Effectiveness Of The Continuum Of All Levels Of SWPBS In Classroom

Hoon Choi (yes5150@ku.edu)

Amy McCart(amymc@mail.ku.edu)

University of Kansas

Schoolwide PBS & Students with severe or chronic impeding behavior

Schoolwide PBS & Students with severe or chronic impeding behavior

Students with severe and chronic impeding behavior (i.e., students with tertiary level support needs)

• Layered support within SWPBS system• Emphasis on University level Group support Individualized tertiary level

Issues in tertiary level support1. Issues in urban, inner-city, low-income area schools

Typical Schools Inner-City Schools

Students with 0-1 referralsStudents with 0-1 referrals

Students with 2-5 referralsStudents with 2-5 referrals

Students with 6-14 referralsStudents with 6-14 referrals

Students with 15+ referralsStudents with 15+ referrals

Issues in tertiary level support

2. Bifurcation between general and special education– Skills needed (for FBA and BIPs)– Time consuming

3. Effectiveness of universal or group support on students in tertiary level– Benefits of layered approach?– Universal level support needs modification for students with severe or chronic impeding

behavior

Schoolwide PBS & Students with severe or chronic impeding behavior

Research Purpose and Questions

When…

General educators (i.e. a classroom teacher) understand student behavior • Experiencing functional behavior assessment (FBA) and behavior• Intervention plan (BIP) development

FBA and BIP processes need to be guidelines and educational resources for all school staff to understand student's behavior

Students in other levels of support should be able to get quick and appropriate approaches when their behavior problems become serious

Effective classroom management reflects functions of impeding behavior and it incorporates with individual level PBS

More effectiveness when tertiary level support is empowered by positive classroom management system and SW system

We were curious on…

1.Effectiveness of the individual support on the most severe impeding behavior (in collaboration with a behavior expert)

2. Application of behavioral function knowledge that teachers learned from the FBA and BIP experience

3.Transferability of behavior skills in a controlled school setting

4.Effectiveness of classroom support

5.Effectiveness of combined behavior support (classroom + individual support)

Research Purpose and Questions

Research Phase 1 in School A

Schoolwide Evaluation Tool Data for School A

Research Phase 1 in School A

EBSSAS Results in School A

SW level Non Classroom level

Classroom level Individual level

Research Phase 1 in School A

Participants (4th grade)

AaronSPED, BIP, Second grade level in reading, Low math skills- Out of seat behavior- Talking to peers- Touching peers- Threatening peers with objects- Cursing and Talking back to the teacher while in a temper

BanSPED, Significant delays with language skills- Inappropriate responses and actions (e.g., blowing air on others, laughing, making noise)- Talking or asking inappropriate questions

CarlosGeneral Ed.- Talking to friends- Toughing neighboring students- Talking loud

Research Phase 1 in School A

ABaseline

BIndividual

BCIndividual

+Classroom

Interrupted Time Series Design

Intervention(Classroom)

Controlled(Music Room)

Research Phase 1 in School A

Individual SupportFunctional Behavior Assessment (FBA)Behavior Intervention Plan

Individual Intervention Package• Self monitoring system to check task progress• Daily behavior monitoring with individual reinforcement• Social story reading• Modification of instruction style

Classroom Support• Setting classroom behavior expectations in conjunction with SW PBS expectations• Establishing group reinforcement system• Teacher training on classroom discipline and behavior support skills

Teacher Training on Classroom Management• Arrangement of physical environment• Time management and challenging behavior• Preventing problem through lesson management

Research Phase 1 in School A

Dependent VariablePercentage of intervals engaged in inappropriate behavior• out of seat• talking out• physical contact• defiance• disruptive sound with objects

Percentage of intervals with academic engagement• actual academic engagement• no impeding behavior without academic engagement

Data Collection15 second partial interval recording (10 sec. observation + 5 sec. recording)for 20 minutes

No InterventionNo Intervention

Baseline Individual Individual & Classroom

Baseline Individual Individual & Classroom

Research Phase 1 in School A

ABaseline

BIndividual

BCIndividual +Classroom

Research Phase 1 in School A

ABaseline

BIndividual

BCIndividual +Classroom

Research Phase 1 in School A

ABaseline

BIndividual

BCIndividual +Classroom

MeaningfulDecrease

MeaningfulDecrease

Research Phase 1 in School AA

BaselineB

Individual

BCIndividual +Classroom

MeaningfulDecrease

MeaningfulDecrease

Research Phase 1 in School A

ABaseline

BIndividual

BCIndividual +Classroom

MeaningfulDecrease

Research Phase 1 in School A

ABaseline

BIndividual

BCIndividual +Classroom

No MeaningfulDecrease

Research Phase 2

Schoolwide Evaluation Tool Data for School B

Research Phase 2

EBSSAS Results in School B

SW level Non Classroom level

Classroom level Individual level

Research Phase 2 in School A & B

ABaseline

BIndividual

BCIndividual

+Classroom

Interrupted Counterbalanced Time Series Design

Music ClassSchool A

ClassroomSchool B

ABaseline

CClassroom

CBClassroom

+Individual

Research Phase 2

Participants in School B (3rd grade)

DaltonTalking backOut of seatMaking sounds (vocalizing, tapping)

ElmoDefiantTalking back to teacher

FolaOut of task behavior such as talking with her peers and standing up and asking questions without permission

Research Phase 2 in School A &B (Music Class in School A)

ABaseline

CClassroom

CBClassroom

+Individual

Research Phase 2 in School A &B (Math Class in School B)

ABaseline

BIndividual

BCIndividual

+Classroom

Research Phase 2 in School A &B (Music Class in School A)

ABaseline

CClassroom

CBClassroom

+Individual

MeaningfulDecrease

MeaningfulDecrease

MeaningfulDecrease

Research Phase 2 in School A &B (Music Class in School A)

ABaseline

CClassroom

CBClassroom

+Individual

MeaningfulDecrease

MeaningfulDecrease

Research Phase 2 in School A &B (Music Class in School A)

ABaseline

CClassroom

CBClassroom

+Individual

MeaningfulDecrease

MeaningfulDecrease

Research Phase 2 in School A &B (Math Class in School B)

ABaseline

BIndividual

BCIndividual

+Classroom

MeaningfulDecrease

MeaningfulDecrease

MeaningfulDecrease

Research Phase 2 in School A &B (Math Class in School B)

ABaseline

BIndividual

BCIndividual

+Classroom

MeaningfulDecrease

MeaningfulDecrease

Research Phase 2 in School A &B (Math Class in School B)

ABaseline

BIndividual

BCIndividual

+Classroom

MeaningfulDecrease

MeaningfulDecrease

Importance of Universal and Group support• Economic and effective approaches to reduce impeding behavior • Studentsʼimproved behavior skills from the behavior support, however, did

not transfer to the different school setting • Classroom support itself was a strong and effective behavior support method

effectively reducing the impeding behavior

Importance of balanced support system (continuum of all levels of support)• Combination of individual support and classroom support could maximize the

effectiveness of behavior support on students with chronic or severe impeding behavior

• Importance of balanced support• Urban application

Major Findings

Difficulties in Individual Support• Teacherʼs application of behavior function acquired from FBA and BIP

experience did not show sufficient effectiveness on the impeding behavior reduction; however…• it helped teachers understand and find appropriate response to the

studentʼsbehavior

Major Findings

Research Phase 1 in School A (Academic Engagement in the classroom)

ABaseline

BIndividual

BCIndividual +Classroom

Only Ban Made a Meaningful Increase

Research Phase 2 in School A (Academic Engagement in the music class)

ABaseline

CClassroom

CBClassroom + Individual

Research Phase 2 in School A (Academic Engagement in the music class)

ABaseline

CClassroom

CBClassroom + Individual

Increase from the previous intervention phase and the baseline phase

Research Phase 2 in School A (Academic Engagement in the music class)

ABaseline

CClassroom

CBClassroom + Individual

Increase from the baseline but not from the previous intervention phase

Research Phase 2 in School A (Academic Engagement in the music class)

ABaseline

CClassroom

CBClassroom + Individual

Increase from the baseline and maintained

Research Phase 2 in SchoolB (Academic Engagement in the classroom)A

BaselineB

IndividualBC

Individual +Classroom

Research Phase 2 in SchoolB (Academic Engagement in the classroom)A

BaselineB

IndividualBC

Individual +Classroom

Increase from the baselineCombined phase is still higher than baseline

Research Phase 2 in SchoolB (Academic Engagement in the classroom)A

BaselineB

IndividualBC

Individual +Classroom

Increase from the previous phaseBut not from the baseline

Research Phase 2 in SchoolB (Academic Engagement in the classroom)A

BaselineB

IndividualBC

Individual +Classroom

Increase from the previous phaseBut not from the baseline

Major Findings

• The effectiveness of behavior support on academic engagement in research phase #2 was somewhat effective

• Academic engagement of the students did not sufficiently increase as the impeding behavior decreased

• The increased likelihood of academic engagement

• The need of additional support to have more immediate and direct access to the academic engagement

• The need of well-established RtI logic model application

Designing Schoolwide Systems for Student Success

Academic Systems Behavior Systems

Tertiary Interventions• Wraparound Intervention• Complex Multiple Life Domain FBA/BIPs

Tertiary Interventions• Wraparound Intervention• Complex Multiple Life Domain FBA/BIPs

Secondary Interventions• Simple FBA/BIPs• Group Intervention with Individual Features• Group Intervention

Secondary Interventions• Simple FBA/BIPs• Group Intervention with Individual Features• Group Intervention

Universal Interventions• Direct Instruction of Behavior• Positive Acknowledgement

Universal Interventions• Direct Instruction of Behavior• Positive Acknowledgement

Tertiary Interventions(for individual students)• High Intensity• Assessment-based

Tertiary Interventions(for individual students)• High Intensity• Assessment-based

Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response

Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response

Universal Interventions(for all students)• Preventive, Proactive

Universal Interventions(for all students)• Preventive, Proactive M

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