Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University

Relationship between Behavior & Academics

Students with severe problem behavior experienced large academic deficits as compared to typical peers. In most areas these deficits remained stable over time, however, in the case of mathematics the deficits actually broaden over time. Externalizing behaviors were more strongly related to academic performance deficits as compared to internalizing behaviors. (Nelson, Benner, Lane, & Smith, 2004)

Differences in mean ODRs per year for students scoring above (n = 152) and below (n = 68) the DIBELS PSF benchmark, as assessed in spring of kindergarten (McIntosh, Horner, et al., 2006)

Conditional Probability of Multiple Discipline Referrals in Grade 5 Kindergarten Predictor Variable Value Conditional Probability ODR020% 1+33% Spring DIBELS PSF score ≥35 (benchmark) 18% (targeted)25% <10 (intensive)33%

Results indicated that both literacy and behavior variables significantly predicted the number of discipline referrals received in fifth grade. In kindergarten,  DIBELS PSF in spring of kindergarten significantly predicted the presence of two or more ODRs 5 years later.

For the students in this sample, an actual skill difference (PSF) played a stronger role in predicting future problem behavior than a school readiness (Letter Naming) difference. Note that measure at the end of kindergarten was a more significant predictor than at the beginning of kindergarten. Potentially suggesting that how a child has responded to kindergarten literacy instruction, is more predictive of later outcomes than reading skill at the beginning of kindergarten.

At 5th grade Students with high levels of escape-maintained problem behavior were likely to have significantly lower literacy skills (low DIBELS scores) than their peers Students with high levels of peer-attention maintained problem behavior were likely to have literacy skills that matched their peers without problem behavior.

Relationship between Academics & Problem Behavior in Transition from MS to HS McIntosh, Chard, et al., 2006

Number (and %) of Grade 9 students with challenges in academics, behavior or both No Academic Challenges (GPA > 1.0) Academic Challenges (GPA ≤ 1.0) No Behavior Challenges (0-1 ODRs) 213 (65%)59 (18%) Behavior Challenges (2+ ODRs) 16 (5%)38 (12%)

High Schools From the prevalence data, the percentage of students with challenges in academics but not behavior (18%) was almost four times the percentage of students with challenges in behavior but not academics (5%). In other words, students with behavior problems were more likely to have problems in both areas than students with academic problems.

Percent of 9 th Grade ODRs x Score on 8 th Grade OSA Reading Test 8%3% 1% 21% 71% OSA - Did Not MeetOSA – MetOSA- Exceeded Expectations Expectations Expectations 13% 84%91% 8%

Differences in GPA in 9 th grade based on ODRs received in 8 th grade 0-1 ODRs (n=259)2-5 ODRs (n=49)6+ ODRs (n=23)

How PBS impacts Academic Achievement

Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980).

If acceptable instruction is in place, then improving the behavioral climate of the school will allow that instruction to be more effective. Schools that deliver poor academic opportunities, create academic failure – increasing problem behavior related to task avoidance, ODRs & missed inst’l time

Simply providing a research-based curriculum may not provide all students access, particularly if the learning environment is chaotic and unsafe. And implementing School-Wide PBS may not reduce problem behavior if students have such low skills that classroom instruction is aversive. Academic and behavioral success may be symbiotic, as an effective behavior system allows effective academic instruction to take place.

Conditions of Full implementation of SW-PBS a) Classroom management and curriculum variables would be adapted so academic tasks become less aversive b) reduction in ODRs would mean more minutes spent in academic instruction c) the minutes spent in academic instruction would be more effective d) there would be less peer support for academic failure, and e) there would be an increase in the structured prompts, contingent feedback and support for academic behavior. We might hypothesize that with these conditions in place a school could affect the academic gains of students. (Putnam, Horner & Algozzine, 2006)

Effective direct instruction in academic skills is critical to improving academic skills. Students will not learn academic skills without effective instruction and a good curriculum. They will not learn to read just being taught social skills. Of course, these same students will not learn to read in a school or classroom that is behaviorally chaotic. In order to have students receive an effective education we need effective behavior support interventions, an empirically validated curriculum as well as effective instruction.

Function-Based Support for Students with Reading Difficulties Amanda Sanford Jorge Preciado

Ineffective Instructional Design and Delivery Frustration- level task presented Punishment/ extinction of academic responding Incorrect academic responding Decreased academic engagement Failure to acquire literacy skills

Ineffective Instructional Design and Delivery Frustration- level task presented Punishment/ extinction of academic responding Incorrect academic responding Decreased academic engagement Failure to acquire literacy skills Frustration- level task presented More severe problem behavior Escape or avoid academic task Decreased academic engagement Failure to acquire literacy skills Inability to Read

Ineffective Instructional Design and Delivery Frustration- level task presented Punishment/ extinction of academic responding Incorrect academic responding Decreased academic engagement Failure to acquire literacy skills Instruction-level task presented Correct academic responding Reinforcement for academic responding Increased academic engagement Successful acquisition of literacy skills Effective Instructional Design and Delivery: Explicit Teaching Frequent Opportunities to Respond Appropriate Placement

Function-Based Literacy Instruction Is designed to  Avoid presentation of aversive tasks through providing students with pre-skills needed to be successful in tasks by using effective instruction  Maintain high levels of reinforcement for academic engagement by being at the students appropriate instruction level Includes the following critical elements:  Explicit instruction  Frequent opportunities to respond  Appropriate placement (95% correct in text)

Intervention – Sanford

Language Matched Instructional Priming (LMIP) Intervention - Preciado Teaching decoding skills (Reading Mastery Program) Review/Preview of grade level story basal reader (Story being read in class) 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

% Intervals with Problem Behavior and Peer Data

Implications for Teaching Prevention  Have prevention-oriented system for reading instruction that Matches instruction to student skills Is engaging and fast paced Is intensive enough to prevent reading difficulties Intervention  Screen students for reading problems to identify the possible function of the problem behavior  Include academic component to an intervention when necessary Pre teaching Matching instruction to skill level of student

Research on implementation of SW PBS & Academic outcomes

Class-wide behavior support increased the time students receive academic instruction. Putnam, Handler and O’Leary-Zonarich (2003) Putnam, Handler, Rey and O’Leary-Zonarich (2002)

Inner City Middle School Findings after 3 years of implementing SW-PBS  reductions in ODRs and suspensions  increases in mathematics test scores from baseline to year three.  reading scores did not increase from baseline to year 1, but positive changes were documented from year one to year three. (Larsen, Steele, and Sailor, 2006)

Lassen et al

Improved Scores on Standardized tests following SW-PBS Urban Elementary School increased reading and math scores on standardized tests (Putnam, Handler, & O’Leary-Zonarich, 2003) Urban Middle School reading comprehension and mathematics percentile ranks on standardized tests improved from the first (pre- intervention) to the second (intervention) test dates, increasing 18 and 25 percentage points respectively (Luiselli, Putnam, Handler, and Feinberg, 2005)

Illinois Schools Achieving 80/80 on the SET -- 62% of 3rd grade students met the Illinois State Achievement Test Reading Standard (n=52) School Not achieving 80/80 on the SET -- 47% of 3 rd grade students met the Illinois State Achievement Reading Test Standard (n=69) (Horner, Sugai, Eber, & Lewandowski, 2004)

Level of Improvement PBS v. Non- PBS schools in 1 District

Westview HS Intervening to Improve Disproportionality

McIntosh, Chard, Boland & Horner District implementing both SW-PBS & SW Reading model

Three-tiered Intervention Model Reading & Behavior School-wide approaches

School-wide Approach “Working Smarter” 3-Tier Intervention model  Different students have different needs  How can schools work more effectively and efficiently to maximize resources?  Making the whole better than the sum of it’s parts

What is RtI?

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Designing School-Wide Systems for Student Success – Primary Prevention Primary Prevention: School/Classroom- Wide Systems for All Students, proactive, preventive Universal Screening/ Early ID of Students At-Risk Research Based Curriculum & Intervention for ALL Using Data to Match Student to Appropriate Level of Support Effective Teaming

Academic SystemsBehavioral Systems 1-5% 5-10% Designing School-Wide Systems for Student Success – Secondary Prevention Research-Based Intervention Options (Group Based) Assessment-Based Intervention Selection Continuous Progress Monitoring of At-Risk Student Effective Teaming Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Data-Based Decision Making Ongoing ID of Student & Rapid Response

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Designing School-Wide Systems for Student Success – Tertiary Systems Research-Based Intervention (Individualized) Focused Individualized Assessment Continuous Progress Monitoring of Intensive Student Effective Teaming & Resources for Individualized Intervention Assessment-Based, Data-Based Intervention Selection Tertiary Prevention: Intensive, Individualized, Assessment-Based Intervention

Academic-Behavior Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

References Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, McIntosh, K., Flannery, K.B., Sugai, G, Braun, D., & Cochrane, K.L. (in press). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions. McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to School-Wide Positive Behavior Support: A longitudinal analysis. School Psychology Review, 35, McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (in press). Reading skills and function of problem behavior in typical school settings. Journal of Special Education. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, Putnam, Horner & Algozzine (2006). Academic Achievement and the Implementation of School-wide Positive Behavior Support, Positive Behavioral Interventions and Supports Newsletter, 3.