1. Response to Intervention www.interventioncentral.org RTI Strategies for Working With Emotionally Unpredictable and Defiant Kids Jim Wright www.interventioncentral.org

2. Response to Intervention www.interventioncentral.org Workshop Agenda RTI & Behavior: Introduction Managing the Classroom to Develop Positive Student Behaviors Intervention Ideas for Individual Challenging Behaviors Defining Student Behavior Problems & Linking Them to Effective Interventions Managing Student Problem Behaviors ‘ Defensively ’ Internet Resources to Help Teachers With Classroom Management

3. Response to Intervention www.interventioncentral.org Access the introductory PPT from this workshop at: http://www.jimwrightonline.com/ lake_county_ROE.php

4. Response to Intervention www.interventioncentral.org 4 Team Activity: Select a Behaviorally Challenging Student… : At your table: –Discuss students in your classrooms or school who present challenging behaviors. –Of the students discussed, select one student that your team will use in an exercise of defining student problem behaviors. (TIP: For this exercise, try to select a student with emerging difficulties rather than one with extreme and longstanding problem behaviors.) –Write a brief statement defining that student’s problem behavior(s).

5. Response to Intervention www.interventioncentral.org ‘Big Ideas’ in Student Behavior Management

6. Response to Intervention www.interventioncentral.org 6 Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Causes (Kratochwill, Elliott, & Carrington Rotto, 1990) Behavior is not random but follows purposeful patterns. Students who present with the same apparent ‘surface’ behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur. A student’s problem behaviors must be carefully identified and analyzed to determine the drivers that support them. 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..

7. Response to Intervention www.interventioncentral.org 7 Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include… 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.

8. Response to Intervention www.interventioncentral.org 8 From the Trenches… Office Disciplinary Referral “ ” Disrespect toward teachers. Yelled at me while I was helping him with his assignment. Told him to cool down and 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 behavior.

9. Response to Intervention www.interventioncentral.org 9 From the Trenches… Office 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 third 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’.

10. Response to Intervention www.interventioncentral.org 10 From the Trenches… Office Disciplinary Referral “ ” For some reason, R. wants to keep challenging me. Today he was being persistent that he wanted to sit on a table not in his chair. This was after I asked him to stop talking 4-5 times, that’s all. I sent him to the office again, second time.

11. Response to Intervention www.interventioncentral.org 11 Inference: Moving Beyond the Margins of the ‘Known’ “An inference is a tentative conclusion without direct or conclusive support from available data. All hypotheses are, by definition, inferences. It is critical that problem analysts make distinctions between what is known and what is inferred or hypothesized….Low-level inferences should be exhausted prior to the use of high-level inferences.” p. 161 Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176).

12. Response to Intervention www.interventioncentral.org 12 Examples of High vs. Low Inference Hypotheses High-Inference Hypothesis. The student is ‘just lazy’ and would do better if he would only apply himself. Known Unknown Low-Inference Hypothesis. The student has gaps in academic skills that require (a) mapping out those skill gaps, and (b) providing the student with remedial instruction as needed. Known Unknown An 11 th -grade student does poorly on tests and quizzes in math. Homework is often incomplete. He frequently shows up late for class and does not readily participate in group discussions.

13. Response to Intervention www.interventioncentral.org 13 Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘ behavior stream’ ). When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors. Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to effectively ‘capture’ the student’s ‘behavior stream’. Big Ideas: Behavior is a Continuous ‘Stream’ (Schoenfeld & Farmer, 1970) Source: Schoenfeld, W. N., & Farmer, J. (1970). Reinforcement schedules and the ‘‘behavior stream.’’ In W. N. Schoenfeld (Ed.), The theory of reinforcement schedules (pp. 215–245). New York: Appleton-Century-Crofts.

14. Response to Intervention www.interventioncentral.org 14 Student academic problems cause many school behavior problems. “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 when students cannot or will not do required academic work.” Big Ideas: Academic Delays Can Be a Potent Cause of Behavior Problems (Witt, Daly, & Noell, 2000) 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

15. Response to Intervention www.interventioncentral.org Motivation: The Construct

16. Response to Intervention www.interventioncentral.org 16 Definitions of ‘Motivation’ “…motivation refers to the initiation, direction, intensity and persistence of behavior.” Source: Motivation. (2007). Wikipedia. Retrieved March 13, 2007, from http://en.wikipedia.org/wiki/Motivation “Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior.” Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997.

17. Response to Intervention www.interventioncentral.org 17 Unmotivated Students: What Works 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 also be zero. 1.the student’s expectation of success on the task 2.the value that the student places on achieving success on that learning task Motivation can be thought of as having two dimensions: Multiplied by 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 and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists. ……………… 10 X 0...………… 0 ……………… 0 X 10...………… 0 ……………… 10 X...………… 100

18. Response to Intervention www.interventioncentral.org 18 Academic Motivation: ‘Domain-Specific’ “Research on achievement motivation has documented the role of self-competence beliefs as mediators of actual achievement in various domains…According to numerous theories (e.g., attribution theory, self-efficacy theory, self-worth theory), children perform better and are more motivated to select increasingly challenging tasks when they believe that they have the ability to accomplish a particular task….Most current research and theory focuses on the links between domain- specific self-competence beliefs and domain-specific motivation and performance.” p. 509 Source: Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.

19. Response to Intervention www.interventioncentral.org 19 Intrinsic vs. Extrinsic Motivation “An intrinsically motivated behavior [is defined as] one for which there exists no recognizable reward except the activity itself (e.g., reading). That is, behavior that cannot be attributed to external controls is usually attributed to intrinsic motivation.” “…an extrinsically motivated behavior refers to behavior controlled by stimuli external to the task.” p. 345 Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

20. Response to Intervention www.interventioncentral.org 20 Intrinsic Motivation: Is There Any Utility to This Construct? By definition, intrinsic motivation is supported by the reinforcing quality of the activity alone. As a construct, ‘intrinsic motivation’ may be untestable, because the reinforcer cannot be directly observed or experimentally manipulated. Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

21. Response to Intervention www.interventioncentral.org 21 Motivation in Action: ‘Flow’

22. Response to Intervention www.interventioncentral.org 22 Definition of the ‘Flow’ State “Being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost.” --Mihaly Csikszentmihalyi Source: Geirland, J. (Septermber, 1996). Go with the flow. Wired Magazine. Retrieved March 19, 2007, from http://www.wired.com/wired/archive/4.09/czik_pr.html

23. Response to Intervention www.interventioncentral.org 23 Qualities of Activities that May Elicit a ‘Flow’ State The activity is challenging and requires skill to complete Goals are clear Feedback is immediate There is a ‘merging of action and awareness’. ‘All the attention is concentrated on the relevant stimuli’ so that individuals are no longer aware of themselves as ‘separate from the actions they are performing’ The sense of time’s passing is altered: Time may seem slowed or pass very quickly ‘Flow’ is not static. As one acquires mastery over an activity, he or she must move to more challenging experiences to continue to achieve ‘flow’ Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row

24. Response to Intervention www.interventioncentral.org 24 Flow Channel Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row Anxiety Boredom (High) (Low) (High)(Low) Student A: Low Skills, Low Challenge A Student B: High Skills, Low Challenge B Student C: Low Skills, High Challenge C Student D: High Skills, High Challenge D Challenges Skills

25. Response to Intervention www.interventioncentral.org Student Motivation: Two Steps to Reframing the Issue and Empowering Schools Step 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in active accurate 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 job to figure out why the student is unmotivated and to find a way to get that student motivated.” 25 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.

26. Response to Intervention www.interventioncentral.org 26 ABC: The Core of Behavior Management “....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, behavior, and consequence.” 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. A B C “That is, most behavior is believed to occur…” “… subsequent to some type of environmental event (i.e., an antecedent ) …” “…which then may be maintained if it is followed by an event that is pleasurable or reinforcing (i.e., consequence ).”

27. Response to Intervention www.interventioncentral.org 27 ABC: Events as Antecedents A B C The student stares at the paper for a moment—then tears it up. Example: A student is given a math computation worksheet to complete. The student is sent to the office-allowing escape from the task. 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. ‘Discriminative Stimulus’: An antecedent can become associated with certain desired outcomes and thus ‘trigger’ problem behaviors. If the consequence associated with the behavior is reinforcing for the student, then the antecedent or trigger can serve to signal (discriminate) that reinforcement is coming.

28. Response to Intervention www.interventioncentral.org 28 Antecedent Strategies to Manage Behavior: Proactive Changes to the Environment “Antecedent interventions typically involve some type of environmental rearrangement. ” 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.

29. Response to Intervention www.interventioncentral.org 29 Advantages of Antecedent Strategies vs. ‘Reactive Approaches’ 1.Can prevent behavior problems from occurring 2.Are typically ‘quick acting’ 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.

30. Response to Intervention www.interventioncentral.org 30 Group Activity: Big Ideas in Behavior Management At your tables: Review the big ideas in behavior management presented in this workshop. Select the top 1-2 big ideas that you feel are most important for your teachers to understand and keep in mind. Big Ideas in Behavior Management 1.Student behaviors are not random; they have an underlying purpose 2.Schools should explore‘ low inference’ explanations for student behavior problems before ‘high inference’ 3.Academic problems often cause behavior problems 4.Motivation is an interaction between the student and his or her instructional environment 5.It is better to prevent the triggers to problem behaviors than being reactive.

31. Response to Intervention www.interventioncentral.org 31 ‘Teacher’s Voice’: Behavior Management Strategies

32. Response to Intervention www.interventioncentral.org 32 The ‘Alpha’ Command: Structuring Verbal Teacher Directives to Maximize Their Impact p. 39 (Walker & Walker, 1991)

33. Response to Intervention www.interventioncentral.org 33 The Importance of Teacher Commands Teacher commands are a necessary classroom management tool, required to start and stop student behaviors. However, teacher commands can lose their force if overused. In one observational study in an elementary school, for example, researchers found that teachers in that school varied in their use of verbal commands, with rates ranging from 60 per day to 600 per day.

34. Response to Intervention www.interventioncentral.org 34 Ineffective (‘Beta’) Teacher Commands Are Often: Presented as questions or “Let’s” statements Stated in vague terms Have overly long justifications or explanations tacked on

35. Response to Intervention www.interventioncentral.org 35 Effective (‘Alpha’) Teacher Commands: Are brief Are delivered one task or objective at a time Are given in a matter-of-fact, businesslike tone Are stated as directives rather than as questions Avoid long explanations or justifications (and puts them at the BEGINNING of the directive if needed) Give the student a reasonable amount of time to comply

36. Response to Intervention www.interventioncentral.org 36 Ideas to Reduce Teacher Use of Commands Be reflective; analyze when commands are being overused and why: find other solutions Train students in common routines (e.g., getting help when stuck on independent seatwork) Use classroom “memory aids” (e.g., posting of steps of multi-step assignment, daily schedule, etc.) Give periodic rules review Use routine prompt signals (e.g., music or chimes to signal transitions)

37. Response to Intervention www.interventioncentral.org 37 “Thaddeus, I know that you finished the quiz early, but it is important that you not distract the other students while they are trying to work. You wouldn’t want them to do poorly on the quiz, would you?” Effective ‘Alpha’ Teacher Commands … Are brief Are delivered one task or objective at a time Are given in a matter-of-fact, businesslike tone Are stated as directives rather than as questions Avoid long explanations or justifications Give the student a short but reasonable amount of time to comply

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39. Response to Intervention www.interventioncentral.org Reducing Problem Behaviors Through Good Academic Management: 10 Strategies p. 34 Jim Wright www.interventioncentral.org

40. Response to Intervention www.interventioncentral.org 40  Be sure that assigned work is not too easy and not too difficult  Offer frequent opportunities for choice  Select high-interest or functional learning activities  Instruct students at a brisk pace  Structure lessons to require active student involvement  Incorporate cooperative-learning opportunities into instruction  Give frequent teacher feedback and encouragement  Provide correct models during independent work  Be consistent in managing the academic setting  Target interventions to coincide closely with ‘point of performance’ Reducing Problem Behaviors Through Good Academic Management: 10 Strategies

41. Response to Intervention www.interventioncentral.org 41 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Be sure that assigned work is not too easy and not too difficult. It is surprising how often classroom behavior problems occur simply because students find the assigned work too difficult or too easy (Gettinger & Seibert, 2002). As a significant mismatch between the assignment and the student’s abilities can trigger misbehavior, teachers should inventory each student’s academic skills and adjust assignments as needed to ensure that the student is appropriately challenged but not overwhelmed by the work. 1

42. Response to Intervention www.interventioncentral.org 42 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Offer frequent opportunities for choice. Teachers who allow students a degree of choice in structuring their learning activities typically have fewer behavior problems in their classrooms than teachers who do not. (Kern et al., 2002). One efficient way to promote choice in the classroom is for the teacher to create a master menu of options that students can select from in various learning situations. For example, during independent assignment, students might be allowed to (1) choose from at least 2 assignment options, (2) sit where they want in the classroom, and (3) select a peer-buddy to check their work. Student choice then becomes integrated seamlessly into the classroom routine. 2

43. Response to Intervention www.interventioncentral.org 43 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Select high-interest or functional learning activities. Kids are more motivated to learn when their instructional activities are linked to a topic of high interest (Kern et al., 2002). A teacher who discovers that her math group of 7th-graders loves NASCAR racing, for example, may be able to create engaging math problems based on car-racing statistics. Students may also be energized to participate in academic activities if they believe that these activities will give them functional skills that they value (Miller et al., 2003). 3

44. Response to Intervention www.interventioncentral.org 44 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Instruct students at a brisk pace. A myth of remedial education is that special-needs students must be taught at a slower, less demanding pace than their general-education peers (Heward, 2003). In fact, a slow pace of instruction can actually cause significant behavior problems, because students become bored and distracted. Teacher-led instruction should be delivered at a sufficiently brisk pace to hold student attention. An important additional benefit of a brisk instructional pace is that students cover more academic material more quickly, accelerating their learning (Heward, 2003). 4

45. Response to Intervention www.interventioncentral.org 45 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Structure lessons to require active student involvement. When teachers require that students participate in lessons rather than sit as passive listeners, they increase the odds that students will become caught up in the flow of the activity and not drift off into misbehavior (Heward, 2003). Students can be encouraged to be active learning participants in many ways. For example, a teacher might: –call out questions and has the class give the answer in unison (‘choral responding’) –pose a question –give the class ‘think time’, and then draw a name from a hat to select a student to give the answer; or –direct students working independently on a practice problem to ‘think aloud’ as they work through the steps of the problem. Students who have lots of opportunities to actively respond and receive teacher feedback also demonstrate substantial learning gains (Heward, 1994). 5

46. Response to Intervention www.interventioncentral.org 46 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Incorporate cooperative-learning opportunities into instruction. Traditional teacher lecture is frequently associated with high rates of student misbehavior. There is evidence, though, that when students are given well- structured assignments and placed into work-pairs or cooperative learning groups, behavior problems typically diminish (Beyda et al., 2002). Even positive teacher practices can be more effective when used in cooperative-learning settings. If students are working in pairs or small groups, teacher feedback given to one group or individual does not interrupt learning for the other groups. 6

47. Response to Intervention www.interventioncentral.org 47 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Give frequent teacher feedback and encouragement. Praise and other positive interactions between teacher and student serve an important instructional function, because these exchanges regularly remind the student of the classroom behavioral and academic expectations and give the student clear evidence that he or she is capable of achieving those expectations (Mayer, 2000). 7

48. Response to Intervention www.interventioncentral.org 48 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Provide correct models during independent work. In virtually every classroom, students are expected to work independently on assignments. Independent seatwork can be a prime trigger, though, for serious student misbehavior (DuPaul & Stoner, 2002). One modest instructional adjustment that can significantly reduce problem behaviors is to supply students with several correctly completed models (work examples) to use as a reference (Miller et al., 2003). A math instructor teaching quadratic equations, for example, might provide 4 models in which all steps in solving the equation are solved. 8

49. Response to Intervention www.interventioncentral.org 49 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Be consistent in managing the academic setting. Teachers can hold down the level of problem behaviors by teaching clear expectations (classroom routines) for academic behaviors and then consistently following through in enforcing those expectations (Sprick et al., 2002). Classrooms run more smoothly when students are first taught routines for common learning activities--such as participating in class discussion, turning in homework, and handing out work materials—and then the teacher consistently enforces those same routines by praising students who follow them, reviewing those routines periodically, and reteaching them as needed. Having similar behavioral expectations across classrooms can also help students to show positive behaviors. 9

50. Response to Intervention www.interventioncentral.org 50 Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Target interventions to coincide closely with ‘point of performance’. Skilled teachers employ many strategies to shape or manage challenging student behaviors. It is generally a good idea for teachers who work with a challenging students to target their behavioral and academic intervention strategies to coincide as closely as possible with that student’s ‘point of performance’ (the time that the student engages in the behavior that the teacher is attempting to influence) (DuPaul & Stoner, 2002). For example, a student reward will have a greater impact if it is given near the time in which it was earned than if it is awarded after a one-week delay. 10

51. Response to Intervention www.interventioncentral.org 51 References Beyda, S.D., Zentall, S.S., & Ferko, D.J.K. (2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral disorders. Behavioral Disorders, 27, 236-255. DuPaul, G.J., & Stoner, G. (2002). Interventions for attention problems. In M. Shinn, H.M. Walker, & G. Stoner (Eds.) Interventions for academic and behavioral problems II: Preventive and remedial approaches (pp. 913-938). Bethesda, MD: National Association of School Psychologists. Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology IV: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists. Heward, W.L. (1994). Three ‘low-tech’ strategies for increasing the frequency of active student response during group instruction. In R.Gardner III, D.M.Sainato, J.O.Cooper, T.E.Heron, W.L.Heward, J. Eshleman, & T.A.Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks/Cole. Heward, W.L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. Journal of Special Education, 36, 186-205. Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modifications to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27, 317-326. Mayer, G.R. (2000). Classroom management: A California resource guide. Los Angeles, CA: Los Angeles County Office of Education and California Department of Education. Miller, K.A., Gunter, P.L., Venn, M.J., Hummel, J., & Wiley, L.P. (2003). Effects of curricular and materials modifications on academic performance and task engagement of three students with emotional or behavioral disorders. Behavioral Disorder, 28, 130-149. Sprick, R.S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. Shinn, H.M. Walker, & G. Stoner (Eds.) Interventions for academic and behavioral problems II: Preventive and remedial approaches (pp. 373-401). Bethesda, MD: National Association of School Psychologists.

52. Response to Intervention www.interventioncentral.org 52 Group Activity: Offer Advice to a ‘Challenged’ Classroom At your tables: View the video clip of a high school classroom. Consider the strategies just discussed to promote improved student behaviors through strong academic support. Come up with suggestions that you might offer to this teacher to address those concerns.

53. Response to Intervention www.interventioncentral.org 53 Source: Internet Archive. Retrieved September 23, 2007, from http://www.archive.org/details/Maintain1947 Maintaining Classroom Discipline (1947): Pt. 1 of 3 (4:12)

54. Response to Intervention www.interventioncentral.org Defining Student Problem Behaviors: A Key to Identifying Effective Interventions p. 29 Jim Wright www.interventioncentral.org

55. Response to Intervention www.interventioncentral.org 55 Team Activity: Select a Behaviorally Challenging Student… : At your table: –Discuss students in your classrooms or school who present challenging behaviors. –Of the students discussed, select one student that your team will use in an exercise of defining student problem behaviors. (TIP: For this exercise, try to select a student with emerging difficulties rather than one with extreme and longstanding problem behaviors.) –Write a brief statement defining that student’s problem behavior(s).

56. Response to Intervention www.interventioncentral.org 56 Defining Problem Student Behaviors… 1.Define the problem behavior in clear, observable, measurable terms (Batsche et al., 2008; Upah, 2008). Write a clear description of the problem behavior. Avoid vague problem identification statements such as “The student is disruptive.” A well-written problem definition should include three parts: –Conditions. The condition(s) under which the problem is likely to occur –Problem Description. A specific description of the problem behavior –Contextual information. Information about the frequency, intensity, duration, or other dimension(s) of the behavior that provide a context for estimating the degree to which the behavior presents a problem in the setting(s) in which it occurs.

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58. Response to Intervention www.interventioncentral.org 58 Defining Student Problem Behaviors: Team Activity Using the student selected by your team: Step 1: Define the problem behavior in clear, observable, measurable terms. Five Steps in Understanding & Addressing Problem Behaviors: 1.Define the problem behavior in clear, observable, measurable terms. 2.Develop examples and non- examples of the problem behavior. 3.Write a behavior hypothesis statement. 4.Select a replacement behavior. 5.Write a prediction statement.

59. Response to Intervention www.interventioncentral.org 59 Defining Problem Student Behaviors… 2.Develop examples and non-examples of the problem behavior (Upah, 2008). Writing both examples and non-examples of the problem behavior helps to resolve uncertainty about when the student’s conduct should be classified as a problem behavior. Examples should include the most frequent or typical instances of the student problem behavior. Non- examples should include any behaviors that are acceptable conduct but might possibly be confused with the problem behavior.

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61. Response to Intervention www.interventioncentral.org 61 Defining Student Problem Behaviors: Team Activity Using the student selected by your team: Step 2: Develop examples and non- examples of the problem behavior. Five Steps in Understanding & Addressing Problem Behaviors: 1.Define the problem behavior in clear, observable, measurable terms. 2.Develop examples and non- examples of the problem behavior. 3.Write a behavior hypothesis statement. 4.Select a replacement behavior. 5.Write a prediction statement.

62. Response to Intervention www.interventioncentral.org 62 Defining Problem Student Behaviors… 3.Write a behavior hypothesis statement (Batsche et al., 2008; Upah, 2008). The next step in problem- solving is to develop a hypothesis about why the student is engaging in an undesirable behavior or not engaging in a desired behavior. Teachers can gain information to develop a hypothesis through direct observation, student interview, review of student work products, and other sources. The behavior hypothesis statement is important because (a) it can be tested, and (b) it provides guidance on the type(s) of interventions that might benefit the student.

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64. Response to Intervention www.interventioncentral.org 64 Defining Student Problem Behaviors: Team Activity Using the student selected by your team: Step 3: Write a behavior hypothesis statement. Five Steps in Understanding & Addressing Problem Behaviors: 1.Define the problem behavior in clear, observable, measurable terms. 2.Develop examples and non- examples of the problem behavior. 3.Write a behavior hypothesis statement. 4.Select a replacement behavior. 5.Write a prediction statement. ‘Drivers’ of Behavior Power/Control Protection/Escape/Avoidance Attention Acceptance/Affiliation Expression of Self Gratification Justice/Revenge

65. Response to Intervention www.interventioncentral.org Team Activity: Planning for ‘Next Steps’ At your tables: Consider the 5-step framework that was just reviewed for identifying student behavior problems. Create the first steps of a plan to share this framework with teachers in your school to help them to better solve student problems. 65

66. Response to Intervention www.interventioncentral.org 66 Defining Problem Student Behaviors… 4.Select a replacement behavior (Batsche et al., 2008). Behavioral interventions should be focused on increasing student skills and capacities, not simply on suppressing problem behaviors. By selecting a positive behavioral goal that is an appropriate replacement for the student’s original problem behavior, the teacher reframes the student concern in a manner that allows for more effective intervention planning.

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68. Response to Intervention www.interventioncentral.org 68 Defining Student Problem Behaviors: Team Activity Using the student selected by your team: Step 4: Select a replacement behavior. Five Steps in Understanding & Addressing Problem Behaviors: 1.Define the problem behavior in clear, observable, measurable terms. 2.Develop examples and non- examples of the problem behavior. 3.Write a behavior hypothesis statement. 4.Select a replacement behavior. 5.Write a prediction statement.

69. Response to Intervention www.interventioncentral.org 69 Defining Problem Student Behaviors… 5.Write a prediction statement (Batsche et al., 2008; Upah, 2008). The prediction statement proposes a strategy (intervention) that is predicted to improve the problem behavior. The importance of the prediction statement is that it spells out specifically the expected outcome if the strategy is successful. The formula for writing a prediction statement is to state that if the proposed strategy (‘Specific Action’) is adopted, then the rate of problem behavior is expected to decrease or increase in the desired direction.

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71. Response to Intervention www.interventioncentral.org 71 Defining Student Problem Behaviors: Team Activity Using the student selected by your team: Step 5: Write a prediction statement. Five Steps in Understanding & Addressing Problem Behaviors: 1.Define the problem behavior in clear, observable, measurable terms. 2.Develop examples and non- examples of the problem behavior. 3.Write a behavior hypothesis statement. 4.Select a replacement behavior. 5.Write a prediction statement.

72. Response to Intervention www.interventioncentral.org 72 Defining Student Problem Behaviors: Team Activity Discuss how your school might promote the use of this 5-step behavior-problem identification process with all teachers. Five Steps in Understanding & Addressing Problem Behaviors: 1.Define the problem behavior in clear, observable, measurable terms. 2.Develop examples and non- examples of the problem behavior. 3.Write a behavior hypothesis statement. 4.Select a replacement behavior. 5.Write a prediction statement.

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74. Response to Intervention www.interventioncentral.org Working With Defiant Kids: Communication Tools for Teachers p. 21 Jim Wright www.interventioncentral.org

75. Response to Intervention www.interventioncentral.org 75 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: remaining calm following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

76. Response to Intervention www.interventioncentral.org 76 Classroom Conflicts: Students can become caught up in power struggles with teachers because: they are embarrassed about (or try to hide) poor academic skills they enjoy ‘pushing the buttons’ of adults they use misbehavior as a deliberate strategy to have work expectations lightened

77. Response to Intervention www.interventioncentral.org 77 Classroom Conflicts: Teachers can become caught up in power struggles with students because: they do not realize that they are simply reacting to student provocation and are mirroring the student’s escalating behavior they may misinterpret innocent student behavior (e.g., laughing in class) as deliberate misbehavior and an attack on their authority

78. Response to Intervention www.interventioncentral.org 78 Defiant Kids: What should I keep in mind when working with defiant students? The primary rule teachers should follow is to stay outwardly calm and to behave in a professional manner. The benefits of this approach are that: Over time students may be less defiant because the teacher no longer ‘rewards’ them by reacting angrily Because the teacher deals with misbehavior impartially and efficiently, she or he has more time left for instruction

79. Response to Intervention www.interventioncentral.org 79 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.

80. Response to Intervention www.interventioncentral.org 80 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)

81. Response to Intervention www.interventioncentral.org 81 Defiant Kids: Teacher Command Sequence: Extended Version (Cont.) 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 the student hears negative consequence as the first 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 start the math assignment now and not lose your free time. It’s your choice.” ) Give the student a reasonable time to comply (e.g., 5-20 seconds).

82. Response to Intervention www.interventioncentral.org 82 Defiant Kids: Teacher Command Sequence: Extended Version (Cont.) 3.[Optional-If the student fails to comply] Offer a face- saving out. Say to the student, “Is there anything that I can say or do at this time to earn your cooperation?” (Thompson, 1993).

83. Response to Intervention www.interventioncentral.org 83 Defiant Kids: Teacher Command Sequence: Extended Version (Cont.) 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.

84. Response to Intervention www.interventioncentral.org 84 Defiant Kids: What other effective communication strategies can I use ? 1.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 this…”

85. Response to Intervention www.interventioncentral.org 85 2.I-centered statements. “Zeke, I find it difficult to keep everybody’s attention when there are other conversations going on in the classroom. That’s why I need you to open your book and focus on today’s lesson.” Defiant Kids: What other effective communication strategies can I use ?

86. Response to Intervention www.interventioncentral.org 86 3.Pairing criticism and praise. 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 another person’s ideas. But you need to make sure that your comments do not insult or hurt the feelings of others.” Spe cific praise: “I am talking to you about this behavior because I know that you can do better. In fact, I have really come to value your classroom comments. You have great ideas and express yourself very well.” Defiant Kids: What other effective communication strategies can I use ?

87. Response to Intervention www.interventioncentral.org 87 Defiant Kids: What are some conflict ‘pitfalls’ that I should watch out for? 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.

88. Response to Intervention www.interventioncentral.org 88 Defiant Kids: What are proactive steps to minimize conflict with students? Offer the student face-saving exit strategies. Act in positive ways that are inconsistent with the student’s expectations. Select fair behavioral consequences in advance. Avoid making task demands of students when they are upset.

89. Response to Intervention www.interventioncentral.org 89 Tailoring ‘Defiant Kids: Tools for Teachers’ to Your School: Checklist  How can you see yourself using these ideas (or some adaptation of them) with teachers in your school or district?  What are possible concerns or objections that teachers may have about any of these strategies?  What unintended side-effects might occur, and how would you deal with them?

90. Response to Intervention www.interventioncentral.org ‘Defensive Behavior Management’: The Power of Teacher Preparation p. 27 Jim Wright www.interventioncentral.org

91. Response to Intervention www.interventioncentral.org 91 Defensive Management: A Method to Avoid Power Struggles ‘Defensive management’ (Fields, 2004) is a teacher- friendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive instructional support to the student, elimination of behavioral triggers in the classroom setting, relationship-building, strategic application of defusing 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.

92. Response to Intervention www.interventioncentral.org 92 Defensive Management: Six Steps 1. 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 surrounding 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 directions). 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). Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.

93. Response to Intervention www.interventioncentral.org 93 Defensive Management: Six Steps 2. Promoting Positive Teacher-Student Interactions. Early in each class session, the teacher has at least one positive verbal interaction with the student. Throughout the class period, the teacher continues to 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 each interaction, the teacher adopts a genuinely accepting, polite, respectful tone. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.

94. Response to Intervention www.interventioncentral.org 94 Defensive Management: Six Steps 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 defiance may include stopping work; muttering or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects, etc.). Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.

95. Response to Intervention www.interventioncentral.org 95 Defensive Management: Six Steps 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 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 provocative student behavior, such as taking a deep breath or counting to 10 before responding. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.

96. Response to Intervention www.interventioncentral.org 96 Defensive Management: Six Steps 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 include private conversation with the student while maintaining a calm voice, open-ended questions, paraphrasing the student’s concerns, acknowledging the student’s emotions, etc. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.

97. Response to Intervention www.interventioncentral.org 97 Defensive Management: Six Steps 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 problem, and brainstorm with the student to create a written plan to prevent the reoccurrence of such an incident. Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.

98. Response to Intervention www.interventioncentral.org 98 Group Activity: Offer Advice to a Troubled Classroom At your tables: View the video clip of the teacher’s interaction with Ryan in the middle school classroom Use the six-step defensive behavior management framework to come up with ideas to recommend to this teacher to help her to manage Ryan’s behavior more effectively. Defensive Behavior Management: 6 Steps 1.Understanding the Student Problem and Using Proactive Strategies to Prevent ‘Triggers’. 2.Promoting Positive Teacher-Student Interactions. 3.Scanning for Warning Indicators. 4.Exercising Emotional Restraint. 5.Using Defusing Tactics. 6.Conducting a Student ‘Reconnection’ Conference.

99. Response to Intervention www.interventioncentral.org 99

100. Response to Intervention www.interventioncentral.org Activity: Defensive Behavior Management In your teams: Discuss the Defensive Behavior Management framework. How can you use a framework like this as a tool to help general-education teachers to better manage student behaviors? Defensive Behavior Management: 6 Steps 1.Understanding the Student Problem and Using Proactive Strategies to Prevent ‘Triggers’. 2.Promoting Positive Teacher-Student Interactions. 3.Scanning for Warning Indicators. 4.Exercising Emotional Restraint. 5.Using Defusing Tactics. 6.Conducting a Student ‘Reconnection’ Conference.

101. Response to Intervention www.interventioncentral.org Choice: Allowing the Student to Select Task Sequence p. 23 101

102. Response to Intervention www.interventioncentral.org 102 Choice of Task Sequence Allowing the student choice in the sequence of academic tasks can increase rates of compliance and active academic engagement. The power of allowing the student to select the sequence of academic tasks appears to be in the exercise of choice, which for ‘biologic reasons’ may serve as a fundamental source of reinforcement (Kern & Clemens, 2007; p. 72). Source: Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

103. Response to Intervention www.interventioncentral.org 103 Choice of Task Sequence 1.Meet individually with the student just before the independent work period. Present and explain to the student each of the 2 or 3 assignments selected for the work period. Ask if the student has questions about any of the assignments. 2.Direct the student to select the assignment he or she would like to do first. [Optional] Write the number ‘1’ at the top of the assignment chosen by the student. 3.Tell the student to begin working on the assignments. NOTE: The student is allowed to switch between assignments during the work period. 4.If the student stops working or gets off-task during the work period, prompt the student to return to the task and provide encouragement until the student resumes working. Sources: Kern, L., Mantagna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A. (2001). Choice of task sequence to increase engagement and reduce problem behaviors. Journal of Positive Behavior Interventions, 3, 3-10. Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010). Using choice to increase time on-task, task-completion, and accuracy for students with emotional/behavior disorders in a residential facility. Education and Treatment of Children, 33(1 ), 1-21.

104. Response to Intervention www.interventioncentral.org 104 Task Sequence: Activity At your table, discuss… How you might apply the concept of choice in task sequence in your classroom or school…

105. Response to Intervention www.interventioncentral.org 105 Response Effort Jim Wright www.interventioncentral.org

106. Response to Intervention www.interventioncentral.org 106 Response Effort: Example

107. Response to Intervention www.interventioncentral.org 107 Response Effort The teacher selects either an undesirable behavior to decrease or a desirable behavior to increase. If necessary, the teacher breaks the targeted behavior into more manageable sub-steps. The teacher chooses ways to alter the response effort required to complete each selected behavior or behavior sub-step.

108. Response to Intervention www.interventioncentral.org 108 Response Effort: Examples TO REDUCE BEHAVIOR. A teacher had a student who would walk over to the computer to play academic games at inappropriate times. The teacher decided to shut the computer down when it was not being used. The student did not want to wait for the computer to boot up each time he wanted to play and quickly stopped using it outside of scheduled times. TO INCREASE BEHAVIOR. A student with ADHD would stall for long periods when assigned independent seatwork. The teacher assigned him a peer ‘study buddy’ who helped the student to get organized and start the assignment. As a result, the student began to turn in work regularly.

109. Response to Intervention www.interventioncentral.org 109 Response Effort: Activity At your table, discuss… How you might apply the concept of response effort in your classroom or school…

110. Response to Intervention www.interventioncentral.org Behavior Contracts p. 34 Jim Wright www.interventioncentral.org

111. Response to Intervention www.interventioncentral.org 111 Behavior Contracts: Some Advantages Put responsibility for changing behavior on the student Provide clear behavioral expectations (an element of Positive Behavioral Interventions & Supports) May exert a ‘reactivity’ effect on both teacher and student, as both begin to attend more closely to the student’s behaviors Offer an easy means of documenting student success (e.g., tally number of times each week that the student earned the reward) Are a means to provide contingencies and encourage student behaviors across settings (e.g., between school and home)

112. Response to Intervention www.interventioncentral.org 112 Sections of the Behavior Contract 1.A listing of student behaviors that are to be reduced or increased 2.A statement or section that explains the minimum conditions under which the student will earn a point, sticker, or other token for showing appropriate behaviors 3.The conditions under which the student will be able to redeem collected stickers, points, or other tokens to redeem for specific rewards 4.Bonus and penalty clauses (optional). 5.Areas for signatures (teacher, student, and parent)

113. Response to Intervention www.interventioncentral.org 113 Sample Behavior Contract: Effective Dates: From 10/20/99 to 12/20/99 Mrs. Jones, the teacher, will give Ricky a sticker to put on his 'Classroom Hero' chart each time he does one of the following: turns in completed homework assignment on time turns in morning seatwork assignments on time and completed works quietly through the morning seatwork period (from 9:30 to 10:00 a.m.) without needing to be approached or redirected by the teacher for being off-task or distracting others When Ricky has collected 12 stickers from Mrs. Jones, he may choose one of the following rewards: 10 minutes of free time at the end of the day in the classroom 10 minutes of extra playground time (with Mr. Jenkins' class) choice of a prize from the 'Surprise Prize Box'

114. Response to Intervention www.interventioncentral.org 114 Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by earning all 3 possible stickers each day, he will be able to draw one additional prize from the 'Surprise Prize Box'. Penalty: If Ricky has to be approached by the teacher more than 5 times during a morning period because he is showing distracting behavior, he will lose a chance to earn a 'Classroom Hero' sticker the following day.

115. Response to Intervention www.interventioncentral.org 115 The student, Ricky, helped to create this agreement. He understands and agrees to the terms of this behavior contract. Student Signature: ___________________________________ The teacher, Mrs. Jones, agrees to carry out her part of this agreement. Ricky will receive stickers when be fulfills his daily behavioral goals of completing homework and classwork, and will also be allowed to collect his reward when he has earned enough stickers for it. The teacher will also be sure that Ricky gets his bonus prize if he earns it.. Teacher Signature: ___________________________________ The parent(s) of Ricky agree to check over his homework assignments each evening to make sure that he completes them. They will also ask Ricky daily about his work completion and behavior at school. The parent(s) will provide Ricky with daily encouragement to achieve his behavior contract goals. In addition, the parent(s) will sign Ricky's 'Classroom Hero' chart each time that he brings it home with 12 stickers. Parent Signature: ___________________________________

116. Response to Intervention www.interventioncentral.org 116 ‘Teacher’s Voice’: Behavior Management Strategies

117. Response to Intervention www.interventioncentral.org 117 ‘Extinguishing the Blaze’: Avoiding Power Struggles and Helping Students to Keep Their Cool p. 2 Jim Wright www.interventioncentral.org

118. Response to Intervention www.interventioncentral.org 118 ‘Extinguishing the Blaze’: Teacher Tips… While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre- planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

119. Response to Intervention www.interventioncentral.org 119 ‘Extinguishing the Blaze’: Selected Ideas… Allow the Student a 'Cool-Down' Break (Long, Morse, & Newman, 1980). Select a corner of the room (or area outside the classroom with adult supervision) where the target student can take a brief 'respite break' whenever he or she feels angry or upset. Be sure to make cool-down breaks available to all students in the classroom, to avoid singling out only those children with anger-control issues. Whenever a student becomes upset and defiant, offer to talk the situation over with that student once he or she has calmed down and then direct the student to the cool- down corner. (E.g., "Thomas, I want to talk with you about what is upsetting you, but first you need to calm down. Take five minutes in the cool-down corner and then come over to my desk so we can talk.")

120. Response to Intervention www.interventioncentral.org 120 ‘Extinguishing the Blaze’: Selected Ideas… Ask Open-Ended Questions (Lanceley, 2001). If a teacher who is faced with a confrontational student does not know what triggered that student’s defiant response, the instructor can ask neutral, open-ended questions to collect more information before responding. You can pose ‘who’, ‘what’, ‘where’, ‘when’, and ‘how’ questions to more fully understand the problem situation and identify possible solutions. Some sample questions are "What do you think made you angry when you were talking with Billy?" and "Where were you when you realized that you had misplaced your science book?" One caution: Avoid asking ‘why"’questions (e.g., "Why did you get into that fight with Jerry?") because they can imply that you are blaming the student.

121. Response to Intervention www.interventioncentral.org 121 ‘Extinguishing the Blaze’: Selected Ideas… Emphasize the Positive in Teacher Requests (Braithwaite, 2001). When an instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance. Whenever possible, avoid using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment"). Instead, restate requests in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat").

122. Response to Intervention www.interventioncentral.org 122 ‘Extinguishing the Blaze’: Selected Ideas… Give Problem Students Frequent Positive Attention (Sprick, Borgmeier, & Nolet, 2002). Teachers should make an effort to give positive attention or praise to problem students at least three times more frequently than they reprimand them. The teacher gives the student the attention or praise during moments when that student is acting appropriately--and keeps track of how frequently they give positive attention and reprimands to the student. This heavy dosing of positive attention and praise can greatly improve the teacher’s relationship with problem students.

123. Response to Intervention www.interventioncentral.org 123 ‘Extinguishing the Blaze’: Selected Ideas… Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey, 1995). Students can feel a greater sense of ownership when they are invited to contribute to their behavior management plan. Students also tend to know better than anyone else what triggers will set off their problem behaviors and what strategies they find most effective in calming themselves and avoiding conflicts or other behavioral problems.

124. Response to Intervention www.interventioncentral.org 124 ‘Extinguishing the Blaze’: Selected Ideas… Keep Responses Calm, Brief, and Businesslike (Mayer, 2000; Sprick, Borgmeier, & Nolet, 2002). Because teacher sarcasm or lengthy negative reprimands can trigger defiant student behavior, instructors should respond to the student in a 'neutral', business- like, calm voice. Also, keep responses brief when addressing the non-compliant student. Short teacher responses give the defiant student less control over the interaction and can also prevent instructors from inadvertently 'rewarding' misbehaving students with lots of negative adult attention.

125. Response to Intervention www.interventioncentral.org 125 ‘Extinguishing the Blaze’: Selected Ideas… Listen Actively (Lanceley, 1999; Long, Morse, & Newman, 1980). The teacher demonstrates a sincere desire to understand a student’s concerns when he or she actively listens to and then summarizes those concerns--that is, summing up the crucial points of that concern (paraphrasing) in his or her own words. Examples of paraphrase comments include 'Let me be sure that I understand you correctly…', 'Are you telling me that…?', 'It sounds to me like these are your concerns:…' When teachers engage in 'active listening' by using paraphrasing, they demonstrate a respect for the student's point of view and can also improve their own understanding of the student's problem.

126. Response to Intervention www.interventioncentral.org 126 ‘Extinguishing the Blaze’: Selected Ideas… Offer the Student a Face-Saving Out (Thompson & Jenkins, 1993). Try this face-saving de-escalation tactic: Ask the defiant student, "Is there anything that we can work out together so that you can stay in the classroom and be successful?" Such a statement treats the student with dignity, models negotiation as a positive means for resolving conflict, and demonstrates that the instructor wants to keep the student in the classroom. NOTE: Be prepared for the possibility that the student will initially give a sarcastic or unrealistic response (e.g., "Yeah, you can leave me alone and stop trying to get me to do classwork!"). Ignore such attempts to hook you into a power struggle and simply repeat the question.

127. Response to Intervention www.interventioncentral.org 127 ‘Extinguishing the Blaze’: Selected Ideas… Proactively Interrupt the Student’s Anger Early in the Escalation Cycle (Long, Morse, & Newman, 1980; Walker, Colvin, & Ramsey, 1995). The teacher may be able to ‘interrupt’ a student’s escalating behaviors by redirecting that student's attention or temporarily removing the student from the setting. For low-level defiant or non-compliant behaviors, you might try engaging the student in a high-interest activity such as playing play an educational computer game or acting as a classroom helper. Or you may want to briefly remove the student from the room ('antiseptic bounce') to calm the student. For example, you might send the student to the main office on an errand, with the expectation that-by the time the child returns to the classroom-he or she will have calmed down.

128. Response to Intervention www.interventioncentral.org 128 ‘Extinguishing the Blaze’: Selected Ideas… Relax Before Responding (Braithwaite, 2001). Educators can maintain self-control during a tense classroom situation by using a brief, simple stress-reduction technique before responding to a student’s provocative remark or behavior. When provoked, for example, take a deeper-than-normal breath and release it slowly, or mentally count to 10. As an added benefit, this strategy of conscious relaxation allows the educator an additional moment to think through an appropriate response--rather than simply reacting to the student's behavior.

129. Response to Intervention www.interventioncentral.org Building Positive Relationships With Students Jim Wright www.interventioncentral.org

130. Response to Intervention www.interventioncentral.org 130 Avoiding the ‘Reprimand Trap’ When working with students who display challenging behaviors, instructors can easily fall into the ‘reprimand trap’. In this sequence: 1.The student misbehaves. 2.The teacher approaches the student to reprimand and redirect. (But the teacher tends not to give the student attention for positive behaviors, such as paying attention and doing school work.) 3.As the misbehave-reprimand pattern becomes ingrained, both student and teacher experience a strained relationship and negative feelings.

131. Response to Intervention www.interventioncentral.org 131 Sample Ideas to Improve Relationships With Students: The Two-By-Ten Intervention (Mendler, 2000) Make a commitment to spend 2 minutes per day for 10 consecutive days in building a relationship 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. Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.

132. Response to Intervention www.interventioncentral.org 132 Sample Ideas to Improve Relationships With Students: 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 and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.

133. Response to Intervention www.interventioncentral.org 133  Ask Open-Ended Questions  Do Not Get Entangled in Arguments  Keep Responses Calm, Brief, and Businesslike  Listen Actively  State Teacher Directives as Two- Part Choice Statements  Offer the Student a Face-Saving Out  Validate the Student’s Emotion by Acknowledging It  Reward Alternative (Positive) Behaviors  Emphasize the Positive in Teacher Requests  Give Problem Students Frequent Positive Attention For the following scenario, pick your TOP 2-3 ideas for managing this student’s behavior: Lucinda often enters your Social Studies class late, looking upset and angry. As you teach your lesson, Lucinda will frequently mutter under her breath and scowl. You are concerned about how to approach Lucinda about her classroom behaviors, because she has a reputation in the school as having a temper.. But you have also interacted enough with Lucinda to know that she can do the class work if she puts some effort into it. Challenging Kids: Pick Your Favorite Strategies

134. Response to Intervention www.interventioncentral.org Activity: Tier 1 Interventions

135. Response to Intervention www.interventioncentral.org Interventions Defiance/Non-Compliance: pp. 2-7 Hyperactivity: pp. 9-11 Inattention: pp. 13-16 Defiant Kids: Communication Tools: pp. 21-26 Academic Strategies to Reduce Problem Behaviors: pp. 34-37 135

136. Response to Intervention www.interventioncentral.org 136 Tier I Intervention Menu: Activity Select a behavioral area from the previous slide and review the ideas presented. Select at least ONE intervention idea that you believe that all teachers in your grade- level, department, or school should have in their Tier 1 ‘toolkit’. Be prepared to report out.

137. Response to Intervention www.interventioncentral.org Challenging Behaviors: Case Examples Jim Wright www.interventioncentral.org

138. Response to Intervention www.interventioncentral.org 138  Use Brief Reminders About Appropriate Behavior and Conduct  Structure Instructional Activities to Allow Interaction and Movement  Capture Students' Attention Before Giving Directions  Remove Unnecessary Items From the Student's Work Area  Allow Discretionary Motor Breaks  Have the Student Monitor Motor Behaviors and Call-Outs  Encourage Acceptable Outlets for Motor Behavior  Adopt a 'Silent Signal‘ to Redirect the Student  Employ Proximity Control  Select a 'Supportive Peer' For the following scenario, pick your TOP THREE ideas for managing this student’s behavior: Tom is a likable student with lots of friends in the classroom. But he calls out answers in class without first raising his hand and waiting to be recognized. Tom also tends to be out of his seat frequently, whether to sharpen his pencil or chat with a peer. When you talk with Tom, he does seem to genuinely want to follow the classroom rules…but forgets! Challenging Kids: Pick Your Favorite Strategies

139. Response to Intervention www.interventioncentral.org 139 Challenging Kids: Pick Your Favorite Strategies  Increase 'Reinforcement' Quality of the Classroom  Offer frequent opportunities for choice  Select high-interest or functional learning activities  Incorporate cooperative-learning opportunities into instruction  Strategically schedule preferred student activities  Give students frequent feedback about their classroom performance  Make a personal connection to motivate difficult students  Reduce the 'effort' needed to complete an academic assignment  Create in-class incentives or pay- offs for learning  Encourage student input into classroom routines and learning activities For the following scenario, pick your TOP THREE ideas for managing this student’s behavior: Ricky sits quietly in your class but does not participate much. He seems ‘tuned out’--but then really comes alive when the bell rings and he can go join his friends at lunch. You rarely get homework from Ricky; in fact, he is in danger of failing the course because of incomplete assignments. But Ricky is generally organized, can be meticulous in his work when he chooses to, and always brings all work materials to class. When you look through Ricky’s cumulative folder, you find numerous notations on past report cards saying that he ‘needs to apply himself’ and ‘put more effort into his work’.

140. Response to Intervention www.interventioncentral.org 140

141. Response to Intervention www.interventioncentral.org 141 ‘Bringing into Focus’: Helping Students to Attend to Instruction Jim Wright www.interventioncentral.org

142. Response to Intervention www.interventioncentral.org 142 ‘Bringing into Focus’: Teacher Tips… Inattention may be a symptom of an underlying condition such as ADHD. However, teachers should not overlook other possible explanations for student off-task behavior. A student who does not seem to be paying attention may actually be mismatched to instruction or preoccupied by anxious thoughts. Or the student may be off-task because the teacher's lesson was poorly planned or presented in a disorganized manner. Remember also that even children with ADHD are influenced by factors in their classroom setting and that these students' level of attention is at least partly determined by the learning environment.

143. Response to Intervention www.interventioncentral.org 143 ‘Bringing into Focus’: Selected Ideas… Capture Students' Attention Before Giving Directions (Ford, Olmi, Edwards, & Tingstrom, 2001; Martens & Kelly, 1993). Gain the student's attention before giving direction. When giving directions to an individual student, call the student by name and establish eye contact before providing the directions. When giving directions to the whole class, use group alerting cues such as 'Eyes and ears on me!' to gain the class's attention. Wait until all students are looking at you and ready to listen before giving directions. When you have finished giving directions to the entire class, privately approach any students who appear to need assistance. Quietly restate the directions to them and have them repeat the directions back to you as a check for understanding.

144. Response to Intervention www.interventioncentral.org 144 ‘Bringing into Focus’: Selected Ideas… Class Participation: Keep Students Guessing (Heward, 1994). Students attend better during large-group presentations if they cannot predict when they will be required to actively participate. Randomly call on students, occasionally selecting the same student twice in a row or within a short time span. Or pose a question to the class, give students 'wait time' to formulate an answer, and then randomly call on a student.

145. Response to Intervention www.interventioncentral.org 145 ‘Bringing into Focus’: Selected Ideas… Employ Proximity Control (Ford, Olmi, Edwards, & Tingstrom, 2001; Gettinger & Seibert, 2002; U.S. Department of Education, 2004). Students typically increase their attention to task and show improved compliance when the teacher is in close physical proximity. During whole-group activities, circulate around the room to keep students focused. To hold an individual student's attention, stand or sit near the student before giving directions or engaging in discussion.

146. Response to Intervention www.interventioncentral.org 146 ‘Bringing into Focus’: Selected Ideas… Give Clear Directions (Gettinger & Seibert, 2002; Gettinger, 1988). Students will better understand directions when those directions are delivered in a clear manner, expressed in language the student understands, given at a pace that does not overwhelm the student, and posted for later review. When giving multi-step directions orally, write those directions on the board or give to students as a handout to consult as needed. State multi- step directions one direction at a time and confirm that the student is able to comply with each step before giving the next direction.

147. Response to Intervention www.interventioncentral.org 147 ‘Bringing into Focus’: Selected Ideas… Give Opportunities for Choice (Martens & Kelly, 1993; Powell & Nelson, 1997). Allowing students to exercise some degree of choice in their instructional activities can boost attention span and increase academic engagement. Make a list of 'choice' options that you are comfortable offering students during typical learning activities. During independent seatwork, for example, you might routinely let students choose where they sit, allow them to work alone or in small groups, or give them 2 or 3 different choices of assignment selected to be roughly equivalent in difficulty and learning objectives.

148. Response to Intervention www.interventioncentral.org 148 ‘Bringing into Focus’: Selected Ideas… Instruct at a Brisk Pace (Carnine, 1976; Gettinger & Seibert, 2002). When students are appropriately matched to instruction, they are likely to show improved on-task behavior when they are taught at a brisk pace rather than a slow one. To achieve a brisk pace of instruction, make sure that you are fully prepared prior to the lesson and that you minimize the time spent on housekeeping items such as collecting homework or on transitions from one learning activity to another.

149. Response to Intervention www.interventioncentral.org 149 ‘Bringing into Focus’: Selected Ideas… Make the Activity Stimulating (U.S. Department of Education, 2004). Students require less conscious effort to remain on-task when they are engaged in high-interest activities. Make instruction more interesting by choosing a specific lesson topic that you know will appeal to students (e.g., sports, fashion). Or help students to see a valuable 'real-word' pay-off for learning the material being taught. Another tactic is to make your method of instruction more stimulating. Students who don't learn well in traditional lecture format may show higher rates of engagement when interacting with peers (cooperative learning) or when allowed the autonomy and self-pacing of computer-delivered instruction.

150. Response to Intervention www.interventioncentral.org 150 ‘Bringing into Focus’: Selected Ideas… Pay Attention to the On-Task Student (DuPaul & Ervin, 1996; Martens & Meller, 1990). Teachers who selectively give students praise and attention only when those students are on-task are likely to find that these students show improved attention in class as a result. When you have a student who is often off-task, make an effort to identify those infrequent times when the student is appropriately focused on the lesson and immediately give the student positive attention. Examples of teacher attention that students will probably find positive include verbal praise and encouragement, approaching the student to check on how he or she is doing on the assignment, and friendly eye contact.

151. Response to Intervention www.interventioncentral.org 151 ‘Bringing into Focus’: Selected Ideas… Provide a Quiet Work Area (U.S. Department of Education, 2004). Distractible students benefit from a quiet place in the classroom where they can go when they have more difficult assignments to complete. A desk or study carrel in the corner of the room can serve as an appropriate workspace. When introducing these workspaces to students, stress that the quiet locations are intended to help students to concentrate. Never use areas designated for quiet work as punitive 'time-out' spaces, as students will then tend to avoid them.

152. Response to Intervention www.interventioncentral.org 152 ‘Bringing into Focus’: Selected Ideas… Provide Attention Breaks (DuPaul & Ervin, 1996; Martens & Meller, 1990). If students find it challenging to stay focused on independent work for long periods, allow them brief 'attention breaks'. Contract with students to give them short breaks to engage in a preferred activity each time that they have finished a certain amount of work. For example, a student may be allowed to look at a favorite comic book for 2 minutes each time that he has completed five problems on a math worksheet and checked his answers. Attention breaks can refresh the student –and also make the learning task more reinforcing.

153. Response to Intervention www.interventioncentral.org 153 ‘Bringing into Focus’: Selected Ideas… Break Larger Assignments into Smaller Chunks (Skinner, Pappas & Davis, 2005). Students are likely to show higher levels of motivation and academic engagement when they are given a series of shorter assignments in place on a single longer assignment. Keep assignments short and give students frequent performance feedback to ensure their understanding of the content.

154. Response to Intervention www.interventioncentral.org 154 ‘Bringing into Focus’: Selected Ideas… Schedule Challenging Tasks for Peak Attention Times (Brock, 1998). Many students with limited attention can focus better in the morning, when they are fresh. Schedule those subjects or tasks that the student finds most difficult early in the day. Save easier subjects or tasks for later in the day, when the student's attention may start to wane.

155. Response to Intervention www.interventioncentral.org 155 ‘Bringing into Focus’: Selected Ideas… Transition Quickly (Gettinger & Seibert, 2002; Gettinger, 1988). When students transition quickly between educational activities and avoid instructional 'dead time', their attention is less likely to wander. Train students to transition appropriately by demonstrating how they should prepare for common academic activities, such as group lecture and independent seatwork. Have them practice these transitions, praising the group for timely and correct performance. Provide additional 'coaching' to individual students as needed. During daily instruction, verbally alert students several minutes before a transition to another activity is to occur.

156. Response to Intervention www.interventioncentral.org 156 ‘Bringing into Focus’: Selected Ideas… Use Advance Organizers (U.S. Department of Education, 2004). One strategy to improve on-task behavior is to give students a quick overview of the activities planned for the instructional period or day. This 'advance organizer' provides students with a mental schedule of the learning activities, how those activities interrelate, important materials needed for specific activities, and the amount of time set aside for each activity. All students benefit when the teacher uses advance organizers. However inattentive students especially benefit from this overview of learning activities, as the advance organizer can prompt, mentally prepare, and focus these students on learning right when they most need it.

157. Response to Intervention www.interventioncentral.org 157 ‘Bringing into Focus’: Selected Ideas… Use Preferential Seating (U.S. Department of Education, 2004). Preferential seating simply means that you seat the student in a location where he or she is most likely to stay focused on what you are teaching. Remember that all teachers have an 'action zone', a part of the room where they tend to focus most of their instruction; seat the student somewhere within that zone. The ideal seating location for any particular student will vary, depending on the unique qualities of the target student and of your classroom. Consider whether the student might be self- conscious about sitting right next to the teacher. Select a seat location that avoids other distractions—e.g., avoid seating the student by a window or next to a talkative classmate.

158. Response to Intervention www.interventioncentral.org 158 'Slowing the Motor': Helping the Hyperactive/Impulsive Student to Manage Problem Motor or Verbal Behaviors Jim Wright www.interventioncentral.org

159. Response to Intervention www.interventioncentral.org 159 ‘Slowing the Motor’: Teacher Responsibilities When working with students who have ADHD and are hyperactive or impulsive, teachers should: keep in mind that these students are often completely unaware that others view their behavior as annoying clearly communicate behavioral expectations to students, encourage & reward students who behave appropriately, and be consistent and fair when responding to problem student behaviors. learn to ignore minor motor and verbal behaviors that don’t seriously ‘derail’ instruction

160. Response to Intervention www.interventioncentral.org 160 ‘Slowing the Motor’: Selected Ideas… Adopt a 'Silent Signal' (U.S. Department of Education, 2004). You can redirect overactive students in a low-key manner by using a silent signal. Meet privately with the student and identify for the student those motor or verbal behaviors that appear to be most distracting. With the student's help, select a silent signal that you can use to alert the student that his or her behavior has crossed the threshold and now is distracting others. Role-play several scenarios with the student in which you use the silent signal and the student then controls the problem behavior.

161. Response to Intervention www.interventioncentral.org 161 ‘Slowing the Motor’: Selected Ideas… Allow Discretionary Motor Breaks (U.S. Department of Education, 2004). When given brief 'movement' breaks, highly active students often show improvements in their behaviors. Permit the student to leave his or her seat and quietly walk around the classroom whenever the student feels particularly fidgety. Or, if you judge that motor breaks within the classroom would be too distracting, consider giving the student a discretionary pass that allows him or her to leave the classroom briefly to get a drink of water or walk up and down the hall.

162. Response to Intervention www.interventioncentral.org 162 ‘Slowing the Motor’: Selected Ideas… Encourage Acceptable Outlets for Motor Behavior (U.S. Department of Education, 2004). If the student distracts other students by playing with objects, substitute an alternative motor behavior that will not distract others. Give the student a soft 'stress ball' and encourage the student to squeeze it whenever he or she feels the need for motor movement. Or if the setting is appropriate, allow the student to chew gum as a replacement motor behavior.

163. Response to Intervention www.interventioncentral.org 163 ‘Slowing the Motor’: Selected Ideas… Have the Student Monitor Motor Behaviors and Call-Outs (DuPaul & Stoner, 2002). Have the student monitor his or her motor behaviors or call-outs. First, choose a class period or part of the day when you want the student to monitor distracting behaviors. Next, meet privately with the student to discuss which of that student's behaviors are distracting. Then, together with the student, design a simple distractible behavior-rating form with no more than 3 items (For a student who calls out frequently, for example, a useful rating item might be "How well did I observe the rule today of raising my hand and being called on before giving an answer? Poor – Fair – Good".) Have the student rate his or her behaviors at the end of each class period.

164. Response to Intervention www.interventioncentral.org 164 ‘Slowing the Motor’: Selected Ideas… Ignore Low-Level Motor Behaviors (Sprick, Borgmeier & Nolet, 2002; U.S. Department of Education, 2004). Selective ignoring can be an effective teacher response to minor fidgeting or other motor behaviors. If the student's 'fidgety' behaviors are relatively minor and do not seriously derail classroom instruction, the teacher should simply not pay attention to them.

165. Response to Intervention www.interventioncentral.org 165 ‘Slowing the Motor’: Selected Ideas… Remove Unnecessary Items From the Student's Work Area (U.S. Department of Education, 2004). Students who tend to distract themselves and others by playing with objects behave better when their work area is uncluttered. Take away (or direct the student to put away) any items that the student does not need for the work assignment but might be tempted to play with (e.g., extra pens, paper clips).

166. Response to Intervention www.interventioncentral.org 166 ‘Slowing the Motor’: Selected Ideas… Schedule Group 'Stretch Breaks' (Brock, 1998). You can increase the focus of your entire class and appropriately channel the motor behaviors of fidgety students by scheduling brief 'stretch breaks.' At their simplest, stretch breaks consist of having students stand next to their desks, stretch their arms, take a deep breath, and exhale slowly before resuming their seats. Or you can be creative, having students take part in different movements during each break (e.g., "OK class. It's time for a stretch break. Stand by your desk, arms over your head. Then take 3 steps back and 3 steps forward…"). NOTE: When using stretch breaks, be sure that you select movements that all of your students are physically able to accomplish without difficulty.

167. Response to Intervention www.interventioncentral.org 167 ‘Slowing the Motor’: Selected Ideas… Seat the Student Next to Distraction-Resistant or Supportive Peers (DuPaul & Stoner, 2002; Kerr & Nelson, 1998). One useful strategy for managing low-level motor behaviors is to seat the student next to peers who can generally ignore those behaviors. Or handpick a classmate who has a good relationship with the student but is not easily drawn off-task and appoint that student as a 'helper peer'. Tell the peer that whenever he or she notices that the student's verbal or motor behavior has risen to the level of distracting others, the peer should give the student a brief, quiet, non-judgmental signal (e.g., a light tap on the shoulder) to control the behavior.

168. Response to Intervention www.interventioncentral.org 168 ‘Slowing the Motor’: Selected Ideas… Structure Instructional Activities to Allow Interaction and Movement (DuPaul & Stoner, 2002; Sprick, Borgmeier & Nolet, 2002; U.S. Department of Education, 2004). Students with high energy levels may be more likely to engage in distracting behavior when they are forced to sit through long periods of lecture or independent seatwork. Instead, offer students frequent opportunities for more movement by designing instruction to actively engage them as learners (e.g., cooperative learning). An additional advantage of less formal, more spontaneous learning activities is that when the overactive child does happen to display motor behaviors in this relaxed setting, those behaviors are less likely to distract peers.

169. Response to Intervention www.interventioncentral.org 169 ‘Slowing the Motor’: Selected Ideas… Use Brief Reminders About Appropriate Behavior and Conduct (DuPaul & Stoner, 2002; Sprick, Borgmeier & Nolet, 2002). Provide students with brief reminders of expected behaviors at the 'point of performance', when they will most benefit from it. Consider using structured prompts such as the following for students who tend to blurt out answers: "When I ask this question, I will give the class 10 seconds to think of your best answer. Then I will call on one student." Or you can remind students who have difficulty moving through hallways as part of a group, "Remember to keep hands to self and to walk quietly on the right as we walk to art class."

170. Response to Intervention www.interventioncentral.org 170 Review the main elements of today’s workshop. Come up with 2-3 concrete ‘next steps’ for how you plan to make use of specific ideas from the training in your class, grade, school, or district. Team Activity: Select ‘Next Steps’ to Use Content from This Workshop Intervention Strategies: Identify Behavior Problems: 5 Step Process Alpha Teacher Commands Good Behavior Game Behavior Contracts Choice in Task Sequence Response Effort Six-Step Defensive Behavior Management Defiance/Non-Compliance Strategies Inattention Strategies Hyperactivity Strategies Reward Decks/Reinforcer Survey

171. Response to Intervention www.interventioncentral.org 171 Team Activity: Tier I interventions: What is expected? At your table: Define your expectations of what a teacher is expected to do in implementing Tier I (classroom- based) behavioral interventions before bringing a student to the school’s intervention team. Consider these questions: Should Tier I interventions be consistent across classrooms or allowed to vary by individual teacher? If interventions are to be consistent across classrooms, how will the school decide on acceptable interventions to use at Tier I? What documentation of the intervention(s)–if any– should be required of the teacher? What monitoring of the intervention—if any—should be required of the teacher?

172. Response to Intervention www.interventioncentral.org 172

173. Response to Intervention www.interventioncentral.org Secondary-Level Tier 1 Intervention: Behavioral Case Example Jim Wright www.interventioncentral.org

174. Response to Intervention www.interventioncentral.org 174

175. Response to Intervention www.interventioncentral.org Tier 1 Case Example: Justin: Non-Compliance

176. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance The Problem 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 directive—Justin would sometimes fail to comply. Justin would show no obvious signs of opposition but would sit passively or remain 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 to fit into the class and show appropriate behavior. 176

177. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance The 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 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. 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 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 would comply also appeared to increase when Mr. Steubin stated his request and walked away, rather than continuing to ‘nag’ Justin to comply. 177

178. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance 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, 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 get by. Input from Other Teachers. Mr. Steubin checked with other teachers who 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 responded well to gentle humor. 178

179. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance The 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 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 learning tasks. Additionally, Mr. Steubin elected to give the student attention at times that were NOT linked to non-compliance. 179

180. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance The Intervention (Cont.) Appropriate Consequences for Non-Compliance. Mr. Steubin adopted a 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 the teacher about complying with classroom requests. Whenever the student failed to comply within a reasonable time (1 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’ 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. Steubin would follow through later that day in sending the report of non- compliance to the parents. 180

181. Response to Intervention www.interventioncentral.org 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)

182. Response to Intervention www.interventioncentral.org Teacher Command Sequence: Two-Part Choice Statement 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 the student hears negative consequence as the first 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 assignment now and not have a negative report go home. It’s your choice.” ) Give the student a reasonable time to comply (e.g., 1 minute).

183. Response to Intervention www.interventioncentral.org 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.

184. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance The Intervention (Cont.) Active Student Engagement. Mr. Steubin reasoned that he could probably better motivate the entire class by making sure that lessons were engaging. 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- world’ 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 situations. 184

185. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance 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 Justin. The total time required for this strategy was 20 minutes across ten school days. 185

186. Response to Intervention www.interventioncentral.org 186 Sample Ideas to Improve Relationships With Students: The Two-By-Ten Intervention (Mendler, 2000) Make a commitment to spend 2 minutes per day for 10 consecutive days in building a relationship 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. Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.

187. Response to Intervention www.interventioncentral.org Case Example: Non-Compliance The 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 days of the ‘two by ten’ intervention, however, Mr. Steubin noticed that Justin made more eye contact with him and even joked occasionally. And 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 improved as a result, to the point where his level of compliance was typical for the range of students in Mr. Steubin’s class. 187

188. Response to Intervention www.interventioncentral.org 188 Review the main elements of this 2-day workshop series. Come up with 2-3 concrete ‘next steps’ for how you plan to make use of specific ideas from the training in your class, grade, school, or district. Team Activity: Select ‘Next Steps’ to Use Content from This Workshop Series Selected Topics: Defining core instruction, intervention, accommodation, modification Academic Interventions: Critical Components Sample Academic Interventions: Reading, Writing, Study Skills 8-Step Process for Defining Classroom (Tier 1) Interventions Ideas for Scheduling Tier 2/3 Interventions Defining Student Behavior Problems Six-Step Behavior Management Framework Methods of Classroom Assessment: Daily Behavior Report Card, CBM, Obsv Checlkists