Transcript Best Practices for Managing Behaviors in the Classroom

Getting to Best BehaviorUsing Response to
Intervention for Behavioral
Concerns
Presented by:
Betty White, Former President, TSCA
[email protected]
www.kidtools.net
What is RtI?
• RtI, or response to intervention, is a
system of providing just as much
research based academic or
behavioral support as is needed to
help a student be successful
academically and behaviorally-it
originally began in the behavioral
arena and has been carried over into
academics
Positive Behavioral Support
• PBS is the underlying premise behind
behavioral RtI-based on the fact
that:
• Behavior is learned and purposeful
• Behavior can be changed
• Positive approaches work better than
punitive approaches
• All people deserve respect and dignity
• Meeting the need fulfilled by the behavior
in a positive way will help to change that
behavior
Positive Behavioral Support
PBS integrates 4 elements:
• Operationally defined outcomes
• Behavioral science
• Research validated practices
• Systems change to both reduce
problem behaviors and enhance
learning
Critical Attributes of PBS
• Focuses on all systems within school
• A tiered model (usually three tiers)
• Commitment to improving school climate and
student performance
• Intervention strategies to meet campus needs
• Team based
• Emphasizes an instructional approach to behavior
management
• Data-based
• Long term commitment to systems change
• Continual evaluation and adjustment of
interventions
Focus on All Systems
within School Wide System
Classroom
Setting Systems
Non-Classroom
Setting
Systems
Individual
Student
Systems
Three-Tiered Model
5% of students-Specialized Individual
Plans for Students with High Risk
Behaviors
Tier 3
15% of students-Specialized Group
Systems for Students with At-Risk
Behaviors
Tier 2
80% of students-Primary PreventionSchool/Classroom Systems for all
students, staff, and settings
Tier 1
PBS Team Based Planning
• 4-8 team members
• Administrative Representation
• Grade Level Representation
• Staff Representation
• Parent? Student? Para?
Team Meets Regularly-Based on NeedsUsually Starts Weekly and moves to Biweekly and Monthly
Data is used to guide decision making for
campus systems
Team shares plan and gets input from
faculty and staff
Intervention Strategies
Designed for Unique Needs of
Each Campus
• Assess attitudes and needs of faculty and staff
about student behavior and school climate
• Gather objective data about areas of need
• Appoint team to receive intensive training and
lead efforts towards becoming a PBS campus
• Team trains staff
• Team develops plans, present to faculty and staff
for approval and input
• Team meets regularly to review data, assess
needs, modify plans, develop new interventions
• End-of-Year evaluation and revision
Instructional Approach
• Students are actively taught the
expectations for all areas of the school
• Expectations are re-taught as needed
• Consequences for disciplinary infractions
are tied to school expectations
(Assumption: Students misbehave in large
part because they do not know/remember
the rules or the expectations or they
cannot perform the expected action-20+
repetitions needed for mastery.)
Counselor’s Role
• School counselors are trained in how to impact
behavior
• School counselors have unique insight into the
needs of students
• School counselors can provide support to families,
students, and staff as they work with difficult
students
• School counselors are student advocates
• School counselors can help mediate with difficult
situations
• School counselors can provide continuity across
grade levels
RtI Process
• Every district is different-district is responsible for
designing flow charts, forms, etc. for the process
• RtI is a gen-ed responsibility-though it may result in a
referral to SPED
• Usually, there is a team made up of teachers and
administrators who meet to plan for students who need
intervention-the counselor is a logical member of this team
when behavior is involved
• This team may sit weekly, or may meet only when there is a
need
• Teachers bring concerns to the team and the team helps
plan interventions
• Some districts require teachers to document TIER 1
interventions BEFORE coming to the team-others begin the
team process with TIER 1
TIER 1
• Tier 1 is the classroom and school-wide
rules and expectations
• Tier 1 interventions should meet the needs
of 80% of students with no further
intervention
• Tier 1 effectiveness is based on preplanning and anticipation of problems, as
well as repetitive, direct teaching of
expectations
TIER 1, continued
• Classroom procedures/consequences
should be spelled out in advance (see
form 1 & 2)
• Classroom procedures should be
similar between classes at a given
grade level
• Expectations and procedures in
common areas should be delineated
and constant throughout the school
Common Procedures
• Expectations, procedures, and
consequences should be spelled out for:
entering the school, waiting for class to
start, transitioning in the hall, restroom
behavior, lunchroom behavior, playground
behavior, exiting behavior, and bus
behavior, to name a few-team meetings are
used to determine these guidelines
(Form 3) . The 80% staff rule applies here.
Classroom Procedures
• Explicitly teach expectations before
an activity begins (looks like-sounds
like)
• Monitor students during the activity
• Provide feedback both during and
after the activity
• Make changes as necessary
Classroom Procedures
•
Monitoring of student misbehavior(s) on a simple
grid (by hour) with a code for various behaviors
(Form 4)
• At 85% level or higher-keep procedures the
same-make individual or small group plans for the
few who are misbehaving
• At 60-84% level-review structure and consider
structural changes or motivational changes
• Below 60% level-Review classroom structure
implement changes
Hierarchy of Consequences
• Timeout from a favored object (bumpy bunny from Tough
Kid), from a small group, from a favored activity
(recess)
• Timeout at desk, in isolation in class, in another
classroom, at another lunch table
• Logical consequences-you made a mess, you clean it up
(increase amount for repeat offenses)
• Positive practice (go back and walk)
• Point system with fines
• Response cost (lose tickets)
• Detention
• Demerits (allows time to change)
• Office referral
Secondary Level-TIER 2
Interventions
• Must have a systemic procedure for
deciding which students need these
services
– A certain number of referrals within a certain
time period
– Nature of referrals
– Academic failure
– Teacher recommendation
When to Move to Level 2
• Student has many referrals
• A few students display patterns of
inappropriate behaviors
• Certain situations seem difficult for
certain students
• Certain students seem to lack
behavioral/social/emotional skills
Secondary Interventions
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Small group instruction for skills
Check in-check out
Mentors
One-on-one time
Behavioral Contracting
Secondary Interventions
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Interview and intervention
Academic Assistance
Targeting Behaviors
Data Collection/Review
Accentuating the Positive
Small Group Instruction for
Skills
• Typically, small groups will be led by
counselor or mentor teachers
• May deal with a variety of topics:
Communication Skills, Self-Esteem,
Goal Setting, Anger Management,
Impulse Control, Study Skills
• Help students gain needed skills to
be successful in classroom
Check-in-Check-out
• Best for behaviors motivated by attention
• Daily check in with one staff member
• Teachers provide verbal and written
feedback throughout the day
• Form is sent home daily
• Reinforcers provided for pre-set totals
• Monitor and adjust as needed
• (See form 5)
Mentors
• Brainstorm list of students who
might need mentors
• Tell teachers they cannot choose
more than 2
• Give brief information about student
needs, but do not over-disclose
• Provide mentors will feedback on
student improvement
One-on-One Time
• A hard sell for teachers, but very effective
• Teachers set aside 20 minutes from conference
1-2 days per week
• During that time, they bring in one student and
allow them time to play with special toys (younger)
or to talk or help (older)
• Time together is non-directive, positive
interaction without any discussion about
classroom misbehavior
Behavior Contracting
• Student and teacher or counselor design a
contract for specified behavioral goals,
time frame and rewards and consequences
• Be sure initial contract is not too
ambitious
• First time a contract is broken, consider
time frame, etc. and try again
• If student repeatedly breaks contract, it
is not working-try something else
Interview and Intervention
• Appropriate for minor but irritating behaviors
(tattling, immaturity, whining, disorganization)
• Moderate misbehaviors in early stages (arguing,
disruption, tardiness, poor quality work, poor
compliance skills)
• Chronic behaviors as part of another plan
(tantrums, stealing, lying, cheating, fighting,
destruction of property, scape-goating)
• Can also be used with more than one student
simultaneously with minor form modifications
Why it Works
• It is quick and easy and documentation is built in
• It shows respect for student and allows input
(empowers)
How it Works
• Identify your MAIN concern
• Plan your discussion
• Set an appointment with the student at a neutral
time
• Meet with the student
• Keep a written record of the discussion (Form 6)
Academic Assistance
• Often, students who misbehave are simply either
expressing their frustration with academic tasks
or avoiding tasks that are too hard (it is easier to
say I won’t than I can’t)
• Behaviors that often have an academic component
are: incomplete or late work, class clown,
attention getting or avoiding, cheating, lying,
frequent visits to nurse or counselor, lack of
energy, sleeping, anger, refusal to do work,
tearing up work, withdrawal, attentional issues
• For these cases, refer student to Academic RtI
Targeting Behaviors
• Students may want to do better but do not know how
to target, plan, and reach a goal
• Student may not have alternative strategies
• This is appropriate for: minor repetitive misbehaviors
like tattling, disorganization, sloppy work,
disorganization, absenteeism, interruption
• Habits such as pencil tapping, chair tipping, picking,
tapping and drumming,
• Disruptive behaviors, insubordination, rudeness,
excessive movement, negativity, bossiness, arguing,
talking back, disrespect, excessive shyness, lack of
assertiveness, reluctance to ask for help
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Intervention
Review the student’s history
Note previous interventions and success rates
Note the student’s strengths
Determine your desired outcome
Decide if consequences should be part of the plan
Decide if rewards should be part of the plan
Decide if you will be collaborative or authoritative
in setting targets (goals)
• Set up a conference with the student-set goals
and plan rewards/consequences
• Use FORM 7 to develop and document the plan
Data Collection and Review
• This intervention is best for chronic
misbehavior that is resistant to
intervention
• One reason for going to this model is
that it allows you and the student to
see incremental growth, gives the
student feedback, and lets you know
how your interventions are working
Data Collection and Review
• There are many forms for data
collection:
• Student Behavioral Monitoring form
• Basic Frequency count (hash-marks,
counter)
• Duration Recording (for infrequent but long
lasting behaviors)
• Interval Recording (shows pattern)
• Rating scale (severity)
• Running record-written log of behavior
• Smile/Frown for younger students
Accentuating the Positive
• This interventions is helpful for
students with chronic attention
getting behaviors such as disruption,
arguing, tattling, excuses, teasing,
lawyering, as well as the child who
lacks self-confidence and is clingy or
dependent
Accentuating the Positive
• Make a plan for both the whole class and for
individual students as to how you will increase
your positive interactions
• Develop a system for monitoring your positive vs
negative interactions (a simple way is to carry an
index card and make tally marks on one side for
negative and on one side for positive, or drop
paper clips in pockets for interactions
• You may need an observer to come in and help you
monitor yourself. Be sure to note whether you
are “on your best behavior” for that observation
Accentuating the Positive
• Categorize misbehaviors and decide
how you are going to react to themignoring, pre-correcting, time-owed,
time-out, change of seat, behavior
improvement form or questions (Form
9)
• Mentally rehearse your interactions
in advance, especially with challenging
students
Level Three Interventions
•
Focus on individual interventions when…
– Less than 10 students get more than 10 ODRs
– Less than 10 students continue the same rate of ODRs following
targeted group interventions
– A small number of students destabilize the overall functioning of
the school
– Certain serious types of dangerous or antisocial behaviors
– Students are identified as needing additional individual support by
teachers, counselors, etc.
– A functional behavior analysis and behavior improvement plan may
be needed (See samples)
Materials
• A longer, more detailed version of
this slide show and all forms, as well
as other information about behavior
management can be downloaded from:
• www.kidtools.net
These forms will be available until
February 28.