RTI & Student Conduct: Research-Based … Interventions to Manage Challenging Behaviors ... problem is a behavior problem or an ... What Are the Problem Behaviors in Y Cl ?Your Classroom…

Response to Intervention

RTI & Student Conduct: Research-Based Interventions to Manage gChallenging Behaviors in the Classroom

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Access the introductory PPT from this workshop at:http://www.jimwrightonline.com/sandusky.php


Response to InterventionWorkshop Elements

What are key ‘big ideas’ that can help What are key big ideas that can help teachers to better manage student behaviors?behaviors?What are effective verbal and non-verbal tools for working with an uncooperative student? working with an uncooperative student?

What are ways to structure student conferences t h l th t t k ibilit f b ildi to help them to take responsibility for building their skills & solving their own problems?H ti t t d t t i How can we motivate students to engage in academics?H t h t t th i l t


How can teachers structure their classroom to successfully support ‘emotionally unpredictable’ kids?


What are key ‘big ideas’ that can help What are key big ideas that can help teachers to better manage student

behaviors?behaviors?• Behavior is not random• Rule out the most obvious reasons for student

misbehavior first• The instructional setting has an impact on student

motivation and engagementmotivation and engagement• Student motivation can be reframed as academic

engagement


engagement• Identify and eliminate triggers to student misbehavior

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Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Ca ses Different ‘Root’ Causes

(Kratochwill, Elliott, & Carrington Rotto, 1990)

• Behavior is not random but follows purposeful patterns• Behavior is not random but follows purposeful patterns.

Students who present with the same apparent ‘surface’ Students who present with the same apparent surface behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur.) y

A student’s problem behaviors must be f ll id tifi d d l d t carefully identified and analyzed to

determine the drivers that support them.

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Source: Kratochwill, T. R., Elliott, S. N., & Carrington Rotto, P. (1990). Best practices in behavioral consultation. In A. Thomas and J. Grimes (Eds.). Best practices in school psychology-II (pp. 147=169). Silver Spring, MD: National Association of School Psychologists..


Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include…

Power/Control• Power/Control• Protection/Escape/Avoidance• Attention• Acceptance/Affiliation• Expression of Self• Gratification• Justice/Revenge


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.

Response to InterventionFrom the Trenches…

Offi Di i li R f lOffice Disciplinary Referral

““Disrespect toward teachers. Yelled at me while I was helping him with his assignment. Told him to cool down p g gand sit in the center and he started up again. Finally, I asked him to leave. Have called home twice and spoke to grandmother about tardiness attendance and behaviorgrandmother about tardiness, attendance, and behavior.

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Response to InterventionFrom the Trenches…

Offi Di i li R f lOffice Disciplinary Referral

““L. was sleeping in class. I told him twice to wake up and read along with class. He did so, albeit reluctantly. The g , ythird time he fell asleep I buzzed the office to tell them he was coming down, with a referral to follow. He cursed and threw his book in the ‘book box’threw his book in the book box .

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Inference: Moving Beyond the Margins of the ‘Known’Inference: Moving Beyond the Margins of the Known

“An inference is a tentative conclusion without direct l i t f il bl d t All or conclusive support from available data. All

hypotheses are, by definition, inferences. It is critical th t bl l t k di ti ti b t that problem analysts make distinctions between what is known and what is inferred or h th i d L l l i f h ld b hypothesized….Low-level inferences should be exhausted prior to the use of high-level inferences.”

161p. 161


Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176).


Examples of High vs. Low Inference HypothesesAn 11th-grade student does poorly on tests and quizzes in math. Homework is often incomplete. He frequently shows up late for l d d t dil ti i t i di i

High-Inference Hypothesis. The student is ‘just Unknown

class and does not readily participate in group discussions.

g yp jlazy’ and would do better if he would only apply himself.

Unknown

Known

UnknownLow-Inference Hypothesis. The student has gaps in academic skills that require (a) mapping

h kill d (b) idi h Known

Unknown


out those skill gaps, and (b) providing the student with remedial instruction as needed.

Known


Student Motivation Levels Are Strongly Influenced Student Motivation Levels Are Strongly Influenced by the Instructional Setting (Lentz & Shapiro, 1986)

• Students with learning or motivation problems do not exist in isolation. Rather, their instructional environment plays an enormously important role environment plays an enormously important role in these students’ degree of academic engagement engagement.


Source: Lentz, F. E. & Shapiro, E. S. (1986). Functional assessment of the academic environment. School Psychology Review, 15, 346-57.


Big Ideas: Academic Delays Can Be P t t C f B h i a Potent Cause of Behavior

Problems (Witt Daly & Noell 2000)

Student academic problems cause many h l b h i bl

(Witt, Daly, & Noell, 2000)

school behavior problems.

“Wh th [ t d t’ ] bl i b h i bl “Whether [a student’s] problem is a behavior problem or an academic one, we recommend starting with a functional academic assessment, since often behavior problems occur , pwhen students cannot or will not do required academic work.”


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West, p. 13


ABC: The Core of Behavior Management“....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, b h i d ”behavior, and consequence.”

A CA B Cwww.interventioncentral.org 13

Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.


Advantages of Antecedent Strategies vs. ‘Reactive Approaches’

1 Can prevent behavior problems from occurring1. Can prevent behavior problems from occurring2. Are typically ‘quick acting’3 Can result in an instructional environment that 3. Can result in an instructional environment that

better promotes student learning


Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

of success on the task

2. the value that the student places Multiplied by

pon achieving success on that learning task

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for


problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Student Motivation: Reframing the Issue in Student Motivation: Reframing the Issue in Observable (and Fixable) Terms

Step 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in active accurate

d i di ” (Ski P & D i academic responding” (Skinner, Pappas, & Davis, 2005).

Step 2: Build staff support for this mission statement: “When a student appears unmotivated it is the school’s When a student appears unmotivated, it is the school s job to figure out why the student is unmotivated and to find a way to get that student motivated.”


y g

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Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.


Activity: What Are the Problem Behaviors in Y Cl ?Your Classroom?…

: • In your ‘elbow groups’:In your elbow groups :

– Discuss the kinds of problem behaviors that you are seeing in your classroom.g y

– What are the 2-3 most important behavior problems that you would like to focus on today?y y



‘The Teflon Teacher’: What are ff ti b l d b l effective verbal and non-verbal

tools for working with an uncooperative student? p. 26

• Planned ignoring• Teacher command sequenceTeacher command sequence• I-centered statements

Acti e listening• Active listening• Pairing criticism and affirming statements


• Strategies to ‘connect’ with the student18


Teacher Tips for Working With ‘Emotionally Unpredictable’ Students

While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by:the best outcomes by:

• remaining calmf ll i l d i t ti t t i f • following pre-planned intervention strategies for misbehavior, and

• acting with consistency and fairness when intervening with • acting with consistency and fairness when intervening with or disciplining students.



Classroom Conflicts: Students can become caught up in power struggles with teachers because:

• they are embarrassed about (or try to hide) poor • they are embarrassed about (or try to hide) poor academic skills

• they enjoy ‘pushing the buttons’ of adults• they enjoy pushing the buttons of adults• they use misbehavior as a deliberate strategy to have

work expectations lightenedwork expectations lightened



Classroom Conflicts: Teachers can become caught up in power struggles with students because:

• they do not realize that they are simply reacting to • they do not realize that they are simply reacting to student provocation and are mirroring the student’s escalating behaviorescalating behavior

• they may misinterpret innocent student behavior (e.g., laughing in class) as deliberate misbehavior and an g g )attack on their authority



Defiant Kids: What should I keep in mind when working with p gdefiant students?

The primar r le teachers sho ld follo is to sta o t ardl The primary rule teachers should follow is to stay outwardly calm and to behave in a professional manner. The benefits of this approach are that:of this approach are that:• Over time students may be less defiant because the

teacher no longer ‘rewards’ them by reacting angrilyteacher no longer rewards them by reacting angrily• Because the teacher deals with misbehavior impartially

and efficiently, she or he has more time left for y,instruction



Defiant Kids: How do I deliver a command without power struggles?You can increase the odds that a student will follow a teacher command by:• Approaching the student privately, using a quiet voice.• establishing eye contact and calling the student by name

before giving the command.• stating the command as a positive (do) statement, rather than

a negative (don’t) statement. • phrasing the command clearly and simply so the student

knows exactly what he/she is expected to do.



Use Planned Ignoring (Colvin, 2009)

• ‘Planned ignoring’ is a strategy in which the teacher overlooks low-level problem student behavior (e.g., minor talking out) if low level problem student behavior (e.g., minor talking out) if that behavior does not distract other students, disrupt classroom routine, or otherwise violate important behavioral expectations.

NOTE: The teacher can always follow up privately with a student regarding low-level problem behaviors even if the g g pinstructor chooses to ‘ignore’ them during the class period.

Pl d i i i t d d if th t d t’ b h i • Planned ignoring is not recommended if the student’s behavior is a serious infraction or if the student has a pattern of escalating behaviors until he or she gains teacher attention.


escalating behaviors until he or she gains teacher attention.Source: Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin.


Defiant Kids: Teacher Command Sequence: Extended Version

1. Make the request. Use simple, clear language that the student understands.

If possible, phrase the request as a positive (do) statement, rather than a negative (don’t) statement. (E.g., “John, please start your math assignment now.”) Wait a reasonable time for the student to comply (e.g., 5-20 seconds)



Defiant Kids: Teacher Command Sequence: Extended Version (Cont.)

2 [If the student fails to comply] Repeat the request as 2. [If the student fails to comply] Repeat the request as a 2-part choice. Give the student two clear choices with clear consequences Order the choices so that with clear consequences. Order the choices so that the student hears negative consequence as the first choice and the teacher request as the second choice choice and the teacher request as the second choice. (E.g., “John, you can use your free time at the end of the day to complete your math assignment or you can the day to complete your math assignment or you can start the math assignment now and not lose your free time It’s your choice ”) Give the student a


time. It s your choice. ) Give the student a reasonable time to comply (e.g., 5-20 seconds).



3. [Optional-If the student fails to comply] Offer a face-saving out. Say to the student, “Is there anything that I can say or do at this time to earn your cooperation?” (Thompson, 1993).




4. [If the student fails to comply] Impose the pre-selected negative consequence. As you impose the consequence, ignore student questions or complaints that appear intended to entangle you in a power struggle.



Defiant Kids: What other effective communication strategies can Defiant Kids: What other effective communication strategies can I use ?

Active listening.• “Let me be sure that I understand you correctly…”• “I want to summarize the points that you made, so

that I know that I heard you right…”• “So from your point of view, the situation looks like So o you po t o e , t e s tuat o oo s e

this…”



Defiant Kids: What other effective communication t t i I ?

Pairing criticism and affirming statements.

strategies can I use ?

Pairing criticism and affirming statements.• Description of problem behavior: “Trina, you said disrespectful things

about other students during our class meeting this morning. You continued to do so even after I asked you to stop.”

• Appropriate behavioral alternative(s): “It’s OK to disagree with Appropriate behavioral alternative(s): It s OK to disagree with another person’s ideas. But you need to make sure that your comments do not insult or hurt the feelings of others.”

• Specific praise/affirming statement: “I am talking to you about this behavior because I know that you can do better. In fact, I have really


y , ycome to value your classroom comments. You have great ideas and express yourself very well.”


Defiant Kids: What are some conflict ‘pitfalls’ that I should watch out for?

A id i t h b t d d b l • Avoid a mismatch between your words and nonverbal signals.

• Take time to plan your response before reacting to provocative student behavior or remarks.

• Do not become entangled in a discussion or argument with a confrontational student

• Do not try to coerce or force the student to comply.



Defiant Kids: What are proactive steps to minimize fli t ith t d t ?conflict with students?

Off th t d t f i it t t i • Offer the student face-saving exit strategies. • Act in positive ways that are inconsistent with the

student’s expectations.• Select fair behavioral consequences in advance.q• Avoid making task demands of students when they are

upset. upset.



Excerpt: Motivation Deficit 6: The student is unmotivated because he or she lacks a positive relationship with the teacher.

• Profile of a Student with This Motivation Problem: The student appears indifferent or even hostile toward the student appears indifferent or even hostile toward the instructor and thus may lack motivation to follow teacher requests or to produce work.

• What the Research Says: Because humans are highly social beings, positive teacher attention can be a very


powerful motivator for students (e.g., Kazdin, 1989).


Motivation Deficit 6: Lack of Positive Relationship (Cont.)( )• What the Research Says (Cont.): At times, however,

instructors and students can fall into a ‘negative reinforcement gtrap’ (Maag, 2001; p. 176) that actively undercuts positive relationships: A student who has difficulty with the classwork

i b h d i h b h h h i i l’ misbehaves and is then sent by the teacher to the principal’s office. Both teacher and student are reinforced by the student’s exclusion from the classroom: The teacher is student s exclusion from the classroom: The teacher is negatively reinforced by having a difficult student removed from the room and the student is also negatively reinforced by o t e oo a d t e stude t s a so egat e y e o ced bybeing allowed to escape the challenging classwork. Because this scenario is reinforcing to both parties, it is very likely to be


repeated with increasing frequency unless the teacher intervenes to break the negative cycle.

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Motivation Deficit 6: Lack of Positive Relationship (Cont.)

• How to Fix This Motivation Problem: The teacher

( )

provides the student with increased doses of positive attention at times when the student is engaging in

(appropriate behavior. (At the same time, the teacher keeps interactions with the student brief and neutral when that student misbehaves although the student otherwise is student misbehaves—although the student otherwise is held to the same behavioral expectations as his or her peers.)peers.)



Motivation Deficit 6: Lack of Positive Relationship (Cont.)Try These Ideas to Improve the Student-Teacher Relationship:

( )

• Strive for a High Ratio of Positive Interactions with Students (Sprick, Borgmeier, & Nolet, 2002). A general, proactive rule of thumb to promote positive teacher-student relationships is for instructors to maintain a ratio of at least three positive interactions with any student for every three positive interactions with any student for every negative (disciplinary) interaction that they have that student. student.




( )

• Commit to a Short Series of Positive ‘Micro-Conversations’ (Mendler, 2000). The teacher selects a student with whom that instructor wants to build a more positive relationship. The instructor makes a commitment to spend 2 minutes per day for ten consecutive days engaging the student in a day for ten consecutive days engaging the student in a positive conversation about topics of interest to that student. NOTE: During those two-minute daily student. NOTE: During those two minute daily conversations, the teacher maintains a positive tone and avoids talking about the student’s problem behaviors or


poor academic performance.

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( )

• Emphasize the Positive in Teacher Requests (Braithwaite, 2001). The teacher avoids using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment") when making a request of a student. Instead, the teacher request is stated in positive terms (e g "I will the teacher request is stated in positive terms (e.g., I will be over to help you on the assignment just as soon as you return to your seat"). When a request has a positive 'spin', return to your seat ). When a request has a positive spin , that teacher is less likely to trigger a power struggle and more likely to gain student compliance.



What are ways to structure fstudent conferences to help them

to take responsibility for building their skills & solving their own

problems?problems?• Student ‘Self-Directed’ Interventions Planning Sheet

H l i th St d t Wh i ‘U d W t ’ With L t • Helping the Student Who is ‘Under Water’ With Late Assignments: A Structure for Teacher–Student C f Conferences



Student Self-Directed Interventions: Planning Sheet

p. 55



Student Self-Directed Interventions Sheet: G id li f UGuidelines for Use

• This worksheet is an organizer that teachers, This worksheet is an organizer that teachers, counselors, and other educators can use to develop a student-directed intervention. The develop a student directed intervention. The framework is flexible. A single teacher, or guidance counselor, or entire instructional team gu da ce cou se o , o e t e st uct o a teacan use the form when conferencing with a student. This form can also be very helpful to y pstructure parent-teacher-student meetings to make them more productive and to document the


pintervention plans developed there.

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Section 1: Defining Your Goals

Student Directions: Define 1-2 intervention goals that you would like to work on:

The student is likely to need your assistance to select 1-2 specific goals to be the focus of the intervention. The defined goal(s) may include basic academic skills, cognitive strategies, and/or more general 'academic enabling' skills. NOTE: If the presenting student problem stems from deficits in basic academic skills or the presenting student problem stems from deficits in basic academic skills or cognitive strategies, you may want to review the appropriate reading or math Common Core State Standards for ideas on how to word the goal statement in Common Core State Standards for ideas on how to word the goal statement in standards-based form.



Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• Tom is a middle-school student who is not getting his

homework in He meets with the instructional team to homework in. He meets with the instructional team to create a student-directed intervention.

• The team and Tom agree that Tom has the skills to get his • The team and Tom agree that Tom has the skills to get his homework done but that he needs to improve his homework routine. At present, his rate of homework p ,completion varies from about 20% (math) to 70% (English).

• Here is the way that they describe Tom's presenting y y p gproblem as an intervention goal: "Tom will turn in at least 80% of his homework assignments in English, math, social t di d i ti d l t l d "


studies, and science on time and completely done."

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Section 2: Selecting Student-Directed InterventionsSection 2: Selecting Student Directed InterventionsStudent Directions: List up to 4 strategies that you will take on your own to reach your goal(s)reach your goal(s).

The goal is for the student to take initiative in selecting several strategies that he or she is responsible for doing to reach the goal. As you assist the student in selecting and writing down self-help strategies, specify how frequently or under what conditions the student will use each strategy (e g "At the start of each what conditions the student will use each strategy (e.g., At the start of each class period, the student will review a checklist to ensure that she has all work materials."). The student form also allows you to meet with the student for follow-) yup sessions and to check off whether he or she is consistently using the self-help strategies. NOTE: The student may need training before he or she can use some


strategies independently.


Section 2: Selecting Student-Directed Interventions (Cont.)

Student Directions: List up to 4 strategies that you will take on your own to reach your goal(s).

Several sample student-directed solutions appear below:p ppSelf-monitor preparation for class using a student-created checklist

Bring all work materials to class

Write down homework assignment and double-checkfor accuracy and completeness before leaving classEnsure that all work materials for homework go home

Write complete lecture notesMaintain a clear, uncluttered work spaceCreate a structured work plan before

Study course material on a regular review schedulePrepare nightly homework plans, check off completed

completing larger assignmentsComplete additional readings to reinforce understanding of course concepts, content

tasksUse 'self-help' Internet sites (e.g., algebrahelp.com) to find answers to questions


Take practice tests to prepare for actual class or state tests


Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• The instructional team and Tom discussed those strategies

that Tom could use to address the homework problem Tom that Tom could use to address the homework problem. Tom shared that he sometimes had the wrong assignment or did not take the necessary work materials home. He also not take the necessary work materials home. He also admitted that he did not have a set time set aside at home to do homework.

• Based on this discussion (and with encouragement from his teachers), Tom selected these three self-directed strategies…







Section 3: Selecting Interventions Supported by OthersStudent Directions: List up to 4 types of assistance that you will obtain from p yp yothers to reach your goal(s):

In this section are listed those student supports that require assistance from In this section are listed those student supports that require assistance from others. As you help the student to choose and document strategies involving others, specify how frequently or under what conditions the student will use each ot e s, spec y o eque t y o u de at co d t o s t e stude t use eacstrategy (e.g., "When the student has a question about lecture content or an assignment, he will bring that question to the teacher during her free period."). The student form also allows you to meet with the student for follow-up sessions and to check off whether he or she is continuing to use these 'other-assisted' strategies


strategies.


Section 3: Selecting Interventions Supported by Others (Cont.)Student Directions: List up to 4 types of assistance that you will obtain from others to reach your goal(s):Several sample 'interventions supported by others' appear below:

Use teacher s pplied g ided notes in class Create a st d gro p ith other st dentsUse teacher-supplied guided notes in classSeek instructor help during free periodsReceive tutoring services from peer or adultBe assigned an adult mentor

Create a study group with other studentsHave parent(s) assist as 'homework coaches' to helpthe student to organize, get started with, and completehomeworkBe assigned an adult mentor

Set up regular 'check-in' sessions with aschool staff member to monitor student'sintervention follow-through

homeworkMeet with the teacher for brief weekly conferences to review course performance (e.g., grades, missing work, etc )intervention follow-through

Have the teacher review and sign off onhomework assignments written in thestudent's notebook/course agenda

etc.)


student s notebook/course agenda


Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• Tom and the instructional team also agreed that he would

benefit from one 'other directed' intervention idea:benefit from one other-directed intervention idea:







Section 4: Measuring Progress Toward Your GoalsStudent Directions: Select up to 2 ways that you will measure progress toward your intervention goal(s):your intervention goal(s):The task in this section is to select one or more ways that you and the student can track whether the intervention(s) being tried are actually effective in helping the student to achieve his or her goal(s). As you help the student to choose each method for monitoring progress, specify how frequently the data is to be

ll t d ( 'd il ' ' kl ' ' ft h t t i i ') Th t d t f collected (e.g., 'daily', 'weekly', 'after each tutoring session'). The student form also allows you to meet with the student for follow-up sessions and to check off whether the data is being collected consistently Several sample methods for whether the data is being collected consistently. Several sample methods for tracking student progress on intervention appear below:

'Academic Enabler' Skills ChecklistB h i R C d T b l d b

Homework LogS h l/H N


Behavior Report Card: To be completed by the teacher and/or student

School/Home NoteEvaluation of Work Products


Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• To track progress on the intervention, the instructional team

and Tom selected the following:and Tom selected the following:

– Student-created homework checklist (to monitor actual Student created homework checklist (to monitor actual intervention follow-through)

– Teacher homework logs (to track ultimate benefit of the intervention)







Section 5: Setting an Intervention 'Check-Up' Dateg pDirections: Decide how many instructional weeks your intervention will last. W it i th i t ti ' d d t ' (th l d d t h ill i Write in the intervention 'end date' (the calendar date when you will review progress to see if your current intervention plan is effective):The student must allocate sufficient time for the intervention to accurately judge The student must allocate sufficient time for the intervention to accurately judge whether it is a success. Generally, student interventions should last between 4 and 8 instructional weeks. You can assist the student in both setting a reasonable timespan for the intervention and (by consulting a school calendar) writing down the end-date to mark the conclusion of the intervention.



Student Self-Directed Intervention Plan: TomStudent Self Directed Intervention Plan: Tom• The team and Tom agreed to try the intervention for six

weeksweeks.




Response to InterventionGroup Activity: Student Self-Directed Interventions: Planning the Student ConferenceInterventions: Planning the Student Conference• Review the five-step

process for helping Student ‘Self-Directed’

I t tiprocess for helping students create self-directed interventions

Interventions• Section 1: Defining Your Goalsdirected interventions

shared at this workshop.• Imagine that you will use

• Section 2: Selecting Student-Directed Interventionsg y

this process to structure a meeting with an

• Section 3: Selecting Interventions Supported by OthersS ti 4 M i P unmotivated student.

• Discuss how you would f d th

• Section 4: Measuring Progress Toward Your GoalsSection 5: Setting an Intervention


prepare for and run the meeting.

• Section 5: Setting an Intervention ‘Check-Up’ Date


Helping the Student Who is ‘Under Water’ Who is Under Water With Late Assignments: A Assignments: A Structure for Teacher Student Teacher–Student Conferences p. 52


Response to InterventionNegotiating Missing Work: Student-Teacher

C fConferenceWhen students fall behind in their classwork, they can quickly enter a downward spiral Some students become quickly enter a downward spiral. Some students become overwhelmed and simply give up. In such cases the teacher may want to meet with the In such cases, the teacher may want to meet with the student –and if possible, a parent--to help that student to create a work plan to catch up with late work. p pAt the meeting, the teacher and student inventory what work is missing, negotiate a plan to complete that overdue g, g p pwork, and perhaps agree on a reasonable penalty when late work is turned in. All attending then sign off on the

k l Th h l h h h


work plan. The teacher also ensures that the atmosphere at the meeting is supportive.

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C f (C t )Conference (Cont.)Here in greater detail are the steps that the teacher and student would follow at a meeting to renegotiate missing student would follow at a meeting to renegotiate missing work:

1 Inventory All Missing Work The teacher reviews with the 1. Inventory All Missing Work. The teacher reviews with the student all late or missing work. The student is given the opportunity to explain why the work has not yet been pp y p y ysubmitted.



C f (C t )Conference (Cont.)

2 N ti t Pl t C l t Mi i W k Th t h 2. Negotiate a Plan to Complete Missing Work. The teacher and student create a log with entries for all missing assignments Each entry includes a description of the assignments. Each entry includes a description of the missing assignment and a due date by which the student pledges to submit that work. This log becomes the p g gstudent’s work plan. Submission dates for late assignments should be realistic--particularly for students who owe a considerable amount of late work and are also trying to keep caught up with current assignments.





C f (C t )Conference (Cont.)3. [Optional] Impose a Penalty for Missing Work. The

teacher may decide to impose a penalty for the work teacher may decide to impose a penalty for the work being submitted late. Examples of possible penalties are a reduction of points (e.g., loss of 10 points per a reduction of points (e.g., loss of 10 points per assignment) or the requirement that the student do additional work on the assignment than was required of his or her peers who turned it in on time. If imposed, such penalties would be spelled out at this teacher-t d t f A lti h ld b b l d student conference. Any penalties should be balanced

and fair, permitting the teacher to impose appropriate consequences while allowing the student to still see a


consequences while allowing the student to still see a path to completing missing work and passing the course.

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C f (C t )Conference (Cont.)4. Periodically Check on the Status of the Missing-Work

Plan If the schedule agreed upon by teacher and Plan. If the schedule agreed upon by teacher and student to complete and submit all late work exceeds two weeks, the teacher (or other designated school two weeks, the teacher (or other designated school contact, such as a counselor) should meet with the student weekly while the plan is in effect. At these meetings, the teacher checks in with the student to verify that he or she is attaining the plan milestones on time

d till t t t th b i i d dli and still expects to meet the submission deadlines agreed upon. If obstacles to emerge, the teacher and student engage in problem-solving to resolve them


student engage in problem-solving to resolve them.

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What are proactive ways to manage What are proactive ways to manage the classroom to reduce or prevent

behavior problems? behavior problems?

• Structuring Teacher Directives into ‘Alpha’ Commands• Teacher Praise: An Efficient Tier 1 RTI Tool to Motivate Teacher Praise: An Efficient Tier 1 RTI Tool to Motivate

Students• Defensive Management: The Power of Teacher • Defensive Management: The Power of Teacher

Preparation‘Rhythm of the School Year’: Handout from UCLA Center


• ‘Rhythm of the School Year’: Handout from UCLA Center for Mental Health

72


Th ‘Al h ’ C d St t i V b l The ‘Alpha’ Command: Structuring Verbal Teacher Directives to Maximize Their Impact

p. 39(Walker & Walker, 1991)



The Importance of Teacher CommandsThe Importance of Teacher Commands• Teacher commands are a necessary classroom

management tool required to start and stop student management tool, required to start and stop student behaviors.

• However, teacher commands can lose their force if overused.

• In one observational study in a school, for example, researchers found that teachers in that school varied in their use of verbal commands, with rates ranging from 60 per day to 600 per day.



Ineffective (‘Beta’) Teacher Commands Are Often:

• Presented as questions or “Let’s” statements• Stated in vague termsg• Have overly long justifications or explanations

tacked ontacked on



Effective (‘Alpha’) Teacher Commands:Effective ( Alpha ) Teacher Commands:

• Are brief• Are delivered one task or objective at a time• Are given in a matter-of-fact, businesslike toneAre given in a matter of fact, businesslike tone• Are stated as directives rather than as questions• Avoid long explanations or justifications (and • Avoid long explanations or justifications (and

puts them at the BEGINNING of the directive if needed)needed)

• Give the student a reasonable amount of time to comply


comply


Praise: A Powerful, Underused MotivatorPraise: A Powerful, Underused Motivator• Teacher praise is “a naturalistic and nonintrusive

th t h b h t b ff ti i consequence that has been shown to be effective in classroom management and for increasing task

t hil d i bl b h i ” engagement while reducing problem behavior.” (Hawkins & Heflin, 2011, p. 97).

• Surprisingly, research suggests that praise is underused in both general- and special-education classrooms.



Shaping Praise to Increase Effectiveness• Describe Noteworthy Student Behavior. Effective teacher

praise consists of two elements: (1) a description of noteworthy student academic performance or general behavior, and (2) a signal of teacher approval (Brophy, 1981 B tt 2001) 1981; Burnett, 2001).

For example a vague praise statement such as 'Good job!'For example, a vague praise statement such as Good job!becomes acceptable when expanded to include a behavioral element: "You located eight strong source g gdocuments for your essay. Good job!"



Shaping Praise to Increase Effectiveness• Praise Effort and Accomplishment, Not Ability. There is

evidence that praise statements about general ability can actually reduce student appetite for risk-taking.

Th f t h h ld ll t l f i th t Therefore, teachers should generally steer clear of praise that includes assumptions about global student ability (e.g., "You are a really good math student!"; "I can tell from this essay that are a really good math student! ; I can tell from this essay that writing is no problem for you."). Praise should instead focus on specific examples of student effort or accomplishment (e.g., "It's p p p ( g ,obvious from your grade that you worked hard to prepare for this quiz. Great work!"). This helps students to see a direct link


between the effort that they invest in a task and improved academic or behavioral performance.

79


Shaping Praise to Increase Effectiveness• Match the Method of Praise Delivery to Student

Preferences. Teachers can deliver praise in a variety of ways and contexts. For example, an instructor may choose to praise a student in front of a class or work group or may instead d li th t i i i t ti itt deliver that praise in a private conversation or as written feedback on the student's assignment.

When possible, the teacher should determine and abide by a student's preferences for receiving individual praise. When in p g pdoubt with older students, deliver praise in private rather than in public.



Big Ideas: The Four Stages of Learning Can Be S mmed Up in the ‘Instr ctional HierarchSummed Up in the ‘Instructional Hierarchy

(Haring et al., 1978)

Student learning can be thought of as a multi-stage process The Student learning can be thought of as a multi stage process. The universal stages of learning include:

• Acquisition: The student is just acquiring the skill.Fl Th t d t f th kill b t • Fluency: The student can perform the skill but must make that skill ‘automatic’.

• Generalization: The student must perform the skill pacross situations or settings.

• Adaptation: The student confronts novel task demands that require that the student adapt a demands that require that the student adapt a current skill to meet new requirements.


Source: Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.


Praise: Goal ExamplePraise: Goal ExampleStudent Performance: Effort. Learning a

kill i th t th t d t k h d "Today in class, you

t t new skill requires that the student work hard and put forth considerable effort--while often

t i i di t i t

wrote non-stop through the entire

iti i d I not seeing immediate improvement. For beginning learners, teacher praise can

ti t d ff t b

writing period. I appreciate your h d k "motivate and offer encouragement by

focusing on effort ('seat-time') rather than on d t (D l t l 2007)

hard work."

product (Daly et al., 2007).



Praise: Goal ExamplePraise: Goal ExampleStudent Performance: Accuracy. When l i d i t i l b h i

"This week you bl t learning new academic material or behaviors,

students move through distinct stages (Haring et l 1978) Of th t th fi t d t

were able to correctly define 15 f 20 bi l al., 1978). Of these stages, the first and most

challenging for struggling learners is acquisition. I th i iti t th t d t i l i

15 of 20 biology terms. That is up f 8 l t k In the acquisition stage, the student is learning

the rudiments of the skill and strives to respond tl

from 8 last week. Terrific progress!"

correctly. The teacher can provide encouragement to

d i hi fi f l i b i i


students in this first stage of learning by praising student growth in accuracy of responding.


Praise: Goal ExamplePraise: Goal ExampleStudent Performance: Fluency. When the t d t h d b d th i iti

"You were able to t 36 student has progressed beyond the acquisition

stage, the new goal may be to promote fluency (H i t l 1978)

compute 36 correct digits in t i t (Haring et al., 1978).

Teacher praise can motivate the student to b ffi i t th d i t k b

two minutes on today's math time d ill k h t become more efficient on the academic task by

emphasizing that learner's gains in fluency (a bi ti f d d f

drill worksheet. That's 4 digits

th li combination of accuracy and speed of responding).

more than earlier this week--i i !"


impressive!"


Praise: Goal ExampleWork Product: Student Goal-Setting. A motivating strategy for a reluctant learner is

"At the start of class you set the motivating strategy for a reluctant learner is

to have him or her set a goal on an academic task and to report out at the conclusion of the

class, you set the goal of completing an outline for your task and to report out at the conclusion of the

task about whether the goal was reached. The teacher can then increase the motivating

an outline for your paper. And I can see that the outline The teacher can then increase the motivating

power of student goal-setting by offering praise when the student successfully sets

see that the outline that you produced today looks praise when the student successfully sets

and attains a goal. The praise statement states the original student goal and describes

today looks great—it is well-structured and


states the original student goal and describes how the product has met the goal.

structured and organized."


Praise: Goal ExampleWork Product: Using External Standard.Teacher praise often evaluates the student

"On this assignment, you successfully Teacher praise often evaluates the student

work product against some external standard Praise tied to an external

you successfully converted the original fractions to standard. Praise tied to an external

standard reminds the student that objective expectations exist for academic or

original fractions to equivalent fractions before subtracting expectations exist for academic or

behavioral performance (e.g., Common Core State Standards in reading/

before subtracting. Congratulations—you just showed Core State Standards in reading/

mathematics) and provides information about how closely current performance

you just showed mastery of one of our state Grade 5 math


about how closely current performance conforms to those expectations.

state Grade 5 math standards!"


Praise: TroubleshootingTeachers can find it difficult both to deliver effective group instruction and to provide (and keep track of) praise to individual students. Here are several informal self-monitoring ideas to help teachers to use praise with greater frequency and

i tconsistency:

Keep Daily Score• Keep Daily Score

• Select Students for Praise: Goal Setting and Checkup• Select Students for Praise: Goal-Setting and Checkup

• Make It Habit-Forming: Tie Praise to Classroom Routines


• Make It Habit-Forming: Tie Praise to Classroom Routines

87


‘Defensive Management’: The Power of Teacher The Power of Teacher Preparation p 32p. 32



Defensive Management: A Method to Avoid Power St lStruggles

‘Defensive management’ (Fields, 2004) is a teacher-g ( )friendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive instructional support to the student, elimination of pp ,behavioral triggers in the classroom setting, relationship-building, strategic application of defusing techniques when needed, and use of a ‘reconnection’ techniques when needed, and use of a reconnection conference after behavioral incidents to promote student reflection and positive behavior change.


Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps1. Understanding the Student Problem and Using

Proactive Strategies to Prevent ‘Triggers’. The teacher collects information--through direct observation and perhaps other means--about specific instances of student problem behavior and the instructional components and other factors psurrounding them. The teacher analyzes this information to discover specific ‘trigger’ events that seem to set off the problem behavior(s) (e.g., lack of skills; failure to understand problem behavior(s) (e.g., lack of skills; failure to understand directions).

The instructor then adjusts instruction to provide appropriate The instructor then adjusts instruction to provide appropriate student support (e.g., providing the student with additional instruction in a skill; repeating directions and writing them on the board)


the board).Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps

2. Promoting Positive Teacher-Student Interactions. gEarly in each class session, the teacher has at least one positive verbal interaction with the student. Throughout the class period, the teacher continues to g p ,interact in positive ways with the student (e.g., brief conversation, smile, thumbs up, praise comment after a student remark in large-group discussion, etc.). In a student remark in large group discussion, etc.). In each interaction, the teacher adopts a genuinely accepting, polite, respectful tone.





3. Scanning for Warning Indicators. During the class 3. Scanning for Warning Indicators. During the class session, the teacher monitors the target student’s behavior for any behavioral indicators suggesting that the student is becoming frustrated or angry. Examples of behaviors that precede non-compliance or open d fi i l d t i k tt i defiance may include stopping work; muttering or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects etc ) others; leaving his or her seat; throwing objects, etc.).





4. Exercising Emotional Restraint. Whenever the student 4. Exercising Emotional Restraint. Whenever the student begins to display problematic behaviors, the teacher makes an active effort to remain calm. To actively monitor his or her emotional state, the teacher tracks physiological cues such as increased muscle tension and heart rate, as

ll f th ti well as fear, annoyance, anger, or other negative emotions. The teacher also adopts calming or relaxation strategies that work for him or her in the face of strategies that work for him or her in the face of provocative student behavior, such as taking a deep breath or counting to 10 before responding.


g p gSource: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.



5. Using Defusing Tactics. If the student begins to escalate 5. Using Defusing Tactics. If the student begins to escalate to non-compliant, defiant, or confrontational behavior (e.g., arguing, threatening, other intentional verbal interruptions), the teacher draws from a range of possible descalating strategies to defuse the situation. Such strategies can i l d i t ti ith th t d t hil include private conversation with the student while maintaining a calm voice, open-ended questions, paraphrasing the student’s concerns acknowledging the paraphrasing the student s concerns, acknowledging the student’s emotions, etc.





6. Conducting a ‘Reconnection’ Conference. Soon after 6. Conducting a Reconnection Conference. Soon after any in-class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student to discuss the behavioral incident, identify the triggers in the classroom environment that led to the

bl d b i t ith th t d t t t problem, and brainstorm with the student to create a written plan to prevent the reoccurrence of such an incident Throughout this conference the teacher incident. Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone.



Response to InterventionGroup Activity: Defense Management p 32Management p. 32At your tables:

R i th d f i Defensive Behavior Management: 6 Steps1 Understanding the Student Problem • Review the defensive

behavior management framework discussed at this

1. Understanding the Student Problem and Using Proactive Strategies to Prevent ‘Triggers’. framework discussed at this

workshop.• For each step brainstorm

2. Promoting Positive Teacher-Student Interactions.

3 Scanning for Warning Indicators For each step, brainstorm ideas to implement that step in your classroom or school.

3. Scanning for Warning Indicators. 4. Exercising Emotional Restraint. 5. Using Defusing Tactics.5. Using Defusing Tactics.6. Conducting a Student ‘Reconnection’

Conference.


Response to InterventionPlan Your Teaching and Learning Supports

According to the ‘Rhythm of the Year’ (Handout According to the ‘Rhythm of the Year’ (Handout Available on Conference Page)

(UCLA Center for Mental Health in Schools)(UCLA Center for Mental Health in Schools)

• Month 1: Getting off to a Good Start – Welcoming and Social Support for Newcomers & Enabling School AdjustmentSupport for Newcomers & Enabling School Adjustment

• Month 2: Enhancing Student Engagement• Month 3: Enhancing Learning Supports Toward and Right After • Month 3: Enhancing Learning Supports Toward and Right After

Mid-Year• Month 4: Minimizing Stress Reactions & Preventing Student and Month 4: Minimizing Stress Reactions & Preventing Student and

Staff “Burnout”


Source: UCLA Center for Mental Health in Schools (n.d.). A resources aid for…improving teaching and learning supports by addressing the rhythm of a year.. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf

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