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PA Positive Behavior Support

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Presentation on theme: "PA Positive Behavior Support"— Presentation transcript:

1 PA Positive Behavior Support

2 DATA-BASED DECISIONS LEAD TO INTERVENTIONS…
Now we are going to discuss how data based decisions lead to evidence based interventions. DATA-BASED DECISIONS LEAD TO INTERVENTIONS…

3 Schoolwide Positive Behavior
Support Multi-tiered System of Support Basic Classroom Management Effective Instruction Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring - - Functional Assessment-Based Interventions This visual illustrates how within a MTSS we can use low and high intensity strategies to support student learning and behavioral growth. We start with basic classroom management, “good teaching”, and effective instruction. This leads into low intensity strategies, such as proximity, praise, pacing, feedback, opportunities to respond, etc. If the low intensity strategies are not effective, then higher intensity strategies may be implemented. This includes the use of behavior contracts, self-monitoring, and functional assessment based interventions. The next layer is assessment where we assess the interaction of the behavior and environment, design an intervention that addresses the function of the behavior, implement the intervention with fidelity and finally evaluate with ongoing progress monitoring of the response. Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment

4 Essential Components of Classroom Management
Classroom Climate Physical Room Arrangement Routines and Procedures Managing Paper Work Resource: Administrators’ Toolkit can be found at This resource provides detailed training on the classroom level strategies When managing the behaviors in a classroom, there are essential components to consider. The classroom climate should be welcoming, positive, and have known expectations. The physical arrangement of the room involves the layout of desks (rows, a “U” shape with the teacher in the center, dyads, quads or small teams), the amount of distractions on the walls or hanging from the ceilings, use of centers to divide areas of the room into work space, a free reading space, computer stations, and possibly a reinforcement or cash out space/center. Routines and procedures. This could be use of the bathroom. Do you raise your hand? Do you have a key that is an open opportunity to use as long as the key is not in use by a peer? What does morning arrival look like with your belongings going in the cubby, hung up, in a locker, or having only what you need for the first activity of the day? What is the routine for end of the day packing up? What is the routine for walking to specials, lunch or recess? What are the expectations and how and when are they reviewed? Managing paper work – where does the homework go? Is there a specific color coded folder or bin for homework? Think about having a special location for students to put work when it is completed so they can move on and attend to the next task versus sitting at the desk waiting for the teacher to direct where the paper belongs when finished. Streamline and make it useful and beneficial for students and staff.

5 Instructional Considerations
How motivating is my classroom? Control – Challenge – Curiosity – Contextualization Am I using a variety of instructional strategies? How am I differentiating instruction? Think about how motivating is your classroom. Would I want to be a student in there? If you were 7 yrs old, is it an environment that contains challenges, makes learning entertaining, evokes curiosity in the minds of young students, and has students excited to see what they will do next in the classroom? What type of instructional strategies are employed in your room? How do you differentiate instruction across learners and tasks?

6 Let’s look closer at the low intensity strategies…
Schoolwide Positive Behavior Support Multi-tiered System of Support Basic Classroom Management Effective Instruction Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring - - Functional Assessment-Based Interventions Let’s look closer at the low intensity strategies… Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment

7 Low-Intensity Strategies
Active Supervision Proximity Pacing Appropriate use of Praise Opportunities to Respond Instructive Feedback Incorporating Choice Administrators’ Toolkit can be found at This resource provides detailed training on the classroom level strategies Active supervision – when students are working, supervise the environment; walk around and listen and see what they are doing; how are they approaching tasks? What evokes challenging behaviors? Proximity – walk around the room, be close to the learners, reinforce individuals for their work, effort, and behavior Pacing – be aware of the pacing of your instruction and directions; are you moving too quickly for some students and if so, what could you do to support them better? Use the appropriate ration of praise - 4:1 – do you meet this on a regular basis? For all students? Provide opportunities to respond – choral responding, individual responses, use formative assessment methods to increase the number of responses for students across the day Provide specific, instructional feedback – do not be overly general or vague – tell them exactly what they are doing well or what needs to be done differently when completing a task Incorporate choice into the activities – choice between activities (What task he/she is going to work on), where (location he is going to work on the task), whom (who is he going to work with), within (what materials will he use to complete a task)

8 Triangulation of Behavioral and Academic Data
This excel sheet has the class roster and allows staff to look at academic data in addition to the SRSS score. Here we have the AIMS web reading scores. Yellow indicates some risk for both the SRSS and AIMS web, while red indicates at risk for the SRSS and AIMS web. If you look at Peter Bonds, he is some risk on both. Kendra and Jasper are red on both, so they along with O’Tam need a targeted intervention in both areas: academics and behavior. In this case, it is a small group reading instruction with self-monitoring. This addresses the deficit in reading and also the self-monitoring can be implemented and modeled so they can track their behaviors. Small group Reading Instruction with Self-Monitoring

9 Highlight each section of the grid –
What support is needed? Academic area? Behavior? Describe the intervention that has been selected for the student What is the entry criteria for behavior and academics? What data sources will be used to monitor progress? What is the exit criteria?

10 Sample Secondary Intervention Grid
Support Description Schoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria Small group Reading instruction with Self-Monitoring Small group reading instruction (30 min, 3 days per week). Students monitored their participation in the reading instructional tasks. Students used checklists of reading lesson components each day to complete and compare to teachers’ rating. K – 1. Students who: Behavior: Fall SRSS at moderate (4 -8) or high (9 – 21) risk Academic: Fall AIMSweb LNF at the strategic or intensive level AIMSweb reading PSF and NWF progress monitoring probes (weekly). Daily self-monitoring checklists Meet AIMSweb reading benchmark at next screening time point. Low Risk on SRSS at next screening time point. Highlight each section of the grid – What support is needed? Academic area? Behavior? Describe the intervention that has been selected for the student What is the entry criteria for behavior and academics? What data sources will be used to monitor progress? What is the exit criteria?

11 Triangulation of Behavioral and Academic Data
This example has more data sources: SRSS, GPA, ODR, and course failures Yellow is some risk and red is at risk. You can see the three students that have been identified as needing a more intense intervention: Project ASSIST: Study Skills/ Conflict Resolution. They have elevated SRSS scores, lower GPAs, ODRS have been completed on them, and they have failed courses. Highlight per student to reinforce Project ASSIST: Study Skills/ Conflict Resolution Class

12 Sample Secondary Intervention Grid
Support Description Schoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria Study Skills Content: Study skills curriculum of skills and strategies used to gain and demonstrate knowledge. Goals: Gain knowledge from a text, class discussions, and teacher-led instruction. Demonstrate knowledge on formal and informal assessments (test, quizzes, homework, presentations, and projects) Topics Include: Note-taking strategies Use of graphic organizers Organization Goal setting Test taking strategies Writing process (planning/ drafting/ editing) Scheduling: 50 min class (30 min instruction; 20 min applied practice) 56 Lessons Academic: (1) Grade Point Average (GPA) ≤ 2.7; OR (2) 1 or more Course Failures in a quarter (D or F/E) AND (3) Not participating in Read 180 reading intervention AND Behavior: (1) Student Risk Screening Scale (SRSS; Drummond, 1994) score in the Moderate (4 – 8) or High (9 – 21) Risk; OR (2) 1 or more office discipline referral (ODR) within a four month time period Schoolwide Data: GPA Course Grades (9-weeks) SRSS ODRs Proximal Measures: (1) Criterion Referenced Assessment – Acquiring Knowledge, Demonstrating Knowledge, and Conflict Resolution (Lane, 2003) (2) Knowledge of Study Skills (KSS) (3) Knowledge of Conflict Resolution Skills (KCRS) Distal Measures: (1) Study Habits Inventory (SHI; Jones & Slate, 1990) (2) ConflictTalk (Kimsey & Fuller, 2003) Academic: (for the quarter) (1) Grade Point Average (GPA) > 2.7; (2) No Course Failures (D or F/E) AND (1) SRSS screening low risk (0 – 3) (2) No ODRs within the quarter Students would participate in this class for one semester. If exit criteria are not meet further interventions would be considered for the following semester. Again highlight each section of the grid. The support here is study skills. Here is the description of what will be done. We have entry criteria with below a 2.7 GPA or 1+ course failures and not in Read Entry criteria for the behavior is the SRSS scoring system and 1+ ODR. Staff will monitor GPA, grades, SRSS, and ODRs. They have also included proximal measures and distal measures. Finally the exit criteria for GPA, no course failures and no ODRS and SRSS is low risk 0-3. (Table 4.7; Lane, Menzies, Oakes, & Kalberg, 2012)

13 Now, lets look at behavior contracts and self-monitoring
Schoolwide Positive Behavior Support Multi-tiered System of Support Basic Classroom Management Effective Instruction Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring - - Functional Assessment-Based Interventions Now, lets look at behavior contracts and self-monitoring Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment

14 Sample Secondary Intervention Grid
Support Description Schoolwide Data: Entry Criteria Data to Monitor Progress Exit Criteria Behavior Contract A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student. Behavior: SRSS - mod to high riskAcademic: 2 or more missing assignments with in a grading period Work completion, or other behavior addressed in contract Successful Completion of behavior contract Self-monitoring Students will monitor and record their academic production (completion/ accuracy) and on-task behavior each day. Students who score in the abnormal range for H and CP on the SDQ; course failure or at risk on CBM Work completion and accuracy in the academic area of concern; passing grades Passing grade on the report card in the academic area of concern Sample Secondary Intervention Grid This grid is a secondary example. It spells out the behavior contract that will be used and the self-monitoring the student will do. There are entry and exit criteria and data to be collected and monitored.

15 Schoolwide Positive Behavior
Support Multi-tiered System of Support Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring - - Functional Assessment-Based Interventions Next is the functional assessment based interventions. This is another higher intensity strategy. Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment

16 Sample Tertiary Intervention Grid
Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Functional Assessment-Based Intervention Individualized interventions developed by the behavior specialist and PBS team Students who: Behavior scored in the high risk category on the Student Risk Screening Scale (SRSS), or scored in the clinical range on one following Strengths and Difficulties (SDQ) subscales: Emotional Symptoms, Conduct Problems, Hyperactivity, or Prosocial Behavior, earned more than 5 office discipline referrals (ODR) for major events during a grading period or Academic identified at highest risk for school failure: recommended for retention; or scored far below basic on state-wide or district-wide assessments Data will be collected on both the (a) target (problem) behavior and (b) replacement (desirable) behavior identified by the team on an on-going basis. Weekly teacher report on academic status ODR data collected weekly The function-based intervention will be faded once a functional relation is demonstrated using a validated single case methodology design (e.g., withdrawal design) and the behavioral objectives specified in the plan are met. A functional assessment will be done Individualized interventions have been developed by the behavior specialist Entry criteria is defined as performance on the SRSS or SDQ being significant and high and 5+ ODRs in a grading period or academically at high risk of failure, recommended for failure, or scored below basic on assessments Data will be collected and monitored: target behavior and replacement behavior; weekly teacher update on academic status; ODR review weekly Finally the exit criteria is provided HIGHLIGHT EACH SECTION AS YOU REVIEW IT


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