Transcript Linking Academic and Behavior

Linking Academic and Behavior
Supports through PBIS
Thanks to
Catherine
Halliwell-Templin
-------------------Impressive set of
Sessions
Rob Horner
University of Oregon
www.pbis.org
Goals
• Purpose of PBIS
– Includes improved academic outcomes
• Symbiotic relationship between behavior support and academic
support
• Importance of “multi-tiered” logic
• Importance of supports that emphasize “Prevention” as much as
“Immediate” response to problems (both academic and behavior).
• Importance of attending to the “function” of behavior as well as the
form.
New Book– New Monograph
• Information in this presentation comes from:
Kent McIntosh & Steve Goodman (in press). Multitiered systems of support: Integrating academic RTI
and school-wide PBIS. New York: Guilford Press.
• Brandi Simonsen, Jennifer Freeman, Steve Goodman,
Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery,
George Sugai, Heather George, and Bob Putnam PBIS
Technical Guide on Classroom Management
Assumptions…
• I’m assuming you know about and use some
of the following:
– Tier I, II, and III academic interventions
– Tier I, II, and III social behavior interventions
– RtI, PBIS, and integrated MTSS
Main Messages
• Effective behavior support improves
academic outcomes
• Effective instruction improves classroom
social behavior
• Equity in education requires BOTH effective
behavior support and effective instruction
Purpose of PBIS
• The fundamental purpose of PBIS is to make
schools more effective, efficient and
equitable learning environments.
Predictable
Positive
Consistent
Safe
What comes first?
Behavior
Gains
Academic
Supports
Behavior
Supports
Academic
Gains
Features of MTSS (McIntosh & Goodman, in press)
Academic RTI
• Specific academic
assessments and
interventions
• Use of published
curricula selected by
school or district
• Use of direct
assessment of skills
• Periodic assessment
through benchmarking
periods
• Focus on grade-level
teaming
• Described in IDEA as
SPED eligibility
determination approach
PBIS
• Scientifically-based
interventions
• Instruction as prevention
• Tiered continuum of
supports with increasing
intensity based on need
• Regular screening for
early intervention
• Use of a problem-solving
model and data-based
decision rules
• Focus on teaming
• Emphasis on improving
quality of implementation
• Embedded into school
improvement plan
• Specific social behavior
assessments and
interventions
• Use of free materials that
are adapted to fit the
school’s context
• Use of indirect
assessment of behavior
• Continuous assessment of
social behavior with existing
data sources
• Focus on school-wide
teaming
• Described in IDEA as schoolwide prevention and
individual intervention
approach
Features of MTSS (McIntosh & Goodman, in press)
Academic RTI
• Specific academic
assessments and
interventions
• Use of published
curricula selected by
school or district
• Use of direct
assessment of skills
• Periodic assessment
through benchmarking
periods
• Focus on grade-level
teaming
• Described in IDEA as
SPED eligibility
determination approach
PBIS
• Scientifically-based
interventions
• Instruction as prevention
• Tiered continuum of
supports with increasing
intensity based on need
• Regular screening for
early intervention
• Use of a problem-solving
model and data-based
decision rules
• Focus on teaming
• Emphasis on improving
quality of implementation
• Embedded into school
improvement plan
• Specific social behavior
assessments and
interventions
• Use of free materials that
are adapted to fit the
school’s context
• Use of indirect
assessment of behavior
• Continuous assessment of
social behavior with existing
data sources
• Focus on school-wide
teaming
• Described in IDEA as schoolwide prevention and
individual intervention
approach
Multi-tiered Systems
• The key to effective and efficient linking of
behavioral and academic supports.
Team approach
Curriculum
Instruction
Reinforcement
Correction System
Data-based decisions
Multiple Tiers of Intensity
Reading Support
Behavior Support
Integrated Functions Across All Tiers of Support
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
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Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Main Ideas:
1. Invest in prevention first
2. Multiple tiers of support
intensity
3. Early/rapid access to
~80% of Students
support
Multi-tier Model
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
80-90%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All settings, all students
•Preventive, proactive
Dr. Laura Riffel
Behavior
Continuum
Academic
Continuum
PBIS
Is Integrated
Continuum
Mar 10 2010
Schools using PBIS
20,384
February, 2015
25000
20% of all Schools in US
22500
20000
17500
15000
12500
10000
7500
5000
2500
0
00
01
02
03
04
05
06
07
08
09
10'
11'
12'
13'
14'
15'
Number of Schools Implementation SWPBIS (Tier I) by State
February , 2015
14 States with
more than 500
schools
Oregon
Proportion of Schools Implementing SWPBIS by State
February, 2015
13 States with at least
40% of all schools
using PBIS
Oregon
Behavior and Academic Supports
Academic  Behavior
• Effective Instruction
engages students, and is
central to reduction in
problem behavior
Preciado, Horner, & Baker (2009)
Behavior  Academic
• Effective Classroom
Management improves
student engagement and is
central to increased
academic success.
Lee, Sugai & Horner (1999)
McIntosh, Horner, Chard & Braun, (2008)
Goodman et al.,
Sanford & Horner (2013)
Allday & Pakurar, 2007
Greet
Students by
name when
they enter
class
Allday &
Pakurar (2007)
Ten Features of Effective
Classroom Management
•
•
•
•
•
•
•
•
•
•
Physical Layout is functional
Behavioral expectations taught
Teach common routines
Maintain high academic engagement
Prompt and pre-correct for appropriate behavior
Active supervision
Instructional
Priming
High rate of positive recognition
Continuum of consequence for problem behavior
Collect and use data for decision-making
Request for assistance is easy and well defined (for teacher)
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Establish a Predictable Environment
• Define and teach classroom routines
•
•
•
•
•
•
•
•
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
o “Show me you are listening”
• How to determine if you are doing well in class
• Establish a signal for obtaining class attention
• Teach effective transitions.
Designing Classroom Routines
Routine
Desired
Behavior
Entering Class
Walk in, sit
Instruction on
down, start work board
Obtaining class
attention
Orient to teacher, ?
be quiet
Getting Help
?
during seat work
Signal
?
Classroom Routines Matrix
Routine
What do you
expect?
What is the
signal?
Responding to Problem Behavior
Two big ideas
• Always consider TWO responses (Immediate and
Prevention)
• Select your response based on the function of the
behavior as much as on the form of the behavior.
Immediate Consequences for
Problem Behavior
• Make every interaction a teaching event
• Focus on what you want … more than what you don’t want
• Invest in what happens BETWEEN problem events.
• Prevent escalation
• Disengage quickly
• Continue instruction for remainder of class
• Academic engagement is valued
• Minimize reward for problem behavior
• Consider WHAT the behavior is, WHERE it is occurring, WHY it continues.
• Remove access to the WHY
• Safety
Punishment and shaming
typically result in elevated
levels of aggression and
escape-maintained behavior
Assessing Behavioral Function
• Define: Problem behavior, Context and Maintaining Function
Obtain:
Escape/ Avoid:
Peer attention
Teacher attention
Physical Objects
Access to activity
Peer attention/ embarrassment
Teacher attention/ reprimand
Aversive Tasks
Uncertainty/ Confusion
How have you avoided academic demands
Prevention
• Change future situations to remove the trigger for problem
behavior.
• Teach expected behavior and a socially appropriate alternative
for the problem behavior
• Pre-correct appropriate responses just prior to more difficult
situations
• Elevate rewards for appropriate behavior
Strategies for Teachers
Behavior
1
2
3
Context
Function
Prevent
Immediate
Pre-school
Colvin
Rayette
Academic
4
Shane
5
Self-injury
6
Linking Behavior and Academic
Supports
• Tier I
o Provide an environment that is predictable, consistent, positive and safe
o Provide explicit instruction that matches student performance level
o Build a learning community
• Tier II
o Increase structure, supplement instruction, elevate rewards, improve immediacy of
corrective feedback.
o Differentiate instruction
o Efficiency
• Tier III
o Function-based support
o Comprehensive
o Individualized
Check-in Check-out
(CICO)
• A program to add:
o
o
o
o
o
Mentoring by an adult in the school who looks out for the student
Structured process of feedback and recognition to a school day
Instruction in needed skills
School-home communication
Built-in monitoring of student progress
Tier II Interventions
Check-in
Check-out
Social Skills
Club
Grief/Loss
Group
Lunch
Buddies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Features
Access to adult attention
Access to peer attention
Access to choice of
alternative activities
Options for avoiding
aversive activities
Options for avoiding
aversive social attention
Additional structural
prompts for ‘what to do’
throughout the day
At least 5 structured times
each day to receive
feedback
School-home
communication system
Option to adapt into a selfmanagement system
X
X
X
X
X
X
Todd, 2002
X
BSP for Eddie
Desired
Alternative
Typical
Consequence
Do work
successfully
w/o complaints
Told “good job,”
more work,
good grades
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Corrected for
reading error
earlier in period
Asked to
complete
reading
assignment
Argues,
threatens,
uses profanity
Removed
from class
Escape
academic task
Acceptable
Alternative
Ask for break,
ask for help
BSP for
Eddie
Desired
Alternative
Typical
Consequence
Do work
successfully
w/o complaints
Told “good job,”
more work,
good grades
Academic Skill
Development
Reading:
decoding words
fluently
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Corrected for
reading error
earlier in period
Asked to
complete
reading
assignment
Argues,
threatens,
uses profanity
Removed
from class
Escape
academic task
Acceptable
Alternative
Ask for break,
ask for help
Will there be challenges down the road?
Ted Carr
• “ Attend as much or more to what you do
BETWEEN problem behavior events as
to what you do DURING a problem
behavior event.”
Summary
• Behavior support and Academic support are linked within
effective implementation of PBIS
• Behavior support and Academic support become more aligned
for individual students as intensity of support is increased (e.g.
move from Tier I, Tier II, Tier III supports)
• Both Academic and Behavior support should focus on the
“function” as well as on the “form” of errors.
• Organize behavioral and classroom management systems
around IMMEDIATE and PREVENTION elements.