School-Wide Intervention to Improve Reading and Behavioral Skills

Debra Kamps, Howard Wills, Charles Greenwood

Juniper Gardens Children’s ProjectUniversity of Kansas

2006 OSEP Project Director’s Meeting

The Kansas Center for Early Intervention in Reading and Behavior

Representative Schools SampleIn the Kansas City Metropolitan Area

2 States 4 Districts Urban/Suburban (cultural and economic diversity) Public, Charter, Parochial

Randomized Longitudinal Design Strength of Treatment Assessed

Some Unique Dimensions of the KS Study Intervention

Reading and Behavioral Risk Dual School-wide Behavior and Reading

Teams Directing 3-tiered Models

ReadingTeam

BehaviorTeam

A Three-tiered Model for School-wide Screening & Early Intervention

Primary Level Intervention All students receive instruction and support within the

general education classroom (universals) Secondary Level Intervention Students not meeting benchmark goals using the

DIBELS and students meeting SSBD/ESP behavioral risk scores receive differential instruction and intervention (small groups)

Tertiary Level Intervention Students in intensive range or non-responsive to

secondary level (individualized, long-term)

Accomplishments of the Reading and Behavior Center

• Secondary/Tertiary small group reading intervention590 students in 2003-2004790 students in 2004-2005908 students in 2005-2006

• Secondary/Tertiary level behavior intervention 174 students in 2003-2004283 students in 2004-2005 276 students in 2005-2006

School-wide Positive Behavior Support (Horner & Sugai, 2000)

Primary Level Intervention School-wide implementation of behavioral expectations (teaching, rewarding, 4:1 positives, providing fair consequences team driven, data-based decision making)

Secondary Level Intervention Students not improving with primary level, receive targeted

interventions e.g., group contingencies, social skills groups, check-in/check-out, point systems, mentors

Tertiary Level Intervention Students at highest risk or unresponsive to secondary level

receive individualized intervention

Year 1

Year 2

Year 3

Settings Expectations

Classroom Cafeteria Restroom Playground Hallway

Active Listening

Eyes on speaker within 2-3 secondsSilent voicesHands and feet stillRespond to directions first time

Active listening within 2-3 secondsEyes on the speakerSilent voices during Active Listening drillQuiet chairsIntent to cooperate

Quiet voicesThink about the expectations for restroom useCooperate with the expectations

Respond immediately after the whistle is blown (eyes on speaker, silent voices, ready to follow directions)

Silent voicesEyes look forwardEars ready to listen to any directionsFollow the leader and directions

Best Effort

Do quality work that is:oaccurateoneatocomplete

Set table completelySignal servers with choiceGet everything you need before sitting downEat meal within time allowed

Use restroom only when necessaryUse the restroom quicklyTake care of personal hygieneDo not play in restroom

Know the recess choices for your classPlay games and use equipment as taughtStick with the chosen activity

Silent voicesSpace between peopleBody faces forwardAvoid squeaking shoes

Care for Property

Respect all property of self and othersReturn materials in good condition to the proper place

Keep all areas as clean and neat as possibleReturn dishes to washing area in a neat and orderly way

Keep walls and floors cleanFlush toilets when finishedReport damages or messes immediately

Use equipment as it is intended to be usedKeep balls inside the fenceAccount for all equipment and bring it in

Keep hands off walls and displaysWipe mud off of feet before entering the buildingAvoid making black marks

Deep-Down Kindness

Use kind wordsHelp and assist othersInclude othersWork for the common good

Use good manners as you pass utensils and eatInclude others at the table in quiet and kind conversationsThank others for serving and helping you

Allow other people privacyUse kind words to others in the restroomReport anything that is unkind, unsafe or unclean as a kindness to everyone using the restroom

Use words of a good sport (good game, nice job, your turn, etc.)Include others in your play

Avoid racing to get ahead in lineAllow others to step into their place in lineHold doors for othersUse “excuse me” when moving in front of someone

Extreme Safety

Use words and problem-solving steps to handle conflictsFollow safety rulesUse materials and equipment so as to not injure self or others (keep all chair legs on the floor)

Walk at all timesAvoid passing germs to others and their traysClean up all spills

Do not stand on toiletsDo not climb on stallsWash hands after use with soap and plenty of water

Dress appropriately for the weatherUse equipment as it is intended to be usedThrow and kick balls only if you are involved in the gameStay inside the fence at all times

Walk at all timesStay to the right side of the hallwayKeep arms at sidesLook before rounding a corner

School Expectations Matrix- Overland Park Elementary

Class-Wide Function-based Intervention Teams (CW-FIT)

• Behavioral intervention to teach appropriate skills and reinforce use through game format

• Secondary Level Intervention(3-tiered Positive Behavior Support model)

• Designed to:– help students who need more than universal supports– be implemented at the class-wide level– incorporate individualized components– address attention – a common function of problem behavior– be implemented during “problem” times during the day

CW-FIT Components

Class-wide Function-BasedIntervention Teams

‘CW-FIT’

DRA/Contingencies

Self/PeerManagement

ExtinctionTeaching

Teaching Appropriate Behavior

• Direct instruction of skills:

Define, model, teacher-student and student-student role play, feedback, practice

• 3-5 days teaching and practice• Pre-correct at start of instruction• Incidental teaching

Class-wide Function-Based 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

CW-FIT Game Component

• Group Contingency Class Teams of 2-5 Students

teams of 1 – Self-monitoring

• 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

Success In Schools

• Four Schools – Thirteen classrooms• Approximately 235 students• Three 5th grade math classes• One K, four 1st , one 2nd, one 3rd • Three middle school classes (one teacher for 2

science classes and 1 religion class)

Participants and settings

Kansas City, MO Elementary Charter School423 studentsLow SES – 94% free and reduced lunch62% English Language LearnersHigh number of office referrals

Three 5th Grade Math Classes Class 1, year 1, teacher w/2 years experience, 16 students Class 2, year 2, beginning teacher, 19 students

Class 3, year 2, beginning teacher, 16 students

Procedures

• Researcher provided demonstration of teaching and CW-FIT game (2-3 sessions)

• Teachers assumed management of lessons, pre-corrects, game (points)

• CW-FIT used on a daily basis during math sessions, rewards extended to every 2nd session

Results – Mr. L’s Math Class

Mr. L's 5th Grade Math Class

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Sessions

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Teacher Behaviors

Mr. L - Praise and Reprimands

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Results for Students At Risk for SBDn = 17 (12 classrooms)

Frequency of Disruptive Behaviors

Baseline mean = 22.45

Intervention mean = 6.52 (ES = -1.35)

Percentage of On Task Behavior

Baseline mean = 61.7

Intervention mean = 85.4 (ES = 0.85)

Conclusions

• CW FIT improves behavior for many students• CW FIT improves teacher attention to appropriate

behaviors and usually reduces reprimands• 1-2 Target students need additional tertiary level

intervention • Teachers have generalized use to subsequent

school years and additional class periods

Behavior Education Program (Crone, Horner, & Hawken, 2004)

• Morning check-in (Get BEP Form)• Give BEP form to each teacher prior to each period.• End of day check-out

• Points tallied• Reward

• BEP form copy taken home and signed• Return signed copy next morning

“Check In/Check Out”

Check In/Check Out Process

Daily

CICO Plan

Morning Check-in

Afternoon Check-out

Daily TeacherEvaluation

Home Check-in

Behavior Plan

Student’s Name: ____________ Homeroom Teacher: ___________ Date: _______

Reading Math Spelling Languag

e Core I Core I I 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

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Days

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Rdg Math Spell Lang Core Trans Specials

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Tertiary Level, Intensive Intervention

1) Increase secondary level intervention e.g., frequency, quality, level of reinforcement, individualize components

OR

2) Functional assessment, hypothesis testing, functional analysis

“Functional Analysis and Function-based Intervention during Small Group Reading Instruction” (Shumate & Wills)

Reading para-professional 20-min small group (5:1 ratio)

2nd grade female, with inappropriate verbalizations and bids for teacher attention

Her behaviors resulted in frequent disruption of

the small group and a loss of academic time for her and the other students.

Procedures and Results

Three FA conditions were:

attention, escape, and play FA implemented by para with coaching by

research staff FA results: problem behaviors maintained by

teacher attention

Function-based intervention

Non-contingent reinforcement procedure 1-min schedule

Ignore all undesirable behaviors Attend to all “hand raising” Para self-monitoring of praise frequency

Note: The para-professional reported that the functional analysis conditions were easy to run and the intervention was easy to implement.

Percent of Intervals with Target Behaviors

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Baseline Attention Escape Play Intervention Follow-up

Baseline Functional Analysis Intervention Follow-Up

Percentage of Intervals On-Task

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Baseline1 Attention Escape Play Intervention Follow-up

Baseline Functional Analysis Intervention Follow-Up

Teacher Attention to Child's Positive and Negative Behavior

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Teacher Attn. to Neg. Beh. Teacher Attn. to Pos. Beh.

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/SBD

e.g., contingency programs, social skills, self-management, check-in/check out

Lessons learned…so fardkamps@ku.edu

• 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)