Date post: | 03-Jan-2016 |
Category: |
Documents |
Upload: | leigh-woodard |
View: | 28 times |
Download: | 0 times |
Review of Key Practices of Behavioral RTI
Clayton R. Cook, PhD, LP
School Mental Health Assessment, Research, and Training (SMART) Center
College of Education
University of Washington, Seattle
Ingredients to Promoting Student Social, Emotional, and Academic
Success
2
3
Ingredients to Promoting Student Social, Emotional, and Academic Success
Establish positive relationships so all students feel sense of trust, connection, and belonging to school
Create a positive and structured environment
Teach students skills to manage stress/emotions, have a sense of purpose in life, and get along well with others
Make sure all students receive the supports they need to be successful (needs-driven model)
Targeted/Intensive
(High-risk students)Individual Interventions
(3-5%)
Selected(SOME At-risk Students)
Small Group & Individual Strategies
(10-25% of students)
Universal(All Students)
School/classwide, Culturally Relevant Systems of Support (75-90% of students)
Tier 3 Menu of Individual Supports for a FEW:• FBA-based Behavior Intervention Plan• Replacement Behavior Training• Cognitive Behavior Therapy • Home and Community Supports
Tier 2 Menu of Default Supports for SOME:• Behavioral contracting• Self monitoring• School-home note• Mentor-based program• Class pass intervention• Positive peer reporting
Tier I Menu of Supports for ALL:• + relationships w/ ALL • School-wide PBIS• SEL curriculum• Progressive system of
responding to pb. beh.• 16 proactive classroom
management strategies
NEEDS-DRIVEN MODELIn
tens
ity
of A
sses
smen
t an
d Su
ppor
ts
Positive Relationships are Necessary to be an Effective Educator
Strong teacher-student relationships is necessary condition to help students optimize their learning and behavior:
Greater motivationHigher rates of student engagement Increased cooperation and
complianceLower rates of problem behavior
6
Strategically Establishing, Maintaining, and Restoring Positive Relationships with ALL Students:Relationships are a precondition to being effective with this population. Most work to establish and maintain relationships with all students.
Strategically and intentionally ESTABLISHING positive relationships with ALL students
Basics of building a relationship (trust, understanding, & connection):
Spending individual ‘child time’ Child guided activity, open-ended question, validation/empathy, and
reflective listening
Gather, review, and remember to reference important information about a student
Special occasions, pets, family members, hobbies, likes/dislikes
Positive greetings Become an expert about what the kid culture (what it
means to be a kid these days)
7
MAINTAINING the Relationship:Not Taken Students for Granted
The 5 to 1 ratio of positive to negative interactions with students (the “Magic Ratio”)
Paying attention to behavior to positively Positive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered in response to desirable behavior
Positive notes home Second-hand compliments
8
5:1 Gets the job done!!!
9
R3 Reconnect, Repair, & Restore: Schedule time to reconnect with the studentCommunicate effectively to repair
Letting go of the previous interaction -‘do-over’(fresh start) Ownership for the problem (admitting one’s own mistake) Statement indicating care for the student Forgive the student and/or ask for forgiveness
Work to restore the relationship with student
RESTORING & Repairing the Relationship After Harm has Been Done
10
Steps to Implementing EMR Procedure
What specific practices will all staff engage in with each student to establish a relationship with each student
Individual ‘child time’ with each student Gathering information to reference about students in the context
Sentence completion forms Surveys completed by parents about interests, pets, family,
Home visitations
What specific practices will staff implement during the maintenance phase to sustain the quality of the relationship
5 to 1 ratio of positive to negative interactions Positive greetings at the door Random, special activities with each student that occur periodically
What specific methods will staff use intentionally to reconnect, repair, and restore when harm has occurred to the relationship
Meet with the student privately Engage in effective communication
Take ownership for the situation Apologize Discuss how you will let the previous incident go Tell the student you care for them and know they can be successful
All Humans Thrive within Positive Environments—Climate
Critical Attention to negative Reactive, punitive Rejecting students Unstructured Can’t you do better “You’re not doing it right!” “You better or else!”
Compassionate Attention to positive Proactive, supportive Structured, organized Encouraging “You’re doing great!” “You’re a great kid!”
12
School-wide PBIS:Teaching, Modeling, Cueing and Reinforcing Common Behavioral Expectations to Create Positive School Culture & Climate
Spare the rod…spoil the child
Don’t smile until Christmas!
He doesn‘t respect me so I don’t
have to show respect towards him
It’s not my job to teach and manage his behavior
13
14
Establish 3 to 5 behavioral expectations (e.g., safe, respect, responsible)
TeachablePositively stated (Dos not Don’ts)
Memorable
School-Wide PBS:Step 1: Establish Common Expectations
15
School-Wide PBS:Step 2: Create a Behavioral Expectation by Setting Matrix
16
Teaching expectations on a regular basis in all settings (small group, recess, lunch, etc.)
Model (i.e., show) examples and non-examples of behavioral expectations
Showing students what to do and what not to do
Practice and feedback (i.e., role play)
Create situations and allow students to practice the behavioral expectations
School-Wide PBIS:Teach, model, cue, and reinforce
behavioral expectations
17
Cue expectations by providing visual signals or nonverbal prompts
Everyone can benefit from a prompt or a cue now and then to remind them of the expected behavior
Helps bring the expectations to the forefront of the students mind during a particular activity
School-Wide PBS:Teach, model, cue, and reinforce behavioral
expectations
18
Reinforcement of students when they exhibit behavioral expectations (catch students behaving good)
Praise & positive recognition Earn rewards (stickers, pencils, toys) Privileges (first in line, extra free time, class
helper, preferred seat, etc.) Obtain currency that can be exchanged for
desirable experiences
Class-Wide PBS:Teach, model, cue, and reinforce
behavioral expectations
19
Steps to Implementing PBIS
Identify 3 to 5 behavioral expectations (positively stated, teachable behaviors that fall under each behavioral expectation, and memorable by students)
For example, Safe, Respectful and Responsible
Develop a schedule for teaching and reviewing the behavioral expectation Assembly to teach the expectations to all students, quarterly rotational teaching, and
weekly/monthly classroom teaching of expectations
Creating an effective cueing system Develop posters, identify signals that prompt students
Staff model the expected behaviors for the students Pay close attention to students exhibiting the behavioral expectations and reinforce
them for doing so Specific contingent praise Delivery of class-based currency
Integrate into the points and levels system Points become the currency to reinforce the desired behavior
20
#5Proactive Classroom Management Strategies:A host of proactive strategies that teachers can implement to prevent the occurrence of problem behaviors and create a classroom environment that is conducive to learning
16 Proactive Classroom Management Strategies
1. Strategically and intentionally establishing positive relationships with all students in the class
2. 5 to 1 ratio of positive to negative interactions (Magic ratio)
3. Smiling and being nice4. Positive greetings at the door to
precorrect and establish a positive climate
5. Communicating competently w/ students
6. Organizing a productive classroom7. Providing numerous opportunities to respond8. Classroom rules/expectations and procedures
are visible and known by every student9. Teach, model, and reinforce social-emotional
skills10. Transitions are managed well11. Independent seatwork is managed and used
when needed12. Teacher proximity and mobility13. Motivation system to reward desirable behavior14. Goal setting and performance feedback15. Visual schedule of classroom activities16. Effective cuing systems to release and regain
attention
Relationship Strategies Procedural Strategies
21
22
Steps to Implementing PCM
Identify approximately 5 to 7 school-wide non-negotiable (1) Opportunities to respond, (2) positive greetings at the door, (3) cueing system to
gain attention from students, (4) smiling/being nice, (5) 5 to 1 ratio of positive to negative, (6) motivation system to reward, and (7) organizing a productive classroom
Have teachers create a proactive classroom management plan that articulates how they will implement these strategies
Pair teachers together and have them perform observations on one another to look for the implementation of the PCM
Hold a feedback session once completed
PLC discussion regarding proactive versus reactive classroom management
Structured discussion exchanging ideas about how to implement evidence-based PCM strategies
Administrative walk-throughs to reinforce teachers who are doing well and coach teachers who need assistance
23
Progressive Method of Responding to Problem Behavior:Method of systematically responding to problem behavior that corrects behavior yet preserves relationship with the child
The Foundation:• Strong Positive Relationships
• Proactive Classroom Management• Communicating effectively
• Cultural Competence
Pro
gre
ssiv
e R
esp
onse
Pro
gre
ssiv
e R
esp
onse
Proximity control Proximity control
Redirection strategyRedirection strategy
Ongoing MonitoringOngoing Monitoring
Prompt expected behaviorPrompt expected behavior
Teaching interactionTeaching interaction
#1 warning of consequence with “Think Time’#1 warning of consequence with “Think Time’
#2 delivery in-class disciplinary consequence#2 delivery in-class disciplinary consequence
#3 request for officel support process#3 request for officel support process
Reconnect, Repair, & Restore
Relationship
24
7 STEP TEACHING INTERACTION
1. Empathy statement “Seems like you’re bored out of your mind. I’d hate to feel that way. Here’s the
deal…”
2. Label the inappropriate behavior “Right now you are talking out loud and distracting other students.”
3. Describe the appropriate alternative behavior “Instead of talking out loud, you should be working quietly on the assigned work.”
4. Provide a rationale for appropriate behavior “When you work quietly on your work, you and the other students can get your
work done, which will help you get a better grade.”
5. Check for understanding “Do you understand what you are supposed to do.”
6. Deliver consequence “Because you needed a few reminders to work quietly, you do not get to have
lunch on your own.”
7. Deliver feedback or praise “Since you accepted your consequence without arguing or getting upset, you
only have to spend half of your lunch with the supervisor.”
Social Emotional Learning
Curriculum devoted to teach children and adolescents how to be engaged life-long learners who are self-aware, emotionally in control, caring and connected to others, and responsible in their decision-making
SEL skills taught include:
• Recognize and manage emotions• Care about and respect others• Develop positive relationships• Make good decisions• Develop optimistic thinking • Future orientation
Targeted/Intensive
(High-risk students)Individual Interventions
(3-5%)
Selected(At-risk Students)
Small Group or Individual Strategies
(10-25% of students)
Universal(All Students)
School/classwide, Culturally Relevant Systems of Support (75-90% of students)
Tier 2 Menu:• Behavioral contract• Self monitoring• School-home note• Mentor-based program• Class Pass Intervention• Small group social-emotional skiills
MENU of Evidence-based Supports
AIM2
Tier 2 Process from Beginning to End
Assess to select intervention & establish baseline
Implement intervention with fidelity Monitor progress and fidelity Meet to review and make a data-based decision
Assess to Select the Intervention
Student Intervention Matching Form
Assess to Establish BaselineSelecting the Progress Monitoring
Tool Existing data behavioral data (class
removals, office referral, suspension, attendance record, etc.)
Direct behavior rating
Point sheet
Brief behavior rating scale
Implementation the Intervention
Active Ingredients Just like a good cooking recipe, Tier
2 interventions involve certain ingredients that must be present in order to achieve successful behavior change
32
Monitor Progress and Fidelity
1. Gather data on a weekly basis and input it into a data management system
2. Collect data for at-least 4 weeks and a minimum of 3 to 4 data points while the intervention was implemented
3. Prepare graph of the data for the next step to enable a data-based decision
Meet to Make a Data-based Decision
Increase Fidelity of Implementation
Maintain Current Supports (the intervention is not broken so don’t fix it)
Modify Current Supports (intervention isn’t working so modify or alter
intervention within current tier)
Lessen Supports or Lower Down
(student responded well to the intervention and has sustained the progress)
Intensify Supports or Bump Up
(student was non-responsive to intervention and modifications were unsuccessful)