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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
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
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…
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.
