RTI & Student Conduct: Research-Based Interventions to ...Disrespect toward teachers. Yelled at me while I was helppg ging him with his assignment. Told him to cool down and sit in

Response to Intervention

RTI & Student Conduct: Research-Based Interventions to Manage gChallenging Behaviors in the Classroom

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Access the introductory PPT from this workshop at:http://www.jimwrightonline.com/audubon.php


Response to InterventionWorkshop Elements

What are key ‘big ideas’ that can help What are key big ideas that can help teachers to better manage student behaviors?behaviors?What are effective verbal and non-verbal tools for working with an uncooperative student? working with an uncooperative student?

What are ways to structure student conferences t h l th t t k ibilit f b ildi to help them to take responsibility for building their skills & solving their own problems?H ti t t d t t i How can we motivate students to engage in academics?H t h t t th i l t


How can teachers structure their classroom to successfully support ‘emotionally unpredictable’ kids?


T h “Wh t ‘bi Teacher: “What ‘big ideas’ about student ideas about student

behavior can help me to d b tt j b f do a better job of

behavior management?” behavior management?



What are key ‘big ideas’ that can help What are key big ideas that can help teachers to better manage student

behaviors?behaviors?

• Behavior is not random• Academic problems often translate into behavioral • Academic problems often translate into behavioral

problems• Student motivation can be reframed as academic • Student motivation can be reframed as academic

engagementId tif d li i t t i t t d t i b h i


• Identify and eliminate triggers to student misbehavior5

Response to InterventionFrom the Trenches…

Offi Di i li R f lOffice Disciplinary Referral

““Disrespect toward teachers. Yelled at me while I was helping him with his assignment. Told him to cool down p g gand sit in the center and he started up again. Finally, I asked him to leave. Have called home twice and spoke to grandmother about tardiness attendance and behaviorgrandmother about tardiness, attendance, and behavior.

”www.interventioncentral.org 6

Response to InterventionFrom the Trenches…

Offi Di i li R f lOffice Disciplinary Referral

““L. was sleeping in class. I told him twice to wake up and read along with class. He did so, albeit reluctantly. The g , ythird time he fell asleep I buzzed the office to tell them he was coming down, with a referral to follow. He cursed and threw his book in the ‘book box’threw his book in the book box .

”www.interventioncentral.org 7


Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Ca ses Different ‘Root’ Causes

(Kratochwill, Elliott, & Carrington Rotto, 1990)

• Behavior is not random but follows purposeful patterns• Behavior is not random but follows purposeful patterns.

Students who present with the same apparent ‘surface’ Students who present with the same apparent surface behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur.) y

A student’s problem behaviors must be f ll id tifi d d l d t carefully identified and analyzed to

determine the drivers that support them.

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Source: Kratochwill, T. R., Elliott, S. N., & Carrington Rotto, P. (1990). Best practices in behavioral consultation. In A. Thomas and J. Grimes (Eds.). Best practices in school psychology-II (pp. 147=169). Silver Spring, MD: National Association of School Psychologists..


Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include…

Power/Control• Power/Control• Protection/Escape/Avoidance• Attention• Acceptance/Affiliation• Expression of Self• Gratification• Justice/Revenge


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.


Big Ideas: Academic Delays Can Be P t t C f B h i a Potent Cause of Behavior

Problems (Witt Daly & Noell 2000)

Student academic problems cause many h l b h i bl

(Witt, Daly, & Noell, 2000)

school behavior problems.

“Wh th [ t d t’ ] bl i b h i bl “Whether [a student’s] problem is a behavior problem or an academic one, we recommend starting with a functional academic assessment, since often behavior problems occur , pwhen students cannot or will not do required academic work.”


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West, p. 13


ABC: The Core of Behavior Management“....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, b h i d ”behavior, and consequence.”

“That is, most behavior is “… subsequent to some type “…which then may be maintained if it is followed ,believed to occur…”

q ypof environmental event (i.e., an antecedent) …”

yby an event that is pleasurable or reinforcing (i.e., consequence).”

A CA B Cwww.interventioncentral.org 11

Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.

Response to InterventionABC: Events as Antecedents

‘Discriminative Stimulus’: An antecedent can become Discriminative Stimulus : An antecedent can become associated with certain desired outcomes and thus ‘trigger’ problem behaviors.

The student stares at the paper for a moment—then Example: A student is given

th t ti The student is sent to the ffi ll i f

p

If the consequence associated with the behavior is p ptears it up.a math computation

worksheet to complete.office-allowing escape from

the task.

qreinforcing for the student, then the antecedent or trigger can serve to signal (discriminate) that reinforcement is coming

A B Ccoming.

A B Cwww.interventioncentral.org

12Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.


Advantages of Antecedent Strategies vs. ‘Reactive Approaches’

1 Can prevent behavior problems from occurring1. Can prevent behavior problems from occurring2. Are typically ‘quick acting’3 Can result in an instructional environment that 3. Can result in an instructional environment that

better promotes student learning


Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

………………10……………… 0………………10of success on the task

2. the value that the student places Multiplied by

………………10X 0...…………

……………… 0X 10...…………

………………10X 10...…………p

on achieving success on that learning task

00

100

10100

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for


problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Student Motivation: Reframing the Issue in Student Motivation: Reframing the Issue in Observable (and Fixable) Terms

Step 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in active accurate

d i di ” (Ski P & D i academic responding” (Skinner, Pappas, & Davis, 2005).

Step 2: Build staff support for this mission statement: “When a student appears unmotivated it is the school’s When a student appears unmotivated, it is the school s job to figure out why the student is unmotivated and to find a way to get that student motivated.”


y g

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Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.


T h “Wh t Teacher: “What are some are some

strategies to avoid t d t student power struggles?” struggles?



‘The Teflon Teacher’: What are ff ti b l d b l effective verbal and non-verbal

tools for working with an uncooperative student? p. 26

• Planned ignoring• Teacher command sequenceTeacher command sequence• I-centered statements

Acti e listening• Active listening• Pairing criticism and affirming statements


• Strategies to ‘connect’ with the student17


Teacher Tips for Working With ‘Emotionally Unpredictable’ Students

While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by:the best outcomes by:

• remaining calmf ll i l d i t ti t t i f • following pre-planned intervention strategies for misbehavior, and

• acting with consistency and fairness when intervening with • acting with consistency and fairness when intervening with or disciplining students.



Defiant Kids: How do I deliver a command without power struggles?You can increase the odds that a student will follow a teacher command by:• Approaching the student privately, using a quiet voice.• establishing eye contact and calling the student by name

before giving the command.• stating the command as a positive (do) statement, rather than

a negative (don’t) statement. • phrasing the command clearly and simply so the student

knows exactly what he/she is expected to do.



Use Planned Ignoring (Colvin, 2009)

• ‘Planned ignoring’ is a strategy in which the teacher overlooks low-level problem student behavior (e.g., minor talking out) if low level problem student behavior (e.g., minor talking out) if that behavior does not distract other students, disrupt classroom routine, or otherwise violate important behavioral expectations.

NOTE: The teacher can always follow up privately with a student regarding low-level problem behaviors even if the g g pinstructor chooses to ‘ignore’ them during the class period.

Pl d i i i t d d if th t d t’ b h i • Planned ignoring is not recommended if the student’s behavior is a serious infraction or if the student has a pattern of escalating behaviors until he or she gains teacher attention.


escalating behaviors until he or she gains teacher attention.Source: Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin.


Defiant Kids: Teacher Command Sequence: Extended Version

1. Make the request. Use simple, clear language that the student understands.

If possible, phrase the request as a positive (do) statement, rather than a negative (don’t) statement. (E.g., “John, please start your math assignment now.”) Wait a reasonable time for the student to comply (e.g., 5-20 seconds)



Defiant Kids: Teacher Command Sequence: Extended Version (Cont.)

2 [If the student fails to comply] Repeat the request as 2. [If the student fails to comply] Repeat the request as a 2-part choice. Give the student two clear choices with clear consequences Order the choices so that with clear consequences. Order the choices so that the student hears negative consequence as the first choice and the teacher request as the second choice choice and the teacher request as the second choice. (E.g., “John, you can use your free time at the end of the day to complete your math assignment or you can the day to complete your math assignment or you can start the math assignment now and not lose your free time It’s your choice ”) Give the student a


time. It s your choice. ) Give the student a reasonable time to comply (e.g., 5-20 seconds).



3. [Optional-If the student fails to comply] Offer a face-saving out. Say to the student, “What can we work out today so that you can stay in the classroom and be successful?” (adapted from Thompson, 1993).




4. [If the student fails to comply] Impose the pre-selected negative consequence. As you impose the consequence, ignore student questions or complaints that appear intended to entangle you in a power struggle.



Defiant Kids: What other effective communication strategies can Defiant Kids: What other effective communication strategies can I use ?

Active listening.• “Let me be sure that I understand you correctly…”• “I want to summarize the points that you made, so

that I know that I heard you right…”• “So from your point of view, the situation looks like So o you po t o e , t e s tuat o oo s e

this…”



Defiant Kids: What other effective communication t t i I ?

Pairing criticism and affirming statements.

strategies can I use ?

Pairing criticism and affirming statements.• Description of problem behavior: “Trina, you said disrespectful things

about other students during our class meeting this morning. You continued to do so even after I asked you to stop.”

• Appropriate behavioral alternative(s): “It’s OK to disagree with Appropriate behavioral alternative(s): It s OK to disagree with another person’s ideas. But you need to make sure that your comments do not insult or hurt the feelings of others.”

• Specific praise/affirming statement: “I am talking to you about this behavior because I know that you can do better. In fact, I have really


y , ycome to value your classroom comments. You have great ideas and express yourself very well.”


Defiant Kids: What are some conflict ‘pitfalls’ that I should watch out for?

A id i t h b t d d b l • Avoid a mismatch between your words and nonverbal signals.

• Take time to plan your response before reacting to provocative student behavior or remarks.

• Do not become entangled in a discussion or argument with a confrontational student

• Do not try to coerce or force the student to comply.



Teacher: “What are some ideas to connect with

difficult student?”difficult student?



How can the teacher connect to students to establish more

positive relationships?

• Avoid ‘negative reinforcement trap’W k 3 1 iti ti f i t ti• Work on a 3:1 positive ration of interactions

• Commit to short positive interactions (‘micro-conversations’) with the target student

• Phrase teacher requests in positive terms


q p

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Lack of Teacher-Student Relationship: What to Avoid• What the Research Says: At times, however, instructors and

students can fall into a ‘negative reinforcement trap’ (Maag, g p ( g,2001; p. 176) that actively undercuts positive relationships: A student who has difficulty with the classwork misbehaves and i h b h h h i i l’ ffi B h is then sent by the teacher to the principal’s office. Both teacher and student are reinforced by the student’s exclusion from the classroom: The teacher is negatively reinforced by from the classroom: The teacher is negatively reinforced by having a difficult student removed from the room and the student is also negatively reinforced by being allowed to stude t s a so egat e y e o ced by be g a o ed toescape the challenging classwork. Because this scenario is reinforcing to both parties, it is very likely to be repeated with


increasing frequency unless the teacher intervenes to break the negative cycle.

30


Try These Ideas to Improve the Student-Teacher Relationship:

• Strive for a High Ratio of Positive Interactions with Students (Sprick, Borgmeier, & Nolet, 2002). A general, proactive rule of thumb to promote positive teacher-student relationships is for instructors to maintain a ratio of at least three positive interactions with any student for every three positive interactions with any student for every negative (disciplinary) interaction that they have that student. student.




• Commit to a Short Series of Positive ‘Micro-Conversations’ (Mendler, 2000). The teacher selects a student with whom that instructor wants to build a more positive relationship. The instructor makes a commitment to spend 2 minutes per day for ten consecutive days engaging the student in a day for ten consecutive days engaging the student in a positive conversation about topics of interest to that student. NOTE: During those two-minute daily student. NOTE: During those two minute daily conversations, the teacher maintains a positive tone and avoids talking about the student’s problem behaviors or


poor academic performance.

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• Emphasize the Positive in Teacher Requests (Braithwaite, 2001). The teacher avoids using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment") when making a request of a student. Instead, the teacher request is stated in positive terms (e g "I will the teacher request is stated in positive terms (e.g., I will be over to help you on the assignment just as soon as you return to your seat"). When a request has a positive 'spin', return to your seat ). When a request has a positive spin , that teacher is less likely to trigger a power struggle and more likely to gain student compliance.



T h “H I Teacher: “How can I teach students to teach students to

advocate for themselves ith t f di without spoon-feeding

them?” them?



What are ways to structure fstudent conferences to help them

to take responsibility for building their skills & solving their own

problems?problems?• Student ‘Self-Directed’ Interventions Planning Sheet

H l i th St d t Wh i ‘U d W t ’ With L t • Helping the Student Who is ‘Under Water’ With Late Assignments: A Structure for Teacher–Student C f Conferences



Student Self-Directed Interventions: Planning Sheet

p. 55



Student Self-Directed Interventions Sheet: G id li f UGuidelines for Use

• This worksheet is an organizer that teachers, This worksheet is an organizer that teachers, counselors, and other educators can use to develop a student-directed intervention. The develop a student directed intervention. The framework is flexible. A single teacher, or guidance counselor, or entire instructional team gu da ce cou se o , o e t e st uct o a teacan use the form when conferencing with a student. This form can also be very helpful to y pstructure parent-teacher-student meetings to make them more productive and to document the


pintervention plans developed there.

37




Section 1: Defining Your Goals

Student Directions: Define 1-2 intervention goals that you would like to work on:

The student is likely to need your assistance to select 1-2 specific goals to be the focus of the intervention. The defined goal(s) may include basic academic skills, cognitive strategies, and/or more general 'academic enabling' skills. NOTE: If the presenting student problem stems from deficits in basic academic skills or the presenting student problem stems from deficits in basic academic skills or cognitive strategies, you may want to review the appropriate reading or math Common Core State Standards for ideas on how to word the goal statement in Common Core State Standards for ideas on how to word the goal statement in standards-based form.



Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• Tom is a middle-school student who is not getting his

homework in He meets with the instructional team to homework in. He meets with the instructional team to create a student-directed intervention.

• The team and Tom agree that Tom has the skills to get his • The team and Tom agree that Tom has the skills to get his homework done but that he needs to improve his homework routine. At present, his rate of homework p ,completion varies from about 20% (math) to 70% (English).

• Here is the way that they describe Tom's presenting y y p gproblem as an intervention goal: "Tom will turn in at least 80% of his homework assignments in English, math, social t di d i ti d l t l d "


studies, and science on time and completely done."

40






Section 2: Selecting Student-Directed InterventionsSection 2: Selecting Student Directed InterventionsStudent Directions: List up to 4 strategies that you will take on your own to reach your goal(s)reach your goal(s).

The goal is for the student to take initiative in selecting several strategies that he or she is responsible for doing to reach the goal. As you assist the student in selecting and writing down self-help strategies, specify how frequently or under what conditions the student will use each strategy (e g "At the start of each what conditions the student will use each strategy (e.g., At the start of each class period, the student will review a checklist to ensure that she has all work materials."). The student form also allows you to meet with the student for follow-) yup sessions and to check off whether he or she is consistently using the self-help strategies. NOTE: The student may need training before he or she can use some


strategies independently.


Section 2: Selecting Student-Directed Interventions (Cont.)

Student Directions: List up to 4 strategies that you will take on your own to reach your goal(s).

Several sample student-directed solutions appear below:p ppSelf-monitor preparation for class using a student-created checklist

Bring all work materials to class

Write down homework assignment and double-checkfor accuracy and completeness before leaving classEnsure that all work materials for homework go home

Write complete lecture notesMaintain a clear, uncluttered work spaceCreate a structured work plan before

Study course material on a regular review schedulePrepare nightly homework plans, check off completed

completing larger assignmentsComplete additional readings to reinforce understanding of course concepts, content

tasksUse 'self-help' Internet sites (e.g., algebrahelp.com) to find answers to questions


Take practice tests to prepare for actual class or state tests


Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• The instructional team and Tom discussed those strategies

that Tom could use to address the homework problem Tom that Tom could use to address the homework problem. Tom shared that he sometimes had the wrong assignment or did not take the necessary work materials home. He also not take the necessary work materials home. He also admitted that he did not have a set time set aside at home to do homework.

• Based on this discussion (and with encouragement from his teachers), Tom selected these three self-directed strategies…







Section 3: Selecting Interventions Supported by OthersStudent Directions: List up to 4 types of assistance that you will obtain from p yp yothers to reach your goal(s):

In this section are listed those student supports that require assistance from In this section are listed those student supports that require assistance from others. As you help the student to choose and document strategies involving others, specify how frequently or under what conditions the student will use each ot e s, spec y o eque t y o u de at co d t o s t e stude t use eacstrategy (e.g., "When the student has a question about lecture content or an assignment, he will bring that question to the teacher during her free period."). The student form also allows you to meet with the student for follow-up sessions and to check off whether he or she is continuing to use these 'other-assisted' strategies


strategies.


Section 3: Selecting Interventions Supported by Others (Cont.)Student Directions: List up to 4 types of assistance that you will obtain from others to reach your goal(s):Several sample 'interventions supported by others' appear below:

Use teacher s pplied g ided notes in class Create a st d gro p ith other st dentsUse teacher-supplied guided notes in classSeek instructor help during free periodsReceive tutoring services from peer or adultBe assigned an adult mentor

Create a study group with other studentsHave parent(s) assist as 'homework coaches' to helpthe student to organize, get started with, and completehomeworkBe assigned an adult mentor

Set up regular 'check-in' sessions with aschool staff member to monitor student'sintervention follow-through

homeworkMeet with the teacher for brief weekly conferences to review course performance (e.g., grades, missing work, etc )intervention follow-through

Have the teacher review and sign off onhomework assignments written in thestudent's notebook/course agenda

etc.)


student s notebook/course agenda


Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• Tom and the instructional team also agreed that he would

benefit from one 'other directed' intervention idea:benefit from one other-directed intervention idea:







Section 4: Measuring Progress Toward Your GoalsStudent Directions: Select up to 2 ways that you will measure progress toward your intervention goal(s):your intervention goal(s):The task in this section is to select one or more ways that you and the student can track whether the intervention(s) being tried are actually effective in helping the student to achieve his or her goal(s). As you help the student to choose each method for monitoring progress, specify how frequently the data is to be

ll t d ( 'd il ' ' kl ' ' ft h t t i i ') Th t d t f collected (e.g., 'daily', 'weekly', 'after each tutoring session'). The student form also allows you to meet with the student for follow-up sessions and to check off whether the data is being collected consistently Several sample methods for whether the data is being collected consistently. Several sample methods for tracking student progress on intervention appear below:

'Academic Enabler' Skills ChecklistB h i R C d T b l d b

Homework LogS h l/H N


Behavior Report Card: To be completed by the teacher and/or student

School/Home NoteEvaluation of Work Products


Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• To track progress on the intervention, the instructional team

and Tom selected the following:and Tom selected the following:

– Student-created homework checklist (to monitor actual Student created homework checklist (to monitor actual intervention follow-through)

– Teacher homework logs (to track ultimate benefit of the intervention)







Section 5: Setting an Intervention 'Check-Up' Dateg pDirections: Decide how many instructional weeks your intervention will last. W it i th i t ti ' d d t ' (th l d d t h ill i Write in the intervention 'end date' (the calendar date when you will review progress to see if your current intervention plan is effective):The student must allocate sufficient time for the intervention to accurately judge The student must allocate sufficient time for the intervention to accurately judge whether it is a success. Generally, student interventions should last between 4 and 8 instructional weeks. You can assist the student in both setting a reasonable timespan for the intervention and (by consulting a school calendar) writing down the end-date to mark the conclusion of the intervention.



Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• The team and Tom agreed to try the intervention for six

weeksweeks.




Response to InterventionGroup Activity: Student Self-Directed Interventions: Planning the Student ConferenceInterventions: Planning the Student Conference• Review the five-step

process for helping Student ‘Self-Directed’

I t tiprocess for helping students create self-directed interventions

Interventions• Section 1: Defining Your Goalsdirected interventions

shared at this workshop.• Imagine that you will use

• Section 2: Selecting Student-Directed Interventionsg y

this process to structure a meeting with an

• Section 3: Selecting Interventions Supported by OthersS ti 4 M i P unmotivated student.

• Discuss how you would f d th

• Section 4: Measuring Progress Toward Your GoalsSection 5: Setting an Intervention


prepare for and run the meeting.

• Section 5: Setting an Intervention ‘Check-Up’ Date


Helping the Student Who is ‘Under Water’ Who is Under Water With Late Assignments: A Assignments: A Structure for Teacher Student Teacher–Student Conferences p. 52


Response to InterventionNegotiating Missing Work: Student-Teacher

C fConferenceWhen students fall behind in their classwork, they can quickly enter a downward spiral Some students become quickly enter a downward spiral. Some students become overwhelmed and simply give up. In such cases the teacher may want to meet with the In such cases, the teacher may want to meet with the student –and if possible, a parent--to help that student to create a work plan to catch up with late work. p pAt the meeting, the teacher and student inventory what work is missing, negotiate a plan to complete that overdue g, g p pwork, and perhaps agree on a reasonable penalty when late work is turned in. All attending then sign off on the

k l Th h l h h h


work plan. The teacher also ensures that the atmosphere at the meeting is supportive.

62


C f (C t )Conference (Cont.)Here in greater detail are the steps that the teacher and student would follow at a meeting to renegotiate missing student would follow at a meeting to renegotiate missing work:

1 Inventory All Missing Work The teacher reviews with the 1. Inventory All Missing Work. The teacher reviews with the student all late or missing work. The student is given the opportunity to explain why the work has not yet been pp y p y ysubmitted.



C f (C t )Conference (Cont.)

2 N ti t Pl t C l t Mi i W k Th t h 2. Negotiate a Plan to Complete Missing Work. The teacher and student create a log with entries for all missing assignments Each entry includes a description of the assignments. Each entry includes a description of the missing assignment and a due date by which the student pledges to submit that work. This log becomes the p g gstudent’s work plan. Submission dates for late assignments should be realistic--particularly for students who owe a considerable amount of late work and are also trying to keep caught up with current assignments.





C f (C t )Conference (Cont.)3. [Optional] Impose a Penalty for Missing Work. The

teacher may decide to impose a penalty for the work teacher may decide to impose a penalty for the work being submitted late. Examples of possible penalties are a reduction of points (e.g., loss of 10 points per a reduction of points (e.g., loss of 10 points per assignment) or the requirement that the student do additional work on the assignment than was required of his or her peers who turned it in on time. If imposed, such penalties would be spelled out at this teacher-t d t f A lti h ld b b l d student conference. Any penalties should be balanced

and fair, permitting the teacher to impose appropriate consequences while allowing the student to still see a


consequences while allowing the student to still see a path to completing missing work and passing the course.

66


C f (C t )Conference (Cont.)4. Periodically Check on the Status of the Missing-Work

Plan If the schedule agreed upon by teacher and Plan. If the schedule agreed upon by teacher and student to complete and submit all late work exceeds two weeks, the teacher (or other designated school two weeks, the teacher (or other designated school contact, such as a counselor) should meet with the student weekly while the plan is in effect. At these meetings, the teacher checks in with the student to verify that he or she is attaining the plan milestones on time

d till t t t th b i i d dli and still expects to meet the submission deadlines agreed upon. If obstacles to emerge, the teacher and student engage in problem-solving to resolve them


student engage in problem-solving to resolve them.

67


Teacher: “How can I Teacher: How can I structure my classroom ythroughout the school

t i i i b h i year to minimize behavior problems and increase p ob e s a d c ease

teaching time?”



What are proactive ways to manage What are proactive ways to manage the classroom to reduce or prevent

behavior problems? behavior problems?

• Defensive Management: The Power of Teacher Preparationp

• ‘Rhythm of the School Year’: Handout from UCLA Center for Mental Healthfor Mental Health



‘Defensive Management’: The Power of Teacher The Power of Teacher Preparation p 32p. 32



Defensive Management: A Method to Avoid Power St lStruggles

‘Defensive management’ (Fields, 2004) is a teacher-g ( )friendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive instructional support to the student, elimination of pp ,behavioral triggers in the classroom setting, relationship-building, strategic application of defusing techniques when needed, and use of a ‘reconnection’ techniques when needed, and use of a reconnection conference after behavioral incidents to promote student reflection and positive behavior change.


Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps1. Understanding the Student Problem and Using

Proactive Strategies to Prevent ‘Triggers’. The teacher collects information--through direct observation and perhaps other means--about specific instances of student problem behavior and the instructional components and other factors psurrounding them. The teacher analyzes this information to discover specific ‘trigger’ events that seem to set off the problem behavior(s) (e.g., lack of skills; failure to understand problem behavior(s) (e.g., lack of skills; failure to understand directions).

The instructor then adjusts instruction to provide appropriate The instructor then adjusts instruction to provide appropriate student support (e.g., providing the student with additional instruction in a skill; repeating directions and writing them on the board)


the board).Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps

2. Promoting Positive Teacher-Student Interactions. gEarly in each class session, the teacher has at least one positive verbal interaction with the student. Throughout the class period, the teacher continues to g p ,interact in positive ways with the student (e.g., brief conversation, smile, thumbs up, praise comment after a student remark in large-group discussion, etc.). In a student remark in large group discussion, etc.). In each interaction, the teacher adopts a genuinely accepting, polite, respectful tone.





3. Scanning for Warning Indicators. During the class 3. Scanning for Warning Indicators. During the class session, the teacher monitors the target student’s behavior for any behavioral indicators suggesting that the student is becoming frustrated or angry. Examples of behaviors that precede non-compliance or open d fi i l d t i k tt i defiance may include stopping work; muttering or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects etc ) others; leaving his or her seat; throwing objects, etc.).





4. Exercising Emotional Restraint. Whenever the student 4. Exercising Emotional Restraint. Whenever the student begins to display problematic behaviors, the teacher makes an active effort to remain calm. To actively monitor his or her emotional state, the teacher tracks physiological cues such as increased muscle tension and heart rate, as

ll f th ti well as fear, annoyance, anger, or other negative emotions. The teacher also adopts calming or relaxation strategies that work for him or her in the face of strategies that work for him or her in the face of provocative student behavior, such as taking a deep breath or counting to 10 before responding.


g p gSource: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.



5. Using Defusing Tactics. If the student begins to escalate 5. Using Defusing Tactics. If the student begins to escalate to non-compliant, defiant, or confrontational behavior (e.g., arguing, threatening, other intentional verbal interruptions), the teacher draws from a range of possible descalating strategies to defuse the situation. Such strategies can i l d i t ti ith th t d t hil include private conversation with the student while maintaining a calm voice, open-ended questions, paraphrasing the student’s concerns acknowledging the paraphrasing the student s concerns, acknowledging the student’s emotions, etc.





6. Conducting a ‘Reconnection’ Conference. Soon after 6. Conducting a Reconnection Conference. Soon after any in-class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student to discuss the behavioral incident, identify the triggers in the classroom environment that led to the

bl d b i t ith th t d t t t problem, and brainstorm with the student to create a written plan to prevent the reoccurrence of such an incident Throughout this conference the teacher incident. Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone.



Response to InterventionGroup Activity: Defense Management p 32Management p. 32At your tables:

R i th d f i Defensive Behavior Management: 6 Steps1 Understanding the Student Problem • Review the defensive

behavior management framework discussed at this

1. Understanding the Student Problem and Using Proactive Strategies to Prevent ‘Triggers’. framework discussed at this

workshop.• For each step brainstorm

2. Promoting Positive Teacher-Student Interactions.

3 Scanning for Warning Indicators For each step, brainstorm ideas to implement that step in your classroom or school.

3. Scanning for Warning Indicators. 4. Exercising Emotional Restraint. 5. Using Defusing Tactics.5. Using Defusing Tactics.6. Conducting a Student ‘Reconnection’

Conference.


Response to InterventionPlan Your Teaching and Learning Supports

According to the ‘Rhythm of the Year’ (Handout According to the ‘Rhythm of the Year’ (Handout Available on Conference Page)

(UCLA Center for Mental Health in Schools)(UCLA Center for Mental Health in Schools)

• Month 1: Getting off to a Good Start – Welcoming and Social Support for Newcomers & Enabling School AdjustmentSupport for Newcomers & Enabling School Adjustment

• Month 2: Enhancing Student Engagement• Month 3: Enhancing Learning Supports Toward and Right After • Month 3: Enhancing Learning Supports Toward and Right After

Mid-Year• Month 4: Minimizing Stress Reactions & Preventing Student and Month 4: Minimizing Stress Reactions & Preventing Student and

Staff “Burnout”


Source: UCLA Center for Mental Health in Schools (n.d.). A resources aid for…improving teaching and learning supports by addressing the rhythm of a year.. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf

Response to InterventionPlan Your Teaching and Learning Supports

According to the ‘Rhythm of the Year’ According to the Rhythm of the Year (UCLA Center for Mental Health in Schools)

• Month 5: Re-engaging Disconnected StudentsMonth 5: Re engaging Disconnected Students• Month 6: Increasing Graduation Rates by Working at All Levels• Month 7: Spring Can Be a High Risk Time for StudentsMonth 7: Spring Can Be a High Risk Time for Students• Month 8: Helping Students and Families Plan Transitions to a New

Grade/New SchoolGrade/New School• Month 9: End-of-the-Year Student Celebrations at All Levels:

Hope, Congratulations, Safe Exuberancep , g ,• Summer


Source: UCLA Center for Mental Health in Schools (n.d.). A resources aid for…improving teaching and learning supports by addressing the rhythm of a year.. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf


Teacher: “What are realistic Teacher: What are realistic ways for me to collect data

on student behaviors to better communicate with better communicate with

students, parents, and my colleagues?”



Wh t l f t ll t What are examples of ways to collect classroom data on student behaviors?

• ‘Academic Enabler’ Checklists• Behavior Report CardsBehavior Report Cards



‘Academic Enabler’ Observational Checklists: Measuring Students’

Ability to Manage Their Own y gLearning


Response to Intervention‘Academic Enabler’ Skills: Why Are They Important?

Student academic success requires more than content knowledge or mastery of a collection of cognitive strategies. Academic accomplishment depends also on a set of ancillary skills and attributes called ‘academic enablers’ (DiPerna, 2006). Examples of academic enablers include:– Study skills– Homework completion– Cooperative learning skills– Organization

Independent seatwork


– Independent seatworkSource: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.


‘Academic Enabler’ Skills: Why Are They Important? (Cont.)

Because academic enablers are often described as broad skill sets, however, they can be challenging to define in clear, specific, measureable terms. A useful method for defining a global academic enabling skill is to break it down into a checklist of component sub-skills--a process known as ‘discrete categorization’ (Kazdin, 1989). An observer can then use the checklist to note whether a student successfully displays each of the sub-skills.


Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.


‘Academic Enabler’ Skills: Sample Observational Checklists





















‘Academic Enabler’ Skills: Why Are They Important? (Cont.)

Observational checklists that define academic enabling skills have several uses in Response to Intervention:– Classroom teachers can use these skills checklists as convenient

tools to assess whether a student possesses the minimum ‘starter set’ of academic enabling skills needed for classroom success set of academic enabling skills needed for classroom success.

– Teachers or tutors can share examples of academic-enabler skills checklists with students, training them in each of the sub-skills and encouraging them to use the checklists independently to take greater responsibility for their own learning.

– Teachers or other observers can use the academic enabler Teachers or other observers can use the academic enabler checklists periodically to monitor student progress during interventions--assessing formatively whether the student is using

f th b kill


more of the sub-skills.Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.


Monitoring Student Academic or General Behaviors:

Behavior Report Cardsp



Behavior Report Cards (BRCs) AreBehavior Report Cards (BRCs) Are…

brief forms containing student behavior-rating g gitems. The teacher typically rates the student daily (or even more frequently) on the BRC. The results ( q y)can be graphed to document student response to an intervention.



Behavior Report Cards Can Monitor Many Behaviors IncludingBehavior Report Cards Can Monitor Many Behaviors, Including…

• Hyperactivityyp y• On-Task Behavior (Attention)• Work Completion• Work Completion• Organization Skills• Compliance With Adult Requests• Ability to Interact Appropriately With Peersy pp p y



Behavior Report Card MakerBehavior Report Card Maker• Helps teachers to define student problem(s) more

clearlyclearly.• Reframes student concern(s) as replacement

behaviors to increase the likelihood for success with behaviors, to increase the likelihood for success with the academic or behavioral intervention.

• Provides a fixed response format each day to increase Provides a fixed response format each day to increase the consistency of feedback about the teacher’s concern(s).( )

• Can serve as a vehicle to engage other important players (student and parent) in defining the problem(s),


monitoring progress, and implementing interventions.

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Behavior Report Card MakerMaker




Behavior Report Card MakerMaker

www.interventioncentral.orgExample: Daily Report Card



Secondary-Level Tier 1 yIntervention: Behavioral Case Example: Justin: Non-Example: Justin: NonComplianceJim WrightJim Wrightwww.interventioncentral.org





Case Example: Non-ComplianceTh P blThe Problem

J ti h d tt f th t t f th h l f t • Justin showed a pattern from the start of the school year of not complying with teacher requests in his English class. His teacher Mr Steubin noted that – when given a teacher teacher, Mr. Steubin, noted that – when given a teacher directive—Justin would sometimes fail to comply. Justin would show no obvious signs of opposition but would sit passively or g pp p yremain engaged in his current activity, as if ignoring the instructor.

When no task demands were made on him, Justin was typically a quiet and somewhat distant student but otherwise appeared


a quiet and somewhat distant student but otherwise appeared to fit into the class and show appropriate behavior.

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Case Example: Non-ComplianceTh E idThe Evidence• Student Interview. Mr. Steubin felt that he did not have a strong

relationship with the student so he asked the counselor to talk with Justin relationship with the student, so he asked the counselor to talk with Justin about why he might be non-compliant in English class. Justin told the counselor that he was bored in the class and just didn’t like to write. Wh d b th l J ti d itt d th t h ld d th When pressed by the counselor, Justin admitted that he could do the work in the class but chose not to.

• Direct Observation. Mr. Steubin noted that Justin was less likely to Direct Observation. Mr. Steubin noted that Justin was less likely to comply with writing assignments than other in-class tasks. The likelihood that Justin would be non-compliant tended to go up if Mr. Steubin pushed him to comply in the presence of Justin’s peers The odds that Justin him to comply in the presence of Justin’s peers. The odds that Justin would comply also appeared to increase when Mr. Steubin stated his request and walked away, rather than continuing to ‘nag’ Justin to


comply.

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Case Example: Non-ComplianceTh E id (C )The Evidence (Cont.)• Work Products. Mr. Steubin knew from the assignments that he did

receive from Justin that the student had adequate writing skills However receive from Justin that the student had adequate writing skills. However, Justin’s compositions tended to be short, and ideas were not always as fully developed as they could be—as Justin was doing the minimum to

t bget by.• Input from Other Teachers. Mr. Steubin checked with other teachers who

had Justin in their classes The Spanish teacher had similar problems in had Justin in their classes. The Spanish teacher had similar problems in getting Justin to comply but the science teacher generally found Justin to be a compliant and pleasant student. She noted that Justin seemed to really like hands on activities and that when potentially non compliant he really like hands-on activities and that, when potentially non-compliant, he responded well to gentle humor.



Case Example: Non-ComplianceTh I iThe Intervention• Mr. Steubin realized that he tended to focus most of his attention on

Justin’s non-compliance So the student’s non compliance might be Justin s non-compliance. So the student s non compliance might be supported by teacher attention. OR the student’s compliant behaviors might be extinguished because Mr. Steubin did not pay attention to them.

• The teacher decided instead that Justin needed to have appropriate consequences for non-compliance balanced with incentives to engage in consequences for non compliance, balanced with incentives to engage in learning tasks. Additionally, Mr. Steubin elected to give the student attention at times that were NOT linked to non-compliance.



Case Example: Non-ComplianceTh I i (C )The Intervention (Cont.)• Appropriate Consequences for Non-Compliance. Mr. Steubin adopted a

new strategy to deal with Justin’s episodes of non-compliance Mr new strategy to deal with Justin s episodes of non-compliance. Mr. Steubin got agreement from Justin’s parents that the student could get access to privileges at home each day only if he had a good report from th t h b t l i ith l t the teacher about complying with classroom requests.

Whenever the student failed to comply within a reasonable time (1 p y (minute) to a teacher request, Mr. Steubin would approach Justin’s desk and quietly restate the request as a two-part ‘choice’ statement. He kept his verbal interactions brief and neutral in tone As part of the ‘choice’ his verbal interactions brief and neutral in tone. As part of the choice statement, the teacher told Justin that if he did not comply, his parents would be emailed a negative report. If Justin still did not comply, Mr. St bi ld f ll th h l t th t d i di th t f


Steubin would follow through later that day in sending the report of non-compliance to the parents.

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Teacher Command Sequence: Two-Part Choice Statement

1. Make the request. Use simple, clear language that the student understands.

If possible, phrase the request as a positive (do) statement, rather than a negative (don’t) statement. (E.g., “Justin, please start your writing assignment now.”) Wait a reasonable time for the student to comply (e.g., 1 minute)



Teacher Command Sequence: Two-Part Choice Statement2 [If the student fails to comply] Repeat the request as 2. [If the student fails to comply] Repeat the request as

a 2-part choice. Give the student two clear choices with clear consequences Order the choices so that with clear consequences. Order the choices so that the student hears negative consequence as the first choice and the teacher request as the second choice choice and the teacher request as the second choice. (E.g., “Justin, I can email your parents to say that you won’t do the class assignment or you can start the won t do the class assignment or you can start the assignment now and not have a negative report go home It’s your choice ”) Give the student a


home. It s your choice. ) Give the student a reasonable time to comply (e.g., 1 minute).


Teacher Command Sequence: Two-Part Choice Statement

3. [If the student fails to comply] Impose the pre-selected negative consequence. As you impose the consequence, ignore student questions or complaints that appear intended to entangle you in a power struggle.



Case Example: Non-ComplianceTh I i (C )The Intervention (Cont.)• Active Student Engagement. Mr. Steubin reasoned that he could probably

better motivate the entire class by making sure that lessons were better motivate the entire class by making sure that lessons were engaging.

H d t ff t t b ild l d t i f hi h i t t t He made an extra effort to build lessons around topics of high interest to students, built in cooperative learning opportunities to engage students, and moved the lesson along at a brisk pace. The teacher also made ‘real-g pworld’ connections whenever he could between what was being taught in a lesson and ways that students could apply that knowledge or skill outside of school or in future situationsoutside of school or in future situations.



Case Example: Non-ComplianceTh I i (C )The Intervention (Cont.)• Teacher Attention (Non-Contingent). Mr. Steubin adopted the two-by-ten

intervention (A Mendler 2000) as a way to jumpstart a connection with intervention (A. Mendler, 2000) as a way to jumpstart a connection with Justin. The total time required for this strategy was 20 minutes across ten school days.



Sample Ideas to Improve Relationships With St d t Th T B T I t tiStudents: The Two-By-Ten Intervention (Mendler, 2000)

• Make a commitment to spend 2 minutes per dayMake a commitment to spend 2 minutes per dayfor 10 consecutive days in building a relationship with the student…by talking about topics of with the student…by talking about topics of interest to the student.

Avoid discussing problems with the student’s behaviors or schoolwork during these times.behaviors or schoolwork during these times.


Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.


Sample Ideas to Improve Relationships With St dents The Three to One Inter entionStudents: The Three-to-One Intervention

(Sprick, Borgmeier, & Nolet, 2002)

• Give positive attention or praise to problem students at least three times more frequently than you reprimand them. Give the student the attention or praise during moments when that student is acting appropriately. Keep track of how frequently you give positive attention and reprimands to the student.


Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive andremedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Case Example: Non-ComplianceTh OThe Outcome• The strategies adopted by Mr. Steubin did not improve Justin’s level of

compliance right away Once the teacher had gone through the full ten compliance right away. Once the teacher had gone through the full ten days of the ‘two by ten’ intervention, however, Mr. Steubin noticed that Justin made more eye contact with him and even joked occasionally. And th t d t’ t f li th ti bl i d b t till h d the student’s rate of compliance then noticeably improved—but still had a way to go.

• Mr. Steubin kept in regular contact with Justin’s parents, who admitted about 8 days into the intervention that they were not as rigorous as they should be in preventing him from accessing privileges at home when he was non-compliant at school. When the teacher urged them to hold the line at home, they said that they would –and did. Justin’s behavior


, y yimproved as a result, to the point where his level of compliance was typical for the range of students in Mr. Steubin’s class.

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Documents

RTI & Student Conduct: Research-Based Interventions to ...Disrespect toward teachers. Yelled at me while I was helppg ging him with his assignment. Told him to cool down and sit in