Coaches’ Day: Reviewing the Continuum of Behavioral Supports

Matt Phillips Coordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD Speech-Language Pathologist Heartwood Sparrow Indiana Private Practice MSU - CSD

Acknowledgements Content was based on the work of… Randy Sprick Dean L. Fixsen Karen A. Blasé Rob Horner George Sugai Geoff Colvin Crisis Prevention Institute Children’s Trauma Assessment Center, WMU Special Thanks to ISD Friends..  Brian Lloyd  Michael Zivsak

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

District Process Data - 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 Perspective BEHAVIOR 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 CConversation HHelp AActivity MMovement PParticipation S Supplies

Defining CHAMPS: 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 Rules Develop and Display Classroom Rules Your classroom rules should communicate your most important expectations and address most common misbehaviors.

Management Plan Management Plan An 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 MEDIUM: Students need MEDIUM or HIGH structure HIGH: Students need HIGH structure

Schoolwide Overview- Behavior

Outcome Data - Behavior

“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 Success T = Teach Expectations O = Observe Behavior I = Interact Positively C = Correct Fluently

Strengthen Classroom Management CHAMPS Coaching

Strengthen Classroom Management Time on Task

Opportunities to Respond o Verbal Responses o Written Responses o Action Responses All Students Respond. When possible use response procedures that engage all students. (Archer, 2011) Strengthen Classroom Management

Ratio of Interactions o Positive Interaction: acknowledging a positive behavior o Negative Interaction: addressing a negative behavior; fluent correction 4:1 15:1 Strengthen Classroom Management

Precision Requests

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

A-B-C Defined AntecedentBehaviorConsequence When ___ happens… the student does (what) _________ … because (why) _________

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.

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.

BIP: Changes to A  B  C (Antecedents) – Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue? (Behavior) – Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did? (Consequence) – Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead?

“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors a person should perform instead of the problem behavior.” (O’Neill et al., 1997, p.71)

Competing Pathways

Break into small teams of 2-3 Review the case of “Jason.” Identify the ABC variables and develop BIP with potential “Positive Opposites” in a Competing Pathway Model.ACTIVITY

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 Sprick Intervention Book intervention-modification intervention-modification Effective School Interventions 2 nd Edition– Natalie Rathvon - Good resource for behavior and academics intervention-modification intervention-modification (Awesome!) oks/2014PIESV.pdf oks/2014PIESV.pdf

Bullying unwanted, aggressive behavior real or perceived power imbalance. repeated, or has the potential to be repeated, over time. must be aggressive and include: o Repetition: Bullying behaviors happen more than once or have the potential to happen more than once. o Imbalance of Power: Kids who bully use their power— Physical Verbal Social: Access to embarrassing information, or popularity—to control or harm others. Repetition: Bullying behaviors happen more than once or have the potential to happen more than once. Examples: making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Trauma Over 3 quarters of the population of the United States has experienced some form of childhood adversity. Over 30% have experienced 3 or more adversities. (Kessler, 1995 National Comorbidity Study)

Trauma Over 3 quarters of the population of the United States has experienced some form of childhood adversity. Over 30% have experienced 3 or more adversities. (Kessler, 1995 National Comorbidity Study)

Trauma Neurobiology Limbic System/Stress Response –fight/flight Impact on hippocampus (memory, learning, organization) Use dependency of neural networks Brainstem (hyper- responsive) vs. prefrontal cortex Empathy and No Presumptions

Strengthening SWPBIS CHAMPS DiSC Coaching Classroom Management Establishing a Behavior Response Team Early Stage Interventions Tier II Supports FBA/BIP Tier III Supports FBA/BIP

Discussion Thanks for listening! Please let me know if you would like more information or follow-up…

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.