Transcript Behavior & Classroom Management:

Positive Behavior Support:
The relationship between
student behavior & literacy
Chris Borgmeier, Ph.D.
Portland State University
[email protected]
www.web.pdx.edu/~cborgmei/
http://www.alsig.org/images/trianglechart_
Relationship between
Behavior &
Academics

Students with severe problem behavior
experienced large academic deficits as
compared to typical peers.

In most areas these deficits remained stable
over time, however, in the case of mathematics
the deficits actually broaden over time.

Externalizing behaviors were more strongly
related to academic performance deficits as
compared to internalizing behaviors.
(Nelson, Benner, Lane, & Smith, 2004)
Differences in mean ODRs per year for students scoring
above (n = 152) and below (n = 68) the DIBELS PSF
benchmark, as assessed in spring of kindergarten
(McIntosh, Horner, et al., 2006)
Conditional Probability of Multiple
Discipline Referrals in Grade 5
Kindergarten
Predictor
Variable
ODR
Spring DIBELS
PSF score
Value
Conditional
Probability
0
20%
1+
33%
≥35
(benchmark)
10-34 (targeted)
18%
<10 (intensive)
33%
25%

Results indicated that both literacy and behavior
variables significantly predicted the number of
discipline referrals received in fifth grade.

In kindergarten,
 DIBELS
PSF in spring of kindergarten significantly
predicted the presence of two or more ODRs 5 years
later.

For the students in this sample, an actual skill difference
(PSF) played a stronger role in predicting future problem
behavior than a school readiness (Letter Naming)
difference.

Note that measure at the end of kindergarten was a
more significant predictor than at the beginning of
kindergarten.

Potentially suggesting that how a child has responded to
kindergarten literacy instruction, is more predictive of
later outcomes than reading skill at the beginning of
kindergarten.
At 5th grade

Students with high levels of escape-maintained
problem behavior were likely to have
significantly lower literacy skills (low DIBELS
scores) than their peers

Students with high levels of peer-attention
maintained problem behavior were likely to have
literacy skills that matched their peers without
problem behavior.
Relationship between
Academics & Problem
Behavior in Transition
from MS to HS
McIntosh, Chard, et al., 2006
Number (and %) of Grade 9 students with
challenges in academics, behavior or both
No Academic
Challenges
(GPA > 1.0)
Academic
Challenges
(GPA ≤ 1.0)
No Behavior
Challenges
(0-1 ODRs)
213 (65%)
59 (18%)
Behavior
Challenges
(2+ ODRs)
16 (5%)
38 (12%)
High Schools
From the prevalence data,
 the percentage of students with challenges in
academics but not behavior (18%) was almost
four times the percentage of students with
challenges in behavior but not academics (5%).

In other words, students with behavior problems
were more likely to have problems in both areas
than students with academic problems.
Percent of 9th Grade ODRs x Score
on 8th Grade OSA Reading Test
8%
1%
3%
8%
13%
21%
71%
84%
OSA - Did Not Meet
Expectations
91%
OSA – Met
Expectations
OSA- Exceeded
Expectations
Differences in GPA in 9th grade based on ODRs
received in 8th grade
0-1 ODRs (n=259) 2-5 ODRs (n=49)
6+ ODRs (n=23)
How PBS impacts
Academic
Achievement

Research has consistently shown that the
amount of time that instruction is provided
is highly correlated with student
achievement (Brophy, 1988; Fisher,
Berliner, Filby, Marliave, Cahen, Dishaw,
1980).

If acceptable instruction is in place, then
improving the behavioral climate of the
school will allow that instruction to be more
effective.

Schools that deliver poor academic
opportunities, create academic failure –
increasing problem behavior related to
task avoidance, ODRs & missed inst’l time



Simply providing a research-based curriculum
may not provide all students access, particularly
if the learning environment is chaotic and
unsafe.
And implementing School-Wide PBS may not
reduce problem behavior if students have such
low skills that classroom instruction is aversive.
Academic and behavioral success may be
symbiotic, as an effective behavior system
allows effective academic instruction to take
place.
Conditions of Full implementation
of SW-PBS
a)
b)
c)
d)
e)
Classroom management and curriculum variables would be
adapted so academic tasks become less aversive
reduction in ODRs would mean more minutes spent in
academic instruction
the minutes spent in academic instruction would be more
effective
there would be less peer support for academic failure, and
there would be an increase in the structured prompts,
contingent feedback and support for academic behavior.
We might hypothesize that with these conditions in place a
school could affect the academic gains of students.
(Putnam, Horner & Algozzine, 2006)

Effective direct instruction in academic skills is critical to
improving academic skills. Students will not learn
academic skills without effective instruction and a good
curriculum. They will not learn to read just being taught
social skills.

Of course, these same students will not learn to read in a
school or classroom that is behaviorally chaotic.

In order to have students receive an effective education
we need effective behavior support interventions, an
empirically validated curriculum as well as effective
instruction.
Function-Based Support
for Students with
Reading Difficulties
Amanda Sanford
Jorge Preciado
Ineffective Instructional
Design and Delivery
Failure to
acquire literacy
skills
Decreased
academic
engagement
Frustrationlevel task
presented
Incorrect
academic
responding
Punishment/
extinction of
academic
responding
Ineffective Instructional
Design and Delivery
Failure to
Inability
acquire literacy
to skills
Read
Decreased
academic
engagement
Frustrationlevel task
presented
More
severe
Incorrect
problem
academic
behavior
responding
Punishment/
Escape or
avoid
extinction
academic
of
academic
task
responding
Effective Instructional Design and Delivery:
Ineffective Instructional
•Explicit Teaching
Design and Delivery
•Frequent Opportunities to Respond
•Appropriate Placement
Successful
Failure to
acquisition
of
acquire literacy
literacy
skillsskills
Decreased
Increased
academic
engagement
Instruction-level
Frustrationtask
presented
level
task
presented
Correct
Incorrect
academic
responding
Reinforcement
Punishment/
for
extinction
academic
of
responding
academic
responding
Function-Based Literacy Instruction

Is designed to



Avoid presentation of aversive tasks through providing
students with pre-skills needed to be successful in
tasks by using effective instruction
Maintain high levels of reinforcement for academic
engagement by being at the students appropriate
instruction level
Includes the following critical elements:



Explicit instruction
Frequent opportunities to respond
Appropriate placement (95% correct in text)
Intervention – Sanford
Language Matched Instructional
Priming (LMIP) Intervention - Preciado






Teaching decoding skills (Reading Mastery
Program)
Review/Preview of grade level story basal
reader (Story being read in class)
Review 2-3 key vocabulary words in the story
Review directions and help student complete the
next day’s reading independent task
Teach student how to ask for a break from task
Teach student how to ask for peer or adult
assistance to complete a reading task
% Intervals with Problem Behavior and Peer Data
Implications for Teaching

Prevention
 Have
prevention-oriented system for reading
instruction that




Matches instruction to student skills
Is engaging and fast paced
Is intensive enough to prevent reading difficulties
Intervention
 Screen
students for reading problems to identify the
possible function of the problem behavior
 Include academic component to an intervention when
necessary


Pre teaching
Matching instruction to skill level of student
Research on
implementation of SW
PBS & Academic
outcomes

Class-wide behavior support increased the
time students receive academic instruction.
Putnam, Handler and O’Leary-Zonarich (2003)
Putnam, Handler, Rey and O’Leary-Zonarich (2002)
Inner City Middle School

Findings after 3 years of implementing SW-PBS
 reductions
in ODRs and suspensions
 increases in mathematics test scores from baseline to
year three.
 reading scores did not increase from baseline to year
1, but positive changes were documented from year
one to year three.
(Larsen, Steele, and Sailor, 2006)
Improved Scores on Standardized
tests following SW-PBS

Urban Elementary School increased reading and
math scores on standardized tests
(Putnam, Handler, & O’Leary-Zonarich, 2003)

Urban Middle School reading comprehension
and mathematics percentile ranks on
standardized tests improved from the first (preintervention) to the second (intervention) test
dates, increasing 18 and 25 percentage points
respectively
(Luiselli, Putnam, Handler, and Feinberg, 2005)
Illinois

Schools Achieving 80/80 on the SET -62% of 3rd grade students met the Illinois
State Achievement Test Reading Standard
(n=52)

School Not achieving 80/80 on the SET -47% of 3rd grade students met the Illinois
State Achievement Reading Test Standard
(n=69)
(Horner, Sugai, Eber, & Lewandowski, 2004)
Level of Improvement PBS v. NonPBS schools in 1 District
100
100.00
90
90.00
80
80.00
70
70.00
60
60.00
50
50.00
40
40.00
30
30.00
20
20.00
10
10.00
0
0.00
2000-01
2001-02
2002-03
Years
2003-04
Behavior Referrals per 100 students
% of Students Meeting Standards
Bethel Grade 3 Reading & ODR's
Reading
ODR/100
100
100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
2000-01
2001-02
2002-03
Years
2003-04
ODR's per 100 students
% of Students Meeting Standards
Grade 5 Reading and ODR's
Reading
ODR/100
Grade 8 Reading & Mid School ODRs
100
250
80
200
70
60
150
50
40
100
30
20
50
10
0
0
2000-01
2001-02
2002-03
Years
2003-04
Behavior Referrals per 100 students
% of Students Meeting Standards
90
Reading
ODR/100
100
100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
2001-02
2002-03
Years
2003-04
Behavior Referrals per 100 students
% of Students Meeting Standard
Bethel 10th Grade Reading & High School ODR's
Reading
ODR/100
Westview HS
Intervening to Improve
Disproportionality
McIntosh, Chard,
Boland & Horner
District implementing both
SW-PBS & SW Reading
model
Three-tiered
Intervention Model
Reading & Behavior
School-wide approaches
School-wide Approach
“Working Smarter”

3-Tier Intervention model
 Different
students have different needs
 How
can schools work more effectively and efficiently
to maximize resources?
 Making
the whole better than the sum of it’s parts
What is RtI?
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80-90%
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Designing School-Wide Systems for Student
Success – Primary Prevention
Academic Systems
Behavioral Systems
1-5%
Universal Screening/ Early ID of Students At-Risk
Primary Prevention:
School/ClassroomWide Systems for
All Students,
proactive, preventive
5-10%
Research Based Curriculum & Intervention for ALL
Effective Teaming
80-90%
Using Data to Match Student to Appropriate Level of Support
Designing School-Wide Systems for Student
Success – Secondary Prevention
Academic Systems
Behavioral Systems
1-5%
Research-Based Intervention Options
(Group Based)
Effective Teaming
5-10%
Ongoing ID of Student & Rapid Response
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Assessment-Based Intervention Selection
Continuous Progress Monitoring of At-Risk Student
Data-Based Decision Making
Designing School-Wide Systems for Student
Success – Tertiary Systems
Academic Systems
Behavioral Systems
Tertiary Prevention:
Intensive, Individualized,
1-5%
Assessment-Based Intervention
5-10%
Effective Teaming & Resources for Individualized
Intervention
Research-Based Intervention (Individualized)
Focused Individualized Assessment
80-90%
Assessment-Based, Data-Based Intervention Selection
Continuous Progress Monitoring of Intensive Student
Academic-Behavior Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
References
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Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide
positive behavior support to academic achievement in an urban middle school.
Psychology in the Schools, 43, 701-712.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of
combined efforts in school-wide academic and behavioral systems and incidence of
reading and behavior challenges in early elementary grades. Journal of Positive
Behavior Interventions, 8, 146-154.
McIntosh, K., Flannery, K.B., Sugai, G, Braun, D., & Cochrane, K.L. (in press).
Relationships between academics and problem behavior in the transition from
middle school to high school. Journal of Positive Behavior Interventions.
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The
use of reading and behavior screening measures to predict non-response to
School-Wide Positive Behavior Support: A longitudinal analysis. School Psychology
Review, 35, 275-291.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (in press).
Reading skills and function of problem behavior in typical school settings. Journal of
Special Education.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct
instruction, cooperative learning, and independent learning practices on the
classroom behavior of students with behavioral disorders: A comparative analysis.
Journal of Emotional and Behavioral Disorders, 4, 53-62.
Putnam, Horner & Algozzine (2006). Academic Achievement and the
Implementation of School-wide Positive Behavior Support, Positive Behavioral
Interventions and Supports Newsletter, 3.