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Where are We Going With Tier III Plans and Customization?
Possibilities of Behavior/Academic Concerns around function of problem
Academic Problems
Behavior Problems
Interrelated Behavior and
Academic Problems
Nonrelated Behavior and Academic Problems
Process: Referral for behavior problems
Student is referred for behavior concernStudent is referred
for behavior concern
Conduct behavior functional assessment
Conduct behavior functional assessment
Does behavior serve to escape/avoid academic task?
Develop integrated academic and behavior
support plan
Develop integrated academic and behavior
support plan
Yes
Develop behavior support plan
Develop behavior support plan
No
Process: Referral for academic problems
Student is referred for Academic
concern
Student is referred for Academic
concern
Does student’s behavior interfere
with learning opportunities
Develop integrated academic and behavior
support plan
Develop integrated academic and behavior
support plan
Develop academic support plan
Develop academic support plan
Conduct functional behavior assessment
Conduct functional behavior assessment
Yes
Conduct functional academic assessment
Conduct functional academic assessment
No
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
• Student Discipline Reporting System
• DIBELS
– Teacher Interview
– Student Interview
– Observation
• This information is then linked to a support plan
Universal
Targeted
Intensive Social Behavior
Social Studies
Science
Reading
Math
Phys. Ed.Art
Interaction of behavior and academics
Student Profile Example: Eddie
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
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
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
14
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
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
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 Development
Reading: 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 Development
Reading: decoding skills
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
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 StrategiesTask
Person Responsible
By 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 ProceduresData 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?
Progress Monitoring Academics: Decoding
x
x
Percent of points earned by Eddie on Daily Progress Report
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
10011/5
11/6
11/7
11/8
11/9
11/1
011/1
111/1
211/1
311/1
411/1
511/1
611/1
711/1
811/1
911/2
011/2
111/2
211/2
311/2
411/2
511/2
611/2
711/2
811/2
911/3
012/1
12/2
12/3
12/4
12/5
12/6
12/7
12/8
12/9
12/1
012/1
112/1
212/1
312/1
412/1
512/1
612/1
712/1
812/1
912/2
012/2
112/2
212/2
312/2
412/2
512/2
612/2
712/2
812/2
912/3
012/3
11/1
1/2
1/3
1/4
GoalBehavior Education Program 2005
Daily Report Card
Daily Report Card with choice of incentives from “treasure chest”
This is Where We are Going….
Next Year• Expanding and Supporting Experts
– Facilitator– Data Analyst
• Progress Monitoring• Measurement
– Intervention
Team Activity:Revisit Referral Process
• What is your current referral process? Form?
• How will your team insure the request is broad in scope, visible, and accessible to all?
• Where will requests be dropped off?
• How will the team ensure confidentiality during the request process?
• Building needs to have a process to identify who may need additional support.
• Building needs to have a process to identify what intervention is appropriate.
• Building needs to have a process to review and respond to progress monitoring data.
• Building needs to have a process to know when additional data are needed in order to customize a plan.
Team Activity:Revisit PBIS/SIT Intersect
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