1. The Link Between Behavior and Reading: A Truly Integrated System Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) sgoodman@oaisd.org miblsi.cenmi.org MiBLSi Implementer’s Conference March 17, 2011

2. Presentation Description Emerging research suggests that there is an interactive relationship between behavior and reading. Integrating academic and behavior supports (particularly in the area of reading) can lead to improved student outcomes. This presentation will provide the rationale for a combined approach and key features of an integrated model.

3. Parallel vs. Integrated Systems of Behavior and Reading Support

4. Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Behavior and Reading 3-Tier Model Cir. 2003

5. Behavior and Reading 3-Tier Model Reading Behavior Universal Intervention Core Instruction, all students Preventive Targeted Intervention Supplemental, some students, reduce risk Intensive Intervention Individualized, functional assessment, highly specific 80% 7-15% 1-5% Cir. 2006

6. Parallel Systems to Integrated Systems of Academic and Behavior Supports Behavior Supports Academic SupportsEducational Supports Cir. 2011

7. Examples of Behavior and Reading Practices Continuum of Supports Universal Prevention Behavior Identify expectations Teach Monitor Acknowledge Correct Reading Evidence based curriculum focused on: Phonemic Awareness Alphabetic Principal Fluency Vocabulary Comprehension Adequate teaching time Trained instructors Progress monitoring Active participation with frequent feedback Targeted Intervention Behavior Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Reading Teacher-Directed PALS K PALS First Grade PALS Road to the Code REWARDS Peer Assisted Learning Strategies Read Naturally Intensive Intervention Behavior Individualized, functional assessment based behavior support plan Reading Scott Foresman Early Reading Intervention Reading Mastery Corrective Reading

8. Take a moment to discuss with a colleague Where does your school fall on the continuum? Why do you think so? Your Turn Parallel Systems Integrated Systems

9. Practices of Behavior and Reading Supports Reading Supports Behavior Supports Integrated Behavior and Reading Supports

10. Possibilities for Integration Integrating behavior and reading content through students interacting with content Integrating behavior and reading content through staff interacting with students (at each tier of support) Integrating behavior and reading content through staff interacting with staff

11. Integrating behavior and reading content through students interacting with content

12. Respect Through Literature Odd Boy Out: Young Albert Einstein by Don Brown It Wasn’t Me! by Udo Weigelt and illustrated by Julia Gukova Regina’s Big Mistake by Marissa MossWhen Santa Turned Green by Victoria Perla Just Kidding by Trudy Ludwig and illustrated by Adam Gusavson Thank You, Mr. Falkner by Patricia Polacco Respect and Take Care of Things by Cheri J. Meiner I Like Your Buttons by Sarah Marwil Lamstein and illustrated by Nancy Cote What is the Zebras Lost Their Stripes? By John Reitano and illustrated by William Haines Carla’s Sandwich by Debbie Herman and illustrated by Sheila Bailey Enemy Pie by Derek Munson and illustrated by Bryan Collier Rosa by Nikki Giovanni and illustrated by Bryan Collier The Dog Poop Initiative: A True Story by Kirk Weisler Stick and Stones: A Social Skills Lesson by Carol Cummings compiled by Susan Bogart and Jen Orton

13. Group Contingencies: Filled Buckets at Cornell

14. Some schools create behavior expectation books

15. Integrating behavior and reading content through staff interacting with students

16. Integrated tier I supports for behavior and reading

17. Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

18. Proficiency on 4 th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

19. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher

20. High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

21. Quality instruction can reduce student engagement in problem behavior Sanford (2006) Explicit instruction Frequent opportunities to respond Appropriate placement (95% correct in text) Preciado, Horner, Baker (2009) Teaching decoding skills Review/Preview of grade level story Review 2-3 key vocabulary words in the story Review directions and help student complete the next day’s reading independent task Teach student how to ask for a break from task Teach student how to ask for peer or adult assistance to complete a reading task

22. Factors Impacting Student Engagement Student Variable Intrinsic interest in topic/activity Previous history w/ this topic/activity Skill level/maturity Attention span Etc. Social Variables Peer relationships Classroom community Social support for/acceptance of acting interested/engaged Connection with teacher Etc. From Kevin Feldman (2009) And, Teacher Instructional Variables

23. Active Student Engagement: Examples Provide high rates of opportunities to respond Vary individual vs. group responding Consider various observable ways to engage students Written responses Response cards Peer tutoring Pair share Guided notes Writing on individual white boards Choral responding Gestures

24. MiBLSi Schools and Reading MEAP: Average Total Office Discipline Referrals per 100 Students per Day 2004-2005

25. Integrated tier II supports for interrelated behavior and academic problems

26. Possibilities of Behavior/Academic Concerns around function of problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

27. Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

28. Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008) Teacher presents student with grade level academic task Student engages in problem behavior Teacher removes academic task or removes student Student escapes academic task Student’s academic skills do not improve So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both

29. 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.

30. 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

31. 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

32. Examples of Tier II Supports More practice Choral responses Partner responses Written responses “Randomly” call on students Supplemental interventions that focus on specific skill deficit Teacher-Directed PALS Road to the Code REWARDS Peer Assisted Learning Strategies Read Naturally

33. Targeted Interventions matched to function of problem behavior Open Court Intervention KPALSPALSREWARDS Cars & Stars Read Naturally Adult attention XXXX Peer attention XXX from Dr. Dawn Miller, Shawnee Mission School District

34. Take a moment to discuss with a colleague How would you explain to your staff the logic that you might address “at risk” problem behavior through reading instruction? Your Turn

35. Integrated tier III supports for behavior and reading

36. Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment) 33% 43% 56% 24% 20% (n = 201) 24% (n = 4074)

37. Tier III Support Example: Eddie 3 rd Grade Student Problem: Disruptive and argumentative *fictional student with fictional data for illustration of process

38. Social Behavior Social Studies Science Reading Math Phys. Ed. Art Student Profile: Eddie

39. 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

40. Functional Assessment of Behavior and Academics Behavior To obtain Objects/activities Attention from peers Attention from adults To Escape/avoid Objects/activities Attention from peers Attention from adults Academic Can’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

41. Process: Referral for behavior problems Student is referred for behavior concern Develop behavior support plan No Universal Supports implemented with fidelity? Improve fidelity of Universal Supports No Conduct behavior functional assessment Yes Document previous strategies implemented to address problem Conduct academic functional assessment Yes Does behavior serve to escape/avoid academic task? Develop integrated academic and behavior support plan

42. Process: Referral for academic problems Student is referred for Academic concern Does student’s behavior interfere with learning opportunities Develop integrated academic and behavior support plan Develop academic support plan Conduct academic and behavior functional assessment Conduct academic functional assessment Universal Supports implemented with fidelity? Improve fidelity of Universal Supports No Yes No Yes Document previous strategies implemented to address problem

43. Demonstration Behavior Data from School-Wide Information System: Eddie Problems in Classroom

44. Demonstration Behavior Data from School-Wide Information System: Eddie

45. Avoid Task Avoid Adult

46. Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies

47. Eddie W Demonstration Reading Data: DIBELS Class Progress Report Eddie

48. 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,2 4 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 felt115 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 sawcompany pressed important I fourtims I company book some important long doctor that work

49. 49 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

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

51. Typical Consequence Told “good job” Grades What we want Desired Alternative Do work successfully w/o complaints Consequences strengthened through Universal Supports The Competing Pathways chart for our friend Eddie Strengthened through Core Program

52. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Setting Events Triggering Antecedents Reading curriculum that is at frustration level Asked to complete reading assignment Problem Behavior Argues, threatens uses profanity Maintaining Consequences Remove from class Function Avoid task What we got The Competing Pathways chart for our friend Eddie

53. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task The Competing Pathways chart for our friend Eddie What we could put up with (for now)

54. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills What we need to do

55. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

56. Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. 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 development Teach problem- solving skills Behavior Skills Strategies

57. 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

58. Action Plan for Intervention Strategies Task Person Responsible By 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 skills Reading resource teacher Begin 3/28/10 3.Role-play how to make appropriate requests for help Social workerBy 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 TeacherBegin 3/28/10 6.Explain support plan to studentTeacher3/21/10

59. Evaluation Plan Behavioral goal –Short term –Long Term Evaluation procedures –Data to be collected Review Date

60. Eddie’s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible When 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 DecodingWeekly 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?

61. Progress Monitoring Academics: Decoding x x

62. Daily Report Card Daily Report Card with choice of incentives from “treasure chest”

63. Please describe your school’s process to identify specific contributing factors to academic/behavior problems?Please describe your school’s process to identify specific contributing factors to academic/behavior problems? Are these integrated or separate processes?Are these integrated or separate processes? Your Turn

64. Integrating behavior and reading content through staff interacting with staff

65. Integrated Support For Staff Team approach Application of Implementation Drivers (e.g., leadership, capacity, competency) to ensure that evidence-based academic and behavior practices are implemented with fidelity Collect, summarize, analyze and act upon academic/behavior data)

66. Looking at Julia’s data Problem solving from an individual student level to systems level

67. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) As an educator, do you have a concern about this child’s progress on the end of year goal/skill? (remember she is only in Kindergarten) What does this information tell you about Julia’s needs?

68. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) And now… the rest of the class. Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates? What does this information tell you about Julia’s needs and the needs of her classmates?

69. Same building, same grade, different teacher Does this information change how you might support Julia? Her classmates?

70. Julia’s class Same building, same grade, different teacher Does this information change how you might support Julia? Her classmates? What does this information tell you about Julia’s needs and the needs of her classmates? Major discipline referrals per student per class

71. Grade Level Meetings

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

75. 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.

76. When we try to pick out anything by itself, we find that it is hitched to everything else in the universe - John Muir - John Muir