BENCHMARKS OF QUALITY (BOQ) January 30 th, 2007 Joey Ledvina Parr, Ph.D. Elsa Velez, Ph. D.
Growing the Green: Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and...
Transcript of Growing the Green: Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and...
Growing the Green:Focusing on Universal
Interventions
Joan Ledvina ParrPBIS Team Leaders and Coaches Meeting
November 13, 2008
Our Task
Our task, as educators, is to build environments to encourage students to learn as well as to behave.
Remaining engaged in instruction is essential for student academic and behavioral success.
Before Focusing on Interventions for Students in the Yellow and Red Zones:
• Consider the fidelity of your universal interventions
• Consider the rules and procedures for non-classroom areas
• Consider the rules and procedures for classroom areas
Nonclassr
oom
Setting Syste
ms
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide Positive Behavior Support Systems:Four Systems
School-wide Systems
∙ Common purpose & approach to discipline
∙ Clear set of positive expectations & behaviors
∙ Procedures for teaching expected behavior
∙ Continuum of procedures for encouraging expected behavior
∙ Continuum of procedures for discouraging inappropriate behavior
∙ Procedures for on-going monitoring & evaluation
Nonclassroom Setting Systems
• Teaching expectations & routines• Active supervision
– Scan – Move – Interact
• Precorrections & reminders• Positive reinforcement
Classroom Setting Systems
• Behavior management– Positive expectations taught and
encouraged– Teaching classroom routines– Ratio of 5 positive to 1 corrective adult-
student interaction– Active supervision– Precorrections – Redirections for minor, infrequent behavior
errors• Instructional management
– Curriculum & Instructional design• Environmental management
Classroom Setting Systems
• High rates of active engagement• High number of opportunities to
respond• High rates of correct responding• High rates of teacher reinforcing
appropriate academic response as well as teacher reinforcing expected behavior
What happens when teachers simply increase their rate of
praise?• High rates of praise is an evidenced
based practice• Teacher increased her frequency of
praise to the class• How did this affect the behavior of
the “problem student?”• Using a classroom intervention
negated the need for a specific student intervention
Individual Student Systems
• Staff with behavioral competence• Function-based behavior support
planning • Comprehensive person-centered
planning & wraparound processes• Targeted social skills instruction
– Self-management• Individualized instructional &
curricular accommodations
Strategies for Working with Yellow Zone
Students
Joan Ledvina ParrPBIS Team Leaders and Coaches Meeting
November 13, 2008
Basic Ideas
• Students have learned problem behavior to get what they want
• Teachers must teach the students a way to get their needs met.
Consider the Function of the Behavior
Problem Behavior Function of the Behavior
Off-task, Non-disruptive Peer Attention
Off-task, Disruptive Peer Attention
Off-task, Non-disruptive, Work Completion
Escape (avoids teacher and peers during instruction)
Off-task, Non-disruptive, Work Completion
Attention (responds to teacher directions, engages peers)
Replacement Behavior
• The replacement behavior for all the previous problem behaviors is:
On-task, work completion
Design the Intervention to Meet the Needs of the Student• Consider the function of the
behavior:• Peer Attention—Earn time with peers for
meeting self-management goals• Escape—Earn a “skip a homework” pass
or earn other preferred activity for meeting self-management and work completion goals
• Attention with poor work completion—Earn a “work with a peer” activity or earn other preferred activity for meeting self-management and work completion goals
Designing InterventionsFunction: Peer Attention (without
Disruption)
Problem BehaviorOff-task, Non-disruptive
FunctionPeer Attention
Replacement BehaviorOn-task, Work completion
InterventionLesson “on task”Pre-correct @ start of classSelf-monitor: on-taskPeriodic praise by teacherQuick de-brief at end of class
Outcome for Replacement BehaviorEarn time with peers
# 1
# 5
# 4
# 3
# 2
Designing InterventionsFunction: Peer Attention (with
Disruption)
Problem BehaviorOff-task, Disruptive
FunctionPeer Attention
Replacement BehaviorOn-task, Respectful responses,
Work completion
InterventionLesson “on task”Lesson “respect”Pre-correct @ start of classSelf-monitor: on-taskPeriodic praise by teacherQuick de-brief at end of class
Outcome for Replacement BehaviorEarn time with peers
# 1
# 5# 4
# 3
# 2
Designing InterventionsFunction: Escape (avoids teacher and peers)
Problem BehaviorOff-task, Non-disruptive
Work completion
FunctionEscape to avoid
teacher and peersduring instruction
Replacement BehaviorOn-task, Work completion
InterventionLesson “on task”Pre-correct @ start of classSelf-monitor: on-task and work completionQuick de-brief at end of class
Outcome for Replacement BehaviorEarn a “skip a homework” pass
Earn other preferred activity
# 1
# 5
# 4
# 3
# 2
Designing InterventionsFunction: Attention
(responds to teacher directions and engages peers)
Problem BehaviorOff-task, Non-disruptive,
Work Completion
FunctionAttention
(responds to teacherdirections, engages peers
Replacement BehaviorOn-task, Work completion
InterventionLesson “on task”Pre-correct @ start of classSelf-monitor: on-task and work completionPeriodic praise by teacherQuick de-brief at end of class
Outcome for Replacement BehaviorEarn a “work with peer” activity
Earn other preferred activity
# 1
# 5
# 4
# 3
# 2
Check-In, Check-Out
• Students are identified and are monitored by a specific individual
• Students check in during the morning, review the plan for the day, and are encouraged to do well on their point sheet
• Student returns to check out at the end of the day and reviews their point sheet with the adult
• Point sheets are monitored and progress is charted
Teacher Mentoring
• Teachers are assigned frequent fliers to monitor
• Mentor and student meet weekly• Time can be structured
– Lunch– Homeroom– End of day
Special Activities
• Certain activities are designated for the yellow zone students
• They may have the opportunity to earn a specific reward or choose from a menu– Faculty – student basketball game– Game room– Lunch table with friends
Breakfast Club / Lunch Club
• Identified students meet with a staff member to eat breakfast (or lunch), socialize, and discuss behavior
• Often the students have point sheets• Focus is on the opportunity to
socialize and form a strong relationship with a supportive adult
Personalized Behavioral Report Card
• Students have behavioral point sheets designed to reflect their specific needs (social skills, hallway behaviors, homework behaviors, compliance, etc.)
• Point sheets are completed by staff and sent home for parents to review
• Weekly progress is noted
Gentlemen’s Club /Ladies’ Club
• Students are identified and are matched with a staff member willing to work with a group
• The students meet and discuss problems and solutions
• Relationship building is key to success
Homework Club
• Students who have difficulty completing homework have the opportunity to finish homework in school with a supportive staff member
• Specific times are identified and the students are expected to attend
Strategic Interventions
•Develop your strategies based on your data
•Plan what data you need to collect in order to evaluate the effectiveness of your intervention