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Integrating Behavior and Academics at Tiers 2-3 of a School-wide Model
Rob Horner, University of Oregon, Eugene, OR;
Steve Goodman,
Michigan’s Integrated Behavior and Learning Initiative (MiBLSi)
7th International Conference on Positive Behavior Support
Friday, March 26, 2010
10:00AM – 11:15AM
Presentation Description
This presentation will provide the logic for integrating both behavior and academics in a school-wide model of supports with an emphasis on Tier 2 and Tier 3. Examples and sample implementation tools will be provided.
Why look an integrated
Behavior and Academic support model• Both are critical for school success
• Share critical feature of data-based decision making
• Both utilize three tiered prevention model
• Both incorporate a team approach at school level, grade level, and individual level
• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model
– (Stewart, Benner, Martella, & Marchand-Martella, 2007)
Integrated Functions Across All Tiers of Support
Team approachTeam approach
Progress monitoringProgress
monitoring
Data-based decisions
Data-based decisions
Evidence-based practices
Evidence-based practices
Beh
avio
r S
uppo
rt Reading S
upportUniversal ScreeningUniversal Screening
Quality instruction can reduce student engagement in problem behavior
• McIntosh, Horner, Chard & Braun, (2008)• Behavioral function and oral reading fluency
• Sanford & Horner (in press) • Explicit instruction
• Frequent opportunities to respond
• Appropriate placement (95% correct in text)
• Preciado, Horner, & Baker (2009)• Teaching decoding skills
• Review/Preview of grade level story
• Review 2-3 key vocabulary words in the story
• Review directions and help student complete the next day’s reading independent task
• Teach student how to ask for a break from task
• Teach student how to ask for peer or adult assistance to complete a reading task
Improving the social behavior of students results in More minutes
spent in academic instruction
(Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)
Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom:
132 Elementary Schools
Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School
“I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal
“We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth,6th grade teacher
Emphasis is placed on establishing Universal Behavior/Academic Support with Fidelity
• Reduces number of students requiring more intensive intervention
• Reduces the intensity of many of the at-risk behaviors.
• Greater allocation of resources for those in greater need
• Less demand on limited school/district
Increase 8%
Decrease 14.6%
Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support.
Students needing strategic/targeted
interventions
Students needing
intensive/ individualized Interventions
Less problems allow for allocation of resources to appropriately meet needs
Not enough resources to address needs of student who are not at desired levels
Students performing at desired levels
Too few performing at desired levels
Children who fall behind academically will be more likely to:
• Find academic work aversive
• Find escape-maintained problem behaviors reinforcing
Relationship between behavior and reading
Children of the Code: A Social Education Project
http://www.childrenofthecode.org/
Cycle of Academic and Behavioral Failure: Aggressive Response
(McIntosh, 2008)
Teacher presents student with grade
level academic task
Student engages in problem behavior
Teacher removes academic task or removes student
Student escapes academic task
Student’s academic skills do not improve
So, which is it…
Academic problems lead to behavior problems?
or
Behavior problems lead to academic problems?
Not sure…
Probably a combination of both
Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)
33%
43%
56%
24%
20%
(n = 201)
24%
(n = 4074)
Possibilities of Behavior/Academic Concerns around function of problem
Academic Problems
Behavior Problems
Interrelated Behavior and
Academic Problems
Nonrelated Behavior and Academic
Problems
Tier II Supports for interrelated behavior
and academic problems
• “Good Instruction” is an appropriate academic AND behavior intervention
– Emphasis is placed on academic support in deficit area
• Two main strategies
– Improve opportunities for responding, more practice with feedback
– Provide access to evidence-based supplemental interventions
Examples of Tier II Supports
More practice• Choral responses Road to the Code• Partner responses • Written responses • “Randomly” call on students
Supplemental interventions that focus on specific skill deficit• Teacher-Directed PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally
Process: Referral for behavior problems
Student is Student is referred for referred for
behavior concernbehavior concern
Student is Student is referred for referred for
behavior concernbehavior concern
Conduct behavior Conduct behavior functional functional
assessmentassessment
Conduct behavior Conduct behavior functional functional
assessmentassessment
Does behavior Does behavior serve to serve to
escape/avoid escape/avoid academic task?academic task?
Develop integrated Develop integrated academic and academic and
behavior support behavior support planplan
Develop integrated Develop integrated academic and academic and
behavior support behavior support planplan
Yes
Develop behavior Develop behavior support plansupport plan
Develop behavior Develop behavior support plansupport plan
No
Process: Referral for academic problems
Student is Student is referred for referred for
Academic concernAcademic concern
Student is Student is referred for referred for
Academic concernAcademic concern
Does student’s Does student’s behavior interfere behavior interfere
with learning with learning opportunitiesopportunities
Develop integrated Develop integrated academic and academic and
behavior support behavior support planplan
Develop integrated Develop integrated academic and academic and
behavior support behavior support planplan
Develop academic Develop academic support plansupport plan
Develop academic Develop academic support plansupport plan
Conduct functional Conduct functional behavior assessment behavior assessment Conduct functional Conduct functional
behavior assessment behavior assessment
Yes
Conduct functional Conduct functional academic academic
assessmentassessment
Conduct functional Conduct functional academic academic
assessmentassessment
No
Tier III Support Example: Eddie
• 3rd Grade Student
• Problem: Disruptive and argumentative
*fictional student with fictional data for illustration of process
Functional Assessment of Behavior or
Academic Problems
• A process for identifying the conditions that reliably contribute to behavior and/or academic problem.
– Use of existing data
• SWIS
• DIBELS/AIMSWeb
– Teacher Interview
– Student Interview
– Observation
• This information is then linked to a support plan
Social Behavior
Social Studies
Science
Reading
Math
Phys. Ed.Art
Interaction of behavior and academics
Student Profile Example: Eddie
Functional Assessment of Behavior and Academics
BehaviorTo obtain
• Objects/activities
• Attention from peers
• Attention from adults
To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults
AcademicCan’t do• Accuracy deficit
– Deficit in targeted skills– Deficit in prerequisite skills– Application of misrules
• Fluency deficit (not enough time doing it) • Generalization deficit• Mismatch between skill level and task
difficulty (too hard)
Won’t do• Motivational deficit
It was a pretty good composition. I felt proud knowing 10
it was the best one at my school. After I’d read it five times, 24
I was impatient to start reading it out loud. 33
I followed the book’s directions again. First I read the 43
composition out loud without trying to sound impressive, just 52
to hear what the words sounded like. I did that a couple of. 65
times. Then I moved over to my full-length mirror and read the 78
composition out loud in front of it a few times. At first I just 92
read it. Then I practiced looking up and making eye contact. 103
Of course I was making eye contact with myself, and that felt 115
pretty silly, but that was what the book said to do. 126
Accuracy: ________________41/57 = 71.9%
Demonstration Reading Data for Eddie: Low Accuracy/Low Rate
I saw company pressed
important
I four timsI
company
book
some importantlong
doctor
that work
33
Example:Individual Student Report for Eddie
Eddie Williams
Deficit in Target Skills (below goal)
Deficit in Prerequisite Skills (below goal)
Phonemic Awareness
Alphabetic Principal
Vocabulary
Fluency and Comprehension
TypicalConsequence
Told “good job”Grades
What we want
DesiredAlternative
Do work successfully
w/o complaints
Consequences strengthened
through Universal Supports
The Competing Pathways chart for our friend Eddie
Strengthened through Core Program
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Setting Events TriggeringAntecedents
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
ProblemBehavior
Argues, threatens
uses profanity
MaintainingConsequences
Remove fromclass
Function
Avoid task
What we got
The Competing Pathways chart for our friend Eddie
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
AcceptableAlternative
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
The Competing Pathways chart for our friend Eddie
What we could put up with (for now)
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
The Competing Pathways chart for our friend Eddie
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
What we need to do
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
The Competing Pathways chart for our friend Eddie
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
Setting EventStrategies
AntecedentStrategies
ConsequenceStrategies
Teaching Strategies
Teach alternatives to problem behavior:1. Ask for break2. Ask for help
Assess if reading curriculum is at appropriate level-place in appropriate level
Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)
Remove peer audience during reading time
Prompt task completion
Make task less difficult
Do first activity together
Provide different tasks
Present “forced” choice of which reading items to complete on worksheet
Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help when requested
Minimize rewards for problem behavior (don’t remove to a nicer area)
Reward expectations
Brainstorm Possible Interventions for Eddie
Academic Skills Strategies
Teach general academic skill developmentTeach problem-solving skills
Behavior Skills Strategies
Narrowing down the strategies
Consider:
Likelihood of successful outcome
Resources available? (cost, time, materials, staff)
Smallest change to create the biggest change
Likelihood of plan being implemented
Action Plan for Intervention Strategies
TaskPerson
ResponsibleBy When
1. Reading assessment and curriculum individualization to develop decoding skills
Reading resource teacher
Two weeks- 3/16/10
2. Provide explicit instruction in decoding skillsReading resource teacher
Begin 3/28/10
3. Role-play how to make appropriate requests for help
School psychologist
By 3/10/10
4. Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used
School psychologist
By 3/21/10
5. Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period
Teacher Begin 3/28/10
6. Explain support plan to student Teacher 3/21/10
Evaluation Plan
• Behavioral goal
– Short term
– Long Term
• Evaluation procedures
– Data to be collected
• Review Date
Eddie’s Evaluation Procedures
Data to be Collected
Procedures for Data CollectionPerson
responsibleWhen
Daily report on whether or not he met his two behavior card goals during each class period
Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart.
School psychologist initiates and monitors
Begin immediately; continue at least to first review period.
Major discipline referrals
Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period
Office secretary enters SWIS data and generate reports
SWIS entered on regular basis
Oral Reading Fluency
Weekly progress monitoring on oral reading probes in 3rd grade material
Classroom teacher
Weekly 1-minute assessments
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?
Percent of points earned by Eddie on Daily Progress Report
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
11/511/611/711/811/911/1011/1111/1211/1311/1411/1511/1611/1711/1811/1911/2011/2111/2211/2311/2411/2511/2611/2711/2811/2911/30
12/112/212/312/412/512/612/712/812/912/1012/1112/1212/1312/1412/1512/1612/1712/1812/1912/2012/2112/2212/2312/2412/2512/2612/2712/2812/2912/3012/31
1/11/21/31/4
GoalBehavior Education Program 2005
Daily Report Card
Daily Report Card with choice of incentives from “treasure chest”
Summary
• Academic and Behavior supports are symbiotic.
• Academic and Behavior supports can be implemented together
• The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.