Welcome Designing Proactive Interventions for Chronic Behavior Problems Randy Sprick, Ph.D.

2 Individual Student Focus: To create a multi- tiered approach to problem solving in intervention deisgn.

Individual support plans Universal strategies at the school-wide and classroom levels designed to support ALL students Behavior Instruction Tier 1: General education teachers Tier 2: Group problem solving Tier 3: Teacher interv. w/ specialist Tier 4: Specialist developed intervention (interview & obs.) Tier 5: FBA Red Flags that initiate systems support for individual students: Failing grades in two or more classes More than three disciplinary referrals in a semester More than six assignments to After- School Detention within a semester Student request   Chronic absenteeism

The Czechs, a generation ago, circulated, “The 10 Commandments of the Resistance” against the Soviet occupation: We have not learned anything. We don’t know anything. We don’t have anything. We don’t give anything. We can’t do anything. We don’t sell anything. We don’t help. We don’t understand. We don’t betray. We will never forget.

5 Tier 1: Classroom teachers--2 wks. A: Planned Discussion B: Academic Assessment and Intervention & C: Goal Setting D: Data collection and Debriefing & E: Increasing positive int. F: STOIC Analysis and Intervention

Oral Reading Fluency Hasbrouck & Tindal

Function of the Misbehavior Is it a “cannot or will not” problem? Awareness? Ability What seems to be maintaining (reinforcing) the student’s misbehavior? Attention Power Competing reinforcers Venting frustration or anger Escape Other