Integrating Behavior and Academics at Tiers II-III of a Schoolwide Model Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi)

Integrating Behavior and Academics at Tiers II-III of a Schoolwide Model

Steve GoodmanMichigan’s Integrated Behavior and Learning Initiative (MiBLSi)

[email protected]

miblsi.cenmi.org

7th Annual School-Wide Positive Behavior Support Conference

Nashville, Tennessee

November 14, 2013

10:45:00AM – 12:00PM

Presentation Description

This presentation will emphasize behavior and reading supports that are integrated at tier II and tier III. A team approach for providing tier II and tier III involves team structures for coordinating support efforts. The coordinating team manages the student systems of support by tracking data on effectiveness, by developing access to these systems of support, and providing staff with access to training and coaching to develop local capacity. Content experts in behavior and academics are involved in assessment and intervention planning that matches intervention to student need. An intervention plan is based on consideration of the functional relationships between behavior and academics. Support planning involves a comprehensive approach to integrating both behavior and academic supports, based on student need. Examples of an integrated model and sample implementation tools will be provided.

How might you explain the value of How might you explain the value of integrating behavior supports with integrating behavior supports with academic supports to you academic supports to you colleague back at school?colleague back at school?

Your TurnYour Turn

Tier I Supports in an Integrated ModelCommon strategies of good instruction apply to both academic/behavior •Big Ideas •Conspicuous Strategies •Mediated Scaffolding •Strategic Integration •Primed Background Knowledge• Judicious Review

Good instruction will reduce problem behavior and good behavior support will provide instructional environments more conducive to learning

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic Problems

Integrated tier II supports for interrelated behavior and

academic problems

Integrated tier II supports for interrelated behavior and

academic problems

• Shorter program/intervention duration

• Match to focus of student need

• Small group instruction/intervention

• Grouping students with similar needs

• Moderate acute difficulties for academic and/or behavior

Possible Integrated Tier II Practices

1. Interventions for students who seek adult attention during the instructional period.

2. Interventions for students who engage in problem behavior to seek peer attention during the instructional period.

3. Interventions for students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits.

4. Interventions for students who engage in problem behavior to escape working with adults or students during academic instruction.

5. Interventions for deficits in academic facilitative behaviors lead to behavior problems during instruction.

1. Interventions for students who seek adult attention during the instructional period

• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining adult attention

• Provide increased opportunities for student responding and feedback from instructor

• Arrange the instructional environment so that appropriate adult seeking attention is easy and not disruptive to others (“Help tent” for independent work)

2. Interventions for students who engage in problem behavior to seek peer attention during the instructional period

• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining peer attention

• Provide increased opportunities for peer mediated instruction

• Arrange the instructional environment so that appropriate peer seeking attention is easy and not disruptive to others proximity of students with monitoring of instructor

3. Interventions for students who engage in

problem behavior to escape or avoid academic instruction due to academic skill deficits

• Develop skills in deficit, provide instruction at student success level

• Provide more practice in deficit area

• Check in- Check out

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

4. Interventions for students who engage in

problem behavior to escape working with adults or students during academic instruction

• Provide opportunity for independent structured instruction (programed instruction, computer assisted instruction)

5. Interventions for deficits in academic

facilitative behaviors lead to behavior problems during instruction

• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on appropriate classroom behaviors

• Teach specific facilitative responses such as attending, organization skills, engagement strategies

Evidence Based Practices in Classroom Management

1. Maximize structure and predictability.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

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

Take a moment to discuss with a colleagueTake a moment to discuss with a colleague

How would you explain to your staff the How would you explain to your staff the logic that you might address logic that you might address ““at riskat risk”” problem behavior through reading problem behavior through reading instruction?instruction?

Your TurnYour Turn

Integrated tier III supports for behavior and reading

Integrated tier III supports for behavior and reading

• Individualized instruction

• Based on functional assessment

• For chronic problems

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

• 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 referred

for for behavior behavior concernconcern

Student is Student is referred referred

for for behavior behavior concernconcern

Develop behavior Develop behavior support plansupport plan

Develop behavior Develop behavior support plansupport plan

No

Universal Universal Supports Supports

implemented with implemented with fidelity?fidelity?

Improve fidelity Improve fidelity of Universal of Universal SupportsSupports


No

Conduct behavior Conduct behavior functional functional assessmentassessment

Conduct behavior Conduct behavior functional functional assessmentassessment

Yes

Document Document previous previous strategies strategies

implemented to implemented to address problemaddress problem


implemented to implemented to address problemaddress problem

Conduct academic Conduct academic functional functional assessment assessment

Conduct academic Conduct academic functional functional assessment assessment

Yes

Does behavior Does behavior serve to serve to

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

Develop Develop integrated integrated academic and academic and

behavior support behavior support planplan



Process: Referral for academic problemsStudent is Student is referred referred

for for Academic Academic concernconcern

Student is Student is referred referred

for for Academic Academic concernconcern

Does studentDoes student’’s s behavior behavior

interfere with interfere with learning 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

Conduct academic Conduct academic functional functional assessmentassessment

Conduct academic Conduct academic functional functional assessmentassessment

Universal Universal Supports Supports

implemented with implemented with fidelity?fidelity?



No

Yes

No

Yes


implemented implemented to address to address problemproblem


implemented implemented to address to address problemproblem

Demonstration Behavior Data from School-Wide Information System: Eddie

Problems in Classroom



Avoid Task

Avoid Adult

Demonstration Behavior Data from

School-Wide Information System: Eddie

Reading

Social Studies

Eddie W

Demonstration Reading Data: DIBELS Class Progress Report

Eddie

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

30

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

What existing behavior academic What existing behavior academic information do you currently use to information do you currently use to develop support plans within your school?develop support plans within your school?

Your TurnYour Turn

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



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


DesiredAlternative

TypicalConsequence



w/o complaints

AcceptableAlternative

Ask for break, ask for help



ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task


What we could put up with (for now)

DesiredAlternative

TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

What we need to do

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

DesiredAlternative


TypicalConsequence



w/o complaints




ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

Strategies that are contraindicated

• Provide opportunity for escape but without addressing academic deficit

• Provide extra dose of academic intervention but at a level that is not successful for student and will not address need for skill development

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

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

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 Strategies

TaskPerson

ResponsibleBy 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 Procedures

Data 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?

Are reading skills improving?

Is appropriate behavior increasing?

Is problem behavior decreasing?

Progress Monitoring Academics: Decoding

x

x

• Please describe your schoolPlease describe your school’’s process to s process to identify specific contributing factors to identify specific contributing factors to academic/behavior problems?academic/behavior problems?

• Are these integrated or separate Are these integrated or separate processes?processes?

Your TurnYour Turn

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

Integrating Behavior and Academics at Tiers II-III of a Schoolwide Model Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi)