The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Office of Special Education Programs New Jersey Department of Education 2016-2017 School Year Funded by IDEA -Part B 2016-2017 in participation with NJDOE OSEP and funded by IDEA funds - Part B (or C) 2015-2016

Why Tiered Intervention Systems? In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 Lohrmann & Martin (2006) New Jersey Positive Behavior Supports in Schools

Offers the best opportunity to improve culture, climate and conduct: National Policy Every Student Succeeds Act https://www.ed.gov/ESSA and IDEA http://idea.ed.gov/ US DOE messaging on finding alternatives to suspension, eliminating disproportionality and promoting evidence-based practices Compelling data-base demonstrating positive outcomes at all school levels Guidance from NJ DOE NJ Tiered System of Support - http://www.state.nj.us/education/njtss/ Offers the best opportunity to improve culture, climate and conduct: Clarity in procedures and expectations Consistency in message Continuity in intervention planning for students In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 in participation with NJDOE OSEP and funded by IDEA funds - Part B (or C) 2015-2016

How many students receive 6 or more office conduct referrals? Benchmark: 5% or less of the school enrollment INDIVDIUAL STUDENT SUPPORT TEAM for Significant Situations Who, Why & How? How many students receive 3-5 office conduct referrals? Benchmark: 15% or less of the school enrollment I & RS to Address Emerging Issues Who, Why & How? How many students receive 1-2 office conduct referrals? Benchmark: 20% or less of the school enrollment TEACHER ‘TRY FIRST’ STRATEGIES Who, Why & How? UNIVERSAL CORE PREVENTION PRACTICES Who, Why & How? How many students receive 0 office conduct referrals? Benchmark: 60% or greater of the school enrollment In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Core Prevention Practices = Decreases in OCRs n=15 NJ Middle Schools Office Conduct Referrals 16.5% Out of School Suspensions 9% 27% 52% In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

WHAT ARE THE PRACTICES? In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 Lohrmann & Martin (2006) New Jersey Positive Behavior Supports in Schools

Universal Intervention Tier Toolkit of Practices Rapport Building Strategies Environmental Cues State expectations positively Clearly defined routines and rituals Visual cues and attention getting signals Prompting Instruction on Soc.-Emo. skills Up front teaching Teachable moments Review when error patterns occur Reinforcement Use a 3:1 praise ratio Link to incentives Area Management Active Supervision Redirection and Error Correction The Universal Tier is a collection of practices aimed at PREVENTING problem behavior from occurring In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Shaping Positive Behaviors HALSTED 5 Respect – Listen – Prepared – Responsible – Pride Teach Prevent Praise The students’ performance is here The goal for student performance is here In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

UNDERSTANDING THE ROLE OF REINFORCEMENT IN SHAPING BEHAVIOR In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 Lohrmann & Martin (2006) New Jersey Positive Behavior Supports in Schools

Increasing Behaviors You Want to See More Often Directly teach the behaviors you want Deliver a behavior specific praise statement Give a ticket to mark the moment Use incentives to increase motivation In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Use Reinforcement If You Want to Increase a Behavior Positive Reinforcement Negative Reinforcement ADD something to the situation that the student wants: Attention Activity Power REMOVE something from the situation the student does not want: Work Social demands Compliance demands John enters class and yells across the room. Everyone turns and looks. Some students say hello back. In front of the class, the teacher stops him and tells him he needs to enter quietly and on time. In the future, is John more or less likely to enter class yelling hello? Why? It is time to begin an independent assignment. Paul does not open his book or move to begin the work. The teacher comes over and prompts him to start. Paul rolls his eyes and sucks his teeth. The teacher goes to help another student then comes back and tells Paul he needs to get started and finish or he will get a zero for the assignment. Paul never starts the work, the teacher assigns him a detention. In the future, is Paul more or less likely to do his work? Why? In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Does Everyone Use a 3:1 Ratio? 3 Behavior Specific Praise Statements To Every 1 Correction Behavior specific praise: An explicit statement that provides the student with positive reinforcement for engaging in a desired behavior “Thank you for entering quietly” “I appreciate your getting started with your work” “You did a great job walking away when she made those comments” “You need to quiet down and get started with your work.” In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Basic Principles of Using Reinforcement Teach the Expectation: define and teach what you want the students to do Differentiate: To address student specific skill needs ‘Praise Flood’: High frequency distribution of tickets for any new behavior, skill or routine you want students to follow ‘Spread Out’: Fade to variable-intermittent distribution as students demonstrate the skill / routine ‘Bounce Back’: Monitor data for error patterns, return to high frequency distribution when performance drops In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 in participation with NJDOE OSEP and funded by IDEA funds - Part B (or C) 2015-2016

When Using Reinforcement: Be CONCRETE Tell and show students what behaviors you are looking for Be DELIBERATE Intentionally look for reasons to handout tickets Use behavior specific praise to acknowledge what the student did Be MEMORABLE Make eye contact Use a supporting / encouraging tone Connect with the student on a personal level In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Class-wide Example of Using Reinforcement to Shape Behavior Teach the skill and set a goal Teacher reviews strategies for homework completion and talks about why homework is important She sets a 90% class completion goal Use high frequency –predictable reinforcement Week 1 until criteria is met: The teacher gives out a ticket to every student who turns in their homework every time homework is due The teacher reviews the homework completion percentage and determines when the 90% criteria is met In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Class-wide Example of Using Reinforcement to Shape Behavior Transition to an intermittent-variable schedule Once criteria is met, the teacher reduces the distribution of tickets to a predetermined schedule (e.g., every other assignment). The teacher monitors the home work completion percentage to ensure that students maintain the 90% criteria If the performance drops, she would return to a predictable reinforcement schedule Students with 3 or more missed assignments need an additional intervention If performance is maintained, the teacher begins to use a spontaneous approach varying the days, frequency and the students receiving the tickets The teacher monitors the homework completion percentage to ensure that students maintain the 90% criteria If the performance drops, she would return to a predictable schedule Students with 3 or more missed assignments move on to a secondary tier intervention In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Class-wide Example of Using Reinforcement to Shape Behavior Provide boosters when performance drops Ongoing, the teacher monitors the homework completion percentage to ensure that students maintain the 90% criteria If the performance drops, she would return to a predictable schedule Students with 3 or more missed assignments need an additional intervention In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Minimizing Reinforcement When Redirecting a Behavior All of our responses are reinforcing When problem behavior occurs, often what happens is we inadvertently deliver either (or both): Positive reinforcement by attending to the student Negative reinforcement because we remove the student from the situation (remember, both of these INCREASE the likelihood that behavior will occur in future) Because of this the rule of thumb is: less is more In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Minimizing Reinforcement When Redirecting a Behavior Provide a CUE RESTATE the expectation to the class PRAISE other students performing the expectation SCAN for a response PRAISE Cooperation If no response then, DECIDE whether to address now or address later If now, ENGAGE other students in the routine, a task, or activity Speak to the student PRIVATELY OFFER options or ask the student to generate options Provide THINK time PRAISE cooperation If the student does not respond and the behavior is interfering with the routine refer to your office conduct referral procedures In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Reinforcement Walk Away Points Praise and tickets are an instructional tool to shape positive behavior Use a 3:1 praise/ticket ratio Use lots of praise to shape a new behavior or routine Minimize your response to a problem behavior to avoid reinforcing an unwanted behavior In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

Resources on Tiered Intervention Systems National Policy: Every Student Succeeds Act https://www.ed.gov/ESSA and IDEA http://idea.ed.gov/ US DOE TA Center on PBIS: www.pbis.org Northeast Regional PBIS Network: www.neswpbs.org New Jersey Tiered System of Support http://www.state.nj.us/education/njtss/ NJ PBSIS www.njpbs.org In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 in participation with NJDOE OSEP and funded by IDEA funds - Part B (or C) 2015-2016

Resource Documents & Tool Kits Supporting and Responding to Behavior: Evidence Based Classroom Management Strategies that Work https://www.osepideasthatwork.org/evidencebasedclassroomstrategies/ ReThink Discipline Resource Guide http://www2.ed.gov/policy/gen/guid/school-discipline/rethink-discipline-resource-guide-supt-action.pdf Addressing the Root Causes of Disparities in Education https://safesupportivelearning.ed.gov/addressing-root-causes-disparities-school-discipline In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017

In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017 Further Reading Web resource: http://www.interventioncentral.org/behavioral-interventions/motivation/teacher-praise-efficient-tool-motivate-students Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362. Burnett, P. C. (2001). Elementary students' preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581. Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108. Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure: Alternative Education for Children and Youth, 54, 172–178. In partnership with NJDOE OSEP funded by IDEA -Part B 2016 - 2017