71
MTSS Implementers Day Continuum of Behavioral Supports
MTSS Implementers
DayContinuum of Behavioral Supports
Matt PhillipsCoordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD
Speech-Language Pathologist• Heartwood• Sparrow• Indiana• Private Practice• MSU - CSD
Brian LloydSchool Psychologist / MTSS Implementer – Ingham ISD
Hello Everyone! My name is Brian Lloyd, and I began working for Ingham ISD in February of 2013 as a School Psychologist/MTSS Implementer. Prior to working for Ingham ISD, I was a school psychologist and MTSS Coach for East Lansing Public Schools since the start of the 2008 school year.
Learning Targets• Identify the continuum of supports for behavior across
an MTSS model
• Identify the behavioral process data and outcome data, and understand the application of data-driven decisions
• Identify tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions.
• Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.
Continuum of Positive Behavior Supports
Process Data - Behavior
Benchmarks of Quality (BoQ)• Completed annually by school leadership
teams• Tier 1 SWPBIS implementation fidelity
check• 53 benchmarks across 10 critical elements
of implementation.• Identifies areas of strength and need;
informs problem analysis and action planning.
• 70% Implementation Goal
Self-Assessment Survey (SAS)• Completed annually by building staff • Fidelity check of PBIS implementation
across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students
• Seven key elements of the Implementation Subsystems
• Informs of areas of strength and need, including communication between leadership team and staff
• 70% Implementation Goal
pbisapps.org
Schoolwide Overview- Behavior
Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)
Classroom Structures
Teacher-Student
Relationships
Instructional Management
Responding to
Appropriate Behavior
Responding to
Inappropriate Behavior
Critical Features of Effective Classroom Management
(Reinke, Herman, & Sprick, 2011)
The goal of classroom management is to develop a classroom of students who are:
• respectful,• responsible, • motivated, • and highly engaged in meaningful tasks.
Classroom Management Plan
Developing a Classroom Management Plan will set the stage for dealing productively with a range of behaviors,
both positive and negative.
Historical PerspectiveBEHAVIOR MANAGEMENT HAS TYPICALLY
CONSISTED OF TRYING TO “MAKE” STUDENTS BEHAVE
This attitude leads to an overdependence on
REACTIVE PROCEDURES.
An Increase in Emotional Intensity
Dependence on Role-Bound Authority
A Dependence on Punishment
Wishing and Hoping
The CHAMPs Acronym
• C Conversation• H Help• A Activity• M Movement• P Participation• S Supplies
Defining CHAMPS: • A guide to the decisions teachers can
make to build and implement a proactive and positive approach to classroom management.
• A process of continuous improvement• An acronym• A common language among staff
members
Develop and Display Classroom
RulesYour classroom rules should communicate your most important expectations and address most common misbehaviors.
Management PlanAn effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: •Rituals•Routines•Rules•Consequences •Motivational techniques
Management Plan
The greater the level of structure needed in your classroom, the
more DETAILED and PROLONGED you are going to have to be when teaching your
expectations.
Level of Classroom Structure
• The level of structure should not be based on teacher preference or familiarity!
• The level of structure should be based on student need!
• When in doubt, start with a higher level of structure.
Student Needs
Teacher Needs
“Survey says…”
0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH
31-60 MEDIUM: Students need MEDIUM or HIGH
structure
61-120 HIGH: Students need HIGH structure
Schoolwide Overview- Behavior
Classroom Management Plan vs.
Individual Intervention“Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.
Strengthen Classroom Management
Classroom Structures
Teacher-Student
Relationships
Instructional Management
Responding to
Appropriate Behavior
Responding to
Inappropriate Behavior
(Reinke, Herman, & Sprick, 2011)
Strengthen Classroom Management
S = Structure for SuccessT = Teach ExpectationsO = Observe BehaviorI = Interact PositivelyC = Correct Fluently
Strengthen Classroom Management
CHAMPS Coaching
Strengthen Classroom Management
Time on Task
• Opportunities to RespondoVerbal ResponsesoWritten ResponsesoAction Responses
All Students Respond. When possible use response procedures that engage all
students. (Archer, 2011)
Strengthen Classroom
Management
• Ratio of Interactionso Positive Interaction: acknowledging a positive
behavioro Negative Interaction: addressing a negative
behavior; fluent correction
4:115:1
Strengthen Classroom
Management
Strengthen Classroom
Management
Strengthen Classroom
Management Precision
Requests
Strengthen Classroom
Management
Strengthen Classroom
Management
Strengthen Classroom
Management
ACTIVITY
Hypothesize!
Early Stage Interventions
These are the interventions that
ALL teachers should be trained
to implement effectively and
with fidelity.
Early Stage Interventions
ACTIVITY
If a child doesn’t know how to read…….we teach.
If a child doesn’t know how to swim…...we teach.
If a child doesn’t know how to multiply…..we teach.
If a child doesn’t know how to behave…
we punish?
John Herner; Counterpoint, Vol 19 (2) NASDSE c
Function Based Behavior Intervention
Plans (BIP):1. Make the problem behavior irrelevant• Decrease the need to engage in the behavior
2. Make the problem behavior inefficient • Provide a replacement behavior that serves the same
function as the inappropriate behavior
3. Make the problem behavior ineffective • Do not allow the child to obtain what is wanted through
inappropriate behavior
4. Make the plan positive• Write a plan that you would want written for you. If your
plan is dependent on negative consequence, there is a much greater chance that the plan will NOT be successful.
A-B-C DefinedBehavi
orConsequence
the student
does (what) ________
_
… because (why) ________
_
Step 1 Step 2 Step 3
Competing Pathways
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
On Mondays and/or when up all of the
night before.
Daily nongraded quiz on previous night’s
homework
Verbal protests, slumpin chair, walks out of
room.
Avoids doing quiz &homework discussion.
Do quiz withoutcomplaints.
Discussion about answers & homework.
Turn in with name &sit quietly w/o interrupting.
+ Give time to review homework.+ Give quiet time before starting.
+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.
+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.
Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.
BIPs Are Action Plans• When writing BIPs, assign people responsible for
doing each strategy/action.• Develop a plan to monitor the effectiveness of the
plan. Always ask “How will we know if this is working? This will require a baseline an the use of measurable data.
• Create a plan that is possible. This may require allocating resources to remediate the problem.
• Expect some time for behavior change to occur.• Schedule a follow up date to review the plan, but
also check and adjust. These plans are more likely than not to involve some trial-and-error.
TEAM TIME• Break into small teams of 2-3• Think of a student with whom you are
experiencing behavioral challenges and we go through a process to match a behavioral intervention to the student’s need. Let’s take about 3 minutes with your team to make best guesses for each step.
12 3-Hypothesis 4-Intervention to
Teach
21 3-
Hypothesis
Selecting An Intervention
• You can have the best intervention in the world, but if it is not matched to the student’s need (or cannot be implemented), the intervention is worthless.
• Randy Spring Intervention Book (Matt With Reference)• http://
www.interventioncentral.org/behavioral-intervention-modification
• Effective School Interventions 2nd Edition– Natalie Rathvon - Good resource for behavior and academics
• http://www.interventioncentral.org/behavioral-intervention-modification
• http://www.casel.org/guide/ratings/elementary• http://www.pbisworld.com/ (Awesome!)• http://
www.behaviordoctor.org/files/books/2014books/2014PIESV.pdf
Selecting An Intervention
• The list on the previous slide is only a tasting of what’s available.
• What resources do YOU use to select effective research-based behavioral strategies?
Bullying• We would be remiss if we did not address bullying
at during this session. • Bullying is an extremely serious problem that is
difficult to address in the timeframe that we are given. The best single resource I have found to assist with both defining bullying for parents, students, and teachers is this web site:
• http://www.stopbullying.gov/• Another very good bullying resource is the Olweus
intervention program. Information about Olweus can be found here:
• http://www.violencepreventionworks.org/public/index.page
Discussion• Thanks for coming!
• Please let us know what you would like more information on and we will do our best to address them or find someone that can.
