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
PBS is:
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Research based
Mandated in some cases
A way to teach expected behaviors
A way to recognize students who make
good choices
• A district wide system to increase
academic success
• A positive way to enjoy teaching and
students again
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PBS is not:
A passing fad
Giving free rein to behaviors
An overnight success
Effective if only a few utilize it
Possible without supporting each
other
• Without consequences for
inappropriate behaviors
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 Tiers
• Tier 1- Primary Prevention School/Classroom systems for all
students, staff, and settings-80%
• Tier 2- Secondary Prevention Specialized Group Systems for
students with At-Risk Behaviors-15%
• Tier 3- Tertiary Prevention Specialized Individualized Systems for
students with At-Risk Behaviors-5%
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
Commitment to Improving
School Climate and Student
Performance
• 80% of faculty agree that discipline
is a priority
• Long term outlook
• Commitment of necessary resources
• District Level commitment (best) at
LEAST Campus Level
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
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
• 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.)
Data-Driven Decisions
• All decisions are driven by data
• Common data used:
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Surveys
Office discipline referrals
Attendance
Test Scores
Parent/Student/Teacher satisfaction
surveys
• Classroom discipline data
• Suspensions/Expulsions/Detention/ISS
data
Continuous Evaluation
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Needs Change
Demographics Change
Students Master Skills
Expectations Become a Part of
School Culture
• Data Suggests New Target Areas
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.
ACTIVITY
• Identify 3 strategies your school uses to
recognize rule-following behavior
• List one procedure for each area of your
school:
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Halls
Restroom
Playground
Lunchroom
PE
Music
Bus Line
Test
• Do 80-90% of your students follow
these rules and procedures?
• Are rules consistently enforced by all
staff?
• Would a visitor to your school be able
to detect the rules and procedures?
• Would 5 randomly selected students
be able to describe the rules and
procedures?
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
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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
Planned Responses
• Brainstorm with others at your grade level an
EXHAUSTIVE list of probable misbehaviors and,
either as a team or on your own, decide if a
behavior will be ignored, corrected or
consequated
• If there is to be a consequence, decide upon
whether is will be an in class or an out of class
consequence-make a list and stick to it!
• Once you have your list, review your day and look
at when these behaviors are occurring. Make any
structural or procedural changes needed
Secondary Level
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
• 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)
Morning Check-in
• Praise student for bringing back signed
form
• Check student’s preparedness for class
(materials, breakfast, emotional state)
• Review rules, expectations, reinforcersget verbal commitment
• Complete student record keeping
End of Day Check-out
• Review report card with student
– Focus on positive reports
– Problem solve if needed
– Listen to student if he is frustrated
• Student earns small treat if compliant
with program
• Complete home report if used
• Record points earned
Reinforcers for CICO
• At least once per week, student spends points
earned
• Provide a reinforcement menu
– Items available for:
• Low cost (<70% of points)
• Medium cost (80% of points)
• High Cost (90% of points)
• Have students help with preparing reinforcement
menu from choices you provide
• Consider function of behaviors and tailor
reinforcers to meet those functions
Home Reports
• Consider having student take report
home-give points for return of signed
report
• Be sure parents know to expect form
• Provide guidance to parents about
how to discuss form with student
Monitor Effects of CICO
• General rule-80% of points
• Assess points
– Is there a pattern?
• Evaluate program implementation
– Are all teachers using it correctly?
• Adjust program if needed
– More frequent check-in
– Different reinforcers
– Does program address function of behavior?
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
• Documentation is built in
• It shows respect for student and
allows input (empowers)
• Much misbehavior results from a lack
of information
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
Interventions
• Refer student to Academic RtI team
for assistance
• Provide explicit teaching for
academic skills such as graphic
organizers, mnemonics, study guides,
partitioned work, highlighted texts,
pre-teaching, organizational
strategies, assignment sheets, etc.
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
Intervention
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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
Intervention, cont.
• Meet with the student, and discuss
the problem (behavior) that should
change
• Assist the student in setting a short
range target
• Determine consequences/rewards
• Document and provide feedback (see
form 7)
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: (Form 8)
• 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
Data Collection and Review
• Meet with the student (group) and decide
what data you are going to collect
• Meet with the student (group) following
collection to discuss results
• Decide whether the student will
participate in collection (for example, a
time goes off, student records whether
their behavior is appropriate at that time.)
• Usually, simply recording and sharing the
data will result in improvement
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 call 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
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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.