies to Encourage

• IS YOUR REWARD AND REINFORCEMENT  STRATEGY FUNCTIONAL?

– DOES IT ACHIEVE THE DESIRED OUTCOME?

4:1 Positive/Neg

Identify Strategies to

Discourage

•

“I’m sorry to say so but, sadly it’s true that Bang‐ups and  Hang‐ups can happen to you”

–(Dr. Seuss Oh, The Places 

You’ll Go)

•

PLAN FOR IT AND HAVE A CONTINUIM OF  CONSEQUENCES 

•

YET DON’T LEAD WITH STRATEGIES TO DISCOURAGE  Remember 

4:1

Identify System Changes for Adults to  Support Practices

• STUDENT CONDUCT IS OFTEN A DANCE  BETWEEN THEM AND AN ADULT PARTNER

• Support the ADULT TO IMPROVE THE DANCE and  in turn STUDENT CONDUCT

Develop an Action Plan (Data)

• Leave brief encounters, meetings, etc. with a  Plan

– “HOW WILL WE KNOW IT’S WORKING”

– EXAMPLE: Elementary school and hallway noise

Class‐wide Function‐related Intervention  Teams (CW‐FIT)

Teaching Component

•

How to gain the teacher’s attention

•

Following directions 

•

Ignoring inappropriate behaviors 

•

Other optional skill 

References: Tough Kid Social Skills; Utah State BEST  Practices; Skillstreaming

Curricula

Lessons How do we teach?

• Posters that explicitly  describe each skill will be 

prominently posted in the 

classroom so that all 

students can easily see 

them.• Posters give step by step 

instructions on “how”

to 

perform the skill.  • Never assume that a child 

knows all the steps involved 

in a skill without being 

taught!

How to get the Teacher’s Attention

1. Look at the teacher

2. Raise your hand

3. Wait for the teacher to

call on you 4. Ask your question or give answer

PostersFollow Directions

the 1st Time 1. Look at the person

(teacher) & listen

2. Say OK

3. Do it

4. Check back (if needed)

IgnoreInappropriate Behavior

1. Keep a pleasant face 2. Look away from the

person 3. Keep a quiet mouth

4. Pretend you are not

listening 5. Follow directions- do your work

PostersStaying in Our Seat

1. Sit and stay seated in

your chair 2. Keep your feet

underneath your desk, and your chair legs on the floor

3. Sit straight and quietly

Talk in a Quiet Voice 1. Talk with a whisper

2. ONLY talk to people at

your table.

CW‐FIT Game Component

•

Group Contingency Class Teams of 2‐5 Students (4 to 6 teams)

Teams of 1 –

(Self‐monitoring or as indicated)

•

Token Economy Daily point goal set

Points awarded every 2‐5 minutes to groups in which all 

students are displaying behavioral skills at the beep. 

Reward

given at end of class to all groups who met goal

•

Teacher Praise

Goals & PointsEach day, a point chart is displayed where everyone can see it and the teacher can easily access 

it.  The point chart has separate columns for each team and is used to record points.

"CW-FIT" TEAM CHART

School: Teacher: Goal: Prize: Date:

TEAMS:1 2 3 4 5 6

POINTS:

1.

How to gain teacher attention2.

Following directions 3.

Ignoring inappropriate behaviors

How do we know CW‐FIT works?  The evidence…..

• On Task in CW‐FIT classrooms:

58% to 82% year 1

50% to 83% in year 2

52% to 84% in year 3

• On Task for children with behavior risks:63% to 86% (54 children)

62% to 86% (43 children)

• Disruptive behaviors decreased from 17 to 7  during CW‐FIT sessions (year 3)

Sample K Classroom: On Task Data

0%

20%

40%

60%

80%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Ms. F's "K" Class

BaselineBaseline CW-FITCW-FIT

Class‐Wide CW – FIT  % On‐Task Behavior in Kindergarten

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Sessions

% O

n-Ta

sk B

ehav

ior

Baseline BaselineBaseline InterventionIntervention Intervention

Praise and Reprimands "K"

0

10

20

30

40

50

60

70

80

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Sessions

Freq

uenc

y

Praise Reprimand

CW FIT % On Task in  1st

Grade Class – 3 periods

0

20

40

60

80

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31

0

20

40

60

80

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31

0

20

40

60

80

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31

CW FIT Increases Compliance in 2nd

Grade

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

Sessions

Perc

ent o

f Opp

ortu

nitie

s to

Res

pond

Teacher 1 Teacher 1Teacher 2

B1 B2B1B2B1

CW FITCW FIT

CW FITCW FITCW FIT

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

Sessions

Perc

ent o

f 20-

Seco

nd in

terv

als

Teacher 1 Teacher 1Teacher 2

Base BaseBaseBaseBase CW FITCW FITCW FITCW FITCW FIT

CW FIT Decreases Out of Seat in 2nd

Grade

CW‐FIT Consumer Satisfaction

•

Teacher satisfaction– Highly satisfied with results– Spent less time attending to problem behavior

– Students were better behaved– Easy to implement

•

Student Satisfaction– Liked the game

– Requested to play it 

Check In Check Out Intervention (Horner & March)

•

Morning check‐in (Get point sheet,  encouragement)

•

Give point sheet to each teacher prior to each  period. Teachers give points for behavior

•

End of day check‐outPoints talliedReward

•

Point sheet copy taken home and signed•

Return signed copy next morning

Check In Check Out Process

Daily

CICO Plan

Morning Check-in

Afternoon Check-in

Daily TeacherEvaluation

Home Check-in

Behavior Plan

Student’s Name: ____________ Homeroom Teacher: ___________ Date: _______

Reading Math Spelling Languag

e Core I Core II Specials

Be Safe

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Kind

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Peaceful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Comments

Goal for today: ____________/70

Total for today: ____________/70

I made my goal ☺ I didn’t make my goal

Comments:

Percent of Goal Met

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51

Day

Perc

ent

FBA + Small Group Reading Instruction

• FA results: data from attention, escape, play  conditions showed that problem behaviors 

were maintained by teacher attention  (reprimands for off‐task behavior)

• Intervention: Teacher delivered non‐contingent  reinforcement procedure, 1‐min; ignore 

undesirable behaviors, attend to all ‘hand‐ raising’, Teacher self‐monitored his praise

Shumate & Wills, 2007

FBA + Small Group Reading Instruction:  On Task Behavior

Percentage of Intervals On-Task

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Session

Per

cent

age

Baseline1 Attention Escape Play Intervention Follow-up

Baseline Functional Analysis Intervention Follow-Up

FBA + Small Group Reading cont.Teacher Attention to Child's Positive and Negative Behavior

0

5

10

15

20

25

30

Bas

elin

e

Bas

elin

e

Bas

elin

e

Bas

elin

e

Atte

ntio

n

Esca

pe

Pla

y

Atte

ntio

n

Esca

pe

Pla

y

Atte

ntio

n

Esca

pe

Pla

y

Atte

ntio

n

Esca

pe

Pla

y

Atte

ntio

n

Esca

pe

Pla

y

Inte

rven

tion

Inte

rven

tion

Inte

rven

tion

Inte

rven

tion

Inte

rven

tion

Follo

w-u

p

Follo

w-u

p

Follo

w-u

p

Condition

Tota

l Num

ber o

f Int

erva

ls w

/ Atte

ntio

n

Teacher Attn. to Neg. Beh. Teacher Attn. to Pos. Beh.

Self‐Management Intervention

Name:                                Date:

Points:

CW FIT Rules

Follow Directions

Get teacher attention (wait)

Ignore peer behaviors

Do your work

Total points:                        Goal:

Self-Management Procedures:

1. Coach provides booster sessions to practice targeted skills with 2-3 peer models

2. Coach teaches students to self-evaluate and record points at the beep if they are following the CW-FIT rules

3. Coaches provide in class support/prompting for 2-3sessions during CW-FIT

4. Teacher acknowledges “self-Managers at the beep

CW‐FIT + Self‐Management for a First  Grader: On Task Data

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Sessions

Perc

ent o

f Eng

agem

ent f

rom

MM

CW‐FIT + Self‐Management for a First  Grader: Disruptive Behavior

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Sessions

Dis

rupt

ives

per

MM

Ses

sion

Help Cards Intervention• Help Cards: Help cards are given to the target students in 

order to appropriately request help (attention).  Teacher 

determines number of help cards available per session 

(e.g., 3‐4 for 30 minutes). 

• At beginning of session, peer or teacher models 1‐2 

problems with child. During lesson, child gives help card 

to peer to recruit assistance. Peer gives assistance and 

confirms correctness.Student: _____________________Date: _______________________

If you use the help card __ times you will receive __________________.

HELP CARDS

Lessons learned….so far dkamps@ku.edu

•

School‐wide early screening

is essential•

There is a strong relationship

between behavior 

and learning •

Establishing school‐based teams

that use data‐

based decision making

is a major process change  that reaps GREAT rewards

•

Flexible scheduling of small groups

and creative  use of staff resources is a critical component of  reading intervention

•

It is effortful to change

the way we do business  (i.e., functional reading teams, PBS teams, data  based decision making)

www.pbis.org