Constructing a Multi-Tiered Behavioral System of Support Dr

Constructing a Multi-Tiered Behavioral System of Support Dr
Constructing a Multi-Tiered Behavioral System of Support Dr. Kaye Otten MO-CASE January 15, 2015

Increase in Students with Behavior, Emotional and Social Skills Challenges
Most recent estimates indicate that 20% of the student population has or is at risk for an emotional or behavioral disorder up from previous estimates of 6% Fewer than 1% are eligible for SPED services under the category of emotional disturbance-there are lots of problems with the current definition and how society understands it Students with emotional and behavioral challenges are the primary reason general educators leave the profession Internalizing behaviors such as anxiety and depression often go unnoticed by teachers-5.8%-17.5% of school aged children have an anxiety disorder Common methods of detecting and supporting students at risk such as office discipline referrals are not sufficient for internalizing problems

What Happened? How good were the “good old days” they REALLY?
Dignity and respect for all individuals now highly valued and modeled Adults no longer model submissiveness and obedience (and this is a GOOD thing!) Women’s rights Civil rights movement Questioning/challenging government and authority in general Adapted from Nelson, 2006

Why Teach Behavior/Social Skills
Individuals with poor social skills are at risk for: School drop out Depression Anxiety Aggression Juvenile convictions Physical and emotional health problems Delinquency Alcoholism Low self-esteem Peer rejection Social maladjustment Employment difficulties

Why Teach Behavior/Social Skills?
Social skills deficiency in childhood single best predictor of significant problems in adulthood. (Strain & Odom, 1986) Emotional intelligence more important in predicting life success than IQ. (Goleman, 1995) Poor social skills are responsible for much of our unemployment and underemployment. (Elksnin & Elksnin, 1998)

Why Teach Behavior/Social Skills?
Traditionally, educators believe that their job is to produce academic behavior and control social behavior. Many educators and parents expect students to teach themselves appropriate social skills. Social and academic behavior is governed by the same principles of learning and respond to the same type of interventions. Just as some students have reading difficulties, some students have difficulty selecting and using appropriate social skills. Academic instruction is proactive while behavioral instruction has been traditionally reactive.

“The academic and behavior link is clear: Good instruction is one of our best behavior management tools, and preventive behavior management is one of our best instructional support strategies.” (National Center of Positive Behavioral Interventions and Supports, 2009)

Behavior/Academic Achievement Connection
Behavior Problems Academic Achievement Office Discipline Referrals Instructional Time Suspensions Time on Task Manifestation Determinations

The Data Doesn’t Lie!!! A growing body of research indicates that a positive approach to behavior management (specifically Schoolwide Positive Behavior Support or SW-PBS) result reduction in problem behavior AND increased academic performance One study found that implementing this approach saved approximately 16 days of administrator time and 80 days of instructional time

Students in schools randomized to receive an enhanced Social Emotional Learning program were more likely than those in the control group to achieve basic proficiency in reading, writing and math on independently administered state mastery tests in later grades. (Schonfeld et al, 2015)

Problems with Suspension
Produces immediate but short-lived relief for the school, but may not be a meaningful consequence for the student Does not facilitate the progress of the at-risk students who is often already disengaged from school and/or learning Merely displaces the problem elsewhere (home or community) Schools using only punishment strategies tend to have increased rates of vandalism, aggression, truancy and school drop up Actually promotes antisocial behavior

Suspension and Expulsion Generally Does Not Work with Students with Chronic Behavior Problems!!!
““. . .there is currently no evidence that suggests suspension or expulsion changes the behavior of difficult students. Rather, for troublesome or at-risk students, the most well- documented outcome of suspension appears to be further suspension and eventually school drop-out.” (Skiba, 2002)

Our Country has a SERIOUS Punishment Addiction Problem!!!
Highest incarceration rate in the world 4.4% of world population but houses 22% of the world’s prisoners Corrections cost $74 billion annually About half of federal prisoners are incarcerated for drug related offenses

Problems with a Punitive/Reactive Approach
May temporarily stop or suppress problem behavior for 80-90% of students without chronic behavior problems but fails to teach replacement behavior, life skills, or develop personal responsibility Child identifies the punishment with the punishers and setting where it happens-may start disliking educator and school in general May adversely effect the physical and emotional health of the child Often appeals to educators because they are reinforced by short term effect-”works” quickly Educators that rely on it do not develop skills in using other more effective interventions

Problems with a Punitive/Reactive Approach
Child identifies the punishment with the punishers and setting where it happens-may start disliking educator and school in general May adversely effect the physical and emotional health of the child Educators that rely on it do not develop skills in using other more effective interventions

If the only tool you have is a hammer, you tend to see every problem as a nail. -Abraham Maslow

Three Main Approaches for Adult-Child Interaction
Strictness Excessive Control Order without freedom No choices “You do it because I said so” Blame, shame, pain Rebellion Avoidance Manipulation Permissiveness No Limits Freedom without order Unlimited choices “You can do anything you want” Entitlement Positive Discipline Kindness and firmness Freedom with order Limited choices “You can choose within limits that show respect for all” Responsibility Lifeskill development Adapted from Nelson, 2006

So What Can We Do? Remove the word “should” from your vocabulary.
Limit time wasted “admiring the problem”. Let go of the punishment only perspective-it simply does not work. Commit to learning and implementing what works. Know that there is hope. Embrace a team approach-no one can do this alone. Strive to understand the perspective of all stakeholders and team members.

Insanity: doing the same thing over and over again and expecting different results. -Albert Einstein

“Mind Map” For This Afternoon
Let’s take the two hour challenge!!! Focus on underlying philosophy and big ideas Key components of function based thinking at all tiers A framework for thinking about/problem solving Everything you will hear about is solidly grounded in research- based on behavior science Review of what you may already know More ideas for your toolbox Fun! (or at least I’ll try!) I don’t have all the answers but I have lived behavior management including student and adults with significant challenges for a long time

Paradigm Shift: Focus on PREVENTION and EARLY INTERVENTION

Any approach must be based on positive behavior support and functional behavioral assessment

Mandated by Federal Law
IDEA 1997 Amendments specifically mentioned Functional Behavioral Assessments and Positive Behavioral Support

Positive Behavior Support and Functional Behavioral Assessment As a Foundation
Functional assessment and positive behavioral support are two management approaches that are extensions of applied behavior analysis (Repp & Horner, 1999)

ABA is behavioral science
Applied Behavior Analysis Applied behavior analysis (ABA) is a discipline concerned with the application of behavioral science in real-world settings such as clinics, schools, and industry with the aim of improving socially important issues such as behavior problems and learning (Baer, Wolf, & Risley, 1968). ABA is behavioral science ABA does not just apply to students on the autism spectrum although it is commonly discussed in these situations because problem behavior is common in that student population

Evidence Based Practice
Evaluated using sound experimental design and methodology 2) Demonstrated to be effective 3) Supported by at least three studies published in peer-refereed journals Simonsen, et al, 2008 Consistent with leading educational organizations (Council for Exceptional Children, Institute of Educational Science, What Works Clearinghouse)

PBIS and FBA are EVIDENCE BASED
“ABA research over 30 years confirms the effectiveness of various antecedent and consequence strategies, functional assessment and data collecting, graphing and monitoring.” (Maag & Katsiyannis, 2006)

What is Positive Behavior Support?
An application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research- validated practices and the environments in which teaching and learning occurs. The focus is on creating and sustaining three tiered systems of supports that make problem behaviors less effective, efficient and relevant and desired behaviors more functional.

Enhancing Capacity of Environments
Focus not on “fixing” the student but also on “fixing” adults in their world and the environments in which they function Increasing skills in prevention and early intervention The most effective interventions occur before the problem behavior ever happens!

"If there is anything that we wish to change in a child, we should first examine it and see whether it is not something that could be better changed in ourselves." ~Carl Jung

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Tertiary Prevention (Tier 3) ≈ Secondary Prevention (Tier 2) Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings PBIS Framework ≈ Validated Curricula Primary Prevention (Tier 1) Otten, 2016 Academic Behavioral Social

Positive behavior support . . .
Is evidence based and data driven Considers the function of the behavior Is proactive-happens BEFORE problem behavior occurs Is preventative-makes changes to the environment when possible Teaches a more appropriate skill that meets the same or similar function Teaches other skill deficits that may contribute to problem behavior Focuses on changing the behavior of BOTH students and adults

Just as safety laws prevent and reduce accidents and preventative medicine prevent and reduces illness, positive behavior support prevents and reduces behavioral problems

Functional Behavioral Assessment
This is not just a special education thing! A process for understanding problem behavior and factors that contribute to its occurrence and maintenance- what does behavior mean? What does the student need? Main purpose to guide the development of effective, efficient, and relevant responses-what should we do? Responses based on knowledge of why students are having problem behavior is more effective. Helps determine if traditional responses to behavior are appropriate (timeout, office referral suspension)

“Intervention is not based on behavior- it is based on the function of the behavior. Anything less is literally no better than pulling an intervention out of a hat, or choosing one because it is familiar or simple. “ (Scott & Kamps, 2007)

FBA-A Three Tiered Model
“Contextually, we see FBA not as a separate process but as an integral component of a systemic multilevel model for prevention and intervention. That is, FBA is a tool within a triage model, to be used in determining the most logical, probable, and efficient course of action.” (Scott & Kamps, 2007, p. 147)

New Term: Function Based Thinking (FBT)
Empowers all educators (not just SPED) to respond more effectively by considering why the student is having the problem behavior and what they need Guides more effective preventative interventions prior to involving a “specialist” The earlier the intervention the more effective the behavioral change efforts You should always think functionally and respond accordingly even at tier one

Three Key Concepts of FBT
1) Setting Events 2) Triggering Antecedents 3) Maintaining Consequences

Setting Events Happens before the problem behavior and exaggerates the likelihood of the problem behaviors but usually doesn’t happen immediately before. (You know it is going to be a bad day when. . .) Examples Hunger Lack of sleep Lack of medication Weather Illness What “shakes up the coke can”? Stacey 39 *

Triggering Antecedents
“Trigger” the problem behavior What happens immediately before? (Straw that broke the camel’s back) Examples Change in routine Demand/request Sensory stimulation Conflict with a peer Stacey 40 *

Maintaining Consequences
What happens after (both positive and negative) that reinforces the behavior What do they get out of it? “The pay off” Examples Attention from peers (laughter) Attention from adults (lecture) Escape from task/demand (remove worksheet) Escape from environment (sent to the office) Stacey 41 *

Behavior does NOT continue or increase if there is not some type of reinforcer present! There IS a pay off! Find out what it is!

To Protest/Escape/Avoid
Two Broad Categories To Get/Obtain Attention from peers and/or adults Tangible objects Play/fun Sensory input Justice/fairness General communication/interacti on To Protest/Escape/Avoid Tasks/Demands/Requests Person/People Internal Events Past action by someone Lack of choice Lack of justice/fairness Sensory

Understanding Common Functions
Students engage in problem behavior to PROTEST/ESCAPE/AVOID Either they don’t have the skills needed to be successful (in which case they need instruction) or they have difficulty using the skill to appropriately manage the situation (in which case they need increased support) Otten, 2016

Understanding Common Functions
Students engage in problem behavior to gain GET/OBTAIN Therefore, educators need to understand and use reinforcement and punishment (undesirable consequences) to their advantage Don’t allow them to get what they want or need with problem behavior!!! Otten, 2016

Think of student behavior as their efforts to communicate something to you and you as the detective trying to break the communication code!!!! Stacey & Kelly

Positive Behavior Support and Functional Behavioral Thinking
Three tiered concept Focus on EFFICIENCY and EFFECTIVENESS Work smarter not harder!

A Three Tiered Model Secondary Prevention Students At-Risk for
Tertiary Prevention Students with Chronic/Intense Problem Behavior 1-7% Secondary Prevention Students At-Risk for Problem Behavior 5-15% Primary Prevention Students without Serious Behavior Problems 80-90% (School or classwide support)

Focus on Tier One Research has shown office referrals have decreased dramatically in schools using strong primary prevention Reduces “white noise” that take energy and resources away from students with chronic problems Research has shown time and time again that reactive approaches simply don’t work as well as positive based preventative approaches

Focus on Tier One Providing a strong foundation at the first level benefits all student not just the “trouble makers” First tier interventions prevent the onset of problem behavior among low-risk students and sustain improvement made as a result of second and third tier interventions over time Interventions at the top of the triangle have a more powerful effect if the interventions at the foundation are firmly in place “Tier 3” students that have mental health conditions NEED a very structured and orderly environment to feel safe and be available for other interventions

The first priority is ensuring instructional control
The first priority is ensuring instructional control. No academic, social, or emotional learning can take place without a functional and productive learning environment.

Is Your School’s Triangle Too Thick in the Middle?
Over 15% of students regularly in the office, focus room, suspended, on behavior plans? Is your staff exhausted? Work smarter, not harder-focus on TIER ONE Otten, 2016

It’s NOT just a Special Education issue!

TIER ONE: THE FOUNDATION
Research-based components Engineering Principles What does it take for the system to stand and sustain?

THE FOUNDATION: Core Components of Tier One Behavior Support
Common purpose and approach Administrative leadership Positively stated and explicitly taught expectations and procedures/routines 4) Environmental and instructional design 5) Frequent recognition of positive behavior 6) Consistent instructional response 7) Ongoing monitoring and evaluating effectiveness

Common Purpose and Approach: Indicators
Use of common language for expectations Consistent procedures and routines Proactive and preventative Directly teach desired behavior both proactively and ongoing within a positive relationship interaction Focus more on positives than negatives General consensus when students leave instruction Regularly collect and analyze objective data Focus on team problem solving-no blame and no excuses Willingness to be open to the process and constructive feedback Additional slides Dangerous, destructive, or disruptive-should only leave room if interfering with learning

Why is a common purpose and approach important?
If we don’t have some level of commonality students are left to guess Creates a hidden norm or curriculum Left to their own devices, all teachers naturally differ As students go through the grades, they are exposed to a wide variety of teacher behavior and have difficulty understanding/predicting differences/adjusting their behavior Airport shoe story

Why is a common purpose and approach important?
Getting on the same page helps students know what to expect and what is expected Allows schools to work as a team-no one can manage problem behavior alone Results in meaningful data for decision making Airport shoe story

Administrative Support and Leadership: Indicators
Lead the setting of school expectations and building consensus among entire staff Leading the teams through the decision making and paperwork process and delegating responsibilities as appropriate Provide accountability Resource allocation for implementation Promote appropriate staff utilization Attendance and active discussion in team meetings Support ongoing professional development Model inclusion and support rather than just evaluative Willingness to think outside the box to obtain needed resources Willingness to seek outside support when needed Modeling/leading a “we will try” attitude vs. a “have YOU done. . . “

“The primary function of a leader is to keep hope alive. ” -John W
“The primary function of a leader is to keep hope alive.” -John W. Garner Need person who quoted

“The difference between ‘involvement’ and ‘commitment’ is like a bacon and egg breakfast: the chick was ‘involved’ but the pig was ‘committed’”

South Park HS, Buffalo, NY

UNDESIRABLE CONSEQUENCES
INSTRUCTION PREVENTION REINFORCEMENT UNDESIRABLE CONSEQUENCES

“If a child doesn’t know how to read, we teach”
“If a child doesn’t’ know how to swim, we teach” “If a child doesn’t’ know how to multiply, we teach” “If a child doesn’t’ know how to drive, we teach” “If a child doesn’t’ know how to behave, we. . . teach? punish?” “Why can’t we finish the last sentence as automatically as we do the others?” John Herner

The science of behavior tells us. . .
Students do not learn better ways of behaving when only given aversive consequences To learn better ways of behaving, students must be directly taught To retain new behaviors students must be given specific, positive feedback and opportunities to practice in a variety of settings

We have to directly teach students what we want them to do and reinforce them for doing it rather than only punishing them for what we don’t want them to do

INCREASE REPLACEMENT/ DECREASE PROBLEM BEHAVIOR
TARGET BEHAVIORS DECREASE PROBLEM BEHAVIOR 67

Never Say No without a Go!

Types of Social Skills Deficits
Skill Acquisition: Student does not know how to perform or can not discriminate when appropriate (can’t do). Performance: Student knows how to perform but fails to at acceptable levels in real life situations (won’t do). Fluency: Student knows how and performs at acceptable levels but is awkward and unpolished. Gresham, Sugai, & Horner, 2001

Skill Acquisition Behavioral instruction is more complex than academic instruction. Contextual variation: same social behavior can be appropriate in one context and inappropriate in another. Important to teach students not only “how” but to evaluate context to determine appropriate use.

Instructional Approaches
Type of Deficit Instructional Approaches Skill “Can’t Do” Can be large group, small group and/or individual Break the skills into steps and directly teach and practice each step

Performance Don’t assume the student is being stubborn or oppositional! Competing behaviors may interfere and need to be addressed Internalizing (anxiety, depression) Externalizing (aggression, impulsivity) Competing behaviors may be more efficient (easier to perform and lead to immediate reinforcement) and reliable (consistent in leading to reinforcement) Example: Grabbing a toy from someone is easier than politely asking and waiting and leads to the immediate access to the toy every time. High levels of anxiety may cause some individuals to avoid social situations where they have the opprotunity to practice.

Type of Deficit Instructional Approaches Performance “Won’t Do Individualized Decrease reliability and efficiency of old competing problem behavior Increase reliability and efficiency of new replacement behavior Increase motivation through support and reinforcement

Fluency Most difficult to address
Immerse in environments with appropriate models (benefit of inclusionary experiences). Provide plenty of opportunities to practice. Educate and involve peers.

Type of Deficit Instructional Approaches Fluency “Unpolished” Fragile skills Immerse in appropriate models Provide plenty of opportunities to practice High levels of reinforcement Involve peers

BIST Concept: Why Do People Misbehave?
What’s the Deficit? What Do They Need? They don’t know any better Skill acquisition deficit Information They can’t manage their feelings/impulses Performance deficit Support They test limits Lack of trust Consistency

Self Management Self-control is the goal
Learners become aware of cognitive processes and how this influences behavior Self-assessment, self-monitoring, self- recording, self-reinforcement

Three Tiered Instruction
Individualized Replacement Behavior Training Small Group Instruction School/Classwide

Positively Stated Expectations
3 to 5 general expectations that are all inclusive for the school State POSITIVELY-What do you want them to DO! Most visually in multiple places to remind and for easy reference Break down into matrix for each area (classroom, cafeteria, hallway) so there is no confusion or argument Each classroom can have their unique matrix but should use common language for the schoolwide general expectations Can add to as situations arise that are not clear

Rules-Within-Routines Matrix
Classroom Hallway Cafeteria Be Safe Keep hands, feet and objects to self Walk slowly on the right side of the hallway Only eat your own food Be Responsible Stay on task Bring all needed materials to and from class Throw away all trash before leaving Be Respectful Raise your hand and wait to be called on before speaking Use water fountain in a timely manner Use an inside voice

Procedures & Routines Procedures explain the expected process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the restroom. Classroom procedures are steps we take to complete a task Routines are the habits we form by repeating the same set of steps over and over Routines develop from consistent use of procedures If there is a sub, does the class run itself-test of good procedures and routines Procedures are the steps we take to complete a task. Routines are the habits we form by repeating the same set of steps over and over. Procedures are how we do something. Routines develop from consistent use of procedures. Procedures and routines are important because they help students follow rules and meet expectations. (Newcomer, 2008)

Why Procedures & Routines?
Productively use ALL time Minimal disturbance and time away from learning Reduces misbehavior during unstructured time Engaged students do not misbehave- the two are incompatible

Maximizing this time is
The Importance of Time Available Time-The total amount of time available in a school day for all activities Allocated Time-Amount of time scheduled for actual instruction Instruction Time-Amount of actual minutes actually spent in teacher led instruction On-Task Time-Actual time the learner spends attending to instruction (looking at the teacher, reading, writing, thinking about what is being said) Academic Learning Time Actual time the learner spends SUCCESSFULLY engaged in the learning targets Average 17% Range 10%-20% Maximizing this time is the goal!

Learning Freetime Read to a partner, into a whisper phone or silent read Study spelling words (dry erase board, magnetic letters,magnadoole type) Math flashcards Pretaught math games Computer games Practice handwriting Self-correcting activities Side bar studies

Explicitly Taught Expectations and Procedures/Routines
Define-Break into steps Describe-What does it look like and sound like? Rationale-Why is it important? Model Guided practice Give specific feedback Reinforce frequently at the beginning Shift reinforcement to random or unpredictable to promote maintenance Review/reteach/practice with booster sessions as needed

Give Feedback! Immediate as possible without interrupting the flow of instruction Enthusiastic and sincere Specifically describe what was appropriate and how it is making a positive impact rather than making general praise statements “Walking quietly down the hall shows respect for those are working.” ” vs. “You are doing a good job.”

Instructional Components
What skills will be focused on? Who will provide the instruction? When will the instruction be provided? How will the instruction be provided?

What skills will be focused on?
Missing core skill deficits Assessments Observation Replacement Behaviors Function based thinking What are they getting out of their behavior and what would be a better way to get it?

"Children do well if they can
"Children do well if they can. An explosive outburst-like other forms of maladaptive behavior-occurs when the cognitive demands being placed upon a person outstrip that person's capacity to respond adaptively." -Ross Greene

Common Core Skill Deficits
Language Expressive Receptive Pragmatic or social use Executive functioning skills Metacognition Behavior regulation Theory of Mind

Metacognition Initiate: Independently beginning a task and generating ideas Monitor: Assessing own performance including effects behavior has on others Working Memory: Holding information in mind for the purpose of completing a task Plan/Organize: Manage current and future task demands including anticipating, setting goals, develop and executive steps Organization of materials: Organizing, keeping track of and cleaning up possessions

Behavior Regulation Emotional Control: Modulate emotional responses
Inhibit: Resist or not act on an impulse and the ability to stop behavior at the appropriate time Shift: Move freely from one situation, activity, or aspect of a problem to another

Theory of Mind Deficits
Individuals with TOM deficits have difficulty: Taking other’s perspective Understanding and predicting own and others’ emotions Inferring other’s intent Understanding that their behavior impacts how others think and feel

Theory of Mind Begins to develop in early infancy
At 3 years of age, children still think "what they know is what you know" By age 4 children begin to understand that people can have different thoughts and ideas Empathy is considered by many to be highest level of ToM development

Environmental and Instructional Design
Classroom arrangement Scheduling Flow of movement Positive classroom climate Differentiating instruction Scaffolding Active student response opportunities

Environmental Design: Indicators
Arranged for easy flow of movement Arranged for active supervision-scanning and monitoring all students Minimize time spent in clerical tasks Areas for collaboration, differentiated instruction, independent work and private cool off space Separation between quiet and noisier areas

Environmental Design: Indicators
Materials stored near where they be used Overall organized, not cluttered, and aesthetically pleasing Visual supports (schedule, expectations, prompts) Respectful interaction Descriptive rather than judgmental language Feeling of community /ownership

Instructional Design: Indicators
Students working at the appropriate level of difficulty Students working on a variety of activities across different learning modalities Modeling (I Do), Guided Practice (We Do) and Independent Practice (You Do) is used Students are actively engaged and not just passively receiving the instruction Little or no unstructured downtime

Prevention Strategies
Focus on what happens BEFORE the problem behavior: setting events and triggering antecedents Sometimes can remove or control Sometimes can not remove-will need to validate and reinforcement and support will need to increase (increased structure and supervision) (We know this is hard. How can we help?) Otten, 2016

Sources of Environmental Frustration
Response Educators that interact with students in an overly domineering way that invites power struggles Develop a positive relationship Minimize power struggles Be consistent Lack of a valid reason for exhibiting the behavior Connect behavioral choices to consequences Task that are too difficult/complex or too easy/boring Provide engaging and effective instruction Lack of understanding of expectations Increase structure and supervision

Differentiating Instruction
VERY common problem-academic tasks at an inappropriate level (either too easy or too difficult) one of the most common triggers of problem behavior Must differentiate instruction so all students are in their zone of proximal development

Scaffolded Instruction or Gradual Release of Responsibility
The teacher models how to perform a new or difficult task. (I Do) The teacher and students work together to perform the task. (We Do) Students independently completes the task. First, the teacher models how to perform a new or difficult task, such as how to use a graphic organizer. For example, the teacher may have a partially completed graphic organizer on an overhead transparency and "think aloud" as he or she describes how the graphic organizer illustrates the relationships among the information contained on it. Second, the class does it. The teacher and students work together to perform the task. For example, the students may suggest information to be added to the graphic organizer. As the teacher writes the suggestions on the transparency, students fill in their own copies of the organizer. Third, the group does it. Students work with a partner or a small cooperative group to complete a graphic organizer (i.e., either a partially completed or a blank one). Fourth, the individual does it. This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly. The teacher must determine the level and pace of scaffolding based on the learner’s abilities and the complexity of the task.

Failure is NOT an Option
Many students content with low achievement as long as the work is “off their plates” Allowing incorrect work gives permission and practice doing tasks incorrectly Allows escape and avoidance Require students to correct work (errorless learning concept) Ensures that tasks given are truly at instructional level Holds educators and students accountable 104

Provide Engaging and Effective Instruction: Errorless Learning
Model the correct response (I Do) Prompt/Transfer the responsibility of giving the correct response to the learner (We Do) Distract (Time delay, insert another concept) Check (You Do) Reinforce correct response OR reteach if incorrect response Repeat until there is no longer incorrect responses Maintain the skill mastery with frequent practice so they don’t forget! Generalize to real life application activities

Active Student Response Opportunities
Increased rate of correct academic responding increases task engagement and reduces problem behavior Think-pair-share Student generated questions Vote on answer (example: hand held voting devices) Response cards (example: hold up individual dry erase boards) Guided notes Is the teacher creating opportunities for students to DO something rather than just being passive recipients? 106

Escape from the classroom and work tasks is a very common function of problem behavior. Our goal is to make teaching and learning fun and engaging!

Frequent Recognition of Positive Behavior: Indicators
Engage more frequently with every student when he/she is engaged in positive behavior than negative behavior Research shows a 3:1 to 5:1 results in improvement in behavior Use behavior specific feedback to provide additional instruction regarding expectations Use of schoolwide and classroom group oriented contingencies

Understand and use reinforcement to increase desired and not (accidently) undesired student behavior
Otten, 2016

Reinforcement is something that is valued or desired by the student that happens after the behavior resulting in the behavior to increase or maintain Often things adults think will reduce a student’s behavior, actually reinforces it making it worse There is no such thing as a universal reinforcer- all individuals are unique and reinforced by different things Otten, 2016

Have you heard or said this
Have you heard or said this? “I don’t believe in rewarding students to do what they should automatically be doing” Reinforcement and rewards are NOT the same thing Reinforcement is a scientific concept-it exists without our manipulation Not believing in reinforcement is like not believing in gravity

What is reinforcement again?
Reinforcement happens after the behavior and this results in an increase or maintenance of the behavior. Whatever behavior is increasing or maintaining is being reinforced! If the undesired behaviors are increasing they ARE being reinforced! Stacey Otten, 2016

A behavior is positively reinforced if something that the
person values or desires is added after the behavior making the situation better from their perspective. Example: A student gets extra free time when he or she finishes an assignment therefore making the situation better from their perspective. A behavior is negatively reinforced if something that the person does not like goes away after the behavior therefore making the situation better from their perspective. Example: A student is given an writing assignment. He or she starts behaving in a way that disrupts the class and is sent to the office. The writing assignment goes away therefore making the situation better from the their perspective. Otten, 2016

Bottom line-We want the student’s world to get better from THEIR perspective when they are making good behavioral choices! Otten, 2016

What’s the Difference? Every day that Ellen finishes her reading assignment on time, Mrs. Farmer allows her to take sports equipment out to recess. If Ellen enjoys using the equipment at recess, she is likely to continue finishing her work on time. Mr. White sends Darrin out of the room because of disruptive behavior in class. Darrin talks to other students and teachers who see him, in addition to avoiding his work. Mr. White finds that Darrin is disruptive again soon after he is permitted to return to class. Stacey

What are the two most common functions of problem behavior?
Stacey & Kelly

Focus on Escape Considering possible maintaining consequences of behavior, when would having a student go to any kind of “timeout” or suspending them actually serve as a reinforcer????

Focus on Attention ANY attention can be reinforcing
Therefore, give as little attention as possible to inappropriate behavior while still consistently applying the natural/logical consequence (more on this later!) Give as much attention as possible to the appropriate behavior Lecturing and frequent reprimanding is attention. Even though it is meant to decrease inappropriate behavior, it actually often reinforces it. It is important to ignore the behavior and not the student-look for opportunities to attend to appropriate behavior Problem behavior can be a cry for help (sometimes subconsciously)- dig deeper later but don’t attend to the issue at that moment Kaye

Positive/Negative Ratio
Simple intervention that is free and requires no time or preparation Research supports 3:1 to 5:1 Provides a positive, encouraging environment that students typically do not want to escape How motivated would you be if you mostly received negatives from your supervisor? Consider having a colleague take data or take data yourself through videotaping

Reinforcement vs. Bribery
Webster’s Dictionary- An inducement for an illegal or unethical act. Or . . . The giving of a reward to an individual to stop an inappropriate or misbehavior Remember! Positive reinforcement is the giving of something desired AFTER the appropriate behavior.

Behavioral Momentum Just like a boulder rolling down a steep hill will
gain speed and momentum, so does a behavior the more we engage in it. Center for Promoting Research to Practice, 2010

Behavioral Momentum This is true for BOTH desired and problem behavior
If the student is repeatedly engaging in problem behavior(s), these behaviors will gain the momentum We need to the momentum to go the right direction!

Power of Intermittent Reinforcement
“Catch them being good” They never know when it is going to happen Variable ratio reinforcement (random/unpredictable) is the most powerful and leads to strong and steady responses Slot machine concept! Intermittent escape also very powerful-must be prepared to wait out the behavior burst (more on this later!)

Adult Positive Reinforcement Systems
Why Do We Do Things We Don’t Always Want To Do? Money Free/Flex Time Attention/Prestige Health Relationships Other??? 125

If all students are feeling that their positive choices are
recognized, appreciated, and encouraged they will not feel cheated when students that truly need additional support get it.

But It’s Not Fair to the Other Students!
Getting an appropriate education is not a competition. There are biological and environmental reasons students develop chronic behavior problems-things are already “unfair”. Fair is NOT giving everyone the same thing, fair is giving everyone what they need. Not everyone wears glasses, not everyone needs hearing aides and not everyone needs extra behavior support to succeed.

Redirecting staff has positive relationship with the student
Consistent Instructional Response for Not Following Expectations: Indicators Redirecting staff has positive relationship with the student Low level redirection is used first Staff intervenes early-first signs of problem behavior Response is calm, brief, respectful and private if possible Student is only removed from instructional environment for behavior that is dangerous, destructive or significantly disruptive Significantly disruptive=doesn’t redirect without arguing or escalating If leave the instructional environment students have processed the situation, practiced skills needed, and is under instructional control before returning to their regular seat Overall teaching and not punitive focus-what skills need to be learned?

The Science: What is Punishment?
Punishment happens after the behavior and results in a decrease of the behavior. If behavior does not decrease, it was not punished, it was reinforced. Stacey

A behavior is positively punished if something that the
person does not like is added after the behavior making the situation worse from their perspective. Example: A student has to write the sentence “I will not disrupt the classroom” 100 times after talking in class. A behavior is negatively punished if something that the person does like goes away after the behavior therefore making the situation worse from their perspective. Example: A student is has to stay in from recess to finish work because he was off task. Otten, 2016

Important Understanding About Punishment!
Positive punishment is rarely appropriate in the school setting Negative punishment is allowable but only after all of the rest of the components of the model have been implemented (instruction, prevention, reinforcement) Needs to take the form of natural and logical consequences so that there is a teaching and not purely punitive purpose. Negative punishment can be proactively reframed as positive reinforcement “If you stay on task and finish your work you can go out for recess on time.”

We want problem behavior to decrease, but we need to also teach the replacement behavior
Therefore, what happens after problem behavior (consequences) should not be desirable (which would reinforce or increase the problem behavior) AND what happens after problem behavior should also teach lifeskills and replacement behavior-what should they do instead? Stacey

Natural and Logical Consequences
Natural consequences: Outcomes that are not planned or controlled Logical consequences: Outcomes that are intentionally planned and controlled that are related to what would happen to an adult in a similar situation Teach life skills Related, respectful, and reasonable Kaye

Adult Natural/Logical Consequences
Fines Loss of privileges (driving, traveling, etc.) Loss of freedom Embarrassment Lack of attention Loss of prestige/respect Other????

The Three R’s of Logical Consequences
Related Mirrors real life Has a teaching not punitive focus Reasonable Level of consequence matches level of behavior (“fits the crime”) Enforceable Respectful Delivery Privacy

Behavior Intervention Support Team (BIST) Continuum
Safe Spot In Classroom Buddy Room Focus Room Rethink at Desk Office Home Behavior Intervention Support Team, 1999

Warning: Use of a “time away” continuum
may result in the loss of significant instructional time that may not be captured In office discipline referral data and may reinforce students with an escape function! Use with caution!

Processing Before Returning to the Classroom
1) Student must be held accountable: What did you do that was a problem? Why was it a problem? Who did it hurt or bother? What feeling did you not manage appropriately? What will you do differently next time? How will you fix the problem? How will you make up missed work? 2) Can be done through writing, talking or visuals Behavior Intervention Support Team, 1999

Behavior Tutoring When student is exhibiting an inappropriate behavior, he or she is given the choice of demonstrating they have learned the appropriate behavior If they do not, it is assumed that they have forgotten how to do it and need extra practice An extra practice session is scheduled, logically during a more preferred activity. Similar to a traditional detention or stay after school consequence but with instructional focus. Kaye

Teacher Versus Other Managed Behavior
Key component of schoolwide positive behavior support The entire staff must come to a general consensus regarding which program behaviors teachers will manage in their classroom and which problem behaviors will be referred for intervention outside the instructional setting (office) 3 D’s is a guideline (dangerous, distructive or disruptive Schoolwide data must capture time out of the instructional setting Without consensus the data will be useful for decision making

No intervention or strategy is going to be effective outside of the context of a positive relationship.

Different example: Middle School Principal Survey
50 students randomly selected Asked to respond to this question: What 3 things would you like your teachers to know about you? Responded with some very serious issues and concerns: divorce, separations, physical moves, medical concerns and so on. Had been in school a few months.

Faculty Response Principal typed up the 50 sets of responses without names. Put pictures and names in faculty meeting. Asked staff to read the responses and place a name next to each set of responses. How many did each staff member identify correctly?

The Results Most got 1 to 3 correct. One person got 4.
One staff member could identify 47 of the 50. Who was that? 8th grade teacher Counselor Assistant Principal In School Suspension Aide School Social Worker Cafeteria Manager

Ongoing Monitoring and Evaluating Effectiveness: Indicators
Specifically defined outcomes Clear written plan that includes all key components (instruction, prevention, reinforcement, and undesirable consequences) and research based practices that all involved parties understand Fidelity monitoring procedures to ensure consistent implementation Frequent data collection that is graphed Regular and structured team meetings to analyze data and make decisions Same process schoolwide, classwide or individual

Data: What is the baseline. What is the current state of affairs
Data: What is the baseline? What is the current state of affairs? Outcomes: Where do we want to go? Start with the end goal in mind. Practices: How can we achieve our goal as efficiently as possible? Systems: What does the team need to support them-resources, training, collaboration time, etc.

Monitor and Adjust as Needed
Two Key Questions Was the plan implemented as written? Did the plan improve behavior and was this improvement maintained over time? Stacey and Kelly 152

Importance of Fidelity
If the core components are not implemented consistently, data will be meaningless and resources wasted Fidelity checks should be conducted regularly Have teachers self-assess their classroom systems (self- management is the key!) Include classroom fidelity checks in staff evaluation systems Struggling staff can be assigned mentors and regularly meet with administration for support rather than discipline Adult behavior change is as difficult as student behavior change

Fidelity Checklist Example for Individual Plan
Morning triage Personal talk time Problem solving/role playing Assistance/ accomodations with communication arts tasks Typed Read or processed written content aloud Whisper phone Broke into parts Frequent check backs/encouragement Alternate topic Positive practice time Yes No Morning reward Earned Received Afternoon reward

Why Collect Data? Assists in accurately identifying where additional interventions need to be targeted (time of day, location, specific classrooms and students) Holds teams accountable for following the plan Decisions not based on data are often emotional and unreliable Significant behavior change takes time-data will be needed to detect

Example Data Graph-Percentages
Kaye

Example Time Interval Data Graph
Kaye

Tier 2A: Strategic Support
Strategic interventions to prevent re-occurrences of a problem that are applied to individual students who have been designated at risk Students that are identified with the universal screen, three times out of instruction (three times and your in) in a four week period or teacher judgment Work in grade level teams (data consult team) Determine if need an environmental management plan or an individual student plan (consider ICEL) Focus on analyzing and supporting rather than the teacher or student being “in trouble”

Tier 2A: Individual Student Plan
Function based thinking guides selection of strategy/intervention: Need a problem statement, measurable goal, evidence based behavioral intervention, and progress monitoring data system that can be graphed Possible tools/resources: Evidence Based Behavior Intervention Tip Sheets and pbisworld.com

The “Drill Down” Universal screen
Is the student an externalizer or internalizer Do they seek or avoid? Student Intervention Matching Form (SIMS- Form) as a possible tool Developed and generously shared by Clayton Cook Short questionnaire that aligns to six evidence based interventions Function Based Thinking Worksheet

Function Based Thinking Worksheet
Background Information Include any information helpful in designing the behavior plan that does not fit into another category Strengths and Interests To be used throughout the behavior intervention plan for reinforcers, interest based curriculum, etc. Problem Behavior(s) Setting An observable behavior Measure Baseline Average peer comparison

Function Based Thinking Worksheet
Setting Events and Triggering Antecedents You know it’s going to be a bad day when. . . The straw that broke the camel’s back Maintaining Consequences What is the naturally occurring “pay off”? What does they student get out of it? Hypothesized Function(s)

Frequency Count Example Problem Statement: In the general education classroom, Emily left instruction as a result of disruptive behavior (not accepting redirection without escalating or arguing) three times over a five day period while the comparison peer did not have to leave instruction at all during the same time period. Example Goal: Emily will by accepting redirection without escalating or arguing remaining in instruction for five consecutive schools days.

Duration Example Problem Statement: In the Kindergarten classroom, Suzy exhibited tantrum behavior (crying and hitting/kicking the air, floor, and/or desk) for a total of 30 minutes over five consecutive school days while the comparison peer exhibited no tantrum behavior during the same time period. Example Goal: Suzy will exhibit less than 10 minutes of tantrum behavior a week for four consecutive weeks.

Time Interval Recording
Example Problem Statement: To collect baseline the school day was divided into 45 minute intervals and data was collected for one school day. Lisa followed directions with no more than one redirect during 60% of the intervals while the comparison peer followed directions with no more than one redirect during 90% of the intervals. Example Goal: Lisa will follow directions with no more than one redirection during 80% of the intervals recorded for twenty consecutive school days.

Momentary Time Sampling
Example Problem Statement: During a 20 minute independent work time with data collected at one minute intervals, Tommy appeared to be on task (looking at his work or writing) on 50% of the time samples while the comparison peer appeared to be on task on 80% of the time samples Example Goal: Tommy will appear to be on task (looking at his work or writing) on 80% of recorded time samples for three consecutive 20 minute data probes.

Evidence Based Tier 2A Intervention
School-home note system Behavior contract Self-monitoring Structured mentoring (Check In/Check Out) Positive peer reporting Class pass Otten, 2016

Tier 2a Template Problem Statement -Setting -An observable behavior
-Measure -Baseline -Average peer comparison Replacement/Target Behavior Goal -Observable and measurable -What do you want the to do instead that meets the same function? -What other skills (if any) does the student need to be successful? Intervention(s)/Strategies Tools: Evidence Based Behavior Intervention Tip Sheets and PBISworld.com Ongoing monitoring and evaluation -Fidelity checklist (was the plan followed as written?) -Progress monitoring (did the behavior improve and did this improvement maintain over time?). Must be graphed with a trend line. -Data review plan (location, date/time, participants)

Tier 2B: Targeted Support
May be MORE-the function may be correct but the student needs more intensive instruction, support, and/or structure May be DIFFERENT-the function may be wrong or incomplete-back to function based thinking! Involve problem solving team Develop a function based plan for success Potential involvement of a behavior specialist After 34

Three Key Questions for Function Based Plan for Success
What is the process for developing the plan? What are the core components of the plan? How do you frame the plan and partner with the student in a caring way that gets at the heart of the students motivation for acting out?

What is the process for developing the plan?
Function based thinking guiding questions: Where, when and with whom do these behaviors occur? What skills are missing? Why are these behaviors occurring? What do you want the student to do instead of the problem behavior?

Where, when and with whom do these behaviors occur?
The student needs environmental support (increased prevention) Alternative safe places Preferential seating Limited peer interactions Increased adult supervision Adult/peer skill development

Using Google Forms Informally interview those that frequently
interact with the student to determine possible setting events/triggering antecedents. Create a google form with those options. Go to the live form and the url link to team members. When a problem behavior occurs, any team member can use the link to record the setting events/triggering antecedents. Go to “view summary of responses” to view the setting events/triggering antecedents automatically graphed as a percentage of total occurrences.

Why are these behavior occurring?
Is the student is stressed and/or sad? Is the student is too active? Is the student disorganized? Is the student unaware the behavior is a problem? Does the student want to escape academic work? Does the student want to escape the adult? Does the student want to escape social situations? Does the student want more attention? Does the student want more control? Is the student overwhelmed and unable to manage emotions?

Is the student stressed and/or sad?
The student needs safety and support. Consider: Calm, consistent, clear boundaries Visual schedule that proactively communicates unexpected changes Untimed academic work Daily calming time with a consistent adult who has a positive relationship with the student

Is the student too active?
The student needs acceptable ways to expend energy. Consider: Regular activity and/or sensory breaks Clear boundaries regarding what exactly is acceptable in various environments

Is the student disorganized?
The student needs assistance with organization. Consider: Visual reminders Checklists Visual schedules Transition helpers

Is the student unaware the behavior is a problem?
The student needs increased awareness. Consider: Triage with an adult mentor Target behavior sheet Self-monitoring

Does the student want to escape academic work?
The student needs academic intervention. Consider: Differentiated instruction Assignment modification Small group instruction One on one instruction Increased frequency and/or intensity of instruction

Does the student want to escape the adult?
The student needs a positive relationship with at least one and as many adults as possible. Consider: Reviewed increased positive interaction tier one strategies Adult coaching on kind but firm strategies which is the heart of BIST’s philosophy of discipline in the balance

Does the student want to escape social situations?
The student needs social skills instruction. Consider: Social skills group Peer mentors Adult support during social times

Does the student want more attention?
The student needs to receive attention without getting in trouble. Consider: Overall increased recognition of positive behavior Peer mentors Adult mentors Daily job to contribute and increase sense of purpose Peer and adult planned ignoring of problem behavior

Does the student want more control?
The student needs an acceptable ways to get increased control and proactive and clear communication about choices and consequences. Consider: Choices regarding task sequence, materials, who to work with, location, etc. Self-monitoring Consequence maps

Is the student overwhelmed and unable to manage emotions?
The student needs emotional support. Consider: Visual scales Direct instruction in identifying emotions Role playing managing emotions appropriately Coping strategies Relaxation strategies Social stories

Tier 2b: Function Based Plan for Success
Problem Statement What Skills are Missing? Why is Problem Behavior Occurring? Replacement/Target Behavior Goal Explicit Instruction of Replacement/Target Behavior Prevention Strategies Recognition of Positive Behavior Consistent Instructional Response Plan for Extinction Bursts and/or Crisis Ongoing Monitoring and Evaluation

Plan for Extinction Bursts and/or Crisis
If you are going to put a demand on a student that you know may trigger a problem behavior, have the resources, manpower and environmental engineering needed to not “give in” or intermittently reinforce the problem behavior This will make the problem behavior worse-the science of applied behavioral analysis has lots of data that proves that intermittent reinforcement (alternatively starting and stopping) is very powerful Include in fidelity checklist Plan for moving other students and continuing productive learning Safety plan-know district policies and procedures (CPI, Mandt, etc.)

Silly Example: VENDING MACHINE
Behavior: putting money into slot and pressing a button What is the Function of this behavior??

ALMOND JOY CANDY BARS!!!!!!!

Example continued If you wanted me to stop my vending machine behavior, what is most likely to work … Lecture me about the link between sugar intake and adult-onset diabetes? Sternly tell me to stop, while wagging your finger at me? Punish me--Charge me an extra dollar? Jam the machine so candy bars stop coming out!

Extinction Bursts! When you implement an intervention that withholds the function, Behavior often increases briefly as the student “tries harder” to get the function. Vending Machine Example: What do YOU do when your “button pushing” behavior doesn't yield a soda? Elevator Example: What do you do when the elevator door doesn’t open when you expect it to open? Try harder…you don’t immediately stop pressing the button. You push it faster and harder. Lesson: Behavior often gets worse before it gets better!

Who Makes Up the Team? EVERYONE who will come into contact with the student during the day needs to know and be able to implement the plan If not, there will be a “weak link” that will unknowingly reinforce the problem behavior rather than the replacement/target behaviors

Constructing a Multi-Tiered Behavioral System of Support Dr

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