School-wide PBIS: Secondary & Tertiary Interventions Day 2 Mitchell Yell & Christine Christle...
Transcript of School-wide PBIS: Secondary & Tertiary Interventions Day 2 Mitchell Yell & Christine Christle...
School-wide School-wide PBIS: PBIS: Secondary & Secondary &
Tertiary Tertiary InterventionsInterventions
Day 2Day 2Mitchell Yell & Christine Mitchell Yell & Christine
ChristleChristleUniversity of South CarolinaUniversity of South Carolina
Secondary & Tertiary Secondary & Tertiary SystemsSystems
~80% of Students
~15%
~5% ~5%
Data-based Data-based IndicatorsIndicators
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1012141618202224262830
Nu
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of
Offi
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Students
Secondary & Tertiary Interventions
Secondary Secondary interventionsinterventions
Interventions that involve _____ ____ of students or ________ studentsThese students exhibit problem behavior but do not need the ____ _______ __________ interventions
Why Do Targeted Why Do Targeted Interventions Work?Interventions Work?
Improved _________– Prompts throughout the day
for correct behavior.– System for linking student
with at least one positive adult.
Student is “set up for _______”– First contact is positive: each
morning , each class period & activity period
Why Do Targeted Why Do Targeted Interventions Work?Interventions Work?
Increase in contingent ________– more often.– tied to student behavior.Can be applied in all school _________– Classroom, playground, cafeteria
(anywhere there is a supervisor)
Why Do Targeted Why Do Targeted Interventions Work?Interventions Work?
Elevated reinforcement for _________ behavior
•Adult and peer attention delivered each target period
•Adult attention (or tangible) delivered at end of day
Linking school and ____ support•Provide format for positive student/parent contact
Classroom Classroom ManagementManagement
The Triangle in the The Triangle in the ClassroomClassroom
The Dimensions of The Dimensions of Classroom ManagementClassroom Management
Preventing
Intervening Responding
Jacob Kounin:Jacob Kounin: (1970) (1970) Discipline and Group ManagementDiscipline and Group Management
Successful managers prevent behavior problems by keeping their students consistently & actively engaged in learning
Teachers who approach classroom management as the systematic process of establishing and maintaining a successful learning environment will have greater success than those who emphasize discipline
Kounin’s Specific Kounin’s Specific FindingsFindings
The ripple effect
Withitness
Student accountability
Smoothness & momentum
Valence
““Withitness”Withitness”
Demonstrating that you know what is going on in your classroom– Communicated by teacher behaviorThree important elements– Correct target for desists– Attending to the most serious
problem first– Timing
““Overlapping”Overlapping”
The ability to deal with more than one situation at a timeCommunicates withitness and that the teacher will not be distracted
““Smoothness & Smoothness & Momentum”Momentum”
Lesson Movement–Pacing, momentum, transitions
Major Mistakes– Jerkiness, dangles, flipflops–Slowdowns, overdwelling
““Student Student Accountability”Accountability”
Individual Accountability–The degree to which the students are responsible for performance
Attention– Randomly pick students for recitation– Ask a question, then call on a student
““The Ripple Effect”The Ripple Effect”
The tendency of behavior to spread outward like ripples in a pond–Positive–Negative
““Valence”Valence”
What the teacher does to attract and hold student attentionSatiation-Overdoing leads to boredom–Purposeless repetitionAvoid satiation– Enthusiasm, interesting
activities, variety, challenge
Carolyn EvertsonCarolyn Evertson
“One of the first and most basic tasks for teachers is to develop smoothly running classrooms”“Establishing an effective classroom management system that keeps students involved in worthwhile activities, while preventing problem behavior is a first priority”These procedures could be successfully taught to teachers
Evertson’s FindingsEvertson’s Findings
Effective teachers:Effective teachers:–Prevent problem behavior–Establish positive leadership within first few day–Organize their classrooms in an orderly manner–Communicate behavioral expectations to students–Know that when classroom control is lost, it is difficult to regain it
Teachers can learn effective management Teachers can learn effective management procedures procedures
Proactive Classroom Proactive Classroom ManagementManagement
In proactive classrooms, teachers design their classroom environments and engage in behaviors that reduce the probability that disruption will occur.In a reactive management system, the teacher waits for the problems to occur and then reacts to them
Classroom Experiences Classroom Experiences of Yellow & Red Zone of Yellow & Red Zone
Students Students Classrooms are too often characterized by teacher behaviors that exacerbate student misbehavior– Boring & repetitive tasks – Excessive amounts of downtime– Negative student-teacher
interactions
Characteristics of a Characteristics of a Proactive ClassroomProactive Classroom
High levels of student engagementLow levels of disruptive and off-task behaviorSuch classrooms don’t just happen, they are the result of well-prepared teachers using evidence-based practicesProactive teachers understand and use positive behavior support
Classroom StrategiesClassroom Strategies
Rules, routines, & arrangementsEffective instruction: REALSocial skillsLevel systemsToken economiesGroup contingencies
Classroom rulesClassroom rules
1.Students help develop
2.Posted, brief, positive
3.Teach4.Enforce
consistently
Classroom RoutinesClassroom Routines
Avoid wasting timePrevent behavior problemsFoster student independence
Specific Plans for– Signal for attention– Getting to work– Transitioning ***– Getting materials– Responding to
questions– Asking for help– Finishing early -
free time
Physical Physical ArrangementsArrangements
promote attention, structure, access, and orderly movementminimizing distractionsmake efficient use of the available space
•Seating arrangements•Materials & equipment (Be sure to
test equipment beforehand!)•Other staff
Effective InstructionEffective Instruction
Make Your Classroom Make Your Classroom REAL !REAL !
RelevantRelevant
EngagingEngaging
ActiveActive
LearningLearning
Relevant?Relevant?
Engaging?Engaging?
Engaging interestEngaging interest
Teacher excitement generates student excitement Use a mystery story format –provide relevance in the form of a need for closure
Active ?Active ?
We remember 90% of what we do, 75% of what we see, and 20% of what we hear
Average ScoresAverage Scores
HR ResponsResponse e
CardsCards
HR
Quiz Scores 84% 96%96% 75%Time On-
task44% 97%97% 58%
Attempts to Respond
8 2121 6
Responses 1 2121 1
Level SystemsLevel Systems
Clearly defineClearly define – Levels– Behaviors– Reinforcers– Criteria for movementDevelop SystemsDevelop Systems for– Monitoring & evaluating– Communication
Token EconomiesToken Economies
Identify target behaviorsIdentify target behaviors– teach which behaviors lead to
reinforcement– teach which behaviors result in
loss
Plan an exchange systemPlan an exchange system– assign value based on
importance of behavior
Token EconomiesToken Economies
Define tokensDefine tokens– teacher controlled– transportable– ability to present immediately
Identify back-up reinforcersIdentify back-up reinforcers– use high-probability behaviors– students help select
Group ContingenciesGroup Contingencies
Interdependent: group behavior = group reward“Good Behavior Game” “Teacher Student Game” Independent: individual behaviors =
individual rewardsDependent: one student’s behavior = group reward “Hero Procedure”
Social SkillsSocial Skills
Behavior management problems are SS problemsMany students really do need instructionWhat are some SS your students need to learn?– Giving and receiving feedback– Disagreeing politely– Sharing and taking turns
Social Skills Social Skills AssessmentAssessment
Skill or performance deficits?Can they do it?Do they have a good reason to do it?
LIFE is all about Social Skills!Formal: The Walker-McConnell Scale of Social Competence and School Adjustment for AdolescentsInformal:
http://www.cccoe.net/social/introtosaywhat.htm
Social Skills Social Skills AssessmentsAssessments
Rating scales–By others–Self-ratingsInterviewsObservationsCultural & ethical considerations
Social SkillsSocial Skills
learned behaviorsprerequisite for academic successmust produce valid outcomesmust meet students’ intentare best taught in context and relevant
Teaching Social SkillsTeaching Social Skills
Teach like an academic skill–Modeling–Role-playing–Coaching–Feedback–Generalization
Social SkillsSocial Skills
Promote skill acquisition in contextEnhance skill performance Reduce or remove competing behaviors Facilitate maintenance and generalization
Example: Teaching Example: Teaching Appropriate CommentsAppropriate Comments
High School Teacher – Helped students generate a bank of
appropriate comments and modeled– Had students restate/practice instead of
sending them out of class– Emphasized generalization of
appropriate comments to life beyond the classroom -job interviews, workplace, church,
– Took data and set a goal– Rewarded class with snacks (group
contingency)
Activity: Teach a Social Activity: Teach a Social SkillSkill
1. Explain the skill and why it is important2. Model: Show how to do it. Role play3. Guided practice: Have them do it with
you4. Independent Practice: Give them
opportunities to role play and use the skill in context
– Precorrect to help them remember to use the skill
– Correct (model) if necessary5. Monitor and evaluate: Keep data and
reinforce
Breaking HabitsBreaking Habits
Awareness training Competing response training Social supportsupport–Alcoholics Anonymous–Weight Watchers
Motivation procedures
Understanding Understanding ReinforcementReinforcement
Forced-Choice Reinforcement Menu Complete in 5 minutesTotal each category
AA, , CMCM, PP, II, CNCN
Reinforcement MenuReinforcement Menu
AA _______ _______
CMCM ______ ______
PP ________ ________
II ________ ________
CNCN _______
KeyKey
AA = ADULT APPROVALCMCM = COMPETITION P P = PEER APPROVALII = INDEPENDENT REWARDSCNCN = CONSUMABLE REWARDS
Develop a SS Teaching Develop a SS Teaching PlanPlan
Pick a Social Skill Plan an assessment Plan a teaching strategy– produce valid outcomes– meet their intent Motivate Plan maintenance & generalization
Managing Managing Problem Problem BehaviorBehavior
NoncomplianceNoncomplianceAdult issues a command The child passively or actively refuses to comply Four Types of Noncompliance
a) Passive noncompliance (-)b)Simple refusal (+)c) Negotiation (+)d)Direct defiance (-)
Managing Non-compliance Managing Non-compliance videovideo
Step 1: Present a requestStep 1: Present a request– Secure student’s attention
respectfully– Clearly specify task– Allow time to process
Step 2: Determine if request is Step 2: Determine if request is fulfilledfulfilled
Step 3: Follow through based on Step 3: Follow through based on responseresponse
Ineffective Teacher Ineffective Teacher ResponsesResponses
When confronted with student problem behavior, teachers typically try a number of management techniques to stop the behavior ASAPUnfortunately the most common procedures are ineffective or can actually worsen the situationFor example…
Providing Social Providing Social AttentionAttention
Reprimanding & arguingThis attention may strengthen problem behaviorStudents learn that problem behavior is an effective way to obtain attention
By providing attention, the teacher’s attempt to stop the behavior may lead to strengthening & maintaining it
IgnoringIgnoring
Many serious acting out behaviors are used by students because it allows them to escape or avoid academic tasksSometimes teachers ignore the misbehavior, thinking that their attention is reinforcing the studentBy ignoring the student the gain reinforcement from peers and may escape the academic task
NatteringNattering
“What is the matter with you?” “Why do you have to misbehave all the time?”“How many times do I have to tell you to get busy?” Such questions convey that a teacher is not in control of the situation
Yelling & ThreateningYelling & ThreateningIssuing increasingly harsh reprimands, or by making a public display of authority (e.g., “You will behave because I say so!”)
The student may interpret such behavior as an attack, thus leading to a power struggle
Other students in the classes may see such behavior unfair and ineffective
Issuing a Command Issuing a Command when a Student is when a Student is
AgitatedAgitatedWhen a student is agitated, directions from the teacher, especially if delivered publicly, are likely to be perceived as a provocative event,
This may may serve as the trigger for an angry, escalating behavior episode
In such situations, teachers should attempt to calm the student down and speak softly him or her and attempt to determine the source of the problem.
Escalating PromptsEscalating Prompts
Giving a command, and if the student does not comply, increasing the harshness of the command
Examples include statements such as: “You will do what I say,” “You won’t talk to me that way,” or “I told you to begin work now!” (often accompanied by yelling or a stern voice)
Studies of classroom interactions have shown that teachers tend to fall into a pattern of paying extra attention to chronically disruptive children’s bad behavior and very little attention to their good behavior
Escalating PromptsEscalating Prompts
Research with children who exhibit serious misbehavior has shown that these procedures only worsen the situation
Teachers often persist in them because they work with nondisruptive or social children
Teachers become frustrated because the harder they try with these kids, the worse the behavior becomes
So What Should So What Should Teachers Teachers Do????Do????
A teacher’s goal when A teacher’s goal when responding to problem responding to problem
behavior should be to stop behavior should be to stop the inappropriate behavior the inappropriate behavior while maintaining order in while maintaining order in
the classroom and reducing the classroom and reducing the likelihood that the the likelihood that the problem behavior will problem behavior will
reoccurreoccur
What We Know About What We Know About Problem BehaviorProblem Behavior
The majority of problem behavior consists of minor talk and “goofing off” type behaviorsTeachers don’t have a game plan for respondingOften they respond in a manner that makes things worse
Principles to Principles to Follow when Follow when
Responding to Responding to Problem Problem BehaviorBehavior
Principle #1: Principle #1: Emphasize Preventive Emphasize Preventive
MeasuresMeasures Develop classroom rules and proceduresMinimize student down timePlan lessons at the appropriate level of difficultyMonitor student behavior
Principle #2: Modify the Principle #2: Modify the learning environmentlearning environment
Are problem behaviors fostered by the organization of the classroom? Are the problem behaviors specific to a particular person or more than one person? Are the problem behaviors specific to a particular instructional task, response form, or problem type?
Principle #3: Use Principle #3: Use precorrection strategiesprecorrection strategiesStudents may behave reasonably well until something in the classroom environment serves as a trigger for problem behavior
Teachers can eliminate many problem behaviors by managing these triggering events by using a strategy called precorrection
Using PreCorrectionUsing PreCorrection
• Identify the situation in which the problem behavior occurs
• Clearly specify the behaviors that you want the student to exhibit in that situation
• Prompt the replacement behavior when the student is in this situation
• Reinforce the student for engaging in the appropriate behavior
Principle #4: Respond Principle #4: Respond privately rather than privately rather than publicly if possiblepublicly if possible
Private responding decreases the likelihood that the student will be reinforced by peers
Private responding does not disrupt classroom order & allows learning activities to continue
Private responding lessens the likelihood of a power struggle between the student and teacher
Savage (1999) calls these low profile responses
Low profile responses for Low profile responses for minor problemsminor problems
NonverbalProximity ControlWaiting for complianceThe “evil eye”
VerbalPersonal RedirectionReinforcing appropriate behaviorRule reminder
Principle #5: Respond Principle #5: Respond consistently and fairlyconsistently and fairly
Responds to all incidences of problem behavior whenever and with whomever they occur and with the same measured response
Classrooms that are characterized by students’ constantly testing the rules and the teacher are usually classrooms in which a teacher is inconsistent in responding to rule violations
Principle #6: Use alpha Principle #6: Use alpha commandscommands
Short and clear directions, as opposed to beta commands which are wordy and unclear
Alpha commands give students specific information on what they need to do, whereas beta commands do little more than convey teacher frustration
Principle #7: Develop a Principle #7: Develop a game plangame plan
Have a consistent manner of responding when problem behaviors arise
Develop a hierarchy of consequences when students do not comply to teacher directions to stop misbehavior
Teachers will be more confident and students will respect boundaries
Principle #8: Provide Principle #8: Provide contingent reinforcementcontingent reinforcementTeachers ignore students with problem behavior when they behave & provide attention when these same students are displaying problem behavior
Teacher need to catch students behaving appropriately and reinforce them
When Low Profile When Low Profile Responses Fail:Responses Fail:
When a student is noncompliant, and low profile approaches don’t work, use a precision request
A precision request is a procedure for making requests that maximizes the likelihood of compliance
(Morgan & Jenson, 1988)
Variables That Affect Variables That Affect ComplianceCompliance
• Do not use a question format• Get up close• Look’em in the eyes• Use a quiet & businesslike
voice• Give a detailed request• Use only twice• Reinforce compliance
Precision RequestsPrecision Requests
Request Wait 5 Seconds
Compliance
Noncompliance
Reinforce
Need Statement
Wait 5 Seconds
Compliance
Noncompliance
Reinforce
Consequence
Morgan & Jenson, 1988
Summary of Secondary Summary of Secondary InterventionsInterventions
Less time intensive, more cost effectiveBest for low level problem behavior Efficient - they use a similar set of strategies across a group of students who need similar supportEffective - they focus on decreasing problem behavior in the classroom thus increasing academic engagement & decreasing office referrals
Team Action Team Action PlanningPlanning
What Secondary What Secondary strategies will you strategies will you
implement?implement?