1. Behavior Interventions for the General Education Classroom Kayla DeJong, Ed.S., NCSP

2. Agenda Why do we do interventions in classroom? What steps do we take before beginning the intervention? How do I do the intervention? Troubleshooting

3. Why do we do interventions in classroom? The law requires two interventions prior to a special education referral 125A.56 ALTERNATE INSTRUCTION REQUIRED BEFORE ASSESSMENT REFERRAL. Subdivision 1.Requirement. (a) Before a pupil is referred for a special education evaluation, the district must conduct and document at least two instructional strategies, alternatives, or interventions using a system of scientific, research-based instruction and intervention in academics or behavior, based on the pupil's needs, while the pupil is in the regular classroom. The pupil's teacher must document the results. A special education evaluation team may waive this requirement when it determines the pupil's need for the evaluation is urgent. This section may not be used to deny a pupil's right to a special education evaluation. (b) A school district shall use alternative intervention services, including the assurance of mastery program under section 124D.66, or an early intervening services program under subdivision 2 to serve at-risk pupils who demonstrate a need for alternative instructional strategies or interventions.124D.66

4. What steps do we take before beginning the intervention? Classroom management system Pre-referral Process Define the problem behavior/target behavior –Can the student perform the target behavior? Collect baseline data

5. “Rudeness”havior Descriptions Behavior Rudeness Good Definition Clark is exhibiting rudeness when a teacher is talking to him and Clark rolls his eyes. This excludes any time that a teacher is not directly addressing him Bad Definition Clark is rude to his teacher.

6. Baseline Data Frequency –How OFTEN does the behavior occur Intensity –What are the IMPACTS of the behavior Duration –How LONG does the behavior last

7. FREQUENCY (How often) DURATION (How long) INTENSITY (How severe) Raising HandPencil Tapping“Tantrum” Arrives on timeWorking on Assignment Physical aggression Discrete TrialInteraction with Peers Out of SeatRocking or Self Stimming Turn in Homework“Off-task” Identify Site WordsSleeping Math Problems Measurement Options

8. Frequency Count Count the number of times the behavior occurs Use for behaviors with a clear beginning and end Use when you want to know if a behavior increases/decreases Pros –Easy to do –Easy to graph Cons –Doesn’t tell you how long a behavior lasted

9. Frequency Count How to use –Frequency Count sheet –Golf counter –Paper clips –Points –Coins How to graph

10. Intensity Used when you want to measure the impact/force of the student’s behavior Severity Rating Pros –Can be a good indicator of change in behavior Cons –Without operational definitions it can be very subjective

11. Example of Severity Rating 1.Behavior is confined only to the observed student. May include such behaviors as: refusal to follow directions, scowling, crossing arms, pouting, or muttering under his/her breath. 2.Behavior disrupts others in the student’s immediate area. May include: slamming textbook closed, dropping book on the floor, name calling, or using inappropriate language. 3.Behavior disrupts everyone in the class. May include: throwing objects, yelling, open defiance of teacher directions, or leaving the classroom. 4.Behavior disrupts other classrooms or common areas of the school. May include: throwing objects, yelling, open defiance of school personnel’s directions, or leaving the school campus. 5.Behavior causes or threatens to cause physical injury to student or others.

12. Duration Duration/Interval Recording –Use for behaviors that are continuous Pros –Gives you an estimate of how often the behavior occurs Cons –More time intensive –Need to recognize start/stop of behavior

13. Duration Handouts Duration Data Sheet Self Graphing Duration Data Sheet-10 Minute Intervals Date: _______________ Start time: __________ End time: __________ 1 240 230 220 210 200 190 180 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10

14. Making a Data Collection Plan Determine how the data will be collected Determine who will collect the data Determine how often the data will be collected

15. How do I do the intervention? Structured reinforcement system Self-monitoring

16. Structured Reinforcement System

17. What Behaviors To Use it With Poor motivation Work completion Quality of work Attendance/punctuality Disruptions Arguing Swearing Fighting Throwing tantrums

18. The Plan 1.Choose a method for monitoring student behaviors. 2.Identify a menu of possible rewards. 3.Determine how many points will be required for the student to earn each reward. 4.Specific consequences for misbehavior (if necessary). 5.Meet with the student to introduce plan. 6.Set goal for success. 7.Progress monitor.

19. Examples of Methods Class Keep hands to myself Stay in assigned area Appropriate volumeTotal Opening English Daily 5 Spelling/Phonics

20. Examples (Continued) Sarah’s Thumb Chart –My goal is: –I am working for: Monday: Class Spelling Reading Math Gym My Thumb Is: Up Down Side

21. Examples (Continued) Date Stealing-AM Check (Yes/No) Stealing-PM Check (Yes/No) Lying Monday___________ Tuesday___________ Wednesday________ Thursday__________ Friday_____________

22. Examples (Continued) Interventions: Evidence Based Behavioral Strategies for Individual Students Randy Sprick & Mickey Garrison

23. Determining Rewards Reinforcement hierarchy 1.Primary 2.Tangibles 3.Contingent access 4.Privileges 5.Social status 6.Praise Have the student determine what they want to work for Preference assessment

24. Things to Consider Rate of reinforcement Stick with it! Don’t take away what they have earned. How often you want to do the intervention?

25. Self-Monitoring

26. What Behaviors To Use it With Blurting out Complaining Careless work Failure to pay attention Inappropriate comments Aggression

27. The Plan 1. Determine when the student will record behaviors 2. Develop a recording system 3. Design a cueing system to prompt the student to record 4. Set goal for success 5. Teach the student how to use the recording system 6. Adult monitor

28. Examples 

29. Examples (Continued) Directions: Mark a “+” for each direction followed without complaining. Mark a “–” for each direction that led to complaining. Date:_________

30. Examples (Continued) Happy Cat/Sad Dog Name Behavior Each time you remember, color the smiling cat. When you forget, color the sad dog. Happy Dog/Sad Cat Name Behavior Each time you remember, color the smiling dog. When you forget, color the sad cat.

31. Examples (Continued) Directions: Circle the number that best describes the level of neatness of this assignment. If the assignment is rated 0 or 1, it will have to be cleaned up or redone. If the teacher agrees with your rating, there may be an occasional reward. 4 The paper is whole and flat with no extra marks. The writing sits appropriately on the line. There are spaces between the words. The capitals are big and the small letters are small. The writing is all printing or all cursive. The writing is straight or at a uniform slant. 3 The paper is whole and flat with no extra marks. The writing sits appropriately on the line. There are spaces between the words. The capitals are big and the small letters are small. The writing is all printing or all cursive. 2 The paper is whole and flat with no extra marks. The writing sits appropriately on the line. There are spaces between the words. 1 The paper is whole and flat, but has extra marks/smudges. 0 The paper is torn or crumpled.

32. Things To Consider Fidelity of student May want to combine with a structured reinforcement system Frequency of behavior Student’s cognitive level Fading of intervention

33. Troubleshooting Questions to consider: –Is the plan being implemented as proposed? (Fidelity) –How has the problem behavior changed (i.e. frequency, duration, trend, etc.)? –Is the student acquiring new skills? (Replacement Behavior) –Is the student using the new skill in different situations? (Generalizing) –What modifications, if any, in the plan are needed to improve its effectiveness?

34. Questions? Contact information: –Kayla DeJong kayla.dejong@swsc.org (507) 215-0251