1. Effectiveness Of The Continuum Of All Levels Of SWPBS In Classroom Hoon Choi (yes5150@ku.edu) Amy McCart (amymc@mail.ku.edu)amymc@mail.ku.edu University of Kansas

2. Schoolwide PBS & Students with severe or chronic impeding behavior

3. Students with severe and chronic impeding behavior (i.e., students with tertiary level support needs) Layered support within SWPBS system Emphasis on University level  Group support  Individualized tertiary level Issues in tertiary level support 1. Issues in urban, inner-city, low-income area schools Typical SchoolsInner-City Schools Students with 0-1 referrals Students with 2-5 referrals Students with 6-14 referrals Students with 15+ referrals

4. Issues in tertiary level support 2. Bifurcation between general and special education – Skills needed (for FBA and BIPs) – Time consuming 3. Effectiveness of universal or group support on students in tertiary level – Benefits of layered approach? – Universal level support needs modification for students with severe or chronic impeding behavior Schoolwide PBS & Students with severe or chronic impeding behavior

5. Research Purpose and Questions When… General educators (i.e. a classroom teacher) understand student behavior Experiencing functional behavior assessment (FBA) and behavior Intervention plan (BIP) development FBA and BIP processes need to be guidelines and educational resources for all school staff to understand student's behavior Students in other levels of support should be able to get quick and appropriate approaches when their behavior problems become serious Effective classroom management reflects functions of impeding behavior and it incorporates with individual level PBS More effectiveness when tertiary level support is empowered by positive classroom management system and SW system

6. We were curious on… 1.Effectiveness of the individual support on the most severe impeding behavior (in collaboration with a behavior expert) 2. Application of behavioral function knowledge that teachers learned from the FBA and BIP experience 3.Transferability of behavior skills in a controlled school setting 4.Effectiveness of classroom support 5.Effectiveness of combined behavior support (classroom + individual support) Research Purpose and Questions

7. Research Phase 1 in School A Schoolwide Evaluation Tool Data for School A

8. Research Phase 1 in School A EBSSAS Results in School A SW levelNon Classroom level Classroom levelIndividual level

9. Research Phase 1 in School A Participants (4 th grade) Aaron SPED, BIP, Second grade level in reading, Low math skills - Out of seat behavior - Talking to peers - Touching peers - Threatening peers with objects - Cursing and Talking back to the teacher while in a temper Ban SPED, Significant delays with language skills - Inappropriate responses and actions (e.g., blowing air on others, laughing, making noise) - Talking or asking inappropriate questions Carlos General Ed. - Talking to friends - Toughing neighboring students - Talking loud

10. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom Interrupted Time Series Design Intervention (Classroom) Controlled (Music Room)

11. Research Phase 1 in School A Individual Support Functional Behavior Assessment (FBA) Behavior Intervention Plan Individual Intervention Package Self monitoring system to check task progress Daily behavior monitoring with individual reinforcement Social story reading Modification of instruction style Classroom Support Setting classroom behavior expectations in conjunction with SW PBS expectations Establishing group reinforcement system Teacher training on classroom discipline and behavior support skills Teacher Training on Classroom Management Arrangement of physical environment Time management and challenging behavior Preventing problem through lesson management

12. Research Phase 1 in School A Dependent Variable Percentage of intervals engaged in inappropriate behavior out of seat talking out physical contact defiance disruptive sound with objects Percentage of intervals with academic engagement actual academic engagement no impeding behavior without academic engagement Data Collection 15 second partial interval recording (10 sec. observation + 5 sec. recording) for 20 minutes

13. No Intervention BaselineIndividualIndividual & Classroom Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom

14. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom

15. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease

16. Research Phase 1 in School A A Baseline B Individual BC Individual +Classroom Meaningful Decrease Meaningful Decrease

17. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom Meaningful Decrease

18. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom No Meaningful Decrease

19. Research Phase 2 Schoolwide Evaluation Tool Data for School B

20. Research Phase 2 EBSSAS Results in School B SW level Non Classroom level Classroom level Individual level

21. Research Phase 2 in School A & B A Baseline B Individual BC Individual + Classroom Interrupted Counterbalanced Time Series Design Music Class School A Classroom School B A Baseline C Classroom CB Classroom + Individual

22. Research Phase 2 Participants in School B (3 rd grade) Dalton Talking back Out of seat Making sounds (vocalizing, tapping) Elmo Defiant Talking back to teacher Fola Out of task behavior such as talking with her peers and standing up and asking questions without permission

23. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual

24. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom 

25. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual Meaningful Decrease Meaningful Decrease Meaningful Decrease

26. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual Meaningful Decrease Meaningful Decrease

27. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual Meaningful Decrease Meaningful Decrease

28. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease Meaningful Decrease

29. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease

30. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease

31. Importance of Universal and Group support Economic and effective approaches to reduce impeding behavior   Studentsʼimproved behavior skills from the behavior support, however, did not transfer to the different school setting Classroom support itself was a strong and effective behavior support method effectively reducing the impeding behavior Importance of balanced support system (continuum of all levels of support) Combination of individual support and classroom support could maximize the effectiveness of behavior support on students with chronic or severe impeding behavior Importance of balanced support Urban application Major Findings

32. Difficulties in Individual Support Teacherʼs application of behavior function acquired from FBA and BIP experience did not show sufficient effectiveness on the impeding behavior reduction; however… it helped teachers understand and find appropriate response to the studentʼsbehavior Major Findings

33. Research Phase 1 in School A (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Only Ban Made a Meaningful Increase

34. Research Phase 2 in School A (Academic Engagement in the music class) A Baseline C Classroom CB Classroom + Individual

35. Research Phase 2 in School A (Academic Engagement in the music class) A Baseline C Classroom CB Classroom + Individual Increase from the previous intervention phase and the baseline phase

36. Research Phase 2 in School A (Academic Engagement in the music class) A Baseline C Classroom CB Classroom + Individual Increase from the baseline but not from the previous intervention phase

37. Research Phase 2 in School A (Academic Engagement in the music class) A Baseline C Classroom CB Classroom + Individual Increase from the baseline and maintained

38. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom

39. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Increase from the baseline Combined phase is still higher than baseline

40. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Increase from the previous phase But not from the baseline

41. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Increase from the previous phase But not from the baseline

42. Major Findings The effectiveness of behavior support on academic engagement in research phase #2 was somewhat effective Academic engagement of the students did not sufficiently increase as the impeding behavior decreased The increased likelihood of academic engagement The need of additional support to have more immediate and direct access to the academic engagement The need of well-established RtI logic model application

43. Designing Schoolwide Systems for Student Success Academic SystemsBehavior Systems Tertiary Interventions Wraparound Intervention Complex Multiple Life Domain FBA/BIPs Tertiary Interventions Wraparound Intervention Complex Multiple Life Domain FBA/BIPs Secondary Interventions Simple FBA/BIPs Group Intervention with Individual Features Group Intervention Secondary Interventions Simple FBA/BIPs Group Intervention with Individual Features Group Intervention Universal Interventions Direct Instruction of Behavior Positive Acknowledgement Universal Interventions Direct Instruction of Behavior Positive Acknowledgement Tertiary Interventions (for individual students) High Intensity Assessment-based Tertiary Interventions (for individual students) High Intensity Assessment-based Secondary Interventions (for some students: at-risk) Some individualizing Small Group Interventions High Efficiency Rapid Response Secondary Interventions (for some students: at-risk) Some individualizing Small Group Interventions High Efficiency Rapid Response Universal Interventions (for all students) Preventive, Proactive Universal Interventions (for all students) Preventive, Proactive More Intensive Support