Integrating Behavior and Academics at Tiers II-III of a Schoolwide Model Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) miblsi.cenmi.org 7th Annual School-Wide Positive Behavior Support Conference Nashville, Tennessee November 14, :45:00AM – 12:00PM

Presentation Description This presentation will emphasize behavior and reading supports that are integrated at tier II and tier III. A team approach for providing tier II and tier III involves team structures for coordinating support efforts. The coordinating team manages the student systems of support by tracking data on effectiveness, by developing access to these systems of support, and providing staff with access to training and coaching to develop local capacity. Content experts in behavior and academics are involved in assessment and intervention planning that matches intervention to student need. An intervention plan is based on consideration of the functional relationships between behavior and academics. Support planning involves a comprehensive approach to integrating both behavior and academic supports, based on student need. Examples of an integrated model and sample implementation tools will be provided.

How might you explain the value of integrating behavior supports with academic supports to you colleague back at school? Your Turn

Tier I Supports in an Integrated Model Common strategies of good instruction apply to both academic/behavior Big Ideas Conspicuous Strategies Mediated Scaffolding Strategic Integration Primed Background Knowledge Judicious Review Good instruction will reduce problem behavior and good behavior support will provide instructional environments more conducive to learning

Possibilities of Behavior/Academic Concerns around function of problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

Integrated tier II supports for interrelated behavior and academic problems Shorter program/intervention duration Match to focus of student need Small group instruction/intervention Grouping students with similar needs Moderate acute difficulties for academic and/or behavior

Possible Integrated Tier II Practices 1.Interventions for students who seek adult attention during the instructional period. 2.Interventions for students who engage in problem behavior to seek peer attention during the instructional period. 3.Interventions for students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits. 4.Interventions for students who engage in problem behavior to escape working with adults or students during academic instruction. 5.Interventions for deficits in academic facilitative behaviors lead to behavior problems during instruction.

1.Interventions for students who seek adult attention during the instructional period Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining adult attention Provide increased opportunities for student responding and feedback from instructor Arrange the instructional environment so that appropriate adult seeking attention is easy and not disruptive to others (“Help tent” for independent work)

2.Interventions for students who engage in problem behavior to seek peer attention during the instructional period Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining peer attention Provide increased opportunities for peer mediated instruction Arrange the instructional environment so that appropriate peer seeking attention is easy and not disruptive to others proximity of students with monitoring of instructor

3.Interventions for students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits Develop skills in deficit, provide instruction at student success level Provide more practice in deficit area Check in- Check out

More practice Choral responses 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

4.Interventions for students who engage in problem behavior to escape working with adults or students during academic instruction Provide opportunity for independent structured instruction (programed instruction, computer assisted instruction)

5.Interventions for deficits in academic facilitative behaviors lead to behavior problems during instruction Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on appropriate classroom behaviors Teach specific facilitative responses such as attending, organization skills, engagement strategies

Evidence Based Practices in Classroom Management 1.Maximize structure and predictability. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,

Classroom management to address problem behavior related to academic problems You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate

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

Take a moment to discuss with a colleague How would you explain to your staff the logic that you might address “at risk” problem behavior through reading instruction? Your Turn

Integrated tier III supports for behavior and reading Individualized instruction Based on functional assessment For chronic problems

Tier III Support Example: Eddie 3 rd 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

Functional Assessment of Behavior and Academics Behavior To obtain Objects/activities Attention from peers Attention from adults To Escape/avoid Objects/activities Attention from peers Attention from adults Academic Can’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

Process: Referral for behavior problems Student is referred for behavior concern Develop behavior support plan No Universal Supports implemented with fidelity? Improve fidelity of Universal Supports No Conduct behavior functional assessment Yes Document previous strategies implemented to address problem Conduct academic functional assessment Yes Does behavior serve to escape/avoid academic task? Develop integrated academic and behavior support plan

Process: Referral for academic problems Student is referred for Academic concern Does student’s behavior interfere with learning opportunities Develop integrated academic and behavior support plan Develop academic support plan Conduct academic and behavior functional assessment Conduct academic functional assessment Universal Supports implemented with fidelity? Improve fidelity of Universal Supports No Yes No Yes Document previous strategies implemented to address problem

Demonstration Behavior Data from School-Wide Information System: Eddie Problems in Classroom

Demonstration Behavior Data from School-Wide Information System: Eddie

Avoid Task Avoid Adult

Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies

Eddie W Demonstration Reading Data: DIBELS Class Progress Report Eddie

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,2 4 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 felt115 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 sawcompany pressed important I fourtims I company book some important long doctor that work

30 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

What existing behavior academic information do you currently use to develop support plans within your school? Your Turn

Typical Consequence Told “good job” Grades What we want Desired Alternative Do work successfully w/o complaints Consequences strengthened through Universal Supports The Competing Pathways chart for our friend Eddie Strengthened through Core Program

Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Setting Events Triggering Antecedents Reading curriculum that is at frustration level Asked to complete reading assignment Problem Behavior Argues, threatens uses profanity Maintaining Consequences Remove from class Function Avoid task What we got The Competing Pathways chart for our friend Eddie

Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task The Competing Pathways chart for our friend Eddie What we could put up with (for now)

Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task

Desired Alternative Acceptable Alternative Typical Consequence 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 Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills What we need to do

Desired Alternative Acceptable Alternative Typical Consequence 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 Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

Strategies that are contraindicated Provide opportunity for escape but without addressing academic deficit Provide extra dose of academic intervention but at a level that is not successful for student and will not address need for skill development

Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. 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 development Teach problem- solving skills Behavior Skills Strategies

Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. 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 Academic Skills Strategies Teach general academic skill development Teach 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 Task Person Responsible By 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 skills Reading resource teacher Begin 3/28/10 3.Role-play how to make appropriate requests for help Social workerBy 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 TeacherBegin 3/28/10 6.Explain support plan to studentTeacher3/21/10

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 Collection Person responsible When 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 DecodingWeekly progress monitoring on decoding probes 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?

Progress Monitoring Academics: Decoding x x

Please describe your school’s process to identify specific contributing factors to academic/behavior problems?Please describe your school’s process to identify specific contributing factors to academic/behavior problems? Are these integrated or separate processes?Are these integrated or separate processes? Your Turn

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.