Transcript MiBLSi – PBS Big Ideas

Building Effective Integrated Systems: A Model
for Behavior and Academic Support
Steve Goodman
[email protected]
miblsi.cenmi.org
Missouri SW-PBS Summer Institute
June 19, 2012
Looking at Julia’s data
Problem solving from an individual
student level to systems level
End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
As an educator, do you have a concern about this
What does this information tell you about Julia’s
child’s progress on the end of year goal/skill?
needs?
(remember she is only in Kindergarten)
End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
Now that you see Julia in the context of the whole
What does this information tell you about Julia’s
now…
the rest of the
class.supports
class, howAnd
does
this information
change
needs and the needs of her classmates?
for Julia? Her classmates?
Same building, same grade, different teacher
Does this information change how you might
support Julia? Her classmates?
11
10
9
8
7
6
5
4
3
2
1
0
4 336
2 566
7 825
4 278
9 697
2 181
9 726
4 318
7 889
2 324
4 280
3 834
6 366
Julia’s class
Students
11
10
9
8
7
6
5
4
3
2
1
0
Students
8 6 84
8 7 50
8 7 77
3 2 31
2 8 11
5 1 49
7 8 16
Same building, same
grade, different teacher
6 5 42
What does this
information tell you
about Julia’s
needs and the
needs of her
classmates?
Major Discipline Referrals
Does this
information change
how you might
support Julia? Her
classmates?
Major Discipline Referrals
Major discipline
referrals per student
per class
Why look an integrated
Behavior and Academic
support model?
Parallel vs. Integrated Systems of
Behavior and Reading Support
Behavior and Reading 3-Tier Model
Intensive, Individual Interventions
•Individual Students
•Assessment-based
1-5%
•High Intensity
•Of longer duration
Targeted Group Interventions
•Some students (at-risk)
5-10%
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Academic Systems
Cir. 2003
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Behavioral Systems
Behavior and Reading 3-Tier Model
Intensive Intervention
Individualized, functional
assessment, highly specific
1-5%
7-15%
Universal Intervention
Core Instruction,
all students
Preventive
Targeted Intervention
Supplemental, some
students, reduce risk
80%
Behavior Reading
Cir. 2006
Parallel Systems to Integrated Systems
of Academic and Behavior Supports
Academic Supports Educational Supports Behavior Supports
Cir. 2011
Examples of Behavior and Reading Practices
Intensive Intervention
Universal Prevention
Behavior
•Identify expectations
•Teach
•Monitor
•Acknowledge
•Correct
Reading
•Evidence based
curriculum focused on:
•
•
•
•
•
Phonemic Awareness
Alphabetic Principal
Fluency
Vocabulary
Comprehension
•Adequate teaching time
•Trained instructors
•Progress monitoring
•Active participation with
frequent feedback
Behavior
• Individualized, functional assessment
based behavior support plan
Reading
• Scott Foresman Early Reading
Intervention
• Reading Mastery
• Corrective Reading
Targeted Intervention
Behavior
• Check-in, Checkout
• Social skills training
• Mentoring
• Organizational skills
• Self-monitoring
Reading
• Teacher-Directed PALS
• K PALS
• First Grade PALS
• Road to the Code
• REWARDS
• Peer Assisted Learning Strategies
• Read Naturally
Continuum of Supports
“Schoolwide Behavior Support” and
“Schoolwide Reading Support”
•
Both are critical for school success
•
Share critical feature of data-based decision
making
•
Both utilize three tiered prevention model
•
Both incorporate a team approach at school
level, grade level, and individual level
•
Models of integrated behavior and reading
supports produce larger gains in literacy
skills than the reading-only model
–
(Stewart, Benner, Martella, & MarchandMartella, 2007)
Team approach
Universal
Screening
Evidence-based
practices
Progress
monitoring
Data-based
decisions
Reading Support
Behavior Support
Integrated Functions Across All Tiers of Support
Possibilities of Behavior/Academic Concerns
around function of problem
Behavior
Problems
Interrelated
Behavior and
Academic
Problems
Nonrelated Behavior
and Academic Problems
Academic
Problems
Summary: Prevention and
Intervention
Students are doing the best they can given their
skills/abilities and the quality of their environment
Teach
adapted from Durand 1990
Prevent
Encourage
Integrated tier I supports for
behavior and reading
High quality academic instruction (e.g.,
content matched to student success level,
frequent opportunity to respond, frequent
feedback) by itself can reduce problem
behavior
(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker,
2009, Sanford, 2006)
Implementation of schoolwide positive
behavior support leads to increased
academic engaged time and enhanced
academic outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen,
Steele, & Sailor, 2006)
Proficiency on 4th Grade and Percent of
Major Discipline Referrals from Classroom:
132 Elementary Schools
Percent of Students Proficent
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Schools with <50% Major
Discipline Referrals from
Classroom
Schools with >50% Major
Discipline Referrals from
Classroom
Median Proficiency on Reading MEAP for schools that met and have not
met Criteria on Benchmark of Quality for Positive Behavior Support
State Average
N = 29 elementary schools
Reducing Problem Behavior Resulting in More
academic Time: Portage North Middle School
“We have more time to discuss academic
concerns and we are getting a lot more
accomplished.”
Johanna Toth,
6th grade teacher
“I see a definite difference! …
I am able to spend more time
visiting classrooms.”
Celeste Shelton-Harris,
Principal
Respect Through Literature
Have You Filled a Bucket Today by Carol
McCloud
Odd Boy Out: Young Albert Einstein by
Don Brown
It Wasn’t Me! by Udo Weigelt and
illustrated by Julia Gukova
Regina’s Big Mistake by Marissa Moss
When Santa Turned Green by Victoria
Perla
Just Kidding by Trudy Ludwig and
illustrated by Adam Gusavson
Thank You, Mr. Falkner by Patricia
Polacco
Respect and Take Care of Things by
Cheri J. Meiner
I Like Your Buttons by Sarah Marwil
Lamstein and illustrated by Nancy Cote
What is the Zebras Lost Their Stripes?
By John Reitano and illustrated by William
Haines
Carla’s Sandwich by Debbie Herman and
illustrated by Sheila Bailey
Enemy Pie by Derek Munson and
illustrated by Bryan Collier
Rosa by Nikki Giovanni and illustrated by
Bryan Collier
The Dog Poop Initiative: A True Story by
Kirk Weisler
Stick and Stones: A Social Skills
Lesson by Carol Cummings
compiled by Susan Bogart and Jen Orton
Some schools create
behavior expectation
books
Organizer (30 minute presentation)
Integrated tier II supports
for interrelated behavior and
academic problems
Possibilities of Behavior/Academic Concerns
around function of problem
Behavior
Problems
Interrelated
Behavior and
Academic
Problems
Nonrelated Behavior
and Academic Problems
Academic
Problems
Children who fall behind academically will
be more likely to find academic work
aversive and also find escape-maintained
problem behaviors reinforcing
(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
Cycle of Academic and Behavioral
Failure: Aggressive Response
(McIntosh, 2008)
Teacher presents
student with grade
level academic task
So, which is it…
Academic problems
lead to behavior
Not sure…
problems?
Student engages
Student’s academic
Probably
a combination
of bothin problem
skills do not
improve
or
behavior
Behavior problems lead to academic
problems?
Student escapes
academic task
Teacher removes
academic task or
removes student
Relationship between behavior and reading
Children of the Code: A Social Education Project
http://www.childrenofthecode.org/
Classroom management to address problem
behavior related to academic problems
You may have the best
classroom management but if
student problem behavior is
related to academic skill
deficit, then classroom
management may not be
adequate
Tier II Supports for interrelated behavior
and academic problems
• “Good Instruction” is an appropriate academic
AND behavior intervention
– Emphasis is placed on academic support in
deficit area
• Two main strategies
– Improve opportunities for responding, more
practice with feedback
– Provide access to evidence-based
supplemental interventions
Examples of Tier II Supports
More practice
• Choral responses
• Partner responses
• Written responses
• “Randomly” call on students
Supplemental interventions that focus
on specific skill deficit
• Teacher-Directed PALS
• Road to the Code
• REWARDS
• Peer Assisted Learning Strategies
• Read Naturally
Integrated tier III supports
for behavior and reading
Distribution of Elementary Reading Intervention Level
a Michigan Example (based on DIBELS assessment)
(n = 4074)
(n = 201)
24%
56%
33%
24%
43%
20%
Functional Assessment of Behavior or
Academic Problems
• A process for identifying the conditions that
reliably contribute to behavior and/or academic
problem.
– Use of existing data
• SWIS
• DIBELS/AIMSWeb
– Teacher Interview
– Student Interview
– Observation
• This information is then linked to a support plan
Functional Assessment of
Behavior and Academics
Behavior
Academic
To obtain
• Objects/activities
• Attention from peers
• Attention from adults
To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults
Can’t do
• Accuracy deficit
– Deficit in targeted skills
– Deficit in prerequisite skills
– Application of misrules
• Fluency deficit (not enough time
doing it)
• Generalization deficit
• Mismatch between skill level and
task difficulty (too hard)
Won’t do
• Motivational deficit
Process: Referral for behavior problems
Student is
referred for
behavior
concern
Universal Supports No
implemented with
fidelity?
Improve fidelity of
Universal Supports
Yes
Document previous
strategies
implemented to
address problem
Conduct behavior
functional
assessment
Does behavior
serve to
escape/avoid
academic task?
No
Develop behavior
support plan
Yes
Conduct academic
functional
assessment
Develop integrated
academic and
behavior support
plan
Process: Referral for academic problems
Student is
referred for
Academic
concern
Universal Supports
implemented with
fidelity?
No
Conduct academic
and behavior
functional
assessment
Improve fidelity of
Universal Supports
Develop integrated
academic and
behavior support
plan
Yes
Document previous
strategies
implemented
to address problem
Does student’s
behavior interfere
with learning
opportunities
Yes
No
Conduct academic
functional
assessment
Develop academic
support plan
Tier III Support Example: Eddie
• 3rd Grade Student
• Problem: Disruptive and argumentative
*fictional student with fictional data
for illustration of process
Student Profile Example:
Reading
Eddie
Social
Intensive Behavior
Social
Studies
Targeted
Science
Math
Universal
Art
Phys. Ed.
Interaction of
behavior and academics
Demonstration Behavior Data from
School-Wide Information System: Eddie
Problems in
Classroom
Demonstration Behavior Data from
School-Wide Information System: Eddie
Demonstration Behavior Data from
School-Wide Information System: Eddie
Avoid Adult
Avoid Task
Demonstration Behavior Data from
School-Wide Information System: Eddie
Reading
Social
Studies
Demonstration Reading Data: DIBELS Class Progress Report
Eddie
Eddie W
Demonstration Reading Data for Eddie:
Low Accuracy/Low Rate
I saw
pressed
company
It was a pretty good composition. I felt proud knowing
four tims
I
it was the best one at my school. After I’dI read it five times,
important
I was impatient to start reading it out loud.
book doctor
I followed the book’s directions again. First I read the
long
company
some important
composition out loud without trying to sound impressive, just
that work
to hear what the words sounded like. I did that a couple of.
65
times. Then I moved over to my full-length mirror and read the
78
composition out loud in front of it a few times. At first I just
92
10
24
33
43
52
read it. Then I practiced looking up and making eye contact.
103
Of course I was making eye contact with myself, and that felt
115
pretty silly, but that was what the book said to do.
126
Accuracy: ________________
41/57 = 71.9%
Eddie
Williams
Example:
Individual Student
Report for Eddie
Deficit in Prerequisite
Skills (below goal)
Phonemic Awareness
Alphabetic Principal
Vocabulary
Fluency and Comprehension
Deficit in Target
Skills (below goal)
48
The Competing
Pathways chart for
our friend Eddie
What we want
Desired
Alternative
Do work
successfully
w/o complaints
Strengthened
through Core
Program
Typical
Consequence
Told “good job”
Grades
Consequences
strengthened
through
Universal
Supports
The Competing
Pathways chart for
our friend Eddie
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
What we got
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
The Competing
Pathways chart for
our friend Eddie
Setting Events
Reading
curriculum that
is at frustration
level
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
What we
could put up
with (for now)
Acceptable
Alternative
Ask for break,
ask for help
The Competing
Pathways chart for
our friend Eddie
What we
need to do
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Academic Skill
Development
Reading:
decoding skills
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
Acceptable
Alternative
Ask for break,
ask for help
The Competing
Pathways chart for
our friend Eddie
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Academic Skill
Development
Reading:
decoding skills
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
Acceptable
Alternative
Ask for break,
ask for help
Brainstorm Possible Interventions for Eddie
Setting Event
Strategies
Assess if reading
curriculum is at
appropriate levelplace in
appropriate level
Use an intensive
–evidence-based
reading program
(e.g. ,Reading
Mastery,
Corrective
Reading)
Remove peer
audience during
reading time
Antecedent
Strategies
Prompt task
completion
Make task less
difficult
Do first activity
together
Provide
different tasks
Present
“forced” choice
of which
reading items
to complete on
worksheet
Teaching Strategies
Behavior Skills
Strategies
Teach
alternatives to
problem
behavior:
1. Ask for break
2. Ask for help
Academic Skills
Strategies
Teach general
academic skill
development
Teach problemsolving skills
Consequence
Strategies
Provide reward
within 1 min. of
starting task (3
min., 5 min., 10
minutes)
Give break & help
when requested
Minimize rewards
for problem
behavior (don’t
remove to a nicer
area)
Reward
expectations
When we try to pick out anything by itself, we find that
it is hitched to everything else in the universe
- John Muir