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

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)

7th International Conference on Positive Behavior Support

Friday, March 26, 2010

10:00AM – 11:15AM

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.

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)

Integrated Functions Across All Tiers of Support

Team approachTeam approach

Progress monitoringProgress

monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r S

uppo

rt Reading S

upportUniversal ScreeningUniversal Screening

High quality instruction engages students, and leads to reduction in

problem behavior.

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

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)

Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom:

132 Elementary Schools

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

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

Increase 8%

Decrease 14.6%

Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

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

Children who fall behind academically will be more likely to:

• Find academic work aversive

• Find escape-maintained problem behaviors reinforcing

Relationship between behavior and reading

Children of the Code: A Social Education Project

http://www.childrenofthecode.org/

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

Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)

33%

43%

56%

24%

20%

(n = 201)

24%

(n = 4074)

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic

Problems

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

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

Tier III Supports for interrelated behavior and academic problems

Process: Referral for behavior problems

Student is Student is referred for referred for

behavior concernbehavior concern


behavior concernbehavior concern

Conduct behavior Conduct behavior functional functional

assessmentassessment

Conduct behavior Conduct behavior functional functional


Does behavior Does behavior serve to serve to

escape/avoid escape/avoid academic task?academic task?

Develop integrated Develop integrated academic and academic and

behavior support behavior support planplan



Yes

Develop behavior Develop behavior support plansupport plan

Develop behavior Develop behavior support plansupport plan

No

Process: Referral for academic problems


Academic concernAcademic concern


Academic concernAcademic concern

Does student’s Does student’s behavior interfere behavior interfere

with learning with learning opportunitiesopportunities





Develop academic Develop academic support plansupport plan

Develop academic Develop academic support plansupport plan

Conduct functional Conduct functional behavior assessment behavior assessment Conduct functional Conduct functional

behavior assessment behavior assessment

Yes

Conduct functional Conduct functional academic academic


Conduct functional Conduct functional academic academic


No

Tier III Support Example: Eddie

• 3rd Grade Student

• Problem: Disruptive and argumentative

*fictional student with fictional data for illustration of process

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

Social Behavior

Social Studies

Science

Reading

Math

Phys. Ed.Art

Interaction of behavior and academics

Student Profile Example: Eddie

Functional Assessment of Behavior and Academics

BehaviorTo obtain

• Objects/activities

• Attention from peers

• Attention from adults

To Escape/avoid

• Objects/activities

• Attention from peers

• Attention from adults

AcademicCan’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

Demonstration Behavior Data from School-Wide Information System: Eddie

Problems in Classroom



Avoid Task

Avoid Adult

Demonstration Behavior Data from

School-Wide Information System: Eddie

Reading

Social Studies

Ed

die

W

Demonstration Reading Data: DIBELS Class Progress Report

Eddie

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, 24

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 felt 115

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 saw company pressed

important

I four timsI

company

book

some importantlong

doctor

that work

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

TypicalConsequence

Told “good job”Grades

What we want

DesiredAlternative

Do work successfully

w/o complaints

Consequences strengthened

through Universal Supports

The Competing Pathways chart for our friend Eddie

Strengthened through Core Program

DesiredAlternative

TypicalConsequence



w/o complaints

Setting Events TriggeringAntecedents

Reading curriculum that is at frustration

level

Asked to complete reading

assignment

ProblemBehavior

Argues, threatens

uses profanity

MaintainingConsequences

Remove fromclass

Function

Avoid task

What we got


DesiredAlternative

TypicalConsequence



w/o complaints

AcceptableAlternative

Ask for break, ask for help



ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task


What we could put up with (for now)

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

What we need to do

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. 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 developmentTeach problem-solving skills

Behavior Skills Strategies

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

Action Plan for Intervention Strategies

TaskPerson

ResponsibleBy 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 skillsReading 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

Teacher Begin 3/28/10

6. Explain support plan to student Teacher 3/21/10

Evaluation Plan

• Behavioral goal

– Short term

– Long Term

• Evaluation procedures

– Data to be collected

• Review Date

Eddie’s Evaluation Procedures

Data to be Collected

Procedures for Data CollectionPerson

responsibleWhen

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 3rd 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?

Progress Monitoring Academics: Oral Reading Fluency

x

x

Percent of points earned by Eddie on Daily Progress Report

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

11/511/611/711/811/911/1011/1111/1211/1311/1411/1511/1611/1711/1811/1911/2011/2111/2211/2311/2411/2511/2611/2711/2811/2911/30

12/112/212/312/412/512/612/712/812/912/1012/1112/1212/1312/1412/1512/1612/1712/1812/1912/2012/2112/2212/2312/2412/2512/2612/2712/2812/2912/3012/31

1/11/21/31/4

GoalBehavior Education Program 2005

Daily Report Card

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

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.

Contact Information

• Rob Horner

[email protected]

• Steve Goodman

[email protected]

Documents

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