1. Integrating Behavior and Academics at Tiers 2-3 of a School-wide Model Rob Horner, University of Oregon, Eugene, OR; Steve Goodman, Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) 7 th International Conference on Positive Behavior Support Friday, March 26, 2010 10:00AM – 11:15AM

2. Presentation Description This presentation will provide the logic for integrating both behavior and academics in a school-wide model of supports with an emphasis on Tier 2 and Tier 3. Examples and sample implementation tools will be provided.

3. Why look an integrated Behavior and Academic support model Both are critical for school success Share critical feature of data-based decision making Both utilize three tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model –(Stewart, Benner, Martella, & Marchand- Martella, 2007)

4. Integrated Functions Across All Tiers of Support Team approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Reading Support Universal Screening

5. High quality instruction engages students, and leads to reduction in problem behavior.

6. Quality instruction can reduce student engagement in problem behavior McIntosh, Horner, Chard & Braun, (2008) Behavioral function and oral reading fluency Sanford & Horner (in press) Explicit instruction Frequent opportunities to respond Appropriate placement (95% correct in text) Preciado, Horner, & Baker (2009) Teaching decoding skills Review/Preview of grade level story 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

7. Improving the social behavior of students results in More minutes spent in academic instruction (Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

8. Proficiency on 4 th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

9. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher

10. Emphasis is placed on establishing Universal Behavior/Academic Support with Fidelity Reduces number of students requiring more intensive intervention Reduces the intensity of many of the at- risk behaviors. Greater allocation of resources for those in greater need Less demand on limited school/district

11. Increase 8% Decrease 14.6% Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

12. Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support. Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Students performing at desired levels Too few performing at desired levels

13. Children who fall behind academically will be more likely to: Find academic work aversive Find escape-maintained problem behaviors reinforcing

14. Relationship between behavior and reading Children of the Code: A Social Education Project http://www.childrenofthecode.org/

15. Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008) Teacher presents student with grade level academic task Student engages in problem behavior Teacher removes academic task or removes student Student escapes academic task Student’s academic skills do not improve So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both

16. Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment) 33% 43% 56% 24% 20% (n = 201) 24% (n = 4074)

17. Possibilities of Behavior/Academic Concerns around function of problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

18. 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

19. Examples of Tier II Supports More practice Choral responses Road to the Code 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

20. Tier III Supports for interrelated behavior and academic problems

21. Process: Referral for behavior problems Student is referred for behavior concern Conduct behavior functional assessment Does behavior serve to escape/avoid academic task? Develop integrated academic and behavior support plan Yes Develop behavior support plan No

22. Process: Referral for academic problems Student is referred for Academic concern Does student’s behavior interfere with learning opportunities Develop integrated academic and behavior support plan Develop academic support plan Conduct functional behavior assessment Yes Conduct functional academic assessment No

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

24. 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

25. Universal Targeted Intensive Social Behavior Social Studies Science Reading Math Phys. Ed. Art Interaction of behavior and academics Student Profile Example: Eddie

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

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

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

29. Avoid Task Avoid Adult

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

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

32. 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,2 4 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. 65 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 felt115 pretty silly, but that was what the book said to do.126 Accuracy: ________________ 41/57 = 71.9% Demonstration Reading Data for Eddie: Low Accuracy/Low Rate I sawcompany pressed important I fourtims I company book some important long doctor that work

33. 33 Example: Individual Student Report for Eddie Eddie Williams Deficit in Target Skills (below goal) Deficit in Prerequisite Skills (below goal) Phonemic Awareness Alphabetic Principal Vocabulary Fluency and Comprehension

34. Typical Consequence Told “good job” Grades What we want Desired Alternative Do work successfully w/o complaints Consequences strengthened through Universal Supports The Competing Pathways chart for our friend Eddie Strengthened through Core Program

35. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints 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 What we got The Competing Pathways chart for our friend Eddie

36. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task The Competing Pathways chart for our friend Eddie What we could put up with (for now)

37. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills What we need to do

38. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

39. Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help 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 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 Brainstorm Possible Interventions for Eddie Academic Skills Strategies Teach general academic skill development Teach problem- solving skills Behavior Skills Strategies

40. 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

41. Action Plan for Intervention Strategies Task Person Responsible By When 1.Reading assessment and curriculum individualization to develop decoding skills Reading resource teacher Two weeks- 3/16/10 2.Provide explicit instruction in decoding skills Reading resource teacher Begin 3/28/10 3.Role-play how to make appropriate requests for help School psychologist By 3/10/10 4.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 5.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 TeacherBegin 3/28/10 6.Explain support plan to studentTeacher3/21/10

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

43. 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 Oral Reading Fluency Weekly progress monitoring on oral reading probes in 3 rd grade material Classroom teacher Weekly 1- minute assessments Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing? Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing?

44. Progress Monitoring Academics: Oral Reading Fluency x x

45. Daily Report Card Daily Report Card with choice of incentives from “treasure chest”

46. 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.

47. Contact Information Rob Horner robh@uoregon.edu Steve Goodman sgoodman@oaisd.org