1. Helping Students in Inclusive Settings Self-Manage Academic and Personal Behaviors Using Electronic Performance Support Systems Kevin J. Miller Buffalo State College millerkj@buffalostate.edu Buffalo State College PDS Retreat October 1, 2010

2. KidTools Support System (KTSS) Electronic performance support software Self-Management, Problem Solving, Organizational and Planning Tools for Children Provides easy-to-use templates Includes research-based tools Behavior (KidTools) Academic (KidSkills) Secondary/Transition (Strategy Tools) Provides students/teachers guidance for use

3. Components of KidTools Support System KidTools Support System KidSkillsKidTools eKidSkills iKidSkills KidSkills Resources eKidTools iKidTools KidTools Resources StrategyTools Strategy Coach StrategyTools Resources StrategyTools Developed for children ages 13-18 Developed for children ages 10-13 Developed for children ages 7-10

5. KTSS Research-based Tools KidTools - behavioral self-control self-management, problem solving, making plans and contracts KidSkills - learning strategies for success organization, planning and learning strategies Strategy Tools - secondary level self-management, learning strategies, problem solving, and transition tools

6. Goals for Implementing KTSS Develop responsible, caring, independently functioning students. Learn positive behavior management strategies. Improve academic performance. Learn to self-evaluate performance and make necessary adjustments.

11. Pilot Test Data Collection Observed use with first, third, and fifth grade students Examined student record disks and artifacts created by students Interviewed four student-users Interviewed three teacher-implementers Analyzed content in messages of online conference focusing on KidTools

12. Behavioral Benefits Children slowed down Observed changes in behavior –Hand raising, self-regulation and on-task, increased focus and time on task, reduce negative interactions with peers “Allows children to think for themselves”

13. Academic and Social Benefits Fostered cooperation Fostered communication skills Improved academic grades Assignments turned in on time Reading improvement Increased accuracy on reading comprehension sheets

14. How to make KidTools work for your students!

15. Information to Collect Prior to Using KidTools Identify one behavior to decrease This is the behavior you want to stop. This behavior needs to be observable and measurable. Assess why the child may be exhibiting the behavior

16. Identify One Behavior to Increase This behavior should replace the behavior that is being decreased. This behavior should be a positive and socially accepted. This desired behavior should enable the student to get his needs met without having to perform the maladaptive or undesirable behavior

17. Identify Reinforcers for Student What will the student work for? A reinforcer is anything that increases behavior. Reinforcers are different for all people. Reinforcer surveys Reinforcer probing

18. Set Up a Schedule for Reinforcement Base the schedule on the students needs. Some students need immediate reinforcement. Choose a KidTool that provides immediate social reinforcer. Other students can delay gratification. Choose a KidTool that sets up a reinforcement schedule that is bi-daily, daily, weekly or increases slowly. Initially, you want the student to receive the reinforcer!!

19. Student Profiles Lower Intensity behavior problems Severe aggression or self injurious behaviors should be addressed immediately by a team of designated professions Student demonstrates the cognitive ability to understand the program and make the connection between the behaviors and the reinforcers. The behavior will not increase to the point of becoming too dangerous for the environment (The behavior will get worse before it gets better.)

20. KidTools Case Examples Fair Pair Countoon Stop Think and Do plan Point Sheets

21. Fair Pair Countoon with Student #1 3 rd grade male student Regular education classroom Argues with the teacher about who to work with or sit next to. Demonstrates impulse control and anger management difficulties Was already attempting to remove himself when he was frustrated

22. Fair Pair Countoon

23. Fair Pair Countoon Data

24. Stop Think and Do Plan with Student #2 Fifth Grade Male Student Diagnosis: ADD, no medicine as interventions Highly intelligent In foster care system Lot’s of movement, difficulty staying on task and poor organizational

25. Stop Think and Do Plan

26. Stop Think and Do Frequency Data

27. Point Sheets with Student #3 Third Grade Male Student Grades are important Perfectionist Poor organizational skills Physically aggressive towards peers Able to identify signs of stress but could not remove self from the situation

29. Point Sheets

30. Teachers Talk about Implementation Personal attention is a part of initial implementation Would be best to start at beginning of year and build KidTools into your system How you use it depends on children - some cannot be independent on program Plan to continue using it - in line with what we are doing only more attractive

31. Children Talk about KidTools KidTools is fun - it’s cool! Like to pick stuff on the computer Think it helps you be better - you pay more attention to how you act There might be games on there (to make the program better) Would tell other kids to do it…it’d be terrific for you…and it just might work!

32. Teachers Talk about KidTools Interested and intrigued in beginning Younger children became more interested and independent - looked forward to it Novelty effect with older children Most reported changes in behavior of children - slowed them down and helped them think before acting Tremendous potential - allows children to think for themselves

33. Checklist for KidTools Implementation 1.Administrator’s support 2.Acquire necessary equipment 3.Train students on recording system you plan to employ 4.Decide on cueing system 5.Identify behavior to decrease 6.Collect baseline on each student

34. Checklist for KidTools Implementation 7.Evaluate behavior w/students on a consistent basis 8.Decide and operationally define the specific replacement behavior to increase 9.Identify and individualize reinforcers 10.Establish criteria and set up a schedule for reinforcement 11.Chart behaviors 12.Monitor & alter as needed

35. Final Recommendations Observe and listen to children during design and development (participation) Gather feedback from children as users in their own settings (reactive) Offer initial orientation and support for teachers Focus on integration into total, positive system for children

36. Development Information KidTools Support System is funded in part by a grant from the U.S. Department of Education Free downloads from web site Orientation and training materials on web site http://kidtools.org