Transcript UPDATING YOUR BEHAVIOR MANAGEMENT TOOLKIT

UPDATING YOUR
BEHAVIOR
MANAGEMENT TOOLKIT
Stacy S. Whittaker, M. Ed.
Erica Ferran
Pupil Assistance Model (PAM)
Instructional Coach
University of New Orleans
Session 29A 10:45
Session 29B 2:00
About Us
• Stacy Whittaker, M. Ed.
• Erica Ferran
Before you begin…
• How well does PBS work in your school?
• How do you know?
- # of incentives handed out?
- SET score?
- Low # of referrals?
- Screening measures?
UNO-PAM/RtI, Copyright, 2008
Before you begin…
• How many students are you
targeting for Tier II and Tier III level
interventions?
• More than 10%-15% is too high!
UNO-PAM/RtI, Copyright, 2008
REACTIVE
5%
15%
80%
TIER 3
Intensive, Individual, Interventions
Individual Students; Assessment-based;
Intense, durable procedures
TIER 2
Targeted Interventions
Some students (at-risk)
High efficiency, Rapid response
Behavioral
Systems
TIER 1
Universal Interventions
All settings; all students;
preventive; proactive
PREVENTIVE
UNO-PAM/RtI, Copyright, 2008
Behavioral Systems
Tier 1
80%
All students/Preventive/Proactive
Problem-Solving Committee (e.g., ABIT)
Universal Screening
Universal Interventions
PBS, PBS Stations, SSBD
UNO-PAM/RtI, Copyright, 2008
PREVENTIVE
TIER 1
TIER 2
Targeted Interventions
Some students (at-risk)
High efficiency
Rapid response
15%
5%
REACTIVE
UNO-PAM/RtI, Copyright, 2008
Behavioral
Systems
TIER 3
Intensive, Individual Interventions
Individual Students; Assessment-based;
Intense, durable procedures
Data are Everywhere
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PBS data
Universal Screening results (e.g., SSBD)
Office disciplinary referrals (ODRs)
Attendance / tardiness
Percentage of work completed
Grades
Frequency counts
Direct Observation
UNO-PAM/RtI, Copyright, 2008
Behavioral Interventions are successful
ONLY if…
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Implemented with Integrity/Fidelity
Monitored!!!
Implemented with Consistency
As important as teaching academic skills
NOT a quick fix!
Data are reviewed & graphed!!!
UNO-PAM/RtI, Copyright, 2008
REDUCING NONCOMPLIANCE AND
AGGRESSIVE BEHAVIOR
Reducing Non-Compliance and
Aggression
What is it?
– Developed as a “targeted” intervention (Tier II)
– The teacher models the appropriate behavior.
– I do, we do, you do.
– Student meets with the teacher at end of day to
review his/her performance.
– The teacher provides supportive feedback.
– May or may not be tied to rewards, reinforcers, or
consequences
UNO-PAM/RtI, Copyright, 2008
Preparation
• Identify the specific behaviors
– With the team and the student
• Determine the goal the student must reach.
– How many smiley faces (K-2) or points (3-6)
– 65% is a good starting point
• Determine if and what the incentive will be.
– Will the student earn a reward for meeting his goal?
– What will the reward be?
Procedure
• Morning Meeting:
– Model the Behavior, role-play the behavior, have the
student act it out.
– Discuss daily goal.
• Throughout the day:
– Teacher provides supportive feedback at teachable
moments.
• End of the day:
– Review the student’s performance.
– Provide supportive feedback.
PRECISION COMMAND
Precision Command
• What is it?
is a precise verbal statement made by staff to
enhance student compliance.
• What is compliance?
Student compliance is typically defined as
following directions within 10 seconds.
Preparation
• Check the level of positive responses to students.
(The ratio of positive comments to
reprimands/negative comments should be about
4 to 1)
• Preplan a set of positive and negative
consequences.
• Design a set of classroom rules. The first rule in
the list should be, “Follow your instructor’s
directions immediately.”
• Explain the precision command process
• to students before starting.
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Precision.pdf
Procedure
• Give a polite, effective command.
– Do not use and invitation, question, or threat (student
name), please do the even math problems on page
228.
– Give command from a short distance (3 feet)
– Look the student in the eye
– Soft, firm voice
– Non-emotional voice
– Allow 3-5 seconds to comply
– If the student complies, give praise.
Procedure Continued
• Give a second command using signal words.
– Allow 3-5 seconds to comply.
• Use a preplanned, unpleasant consequence.
– Appropriate
• Restate the second command.
– Average student should comply 70%-80% of the
time. A problematic student is compliant less
than 50 % of the time.
Check-In Check-Out (CICO)
Check-In Check-Out (CICO)
Purpose:
– Increase prompts for appropriate behavior
– Increase adult feedback
– Enhance structure through school day
– Improve feedback to families
– Increase student accountability
– Improve motivation (give students a “jump start”)
– Increase / decrease specifically targeted behaviors
UNO-PAM/RtI, Copyright, 2008
Check-In Check-Out (CICO)
What kinds of students?
-Need structure, limits, boundaries
-Need ongoing supervision
-Unmotivated
-Sad / anxious
-ODRs
-Absences / Tardiness
• Can be a Tier 2 OR part of a Tier 3 intervention
UNO-PAM/RtI, Copyright, 2008
CICO-Preparation
1. WHICH STUDENTS?
• Review office discipline referrals (ODRs), SSBD
data, behavior reports
• Students with at least 1 out-of-school
SUSPENSION (Mandate in one system)
• “At-Risk” on SSBD
• Other students with “red flags”
UNO-PAM/RtI, Copyright, 2008
Check-In Check-Out (CICO)
Considerations:
– Identification of salient rewards is necessary
(These typically change over time.)
– “Check-In” frequency will vary depending
on student needs (1x/day v. 10x/day)
– “Check-In” and “Check-Out” persons need
to be consistent
UNO-PAM/RtI, Copyright, 2008
Check-in Check-out (CICO)
1) Morning “Check-In”
4) End-of-Day “Check-Out”
- Discuss behavior /point
- review performance
goals
/problem solving
- Point card given
- Was goal met?
2) Point card to each
5) Point card to Parent
teacher
- send copy of card
- Beginning or end of
home with student
period (school specific)
- parent initials and card
3) Teacher Feedback
is returned following
day
- End of period
About Our Team
The Pupil Assistance Model (PAM) Team, as part
of the University of New Orleans College of
Education and Human Development, has been
servicing school systems across Louisiana and
the Nation for more than a decade. PAM is a
combined Response to Intervention (RTI) and
Positive Behavior Support (PBS) model
incorporating Research/evidenced-based
practices to allow schools to advance the
achievement of all students.
Please complete evaluations
Stacy S. Whittaker, M. Ed.
Erica Ferran
University of New Orleans
Session 29A 10:45
Session 29B 2:00
References
• Reavis, K., Jenson, W. R., Kukic, S. J., & Morgan, D.
(1992). Reprimands and precision requests. Salt
Lake City: Utah State Office of Education.
• Rhode, G., Jenson, W. R., & Reavis, H. K. (1992).
The tough kid book. Longmont, CO: SoprisWest.
• Van Houten, R., & Doley, D. M. (1983). Are social
reprimands effective? In S. Axelrod & J. Apshe
(Eds.), The effects of punishment on human
behavior (pp. 45-70). New York: Academic Press.