Embed Size (px)
Citation preview
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 [email protected]
•
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
