1. 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, 2013
10:45:00AM – 12:00PM

2. 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.

3. 
Your Turn
How might you explain the value of integrating behavior supports with academic supports to you colleague back at school?

4. 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
Use common strategies of good instruction apply to both academic/behavior (focus on the conditions of teaching)
Big Ideas (big 5 reading, 3-5 behavior expectations)
Conspicuous Strategies (explicit teaching)
Mediated Scaffolding (prompting/fading prompts)
Strategic Integration (new context, new content)
Primed Background Knowledge (prerequisite skills e.g., vocabulary, concept formation)
Judicious Review (planful and periodic)
Good instruction will reduce problem behavior and good behavior support will provide instructional environments more conducive to learning

5. Possibilities of Behavior/Academic Concerns around function of problem
Behavior Problems
Interrelated Behavior and Academic Problems
Academic Problems
Integrated Function: 1)Team Approach, 2) Universal Screening, 3) Evidence-Based Practices, 4) Progress Monitoring, 5) Data-Based Decisions
Example:
Behavior Problems- student pushes another to get favorite swing on playground
Academic Problems- student has difficulty with long division
Interrelated Behavior and Academic- student engages in inappropriate language to escape reading task and is reading below grade level
Non related Behavior and Academic Problem- student engages in bullying to get attention from peers, also student has difficulty reading
Nonrelated Behavior and Academic Problems

6. 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

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

8. 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)

9. 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

10. 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

11. 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

12. 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)

13. 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

14. Evidence Based Practices in Classroom Management
Maximize structure and predictability.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Ask: What about this looks similar to the evidence-based practices in SW PBIS you have already been working on?
Click once, the red boxes will appear around familiar concepts.
Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,

15. 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

16. 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
Can’t do vs. Won’t Do
Reading CBM (DIBELS/AIMSWeb)
Provide more practice/opportunities to respond
Coral responses
Partner responses
Written responses
“Randomly” call on students w/group discussion
Provide remedial/accelerated instruction (evidence-based practices and materials)

17. Your Turn Take a moment to discuss with a colleague
Your Turn
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?
Are there too many rules, can you remember all these, are they positive

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

19. Tier III Support Example: Eddie
3rd Grade Student
Problem: Disruptive and argumentative
*fictional student with fictional data for illustration of process

20. 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

21. Functional Assessment of Behavior and Academics
To obtain
Objects/activities
Attention from peers
Attention from adults
To Escape/avoid
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

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

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

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

25. Demonstration Behavior Data from School-Wide Information System: Eddie

26. Demonstration Behavior Data from School-Wide Information System: Eddie
Avoid Adult
Avoid Task

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

28. Demonstration Reading Data: DIBELS Class Progress Report
Eddie
Eddie W

29. Demonstration Reading Data for Eddie: Low Accuracy/Low Rate
saw
company
pressed
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, 24
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
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 felt 115
pretty silly, but that was what the book said to do. 126
Accuracy: ________________ I
four
tims I
important
book
doctor
company
long
some
important
work
that
41/57 = 71.9%

30. Example: Individual Student Report for Eddie
Eddie Williams
Example: Individual Student Report for Eddie
Phonemic Awareness
Alphabetic Principal
Deficit in Prerequisite Skills (below goal)
Vocabulary
Fluency and Comprehension
Deficit in Target Skills (below goal) 30

31. 
Your Turn
What existing behavior academic information do you currently use to develop support plans within your school?
Are there too many rules, can you remember all these, are they positive

32. Consequences strengthened through Universal Supports
The Competing Pathways chart for our friend Eddie
Desired
Alternative
Do work successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Consequences strengthened through Universal Supports
Strengthened through Core Program
What we want
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.

33. The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
What we got
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
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.

34. The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help
What we could put up with (for now)

35. Reading curriculum that is at frustration level
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

36. Academic Skill Development
The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
What we need to do
Academic Skill Development
Reading: decoding skills
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

37. Academic Skill Development
The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Academic Skill Development
Reading: decoding skills
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

38. Academic Skill Development
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Academic Skill Development
Reading: decoding skills
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

39. 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

40. Brainstorm Possible Interventions for Eddie
Setting Event
Strategies
Antecedent
Strategies
Teaching Strategies
Consequence
Strategies
Behavior Skills Strategies
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
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
Teach alternatives to problem behavior:
1. Ask for break
2. Ask for help
Academic Skills Strategies
Teach general academic skill development
Teach problem-solving skills
After developing an intervention pathway– make sure your plan has the three intervention components:
Prevention – make the behavior irrelevant
Change the environment so it’s not necessary
Teaching – make the behavior inefficient
Teach a replacement skill that works better
Managing Function/Consequence – make the behavior ineffective
Remove reinforcement of the problem behavior
Maximize reinforcement of the replacement behavior
Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?
Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?
Functional: How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

41. Setting Event
Strategies
Antecedent
Strategies
Teaching Strategies
Consequence
Strategies
Behavior Skills Strategies
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
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
Teach alternatives to problem behavior:
1. Ask for break
2. Ask for help
Academic Skills Strategies
Teach general academic skill development
Teach problem-solving skills
After developing an intervention pathway– make sure your plan has the three intervention components:
Prevention – make the behavior irrelevant
Change the environment so it’s not necessary
Teaching – make the behavior inefficient
Teach a replacement skill that works better
Managing Function/Consequence – make the behavior ineffective
Remove reinforcement of the problem behavior
Maximize reinforcement of the replacement behavior
Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?
Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?
Functional: How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

42. 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
A plan that a little bit weaker but IS implemented well, is better than a very strong plan that won’t be implemented at all.

43. Action Plan for Intervention Strategies
Task
Person Responsible
By When
Reading assessment and curriculum individualization to develop decoding skills
Reading resource teacher
Two weeks- 3/16/10
Provide explicit instruction in decoding skills
Begin 3/28/10
Role-play how to make appropriate requests for help
Social worker
By 3/10/10
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
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
Teacher
Explain support plan to student
3/21/10

44. Evaluation Plan Behavioral goal Short term Long Term
Evaluation procedures
Data to be collected
Review Date

45. 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
Decoding
Weekly progress monitoring on decoding probes
Classroom teacher
Weekly 1-minute assessments
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?

46. Progress Monitoring Academics: Decodingx x

47. This is fictional data used to illustrate that we need to monitor progress and make changes to ensure success

48. 
Your Turn
Please describe your school’s process to identify specific contributing factors to academic/behavior problems?
Are these integrated or separate processes?
Team time: 10 minutes

49. 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.