A Model for Integrated Behavior and Reading Support Steve Goodman [email protected] National PBIS Leadership Forum October, 2011

A Model for Integrated Behavior and Reading Support

Steve [email protected]

National PBIS Leadership Forum

October, 2011

http://miblsi.cenmi.org

Integrated Functions Across All Tiers of Support

Team approachTeam approach

Progress monitoringProgress

monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r S

uppo

rt Reading S

upportUniversal ScreeningUniversal Screening

Integrated tier I supports for behavior and reading

Integrated tier I supports for behavior and reading

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior

(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom:

132 Elementary Schools

Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School

“I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

“We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth,6th grade teacher

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior

(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

Active Student Engagement: Examples

Provide high rates of opportunities to respond

• Vary individual vs. group responding

Consider various observable ways to engage students

• Written responses

• Response cards

• Peer tutoring

• Pair share

• Guided notes

• Writing on individual white boards

• Choral responding

• Gestures

Respect Through LiteratureHave You Filled a Bucket Today by Carol McCloud

Odd Boy Out: Young Albert Einstein by Don Brown

It Wasn’t Me! by Udo Weigelt and illustrated by Julia Gukova

Regina’s Big Mistake by Marissa Moss When Santa Turned Green by Victoria Perla

Just Kidding by Trudy Ludwig and illustrated by Adam Gusavson

Thank You, Mr. Falkner by Patricia Polacco

Respect and Take Care of Things by Cheri J. Meiner

I Like Your Buttons by Sarah Marwil Lamstein and illustrated by Nancy Cote

What is the Zebras Lost Their Stripes? By John Reitano and illustrated by William Haines

Carla’s Sandwich by Debbie Herman and illustrated by Sheila Bailey

Enemy Pie by Derek Munson and illustrated by Bryan Collier

Rosa by Nikki Giovanni and illustrated by Bryan Collier

The Dog Poop Initiative: A True Story by Kirk Weisler

Stick and Stones: A Social Skills Lesson by Carol Cummings

compiled by Susan Bogart and Jen Orton

Some schools create behavior expectation books

Integrated tier II supports for interrelated behavior and

academic problems

Integrated tier II supports for interrelated behavior and

academic problems

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic

Problems

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing

(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

Cycle of Academic and Behavioral Failure: Aggressive Response

(McIntosh, 2008)

Teacher presents student with grade

level academic task

Student engages in problem behavior

Teacher removes academic task or removes student

Student escapes academic task

Student’s academic skills do not improve

So, which is it…

Academic problems lead to behavior problems?

or

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

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

Examples of Tier II Supports

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

Integrated tier III supports for behavior and reading

Integrated tier III supports for behavior and reading

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 for referred for behavior behavior concernconcern

Student is Student is referred for referred for

behavior behavior concernconcern

Develop behavior Develop behavior support plansupport plan

Develop behavior Develop behavior support plansupport plan

No

Universal Supports Universal Supports implemented with implemented with

fidelity?fidelity?

Improve fidelity of Improve fidelity of Universal SupportsUniversal SupportsImprove fidelity of Improve fidelity of Universal SupportsUniversal Supports

No

Conduct behavior Conduct behavior functional functional

assessmentassessment

Conduct behavior Conduct behavior functional functional


Yes

Document Document previous strategies previous strategies

implemented to implemented to address problemaddress problem

Document Document previous strategies previous strategies

implemented to implemented to address problemaddress problem

Conduct academic Conduct academic functional functional

assessment assessment


assessment assessment

Yes

Does behavior Does behavior serve to serve to

escape/avoid escape/avoid academic task?academic task?

Develop integrated Develop integrated academic and academic and

behavior support behavior support planplan



Process: Referral for academic problemsStudent is Student is

referred for referred for Academic Academic concernconcern

Student is Student is referred for referred for Academic Academic concernconcern

Does studentDoes student’’s s behavior interfere behavior interfere

with learning with learning opportunitiesopportunities





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





Universal Supports Universal Supports implemented with implemented with

fidelity?fidelity?

Improve fidelity of Improve fidelity of Universal SupportsUniversal SupportsImprove fidelity of Improve fidelity of Universal SupportsUniversal Supports

No

Yes

No

Yes

Document Document previous strategies previous strategies implemented implemented

to address problemto address problem

Document Document previous strategies previous strategies implemented implemented

to address problemto address problem

Looking at Julia’s data

Problem solving from an individual student level to systems level

End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)

As an educator, do you have a concern about this child’s progress on the end of year goal/skill? (remember she is only in Kindergarten)

What does this information tell you about Julia’s needs?

End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)

And now… the rest of the class.Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates?

What does this information tell you about Julia’s needs and the needs of her classmates?

Same building, same grade, different teacher

Does this information change how you might support Julia? Her classmates?

Julia’s class

Same building, same grade, different teacher

Does this information change how you might support Julia? Her classmates?

What does this information tell you about Julia’s needs and the needs of her classmates?

Major discipline referrals per student per class

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.

Documents

A Model for Integrated Behavior and Reading Support Steve Goodman [email protected] National PBIS Leadership Forum October, 2011