School-wide PBIS: Secondary & Tertiary Interventions Day 2 Mitchell Yell & Christine...

School-wide School-wide PBIS: PBIS: Secondary & Secondary &

Tertiary Tertiary InterventionsInterventions

Day 2Day 2Mitchell Yell & Christine Mitchell Yell & Christine

ChristleChristleUniversity of South CarolinaUniversity of South Carolina

Secondary & Tertiary Secondary & Tertiary SystemsSystems

~80% of Students

~15%

~5% ~5%

Data-based Data-based IndicatorsIndicators

02468

1012141618202224262830

Nu

mber

of

Offi

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Students

Secondary & Tertiary Interventions

Secondary Secondary interventionsinterventions

Interventions that involve _____ ____ of students or ________ studentsThese students exhibit problem behavior but do not need the ____ _______ __________ interventions

Why Do Targeted Why Do Targeted Interventions Work?Interventions Work?

Improved _________– Prompts throughout the day

for correct behavior.– System for linking student

with at least one positive adult.

Student is “set up for _______”– First contact is positive: each

morning , each class period & activity period

Why Do Targeted Why Do Targeted Interventions Work?Interventions Work?

Increase in contingent ________– more often.– tied to student behavior.Can be applied in all school _________– Classroom, playground, cafeteria

(anywhere there is a supervisor)

Why Do Targeted Why Do Targeted Interventions Work?Interventions Work?

Elevated reinforcement for _________ behavior

•Adult and peer attention delivered each target period

•Adult attention (or tangible) delivered at end of day

Linking school and ____ support•Provide format for positive student/parent contact

Classroom Classroom ManagementManagement

The Triangle in the The Triangle in the ClassroomClassroom

The Dimensions of The Dimensions of Classroom ManagementClassroom Management

Preventing

Intervening Responding

Jacob Kounin:Jacob Kounin: (1970) (1970) Discipline and Group ManagementDiscipline and Group Management

Successful managers prevent behavior problems by keeping their students consistently & actively engaged in learning

Teachers who approach classroom management as the systematic process of establishing and maintaining a successful learning environment will have greater success than those who emphasize discipline

Kounin’s Specific Kounin’s Specific FindingsFindings

The ripple effect

Withitness

Student accountability

Smoothness & momentum

Valence

““Withitness”Withitness”

Demonstrating that you know what is going on in your classroom– Communicated by teacher behaviorThree important elements– Correct target for desists– Attending to the most serious

problem first– Timing

““Overlapping”Overlapping”

The ability to deal with more than one situation at a timeCommunicates withitness and that the teacher will not be distracted

““Smoothness & Smoothness & Momentum”Momentum”

Lesson Movement–Pacing, momentum, transitions

Major Mistakes– Jerkiness, dangles, flipflops–Slowdowns, overdwelling

““Student Student Accountability”Accountability”

Individual Accountability–The degree to which the students are responsible for performance

Attention– Randomly pick students for recitation– Ask a question, then call on a student

““The Ripple Effect”The Ripple Effect”

The tendency of behavior to spread outward like ripples in a pond–Positive–Negative

““Valence”Valence”

What the teacher does to attract and hold student attentionSatiation-Overdoing leads to boredom–Purposeless repetitionAvoid satiation– Enthusiasm, interesting

activities, variety, challenge

Carolyn EvertsonCarolyn Evertson

“One of the first and most basic tasks for teachers is to develop smoothly running classrooms”“Establishing an effective classroom management system that keeps students involved in worthwhile activities, while preventing problem behavior is a first priority”These procedures could be successfully taught to teachers

Evertson’s FindingsEvertson’s Findings

Effective teachers:Effective teachers:–Prevent problem behavior–Establish positive leadership within first few day–Organize their classrooms in an orderly manner–Communicate behavioral expectations to students–Know that when classroom control is lost, it is difficult to regain it

Teachers can learn effective management Teachers can learn effective management procedures procedures

Proactive Classroom Proactive Classroom ManagementManagement

In proactive classrooms, teachers design their classroom environments and engage in behaviors that reduce the probability that disruption will occur.In a reactive management system, the teacher waits for the problems to occur and then reacts to them

Classroom Experiences Classroom Experiences of Yellow & Red Zone of Yellow & Red Zone

Students Students Classrooms are too often characterized by teacher behaviors that exacerbate student misbehavior– Boring & repetitive tasks – Excessive amounts of downtime– Negative student-teacher

interactions

Characteristics of a Characteristics of a Proactive ClassroomProactive Classroom

High levels of student engagementLow levels of disruptive and off-task behaviorSuch classrooms don’t just happen, they are the result of well-prepared teachers using evidence-based practicesProactive teachers understand and use positive behavior support

Classroom StrategiesClassroom Strategies

Rules, routines, & arrangementsEffective instruction: REALSocial skillsLevel systemsToken economiesGroup contingencies

Classroom rulesClassroom rules

1.Students help develop

2.Posted, brief, positive

3.Teach4.Enforce

consistently

Classroom RoutinesClassroom Routines

Avoid wasting timePrevent behavior problemsFoster student independence

Specific Plans for– Signal for attention– Getting to work– Transitioning ***– Getting materials– Responding to

questions– Asking for help– Finishing early -

free time

Physical Physical ArrangementsArrangements

promote attention, structure, access, and orderly movementminimizing distractionsmake efficient use of the available space

•Seating arrangements•Materials & equipment (Be sure to

test equipment beforehand!)•Other staff

Effective InstructionEffective Instruction

Make Your Classroom Make Your Classroom REAL !REAL !

RelevantRelevant

EngagingEngaging

ActiveActive

LearningLearning

Relevant?Relevant?

Engaging?Engaging?

Engaging interestEngaging interest

Teacher excitement generates student excitement Use a mystery story format –provide relevance in the form of a need for closure

Active ?Active ?

We remember 90% of what we do, 75% of what we see, and 20% of what we hear

Average ScoresAverage Scores

HR ResponsResponse e

CardsCards

HR

Quiz Scores 84% 96%96% 75%Time On-

task44% 97%97% 58%

Attempts to Respond

8 2121 6

Responses 1 2121 1

Level SystemsLevel Systems

Clearly defineClearly define – Levels– Behaviors– Reinforcers– Criteria for movementDevelop SystemsDevelop Systems for– Monitoring & evaluating– Communication

Token EconomiesToken Economies

Identify target behaviorsIdentify target behaviors– teach which behaviors lead to

reinforcement– teach which behaviors result in

loss

Plan an exchange systemPlan an exchange system– assign value based on

importance of behavior

Token EconomiesToken Economies

Define tokensDefine tokens– teacher controlled– transportable– ability to present immediately

Identify back-up reinforcersIdentify back-up reinforcers– use high-probability behaviors– students help select

Group ContingenciesGroup Contingencies

Interdependent: group behavior = group reward“Good Behavior Game” “Teacher Student Game” Independent: individual behaviors =

individual rewardsDependent: one student’s behavior = group reward “Hero Procedure”

Social SkillsSocial Skills

Behavior management problems are SS problemsMany students really do need instructionWhat are some SS your students need to learn?– Giving and receiving feedback– Disagreeing politely– Sharing and taking turns

Social Skills Social Skills AssessmentAssessment

Skill or performance deficits?Can they do it?Do they have a good reason to do it?

LIFE is all about Social Skills!Formal: The Walker-McConnell Scale of Social Competence and School Adjustment for AdolescentsInformal:

http://www.cccoe.net/social/introtosaywhat.htm

Social Skills Social Skills AssessmentsAssessments

Rating scales–By others–Self-ratingsInterviewsObservationsCultural & ethical considerations

Social SkillsSocial Skills

learned behaviorsprerequisite for academic successmust produce valid outcomesmust meet students’ intentare best taught in context and relevant

Teaching Social SkillsTeaching Social Skills

Teach like an academic skill–Modeling–Role-playing–Coaching–Feedback–Generalization

Social SkillsSocial Skills

Promote skill acquisition in contextEnhance skill performance Reduce or remove competing behaviors Facilitate maintenance and generalization

Example: Teaching Example: Teaching Appropriate CommentsAppropriate Comments

High School Teacher – Helped students generate a bank of

appropriate comments and modeled– Had students restate/practice instead of

sending them out of class– Emphasized generalization of

appropriate comments to life beyond the classroom -job interviews, workplace, church,

– Took data and set a goal– Rewarded class with snacks (group

contingency)

Activity: Teach a Social Activity: Teach a Social SkillSkill

1. Explain the skill and why it is important2. Model: Show how to do it. Role play3. Guided practice: Have them do it with

you4. Independent Practice: Give them

opportunities to role play and use the skill in context

– Precorrect to help them remember to use the skill

– Correct (model) if necessary5. Monitor and evaluate: Keep data and

reinforce

Breaking HabitsBreaking Habits

Awareness training Competing response training Social supportsupport–Alcoholics Anonymous–Weight Watchers

Motivation procedures

Understanding Understanding ReinforcementReinforcement

Forced-Choice Reinforcement Menu Complete in 5 minutesTotal each category

AA, , CMCM, PP, II, CNCN

Reinforcement MenuReinforcement Menu

AA _______ _______

CMCM ______ ______

PP ________ ________

II ________ ________

CNCN _______

KeyKey

AA = ADULT APPROVALCMCM = COMPETITION P P = PEER APPROVALII = INDEPENDENT REWARDSCNCN = CONSUMABLE REWARDS

Develop a SS Teaching Develop a SS Teaching PlanPlan

Pick a Social Skill Plan an assessment Plan a teaching strategy– produce valid outcomes– meet their intent Motivate Plan maintenance & generalization

Managing Managing Problem Problem BehaviorBehavior

NoncomplianceNoncomplianceAdult issues a command The child passively or actively refuses to comply Four Types of Noncompliance

a) Passive noncompliance (-)b)Simple refusal (+)c) Negotiation (+)d)Direct defiance (-)

Managing Non-compliance Managing Non-compliance videovideo

Step 1: Present a requestStep 1: Present a request– Secure student’s attention

respectfully– Clearly specify task– Allow time to process

Step 2: Determine if request is Step 2: Determine if request is fulfilledfulfilled

Step 3: Follow through based on Step 3: Follow through based on responseresponse

Ineffective Teacher Ineffective Teacher ResponsesResponses

When confronted with student problem behavior, teachers typically try a number of management techniques to stop the behavior ASAPUnfortunately the most common procedures are ineffective or can actually worsen the situationFor example…

Providing Social Providing Social AttentionAttention

Reprimanding & arguingThis attention may strengthen problem behaviorStudents learn that problem behavior is an effective way to obtain attention

By providing attention, the teacher’s attempt to stop the behavior may lead to strengthening & maintaining it

IgnoringIgnoring

Many serious acting out behaviors are used by students because it allows them to escape or avoid academic tasksSometimes teachers ignore the misbehavior, thinking that their attention is reinforcing the studentBy ignoring the student the gain reinforcement from peers and may escape the academic task

NatteringNattering

“What is the matter with you?” “Why do you have to misbehave all the time?”“How many times do I have to tell you to get busy?” Such questions convey that a teacher is not in control of the situation

Yelling & ThreateningYelling & ThreateningIssuing increasingly harsh reprimands, or by making a public display of authority (e.g., “You will behave because I say so!”)

The student may interpret such behavior as an attack, thus leading to a power struggle

Other students in the classes may see such behavior unfair and ineffective

Issuing a Command Issuing a Command when a Student is when a Student is

AgitatedAgitatedWhen a student is agitated, directions from the teacher, especially if delivered publicly, are likely to be perceived as a provocative event,

This may may serve as the trigger for an angry, escalating behavior episode

In such situations, teachers should attempt to calm the student down and speak softly him or her and attempt to determine the source of the problem.

Escalating PromptsEscalating Prompts

Giving a command, and if the student does not comply, increasing the harshness of the command

Examples include statements such as: “You will do what I say,” “You won’t talk to me that way,” or “I told you to begin work now!” (often accompanied by yelling or a stern voice)

Studies of classroom interactions have shown that teachers tend to fall into a pattern of paying extra attention to chronically disruptive children’s bad behavior and very little attention to their good behavior

Escalating PromptsEscalating Prompts

Research with children who exhibit serious misbehavior has shown that these procedures only worsen the situation

Teachers often persist in them because they work with nondisruptive or social children

Teachers become frustrated because the harder they try with these kids, the worse the behavior becomes

So What Should So What Should Teachers Teachers Do????Do????

A teacher’s goal when A teacher’s goal when responding to problem responding to problem

behavior should be to stop behavior should be to stop the inappropriate behavior the inappropriate behavior while maintaining order in while maintaining order in

the classroom and reducing the classroom and reducing the likelihood that the the likelihood that the problem behavior will problem behavior will

reoccurreoccur

What We Know About What We Know About Problem BehaviorProblem Behavior

The majority of problem behavior consists of minor talk and “goofing off” type behaviorsTeachers don’t have a game plan for respondingOften they respond in a manner that makes things worse

Principles to Principles to Follow when Follow when

Responding to Responding to Problem Problem BehaviorBehavior

Principle #1: Principle #1: Emphasize Preventive Emphasize Preventive

MeasuresMeasures Develop classroom rules and proceduresMinimize student down timePlan lessons at the appropriate level of difficultyMonitor student behavior

Principle #2: Modify the Principle #2: Modify the learning environmentlearning environment

Are problem behaviors fostered by the organization of the classroom? Are the problem behaviors specific to a particular person or more than one person? Are the problem behaviors specific to a particular instructional task, response form, or problem type?

Principle #3: Use Principle #3: Use precorrection strategiesprecorrection strategiesStudents may behave reasonably well until something in the classroom environment serves as a trigger for problem behavior

Teachers can eliminate many problem behaviors by managing these triggering events by using a strategy called precorrection

Using PreCorrectionUsing PreCorrection

• Identify the situation in which the problem behavior occurs

• Clearly specify the behaviors that you want the student to exhibit in that situation

• Prompt the replacement behavior when the student is in this situation

• Reinforce the student for engaging in the appropriate behavior

Principle #4: Respond Principle #4: Respond privately rather than privately rather than publicly if possiblepublicly if possible

Private responding decreases the likelihood that the student will be reinforced by peers

Private responding does not disrupt classroom order & allows learning activities to continue

Private responding lessens the likelihood of a power struggle between the student and teacher

Savage (1999) calls these low profile responses

Low profile responses for Low profile responses for minor problemsminor problems

NonverbalProximity ControlWaiting for complianceThe “evil eye”

VerbalPersonal RedirectionReinforcing appropriate behaviorRule reminder

Principle #5: Respond Principle #5: Respond consistently and fairlyconsistently and fairly

Responds to all incidences of problem behavior whenever and with whomever they occur and with the same measured response

Classrooms that are characterized by students’ constantly testing the rules and the teacher are usually classrooms in which a teacher is inconsistent in responding to rule violations

Principle #6: Use alpha Principle #6: Use alpha commandscommands

Short and clear directions, as opposed to beta commands which are wordy and unclear

Alpha commands give students specific information on what they need to do, whereas beta commands do little more than convey teacher frustration

Principle #7: Develop a Principle #7: Develop a game plangame plan

Have a consistent manner of responding when problem behaviors arise

Develop a hierarchy of consequences when students do not comply to teacher directions to stop misbehavior

Teachers will be more confident and students will respect boundaries

Principle #8: Provide Principle #8: Provide contingent reinforcementcontingent reinforcementTeachers ignore students with problem behavior when they behave & provide attention when these same students are displaying problem behavior

Teacher need to catch students behaving appropriately and reinforce them

When Low Profile When Low Profile Responses Fail:Responses Fail:

When a student is noncompliant, and low profile approaches don’t work, use a precision request

A precision request is a procedure for making requests that maximizes the likelihood of compliance

(Morgan & Jenson, 1988)

Variables That Affect Variables That Affect ComplianceCompliance

• Do not use a question format• Get up close• Look’em in the eyes• Use a quiet & businesslike

voice• Give a detailed request• Use only twice• Reinforce compliance

Precision RequestsPrecision Requests

Request Wait 5 Seconds

Compliance

Noncompliance

Reinforce

Need Statement

Wait 5 Seconds

Compliance

Noncompliance

Reinforce

Consequence

Morgan & Jenson, 1988

Summary of Secondary Summary of Secondary InterventionsInterventions

Less time intensive, more cost effectiveBest for low level problem behavior Efficient - they use a similar set of strategies across a group of students who need similar supportEffective - they focus on decreasing problem behavior in the classroom thus increasing academic engagement & decreasing office referrals

Team Action Team Action PlanningPlanning

What Secondary What Secondary strategies will you strategies will you

implement?implement?