Coaches’ Day: Reviewing the Continuum of Behavioral Supports

Coaches’ Day:Reviewing the Continuum

of Behavioral Supports

Matt PhillipsCoordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD

Speech-Language Pathologist• Heartwood• Sparrow• Indiana• Private Practice• MSU - CSD

Acknowledgements• Content was based on the work of…

• Randy Sprick• Dean L. Fixsen• Karen A. Blasé• Rob Horner• George Sugai • Geoff Colvin• Crisis Prevention Institute• Children’s Trauma Assessment Center, WMU

• Special Thanks to ISD Friends.. Brian Lloyd Michael Zivsak

Learning Targets• Identify the continuum of supports for behavior across

an MTSS model

• Identify the behavioral process data and outcome data, and understand the application of data-driven decisions

• Identify tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions.

• Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.

Continuum of Positive Behavior Supports

Process Data - Behavior

Benchmarks of Quality (BoQ)

• Completed annually by school leadership teams

• Tier 1 SWPBIS implementation fidelity check

• 53 benchmarks across 10 critical elements of implementation.

• Identifies areas of strength and need; informs problem analysis and action planning.

• 70% Implementation Goal

Self-Assessment Survey (SAS)

• Completed annually by building staff • Fidelity check of PBIS implementation

across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students

• Seven key elements of the Implementation Subsystems

• Informs of areas of strength and need, including communication between leadership team and staff

• 70% Implementation Goal

pbisapps.org

Schoolwide Overview- Behavior

District Process Data - Behavior

Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

Classroom Structures

Teacher-Student

Relationships

Instructional Management

Responding to

Appropriate Behavior

Responding to

Inappropriate Behavior

Critical Features of Effective Classroom Management

(Reinke, Herman, & Sprick, 2011)

The goal of classroom management is to develop a classroom of students who are:

• respectful,• responsible, • motivated, • and highly engaged in meaningful tasks.

Classroom Management Plan

Developing a Classroom Management Plan will set the stage for dealing productively with a range of behaviors,

both positive and negative.

Historical PerspectiveBEHAVIOR MANAGEMENT HAS TYPICALLY

CONSISTED OF TRYING TO “MAKE” STUDENTS BEHAVE

This attitude leads to an overdependence on

REACTIVE PROCEDURES.

An Increase in Emotional Intensity

Dependence on Role-Bound Authority

A Dependence on Punishment

Wishing and Hoping

The CHAMPs Acronym

• C Conversation• H Help• A Activity• M Movement• P Participation• S Supplies

Defining CHAMPS:

• A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management.

• A process of continuous improvement• An acronym• A common language among staff

members

Develop and Display Classroom

Rules

Your classroom rules should communicate your most important expectations and address most common misbehaviors.

Management PlanAn effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: •Rituals•Routines•Rules•Consequences •Motivational techniques

Management Plan

The greater the level of structure needed in your classroom, the

more DETAILED and PROLONGED you are going to have to be when teaching your

expectations.

Level of Classroom Structure

• The level of structure should not be based on teacher preference or familiarity!

• The level of structure should be based on student need!

• When in doubt, start with a higher level of structure.

Student Needs

Teacher Needs

“Survey says…”

0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH

31-60 MEDIUM: Students need MEDIUM or HIGH

structure

61-120 HIGH: Students need HIGH structure

Schoolwide Overview- Behavior

Outcome Data - Behavior

Outcome Data - Behavior

Classroom Management Plan vs.

Individual Intervention“Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.

Strengthen Classroom Management

Classroom Structures

Teacher-Student

Relationships

Instructional Management

Responding to

Appropriate Behavior

Responding to

Inappropriate Behavior

(Reinke, Herman, & Sprick, 2011)

Strengthen Classroom Management

S = Structure for SuccessT = Teach ExpectationsO = Observe BehaviorI = Interact PositivelyC = Correct Fluently

Strengthen Classroom Management

CHAMPS Coaching

Strengthen Classroom Management

Time on Task

• Opportunities to Respondo Verbal ResponsesoWritten Responseso Action Responses

All Students Respond. When possible use response procedures that engage

all students. (Archer, 2011)

Strengthen Classroom

Management

• Ratio of Interactionso Positive Interaction: acknowledging a positive

behavioro Negative Interaction: addressing a negative

behavior; fluent correction

4:115:1

Strengthen Classroom

Management

Strengthen Classroom

Management

Strengthen Classroom

Management Precision

Requests

Strengthen Classroom

Management

Strengthen Classroom

Management

Strengthen Classroom

Management

ACTIVITY

Hypothesize

!

Early Stage Interventions

These are the interventions that

ALL teachers should be trained

to implement effectively and

with fidelity.

Early Stage Interventions

A-B-C Defined

Behavior

Consequence

the student

does (what) ________

_

… because (why) ________

_

Step 1 Step 2 Step 3

If a child doesn’t know how to read…….we teach.

If a child doesn’t know how to swim…...we teach.

If a child doesn’t know how to multiply…..we teach.

If a child doesn’t know how to behave…

we punish?

John Herner; Counterpoint, Vol 19 (2) NASDSE c

Function Based Behavior Intervention Plans (BIP):

1. Make the problem behavior irrelevant• Decrease the need to engage in the behavior

2. Make the problem behavior inefficient • Provide a replacement behavior that serves the same

function as the inappropriate behavior

3. Make the problem behavior ineffective • Do not allow the child to obtain what is wanted through

inappropriate behavior

4. Make the plan positive• Write a plan that you would want written for you. If your

plan is dependent on negative consequence, there is a much greater chance that the plan will NOT be successful.

BIPs Are Action Plans• When writing BIPs, assign people responsible for

doing each strategy/action.• Develop a plan to monitor the effectiveness of the

plan. Always ask “How will we know if this is working? This will require a baseline an the use of measurable data.

• Create a plan that is possible. This may require allocating resources to remediate the problem.

• Expect some time for behavior change to occur.• Schedule a follow up date to review the plan, but

also check and adjust. These plans are more likely than not to involve some trial-and-error.

BIP:Changes to A B C

• (Antecedents) – Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue?

• (Behavior) – Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did?

• (Consequence) – Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead?

“You should not propose to reduce a problem behavior

without also identifying alternative, desired behaviors

a person should perform instead of the problem

behavior.”

(O’Neill et al., 1997, p.71)

Competing Pathways

• Break into small teams of 2-3• Review the case of “Jason.”• Identify the ABC variables and develop BIP with

potential “Positive Opposites” in a Competing Pathway Model.

ACTIVITY

Selecting An Intervention

• You can have the best intervention in the world, but if it is not matched to the student’s need (or cannot be implemented), the intervention is worthless.

• Randy Sprick Intervention Book• http://

www.interventioncentral.org/behavioral-intervention-modification

• Effective School Interventions 2nd Edition– Natalie Rathvon - Good resource for behavior and academics

• http://www.interventioncentral.org/behavioral-intervention-modification

• http://www.casel.org/guide/ratings/elementary• http://www.pbisworld.com/ (Awesome!)• http://

www.behaviordoctor.org/files/books/2014books/2014PIESV.pdf

Bullying• unwanted, aggressive behavior • real or perceived power imbalance. • repeated, or has the potential to be repeated, over time. • must be aggressive and include:

o Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

o Imbalance of Power: Kids who bully use their power—• Physical• Verbal• Social: Access to embarrassing information, or popularity—to control or harm others. • Repetition: Bullying behaviors happen more than once or have the potential to happen

more than once.

• Examples: making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

http://www.stopbullying.gov/

http://www.violencepreventionworks.org/public/index.page

TraumaOver 3 quarters of the population of the United States has experienced some form of childhood adversity.

Over 30% have experienced 3 or more adversities.

(Kessler, 1995 National Comorbidity Study)

TraumaOver 3 quarters of the population of the United States has experienced some form of childhood adversity.

Over 30% have experienced 3 or more adversities.

(Kessler, 1995 National Comorbidity Study)

Trauma Neurobiology• Limbic System/Stress

Response –fight/flight• Impact on

hippocampus (memory, learning, organization)

• Use dependency of neural networks

• Brainstem (hyper-responsive) vs. prefrontal cortex

Empathy and No Presumptions

Strengthening

SWPBIS

CHAMPS

DiSC

Coaching Classroom

Management

Establishing a Behavior Response

Team

Early Stage Interventions

Tier II Supports

FBA/BIP

Tier III Supports

FBA/BIP FBA/BIP

Discussion

• Thanks for listening!

• Please let me know if you would like more information or follow-up…

mphillip@inghamisd.org

Learning Targets• Identify the continuum of supports for behavior across

an MTSS model

• Identify the behavioral process data and outcome data, and understand the application of data-driven decisions

• Identify tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions.

• Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.