1. Review of Key Practices of Behavioral RTI
Clayton R. Cook, PhD, LP
School Mental Health Assessment, Research, and Training (SMART) Center
College of Education
University of Washington, Seattle

2. Ingredients to Promoting Student Social, Emotional, and Academic Success

3. Ingredients to Promoting Student Social, Emotional, and Academic Success
Establish positive relationships so all students feel sense of trust, connection, and belonging to school
Create a positive and structured environment
Teach students skills to manage stress/emotions, have a sense of purpose in life, and get along well with others
Make sure all students receive the supports they need to be successful (needs-driven model)

4. Selected (SOME At-risk Students) Small Group & Individual Strategies
Tier 3 Menu of Individual Supports for a FEW:
FBA-based Behavior Intervention Plan
Replacement Behavior Training
Cognitive Behavior Therapy
Home and Community Supports
NEEDS-DRIVEN MODEL
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Intensity of Assessment and Supports
Tier 2 Menu of Default Supports for SOME:
Behavioral contracting
Self monitoring
School-home note
Mentor-based program
Class pass intervention
Positive peer reporting
Selected
(SOME At-risk Students)
Small Group &
Individual Strategies
(10-25% of students)
Tier I Menu of Supports for ALL:
+ relationships w/ ALL
School-wide PBIS
SEL curriculum
Progressive system of
responding to pb. beh.
16 proactive classroom
management strategies
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)

5. Positive Relationships are Necessary to be an Effective Educator
Strong teacher-student relationships is necessary condition to help students optimize their learning and behavior:
Greater motivation
Higher rates of student engagement
Increased cooperation and compliance
Lower rates of problem behavior

6. Strategically Establishing, Maintaining, and Restoring Positive Relationships with ALL Students: Relationships are a precondition to being effective with this population. Most work to establish and maintain relationships with all students.

7. Strategically and intentionally ESTABLISHING positive relationships with ALL students
Basics of building a relationship (trust, understanding, & connection):
Spending individual ‘child time’
Child guided activity, open-ended question, validation/empathy, and reflective listening
Gather, review, and remember to reference important information about a student
Special occasions, pets, family members, hobbies, likes/dislikes
Positive greetings
Become an expert about what the kid culture (what it means to be a kid these days)

8. MAINTAINING the Relationship: Not Taken Students for Granted
The 5 to 1 ratio of positive to negative interactions with students (the “Magic Ratio”)
Paying attention to behavior to positively Positive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered in response to desirable behavior
Positive notes home
Second-hand compliments
5:1
Gets the
job done!!!
Studies indicate that in some classes students spend more time transitioning than engaged in learning.

9. RESTORING & Repairing the Relationship After Harm has Been Done
R3 Reconnect, Repair, & Restore:
Schedule time to reconnect with the student
Communicate effectively to repair
Letting go of the previous interaction -‘do-over’(fresh start)
Ownership for the problem (admitting one’s own mistake)
Statement indicating care for the student
Forgive the student and/or ask for forgiveness
Work to restore the relationship with student

10. Steps to Implementing EMR Procedure
What specific practices will all staff engage in with each student to establish a relationship with each student
Individual ‘child time’ with each student
Gathering information to reference about students in the context
Sentence completion forms
Surveys completed by parents about interests, pets, family,
Home visitations
What specific practices will staff implement during the maintenance phase to sustain the quality of the relationship
5 to 1 ratio of positive to negative interactions
Positive greetings at the door
Random, special activities with each student that occur periodically
What specific methods will staff use intentionally to reconnect, repair, and restore when harm has occurred to the relationship
Meet with the student privately
Engage in effective communication
Take ownership for the situation
Apologize
Discuss how you will let the previous incident go
Tell the student you care for them and know they can be successful

11. All Humans Thrive within Positive Environments—Climate
Critical
Attention to negative
Reactive, punitive
Rejecting students
Unstructured
Can’t you do better
“You’re not doing it right!”
“You better or else!”
Compassionate
Attention to positive
Proactive, supportive
Structured, organized
Encouraging
“You’re doing great!”
“You’re a great kid!”
In which environment would you rather work and learn? Where would you flourish and perform best?
Who is responsible for designing your work environment? Who is responsible for designing the classroom environment?
How do we design a positive classroom environment?

12. School-wide PBIS: Teaching, Modeling, Cueing and Reinforcing Common Behavioral Expectations to Create Positive School Culture & Climate

13. Spare the rod…spoil the child
Don’t smile until Christmas!
He doesn‘t respect me so I don’t have to show respect towards him
It’s not my job to teach and manage his behavior

14. Step 1: Establish Common Expectations
School-Wide PBS:
Step 1: Establish Common Expectations
Establish 3 to 5 behavioral expectations (e.g., safe, respect, responsible)
Teachable
Positively stated (Dos not Don’ts)
Memorable

15. School-Wide PBS: Step 2: Create a Behavioral Expectation by Setting Matrix

16. Teach, model, cue, and reinforce behavioral expectations
School-Wide PBIS:
Teach, model, cue, and reinforce behavioral expectations
Teaching expectations on a regular basis in all settings (small group, recess, lunch, etc.)
Model (i.e., show) examples and non-examples of behavioral expectations
Showing students what to do and what not to do
Practice and feedback (i.e., role play)
Create situations and allow students to practice the behavioral expectations

17. Teach, model, cue, and reinforce behavioral expectations
School-Wide PBS:
Teach, model, cue, and reinforce behavioral expectations
Cue expectations by providing visual signals or nonverbal prompts
Everyone can benefit from a prompt or a cue now and then to remind them of the expected behavior
Helps bring the expectations to the forefront of the students mind during a particular activity

18. Teach, model, cue, and reinforce behavioral expectations
Class-Wide PBS:
Teach, model, cue, and reinforce behavioral expectations
Reinforcement of students when they exhibit behavioral expectations (catch students behaving good)
Praise & positive recognition
Earn rewards (stickers, pencils, toys)
Privileges (first in line, extra free time, class helper, preferred seat, etc.)
Obtain currency that can be exchanged for desirable experiences

19. Steps to Implementing PBIS
Identify 3 to 5 behavioral expectations (positively stated, teachable behaviors that fall under each behavioral expectation, and memorable by students)
For example, Safe, Respectful and Responsible
Develop a schedule for teaching and reviewing the behavioral expectation
Assembly to teach the expectations to all students, quarterly rotational teaching, and weekly/monthly classroom teaching of expectations
Creating an effective cueing system
Develop posters, identify signals that prompt students
Staff model the expected behaviors for the students
Pay close attention to students exhibiting the behavioral expectations and reinforce them for doing so
Specific contingent praise
Delivery of class-based currency
Integrate into the points and levels system
Points become the currency to reinforce the desired behavior

20. #5 Proactive Classroom Management Strategies: A host of proactive strategies that teachers can implement to prevent the occurrence of problem behaviors and create a classroom environment that is conducive to learning

21. 16 Proactive Classroom Management Strategies
Relationship Strategies
Procedural Strategies
Strategically and intentionally establishing positive relationships with all students in the class
5 to 1 ratio of positive to negative interactions (Magic ratio)
Smiling and being nice
Positive greetings at the door to precorrect and establish a positive climate
Communicating competently w/ students
Organizing a productive classroom
Providing numerous opportunities to respond
Classroom rules/expectations and procedures are visible and known by every student
Teach, model, and reinforce social-emotional skills
Transitions are managed well
Independent seatwork is managed and used when needed
Teacher proximity and mobility
Motivation system to reward desirable behavior
Goal setting and performance feedback
Visual schedule of classroom activities
Effective cuing systems to release and regain attention

22. Steps to Implementing PCM
Identify approximately 5 to 7 school-wide non-negotiable
(1) Opportunities to respond, (2) positive greetings at the door, (3) cueing system to gain attention from students, (4) smiling/being nice, (5) 5 to 1 ratio of positive to negative, (6) motivation system to reward, and (7) organizing a productive classroom
Have teachers create a proactive classroom management plan that articulates how they will implement these strategies
Pair teachers together and have them perform observations on one another to look for the implementation of the PCM
Hold a feedback session once completed
PLC discussion regarding proactive versus reactive classroom management
Structured discussion exchanging ideas about how to implement evidence-based PCM strategies
Administrative walk-throughs to reinforce teachers who are doing well and coach teachers who need assistance

23. Progressive Method of Responding to Problem Behavior: Method of systematically responding to problem behavior that corrects behavior yet preserves relationship with the child

24. Prompt expected behavior
The Foundation:
Strong Positive Relationships
Proactive Classroom Management
Communicating effectively
Cultural Competence
Progressive Response
Proximity control
Redirection strategy
Ongoing Monitoring
Prompt expected behavior
Teaching interaction
Reconnect, Repair, & Restore Relationship
#1 warning of consequence with “Think Time’
#2 delivery in-class disciplinary consequence
#3 request for officel support process

25. 7 STEP TEACHING INTERACTION
Empathy statement
“Seems like you’re bored out of your mind. I’d hate to feel that way. Here’s the deal…”
Label the inappropriate behavior
“Right now you are talking out loud and distracting other students.”
Describe the appropriate alternative behavior
“Instead of talking out loud, you should be working quietly on the assigned work.”
Provide a rationale for appropriate behavior
“When you work quietly on your work, you and the other students can get your work done, which will help you get a better grade.”
Check for understanding
“Do you understand what you are supposed to do.”
Deliver consequence
“Because you needed a few reminders to work quietly, you do not get to have lunch on your own.”
Deliver feedback or praise
“Since you accepted your consequence without arguing or getting upset, you only have to spend half of your lunch with the supervisor.”

26. Social Emotional Learning
Curriculum devoted to teach children and adolescents how to be engaged life-long learners who are self-aware, emotionally in control, caring and connected to others, and responsible in their decision-making
SEL skills taught include:
Recognize and manage emotions
Care about and respect others
Develop positive relationships
Make good decisions
Develop optimistic thinking
Future orientation
SEL is a process. It involves both teaching students a set of skills to help support their social and emotional well-being as well as creating a safe, caring learning environment conducive to learning and applying those skills.
These skills listed here are all important for students to be successful both in and outside of school.
© 2006, Collaborative for Academic, Social, and Emotional Learning (CASEL).

27. Selected (At-risk Students) Small Group or Individual Strategies
MENU of Evidence-based Supports
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
Tier 2 Menu:
Behavioral contract
Self monitoring
School-home note
Mentor-based program
Class Pass Intervention
Small group social-emotional skiills
Selected
(At-risk Students)
Small Group or
Individual Strategies
(10-25% of students)
Universal
(All Students)
School/classwide, Culturally Relevant
Systems of Support
(75-90% of students)

28. AIM2 Tier 2 Process from Beginning to End
Assess to select intervention & establish baseline
Implement intervention with fidelity
Monitor progress and fidelity
Meet to review and make a data-based decision

29. Assess to Select the Intervention Student Intervention Matching Form

30. Assess to Establish Baseline Selecting the Progress Monitoring Tool
Existing data behavioral data (class removals, office referral, suspension, attendance record, etc.)
Direct behavior rating
Point sheet
Brief behavior rating scale

31. Implementation the Intervention Active Ingredients
Just like a good cooking recipe, Tier 2 interventions involve certain ingredients that must be present in order to achieve successful behavior change

32. Monitor Progress and Fidelity
Gather data on a weekly basis and input it into a data management system
Collect data for at-least 4 weeks and a minimum of 3 to 4 data points while the intervention was implemented
Prepare graph of the data for the next step to enable a data-based decision

33. Meet to Make a Data-based Decision
Increase Fidelity of Implementation
Maintain Current Supports
(the intervention is not broken so don’t fix it)
Modify Current Supports
(intervention isn’t working so modify or alter intervention within current tier)
Lessen Supports or
Lower Down
(student responded well to the intervention and has sustained the progress)
Intensify Supports or Bump Up
(student was non-responsive to intervention and modifications were unsuccessful)

34. Feel free to email me: Clayton R. Cook cook2142@uw.edu
Thank You!
Feel free to me: Clayton R. Cook