PowerPoint Presentation

Strengthening PBIS in Your School: Tier 1 Early Stage Interventions

MiBLSi Focus Day TrainingMatthew Phillips, M.A., CCC-SLPPBIS Coordinator, Ingham Intermediate School District

1AcknowledgementsSoraya CoccimiglioMelissa Nantais

The material for this training day was developed with the efforts ofContent was based on the work ofMickey GarrisonRob HornerAnita Archer

George Sugai Randy SprickRobert Marzano

2To make this day the best possible, we need your assistance and participationBe Responsible Attend to the Come back together signal Active participationPlease ask questionsBe Respectful Please allow others to listenPlease turn off cell phones and pagersPlease limit sidebar conversationsShare air timePlease refrain from email and Internet browsingBe SafeTake care of your own needsSetting Group Expectations 3Less than 30 seconds

Please do not skip over these expectations. They are important for setting up the day.

Introduce a signal (e.g., hand raise and May I have your attention please.) and indicate that when they see it, people should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention.

Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from email. This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally present throughout the day.

Goals for the DayParticipants willUnderstand how classroom management provides the necessary foundation for additional classroom-based interventionsUnderstand the framework for PBIS Multi-Tiered System of Supports for ALL studentsDevelop an understanding of specific Early Stage Interventions and how to implement these interventions in the classroom 4

Hey there, partner!For responses that are longer, you will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today. Give participants a minute to select partners. Be sure to identify who will be partner 1 and who will be partner 2.5

Early Stage Interventions

1.0 Classroom Management: The Foundation for Intervention 6

Classroom Management StrategiesSeveral or many students in class misbehave

Classroom Management Plan vs. Individual InterventionRule of Three If more than three students are demonstrating the same misbehavior, the classroom management plan needs to be adjusted to address the misbehavior.

9Characteristics of Effectively Managed ClassroomsLow levels of conflict and disruptive behavior

Smooth transitions form one activity to another

Respectful communication and problem solving

A strong interest in and focus on task

Supportiveness and responsiveness to students needs( Pinanta, 2003; cited in Reinke, Herman, & Sprick, 2011; p. 6) Classroom StructuresTeacher-Student RelationshipsInstructional ManagementResponding to Appropriate BehaviorResponding to Inappropriate BehaviorCritical Features of Effective Classroom Management(Reinke, Herman, & Sprick, 2011) High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior. (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 200;, Sanford, 2006) Trainer Talk:We must also keep in mind the inter-relationship between academics and behavior. There is plenty of research evidence as well as experiences that point to the interactions between academics and behavior. In fact, we know that high quality academic instruction can have a significant impact on improving behavior.12Explicit InstructionExplicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools researchIdeas that Work unambiguous and direct approach to teaching that incorporates instruction design and delivery.(Archer & Hughes, 2011) Active Participation: Why?Opportunities to respond relate to:

Increased academic achievementIncreased on-task behaviorDecreased behavioral challenges

(Archer, 2011)

Active Participation: What?Opportunities to RespondVerbal ResponsesWritten ResponsesAction Responses

All Students Respond. When possible use response procedures that engage all students. (Archer, 2011)

What are ways that students can respond to a lesson?

Verbal:Written:Action:

Think, Pair, Share 18Classroom Management StrategiesPre-Intervention Strategies Through Classroom Management:

A comprehensive behavior syllabus that clarifies classroom policies, procedures, and routines exists (i.e., CHAMPS, ACHIEVE).

Evidence-based classroom management strategies are in place as demonstrated through the STOIC checklist. RANDY SPRICK:Chapter 4: Expectations

DiSC Disk 3: Chapter 4 Tack 1 Intro (0 9:10) 1st Edition: Disc #2 Module 3: Organization, Begin Module 32nd Edition: Disc #3 Chapter 4: Expectations Task 1: Expectations for Instructional Activities

Trainers: Let participants know that Randy refers to procedures as expectations.

Randy talks to a first year high school teacher about her procedures for students.

20The CHAMPs or ACHIEVECConversationHHelpAActivityMMovementPParticipationSSuppliesAActivityCConversationHHelpIIntegrityEEffortVValueEEfficiency The acronym CHAMPs reflects the categories or types of expectations that you, as a teacher need to clarify for students about every major activity or transition that occurs in your classroom.

Originally the s in CHAMPs was small and did not stand for anything. In the second edition, the S became Success because when teachers do these things, students are CHAMPions and are successful. ADVANCE SLIDE Prior to the second edition, one of our MiBLSi trainers added her own S in Supplies to identify the supplies (i.e., paper, pencil, text book, etc.) a student would need for each activity. We like the Supplies S and we use it throughout our training.

P 181 has ACHIEVE details21 Develop and Display Classroom RulesYour classroom rules should communicate your most important expectations and address most common misbehaviors.

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S = Structure for SuccessT = Teach ExpectationsO = Observe BehaviorI = Interact PositivelyC = Correct Fluently The Classroom Check-upAre classroom management systems in place?Have teachers completed the Classroom Management STOIC Checklist and put in place all the variables?ANDIs there a comprehensive behavior syllabus that delineates classroom policies, procedures, and routines?

(Sprick & Garrison, 2008) Review the information on the Classroom Behavior Syllabus and the Classroom Management STOIC Checklist

Have you developed a syllabus that delineates classroom policies, procedures, and routines for your classroom? Do all the variables on the STOIC checklist exist in your classroom?

Record any ideas on the Follow-Up Activity Worksheet.

Think, Pair, Share 27Increasing Compliance Through Precision RequestsHow to provide precise verbal statements

Precision RequestsPurpose

Precision requests reduce or eliminate the most common non-compliant behaviors.

Consistency amongst staff in using precision requests greatly enhances the effectiveness of the technique. Precision requests reduce arguing, negotiating, refusing, procrastinating, making excuses. The big problem in getting students to stop their arguing and non-compliance is that each staff member has a different approach to making requestssSome staff talk too much as they try to reason a student into compliance. Other staff threaten, use guilt,or yell. 29Precision RequestsProcedurePrior to implementing, establish a hierarchy of consequences from mild to severe. Choose consequences that are meaningful and appropriate to the level of non-compliance.It may be necessary to discuss possible consequences with school administration and/or make arrangements with other staff.Explain the procedure of precision requests and the hierarchy of consequences to the whole class.

When you explain the process to the whole class, make sure that all students, especially those most likely to need precision requests understand how the procedure works.30DeMartini-Scully, Bray, & Kehle (2000)- Reduced disruptive behaviors of two students from an average of 41 percent to 20 percent Easy to implement, teacher-friendly, acceptable intervention for studentsMusser, Bray, Kehle, & Jenson (2001)-Reduced disruptive behaviors from an average of 37 percent to 10 percent.Follow-up- Results maintained at 10 percent. Students and the teacher were satisfied with intervention

Evidence-Based ResearchTang (2009) Now considered a component of PBIS. 31How To1st Make a request, using the word please.

2nd If the child cooperates, reinforce it.

3rd If the child does not cooperate, make a second request, saying, you need to.

4th If the child cooperates, reinforce it.

5th If the child does not cooperate, use a reductive technique.

Insert flow chart here33

ActivityDocument Review

Take a few minutes to review: The Precision Requests FlowchartVariables That Affect CompliancePrecision CommandsPrecision Command Checklist

34Video: Precision Requests

https://www.dropbox.com/s/haz3y4kyebqugpi/Precision_requests.mp4 Precision RequestsDo It Right!Big No No'sDO:DO NOT:Tell students exactly what you expect.Make vague statements.Positively reinforce the child at least two times more often than you give them a precision request. Forget to use a social reinforcer when students follow a request.If you implied there would be a consequence for noncompliance, then you must go through with it. Be inconsistent with your actions. Remember to give ample praise and discipline students when necessary.Stay calm. Threaten, yell at, plead with, or humor the child.Think up pre-planned and reasonable consequences.Be overly punitive and punish the student in the heat of the moment.

The technique was working fine but recently it has been losing its effect. Why? You may be overusing the technique, not giving enough positive reinforcement, or not following through with effective pre-planned consequences.

The student has been getting worse, not better- He is being aggressive, humorous, slow, or complying at the very last second. This is a form of coercion. He is hoping you will withdraw the request or is trying to avoid the consequence. Stand firm. Follow through with the requests and the consequences. Remember to reissue the statement, I need you to after the consequence.

Frequently Asked QuestionsTang (2009)

Trainer Note:This is a voice over PowerPoint slide. When you are in presentation mode the recording should begin. 37Form groups of twoReview the Precision Request Flow Chart and the Steps For Using Precision Requests.Select who in your group will role-play the teacher and the student; proceed through the whole sequence of a precision requests; student comply after the you need statement.Partners will use the Precision Command Checklist to provide you with feedback.

Activity 38Verbal EscalationVerbal BehaviorTension Reduction

Intimidate

Release

Refusal

QuestioningInformation Challenging

Staff ResponseReconnect

Take Precautions

Give Space

Set Limits

InformRational Redirect

Trainer Note:This is a voice over PowerPoint slide. When you are in presentation mode the recording should begin. 39

Early Stage Interventions

2.0 The Framework 40When students slip through the broad safety net of universal prevention, it is crucial to have in place a second level of netting that ensures student needs will be met in the most time and cost efficient manner possible.

For some students, universal policies and classroom management structures are not enough, and they have difficulty meeting academic or behavioral expectations. When these students begin slipping through the safety net of universal prevention. It is crucial to have a multi-tiered system of support that ensures that student needs will be met in the most time and cost-efficient manner possible. 41Develop a Problem-Solving ProcessDevelop a Protocol of Evidence-Based InterventionsPlanning by a general education teacherComplete FBA guided by a behavior specialist/school psychPlanned DiscussionIntervention for serious, high intensity/frequency behavior guided by a school psych/behavior specialistLOW COST TIME EFFICIENTHIGH COST TIME CONSUMING The first category in the framework is the problem-solving process, which essentially looks at who is involved in analyzing the nature of the problem and what type of processes they should follow to develop recommendations for the type of intervention needed. We suggest a range of options that move from the type of problem-solving processes to a full and complete FBA guided by a trained behavior analyst or BCBA. CLICK FORWARD

The second category considers the type of intervention plan that will result from the problem solving processes, regardless of the setting the student is in. Specifically, who will work with the student and what interventions will be implemented. The goal is to meet the needs of the student in the most time and cost efficient manner possible. CLICK FORWARD

The arrow points both up and down. The down portion indicates that if a strategy or intervention is unsuccessful (student is not responding to the supports put in place), the problem solving process will take on a greater degree of structure as will the interventions as a result of that process. The arrow also points up, meaning that when a students behavior responds positively to supports and there is a reasonable chance of continued success, supports may move towards the low cost, time efficient end of the arrow (less structured interventions).

42A Research-Based Problem-Solving Process

Problem IDAnalysisInterventionDesignProgressMonitor (Deno, 2002; Grimes & Tilly, 1996; Kratochwill, Elliott, & Callan-Stoiber, 2002; Reschly & Ysseldyke, 2002) 43Who Should Be Involved In The Problem-Solving Process?Continuum of Staff Involvement in the Problem-Solving ProcessLOW COST TIME EFFICIENTHIGH COST TIME CONSUMINGPlanning by a general education teacherTeacher-to-teacher problem-solving Intervention planning teamIdentified interventionists who use the Intervention Decision Guide: Teacher InterviewMultidisciplinary TeamCrisis/threat assessment teamComplete FBA guided by behavior interventionist or school psychologist

Using a medical metaphor, the first time you have a headache, you usually do some problem solving and decide on a simple intervention such as taking a couple of aspirin. This process involves only one person who decides on a simple treatment plan, which, if effective, solves the problem. Contrast this with the person who consults a neurologist, who may use data from CAT scans, MRIs, complex lab tests, and collaboration with a neurosurgeon. One process takes minutes and costs almost nothing. The other process may take weeks or months of problem identification and analysis before an intervention plan is determined. One form of intervention planning isnt better than the other, the process for the planning is different and the level of expertise is different. One may take a day or two, the other may take weeks. Within a school, there should be the same continuum. 44

Start with a simple treatment plan (chicken soup)45Tier One: Universal Problem SolvingWe recommend that all teachers be trained in basic problem-solving for behavior problems and are familiar with a set of basic interventions.

The first level of problem-solving for when a student is not meeting school-wide behavior expectations is planning and intervention by the general education teacher.

Schools should also indicate this level of problem solving in policy and staff handbooks.

46

# Trainer Notes:This flowchart is a full page in the participant workbook on page 2447

Survey says 0-30LOW: Students can be successful with LOW, MEDIUM, or HIGH31-60MEDIUM: Students need MEDIUM or HIGH structure61-120HIGH: Students need HIGH structure

49Ask participants to show a thumbs up if they need low structure, medium structure, or high structure.

While the ranges for each survey are the same, the decision regarding the level of structure should be driven by survey results that are the highest. For example, if as a teacher my survey results indicate a Low level of structure but my students needs survey results indicate a medium level of structure, I would need to have a medium level of structure. However, if my survey results indicate a need for a High Level of structure and my students need survey indicate a Low Level of structure, then it will be in the best of interests of students to have a higher level of structure in my classroom so that I can thrive as a positive and energetic force to support my students academic and social success.

Tier One: Universal Problem SolvingThere are two prerequisite concepts that staff must operate from to be effective problem-solvers.

Behavior is highly malleable it can be changed.Prerequisite 1:

When teachers fully understand the concept that behavior can be changed, they are well on their way to becoming active problem solvers, not passive problem admirers. The best problem solvers in the building are those who know that although this may be the behavior we see now, this students behavior can improve dramatically with the right intervention plan. If teachers do not understand and operate from this belief, they are more likely to view any intervention as doomed to failure.No matter how difficult or problematic a students behavior may be, there is some combination of variables that can be changed in such a way that the student makes dramatic progress towards improved behavior.

53Teachers must recognize that they need to manipulate the variables that are within their control and not worry about those outside their control.

Prerequisite 2: As obvious as this sounds, some teachers get caught up in a students home life or getting a student labeled ADHD that they may blame the student and fail to see other ways the problem can be solved. SSWs and Psychs may eventually be involved in the home situation or in coordinating with physicians, but teachers cannot wait for someone else to take care of the problem. Teachers should begin with early stage interventions. They must try a variety of promising practices to see if the problem responds to simple intervention.

54Prerequisite Review

1s tell 2s what the first prerequisite concept staff must have.

2s tell 1s the second prerequisite concept staff must have.

Think-Pair-Share 55Research-Based Behavioral Principles:Behavior is learned.Behavior can be changed.Lasting behavioral change is more likely with positive rather than punitive, techniques.No student should be intentionally or unintentionally humiliated or belittled. Researched-Based Behavioral Principals

Behavior is ________.Behavior can be ________.Lasting behavioral change is more likely with _________ rather than punitive, techniques._______ student should be intentionally or unintentionally humiliated or belittled.

Your Turn 57

Early Stage Interventions

3.0 Early Stage Interventions 58

Early Stage Interventions Definedthose things that all teachers should be trained to implement as part of universal, Tier 1 problem solving.

(Sprick, Booher, & Garrison, 2009; p.60) Early Stage InterventionsThese are the interventions that ALL teachers should be trained to implement effectively and with fidelity. (Sprick & Garrison, 2008)

Intervention A: PLANNED DISCUSSION

RationaleA students behavior may result from a lack of information.

Planned Discussion is an easy, quick, and efficient intervention.

As an intervention, Planned Discussion is a respectful and potentially empowering way to address problem behavior.

(Sprick & Garrison, 2008) Discussing A One-Time Event vs. Planned Discussion One-Time EventPlanned DiscussionDoes not address a repeated behaviorBrief correction provided that does not interrupt the flow of instructionImmediately set a time to follow up with studentDoes not include other individualsDoes address repeated behaviorConducted outside of classroom instructionConducted during a neutral and scheduled time May include other individuals (i.e., other teacher or parents) Discussing A One-Time EventExample correction that does not break the flow of instruction: Teacher: Elaina, I am very concerned about what you just said to your group. I am writing down what you said, and in a few minutes, after I make sure the other groups are doing okay on the assignment, you and I will need to discuss this. (Sprick & Garrison, 2008) Discussing A One-Time EventSteps for implementing discussion of a one-time event:Show the student the What Happened? form with a description of what occurred (Reproducible Form A1) . Give the student a chance to describe her view of the event. Note if and how the students account differs from the teacher account.Let the student know what action will be taken.

(Sprick & Garrison, 2008) http://www.youtube.com/watch?v=GRFFBQl-V6A

Planned DiscussionPlanned Discussion has the potential to have a positive impact on just about any behavior.

Because of the powerful effects of a planned discussion, it should be an integral part of every intervention plan.

**Note: Planned Discussion will only be effective for students with sufficient language skills.(Sprick & Garrison, 2008) Planned DiscussionPurpose: To help students understand and address concerns associated with: Minor but potentially annoying misbehaviorModerate misbehavior in the early stagesChronic or severe concerns, as one part of a comprehensive plan

(Sprick & Garrison, 2008) Planned Discussion can be used for any minor but potentially annoying misbehavior. For Example:TattlingPsychosomatic complaintsImmaturityPerfectionismDisorganizationSloppy workPlanned Discussion(Sprick & Garrison, 2008) Planned DiscussionPlanned Discussion can be used formoderate misbehavior in the early stages. For Example:Poor listening skillsDependencyArguingDisruptive behaviorTardinessInaccurate or incomplete work(Sprick & Garrison, 2008) Demonstrates concern so that the student truly understands the issues at hand. Involves student in brainstorming solutions.Lets student know you are there to help him/her learn & grow and that you care. Action plan for behavioral change is developed with the student.Positive Characteristics of Planned Discussion(Sprick & Garrison, 2008) Meeting Individually With StudentsAlthough many teachers believe they do not have the time to meet with individual students, teachers can create a window of opportunity to talk to students individually.

Generally, the first 5-10 minutes of independent work periods can be used to briefly meet one-to-one with students.

Students in the classroom should be informed in advance that the teacher will be meeting with individual students on a frequent basis .

Create a ritual in the classroom of routinely checking in with students so that discussions with students do not appear to be odd or outside of the normal routine of the classroom. Exceptions are in potentially dangerous situations (chemistry lab, shop class) or teachers of very young children. A teachers vigilance in those settings is necessary for everyones safety. 74Step 1: Prepare to Meet with the StudentIdentify the Central ConcernEstablish a FocusDetermine Who Should Participate in the DiscussionSchedule the Discussion for a Neutral TimeMake an Appointment to Discuss the Concern with the StudentPlan to keep a written record of the discussion

(Sprick & Garrison, 2008) Identify The Central ConcernPrior to meeting with the student, the teacher should go through a mental list of behavioral concerns and define the primary concern.Also determine:How pervasive is the problem?What other factors should be considered?Where, when, and how often does the problem occur?Is the problem more likely to occur in particular situations or with certain people?

(Sprick & Garrison, 2008) Establish A FocusPick one behavior and define the behavior.Introducing too many concerns at once may increase the students sense of inadequacy and reduce the likelihood of success.Most importantly, identify some of the students strengths.Begin and end with valid information on the students positive behaviors.By doing so, the teacher demonstrates interest and authentic concern. (Sprick & Garrison, 2008) Determine Who Should Participate In The DiscussionThe student should feel like a PARTNER in the discussion. Consider including an interventionist or an administrator, not as a means of being punitive, but as a means of being supportive. Dont overwhelm the student with too many adults.

(Sprick & Garrison, 2008) Schedule The Discussion For A Neutral TimeCorrect the misbehavior at the time of the incident with a brief reprimand and a statement that you would like to discuss this incident at a later time.Avoid the natural tendency to initiate a discussion immediately after a behavioral incident.By arranging the discussion for a neutral time, it is obvious that the discussion is not just a reaction to an immediate concern.

(Sprick & Garrison, 2008) With a partner identify 3 reasons why you wouldnt consider Eric, hallwaynow! a Planned Discussion

Think-Pair-Share 80Make An Appointment With The Student To Discuss The ConcernLet student know who will be present and why you will be meeting. Invite the student to think about the concern in advance.Explain that the focus will be on future.

(Sprick & Garrison, 2008) Plan To Keep A Written Record Of The DiscussionSummarizing the discussion in writing this serves two function:It provides documentation of what is discussed. This will be helpful if needed for subsequent intervention if the student does not respond to this effort.The student is more likely to take the situation seriously.(Sprick & Garrison, 2008) 1s Tell 2s the components to Step One: Prepare to Meet with the Student.

2s Fill in any parts 1s may have forgotten.

Partner Work 83Step 2: Meet with the StudentWork with the Student to Define ConcernsBrainstorm ActionsSet up an Informal Action PlanSchedule a Follow-Up MeetingConclude the Meeting with Words of EncouragementShare a Written Record

(Sprick & Garrison, 2008) Work With The Student To Define ConcernsThroughout the meeting maintain a future orientation.

When referring to past problem, do not attach blame, but focus on better ways to handle situations in the future.

Continually treat the student as if he were a highly responsible person. (Sprick & Garrison, 2008) Work With The Student To Define ConcernsThe more objective you are in describing the students behavior, the more successful the planned discussion will be.

Subjective (Not measurable)Objective(Measurable)Multiple meaningsImpreciseInferencesNegativeConnotationsWell definedPreciseObservableFactual

(Sprick & Garrison, 2008) Subjective (Not measurable)

Objective(Measurable)Michael is just impossible!

Jennifer is so lazy!

Charlie is so immature!Michael stuck his foot out and tripped a student five times today.

Jennifer did not hand in homework for three out of five days this week.

Charlie wont share things and cries when he doesnt get his way.If you dont get to the level of specific objective behavior, you wont be able to identify a replacement behavior that you want to see. 87Understanding Behavior using the ABC ParadigmAntecedentBehaviorConsequenceConditions that exists when the behavior occursConditions that exists/occur after the behavior(Triggers / Setting Events)EnvironmentalCurricular / Instructional Social / Interactional Medical / PhysiologicalEmotional / IndividualREINFORCEMENTPUNISHMENT 88Key ConceptsReview basic ABC model

Differentiate antecedents (trigger) and setting events (events that set the stage for behavior to occur)consider all factors that precede the behavior and predict the likelihood that the behavior will occur.

C column is NOT what consequence is applied but rather all events that occur AFTER the behavior occurs.

Focus on the fact that events that FOLLOW a behavior become the ANTECEDENT for the next behavior. This will lead the audience to understanding why we dont spend much time on the C column during the collaborative problem solving process.

Training ActivitiesMaterials NeededKey ConceptsReview basic ABC model

Differentiate antecedents (trigger) and setting events (events that set the stage for behavior to occur)consider all factors that precede the behavior and predict the likelihood that the behavior will occur.

C column is NOT what consequence is applied but rather all events that occur AFTER the behavior occurs.

Focus on the fact that events that FOLLOW a behavior become the ANTECEDENT for the next behavior. This will lead the audience to understanding why we dont spend much time on the C column during the collaborative problem solving process.

Training ActivitiesMaterials NeededHere is the classic, foundational unit of understanding behavior. We will be digging further into this ABC in the next set of slides. Use this to introduce the concept of ABC. We have a behavior that occurs. Something always happens before the behavior (Antecedent) and something always occurs after the behavior (Consequence). I always like to precorrect that the word Consequence should not be equated with punishment; that is typically what the audience will be thinking. I sometimes have people cross off the word consequence and write in the word Response, meaning what happened after the behavior.

Trainers will want to give an example of this sequence. An easy example is drinking coffee first thing in the morning. That would be the behavior. The conditions that existed before or what happened before drinking coffee is that I didnt get much sleep the night before and am dragging this morning. The consequence or response is that I am perked up. The behavior worked! Will I drink coffee again when Im tired? You betthe behavior worked.

Another example that I like to give demonstrates that applying a punishment is often not an effective consequence. My behavior is speeding. The antecedent is that Im running late for work, so I speed (behavior). Are there consequences for speeding? Yes. Am I well aware of them? Yes. The problem is that the consequence of a speeding ticket is not a big enough stick for me to change my behavior. Getting to work on time due to my behavior (speeding) is so reinforcing that unless a police officer is following me, I will continue to use that behavior despite the risk of consequence because it works.We dont often have big enough sticks to cause kids to change their behavior. This is why is becomes critical to support behavior proactively before it occurs. A-B-C Defined This slide simplifies the ABC sequence. When we really understand the antecedent (under what conditions will the behavior likely occur?) and the consequence (what is the student getting out of the behavior, what is maintaining it?), then we can make a predictive statement: When I am running late, then I speed, because I get to work on time.

89Identifying Antecedents, Behaviors and Consequences: PracticeI do:Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.

Trainers will model this one. Animated slideRead the bulleted statement. Then CLICK Say, Remember, the behavior is that Joe throws his pencil and rips his paper. So, before Joe threw his pencil and ripped his paper, he was given double digit math problems. What happened AFTER Joe threw this pencil and ripped his paper? Lets seeCLICK: He was sent to the office. So the Consequence or what happened after the behavior was that Joe was sent to the office.

90Identifying Antecedents, Behaviors and Consequences: PracticeWe do:Nancy cries during reading time whenever she has to work by herself. This results in the teacher sitting and reading with her.

Trainers should run this slide as a We do. Read the bulleted statement to the group. CLICK Remember, the behavior is that Nancy cries. What happened before Nancy cried is that she had to work by herself during reading. What happened after Nancy cried? What is the consequence? Listen for the answer, then CLICK. The consequence or what happened after the behavior is that Nancys teacher sat and read with her.

91Work With The Student To Define ConcernsIf you notice a student becoming anxious and having difficulty entering the discussion, try building momentum by giving the student a specific task.

(Sprick & Garrison, 2008) A student may become anxious and fidgety. They may start visually casing the room for an exit. An example might be: Will, can you go over and get your math book so we can look at it together. 92Work With The Student To Define ConcernsClarify concerns and encourage the student to share his perspective.

From the beginning of session, student needs to understand, this is a joint problem-solving session, not a lecture.

Start statements with, I have a concern about. versus You have a problem with(Sprick & Garrison, 2008) Avoiding statements that lay blame will help the student be less defensive and it will be easier to engage in a productive discussion. 93Brainstorm ActionsBrainstorm actions that each participant in the discussion can take to help the student resolve the concern

Brainstorming can help a student understand that many things can be done to help him become more successful.

Brainstorming is a great way to open dialogue.

Clarify the goal during brainstorming is to develop ideas, not to finalize a plan. Set Up An Informal Action PlanAfter a number of ideas have been brainstormed, pick a few actions that seem manageable and likely to increase student success.

(Sprick & Garrison, 2008) Conclude The Meeting With Words Of EncouragementExample of Teacher Talk:I am encouraged by your participation todayYou had great suggestionsIm glad you are willing to work with me(Sprick & Garrison, 2008) http://www.youtube.com/watch?v=VWqq6fyjazg

If appropriate, share a copy of the written record of the meeting with the student and parents.

Share A Written Record

(Sprick & Garrison, 2008) 2s Tell 1s the components to Step Two: Meet with the Student

1s Fill in any parts 2s may have forgotten.

Partner Work 99Step Three: Follow Up with the StudentEncourage Student EffortsMeet Once a Week with the Student Determine Whether More Structured Interventions are NeededProvide continued follow-up, support, and encouragement

(Sprick & Garrison, 2008) Be conscious to recognize any student effort on a daily basis LOOK for signs of effort/steps toward success

It is not uncommon to see an immediate improvement, followed by a loss of momentum.

Encourage Student Efforts(Sprick & Garrison, 2008) Teachers will need to function as coaches for the student and continue to motivate them, by recognizing even the smallest steps.101Schedule A Follow-Up MeetingFollow-up meeting should be scheduled a couple of days to a week after the initial meeting.

Scheduling another meeting increases likelihood that all participants will work on their part of the action plan.

Helps encourage the student to be more accountable.Assures that any student efforts are recognized.

(Sprick & Garrison, 2008) Meet Once A Week With The StudentMeet once a week with the student to discuss progress and adjust the action plan as necessary.

If situation has improved, discuss ways that the student can continue growing and learning.

If the situation has not improved, discuss the option of a more structured intervention. (Sprick & Garrison, 2008) Determine Whether More Structured Interventions Are NecessaryIf you, the student, or students parents arent seeing the progress you anticipated it is time to consider more intensive interventions.

Maintain a positive focus by presenting this next step as a logical extension of the team-based problem solving process NOT a failure.

(Sprick & Garrison, 2008) Planned discussion will play an important role, even if other interventions are needed. 104

Identify the advantages to EVERY classroom teacher in your building knowing how to implement Planned Discussions with fidelity.

Think-Pair-Share 106Intervention B: ACADEMIC ASSISTANCE

RationaleBehavior and academic success are interwoven.Academic problems are not always obvious.Students who do not experience academic success are easily frustrated.Struggling students become endlessly resourceful in covering for their lack of ability.Overtime, struggling students may become withdrawn, clown around, sarcastic, distracted or hyperactive.

(Sprick & Garrison, 2008) Older students especially, can become very skilled at compensating for their academic deficiencies through behaviors that move attention away from their deficits, therefore acdemic assistance is often a powerful behavioral intervention. It shifts the attention away from misbehavior while providing opportunities for more positive interactions and feedback from adults. 108PurposeHelp the teacher informally identify whether a students acting out is strictly behavioral or if it is compounded by, and perhaps even caused by, academic issues. (Sprick & Garrison, 2008) 109Behaviors To Address Through Academic AssistanceIncomplete or late workClass clown behaviorsAttention problemsShy or withdrawn behaviorsCheatingPoor motivationTantrumsDisruptive behaviorAnger or hostilityLyingComplaints about healthStealingPoor self-conceptLack of energy(Sprick & Garrison, 2008) Cant Do or Wont Do?As a first step, it may be necessary to complete some type of academic assessment to determine if the student lacks motivation to do classroom work, or if they dont understand and are unable to do classroom work.

Hmmm..(Sprick & Garrison, 2008) Table 1.1 Motivation Formula

Safe & Civil Schools112 Expectancy Rate x Value Rate = Motivation 10 x 10 = 100% 10 x 0 = 0% 0 x 10 = 0% 112Assessment StrategiesDetermine whether the student:Is able to decode assigned reading material with reasonable rate and accuracy, based on fluency tables.Has the ability to retain information that has just been read.Is able to make inferences and engage in other higher order thinking skills from material that has just been read.Is able to retain information from written directions.Is able to complete assignments independently.Is able to stay on task for extended periods of time.Knows basic organizational skills for keeping tracking assignments, budgeting time, completing homework, studying for tests, etc.(Sprick & Garrison, 2008) Not being able to decode, ensures students wont be able to do the rest of the items.113Intervention StepsAs much as possible, access existing benchmark testing/screening data. If additional information is needed to complete the assessments, consult pages 93-184 in the book for a detailed description of how to implement the intervention steps.

Determine which forms and examples to utilize that are included in this chapter.

Be sure to adjust procedures and forms to meet the needs of each situation and individual student.(Sprick & Garrison, 2008) Intervention StepsStep 1: Identify extent of concerns and problems and contact parents.

Step 2: Look at Student Status Report to identify needs and select informal assessment tools.

Step 3: Conduct informal assessment and analyze results. Report strengths and weaknesses on the Academic Assistance Form.(Sprick & Garrison, 2008) Intervention StepsStep 4: Plan remediation to address basic skills.

Step 5: Identify upcoming assignments and determine how to adapt them so the student is more successful. **Note** Although it is important to provide accommodations and adapt the curriculum for students with academic deficits, we must most importantly focus on the need to remediate(Sprick & Garrison, 2008) Intervention StepsStep 6: Complete Academic Assistance Plan to reflect remediation and adaptation plans.

Step 7: Meet with participating staff members to review results of assessment and plants to remediate and adapt. Determine who will do what and identify how to evaluate progress.

(Sprick & Garrison, 2008) Intervention StepsStep 8: Meet with the student, explain the Academic Assistance Plan, revise if necessary, schedule times to teach skills or strategies, and identify schedule to check in with the student and encourage the student.

Step 9: Implement plan, evaluate its effectiveness, and make necessary revisions.

(Sprick & Garrison, 2008) The Intervention B Chapter: Academic Assistance provides a menu of adaptation strategies to assist the student in achieving greater academic success.

Adaptation Strategies

(Sprick & Garrison, 2008) This chapter provides details on how to adapt the academic curriculum. 119Review pages 37 and 38 in the participant workbook.

Discuss with you partner how you would use these document in your classroom.

Partner Activity 120Processing Tasks for Intervention B and Menu of 11 Adaptation StrategiesIntervention C:GOAL SETTING

RationaleSome students lack directionStudents who have experienced repeated failure have difficulty setting realistic goalsGoal setting increases clarity of expectations, helps set attainable goals, and can increase the students motivationLearning to set and achieve realistic goals is a lifelong skill that allows students to develop purpose and control(Sprick & Garrison, 2008) 122PurposeTo assist any student who has difficulty with motivation and may not understand how to reach a goal. Goal setting helps students identify what they hope to accomplish and actions they can take to reach their goals. (Sprick & Garrison, 2008) Trainer Notes:This slide is set up for choral responding. The intent is for the presenter to read the text in black and pause for the text in read to be read aloud in a choral fashion by the participants. 123Review the problem and overall student goals by identifying strengths, desired outcomes, and collected information. Decide whether to focus on short-range or long-rage goalsDecide if corrective consequences should be includedDecide if rewards should be part of the planDecide if the teacher will develop goals or collaborate with the student to develop the goalSelect the goal setting formatDetermine who will meet with the studentSet up the goal-setting conferenceStep 1: Develop a Plan(Sprick & Garrison, 2008) 124Help the student establish long-range goals if needed.Help the student establish short-range goals.Brainstorm actions to avoid and actions to take.Help the student identify specific actions he or she is willing to take in order to reach the short-term goals.Identify ways that adults could help the student reach his or her goals.If using rewards, a structured reinforcement system, or corrective consequences, make sure the student understands all of the contingenciesSet up regular times for follow-upReview responsibilities and sign appropriate goal setting formStep 2: Meet with the Student(Sprick & Garrison, 2008) Trainer Notes:Help the student establish long-range goals if needed. Identify specific action he or she is willing to take to reach his or her goals.Encourage the student to think about what kind of life he or she would like to have in the future. What kind of residence, car, job, and/or family can the student envision?Help the student determine qualifications for the types of jobs that may be of interest. This may require more research, like calling employers.Identify immediate actions the student can take to move toward this goal by building a backward plan that identifies what the student will have to do to reach the goal. Brainstorm actions to take and avoid.Summarize the information and complete the appropriate form. Help the student establish short-range goals.Brainstorm actions to avoid and actions to take.Help the student identify specific actions he or she is willing to take in order to reach the short-term goals.Identify ways that adults could help the student reach his or her goals.If using rewards, a structured reinforcement system, or corrective consequences, make sure the student understands all of the contingenciesDont start with rewards, try goal setting on its own. Set up regular times for follow-upReview responsibilities and sign appropriate goal setting form

125Provide frequent positive feedback when the student manifests the goal behaviors, linking them to the broad label or trait.When the student is not successful, correct calmly. Avoid sounding disappointed or reproachful.Evaluate the impact of the plan and make needed revisions.Encourage the student to keep striving towards his or her goals. Step 3: Provide Ongoing Support and Encouragement(Sprick & Garrison, 2008) Trainer Talk:The goal of this intervention is to collect data in a manner conspicuous to the student but subtle enough to be respectful of the student in front of his peers. 126

Review the completed Goal Setting Form. Discuss with you partner how this Goal Setting process is similar to and different from goal setting youve done with a student in the past.

Partner Activity 128Intervention D:DATA COLLECTION AND DEBRIEFING

RationaleGathering data often solves the problem all by itself

Effective teachers collect data that defines the problem in measurable terms

Data will form the basis for planning any subsequent, more intensive intervention

Use of data is the only way to determine objectively whether interventions are working(Sprick & Garrison, 2008) Trainer Notes:How can the act of gathering data solve the problem all by itself? Several reasons:Placebo EffectThe student wasnt aware of the problemIts art of human nature to shape up when we know we are being watched - The Hawthorne Effect occurs when people change their behavior for the better because they know they are being studied. Researcher Henry A. Landsberger invented the term in 1955 after a series of experiments in the 1920s and 1930s at Hawthorne Works (a factory near Chicago). The studies showed that worker productivity increased regardless of changes in lighting (the original research focus) or other independent variables. Landsberger concluded that workers were more productive simply because they knew they were being watched. Later research suggests that the Hawthorne Effect in the original experiments was overstated and that the increased productivity is best explained by other factors. In experimental psychology, researchers attempt to avoid the Hawthorne Effect in order to gain more accurate information.Conveys that the teacher is seriousIncreases the amount of attention from the teacherCommunicates the teachers concern and care for the student

130PurposeTo increase positive behavior or decrease negative behavior with any behavioral goal through observation, as well as to use a systematic approach of recording data to gauge the effectiveness of subsequent interventions. (Sprick & Garrison, 2008) Trainer Notes:This slide is set up for choral responding. The intent is for the presenter to read the text in black and pause for the text in read to be read aloud in a choral fashion by the participants. Be sure you go through the purpose for data collection and debriefing along with the additional information below in the Trainer Talk section of the notes.

Data is not an annoyance to get help. R. SprickIt is important to train all educators that data collection needs to be a part of early stage interventions.Types of behaviors that may be positively affected include any chronic behavior or motivational problem.

Trainer Talk:It is important to keep in mind that even if no improvements results from this intervention alone, subsequent interventions will require ongoing collection of data to gauge their efficacy.

131Either use an existing form or record marks on an index card. Some choices include:

Basic Frequency Count of Misbehavior

Duration Recording

Latency Recording

Rating ScaleStep 1: Choose an Objective but Simple Data Collection Method(Sprick & Garrison, 2008) Trainer Notes:Basic frequency count of misbehavior how many times it occurredDuration recording how long did it last?Latency recording how long before the student complied?Rating scale teacher assessing the degree of disruption

TIP: If it is difficult to determine what the focus of the intervention should be or how to measure the problem, keep a daily anecdotal log in which you note what occurred that day. Usually, anecdotal notes will help you define the nature of the problem in a more objective manner. 132How you display data may dictate the quality of your analysis and interpretation and will effect everyones understanding of the datas meaning.

Display changes across time so that when meeting with the student, you can illustrate the progress the student is making.

Decide where to record and keep the data so you dont lose it.Step 2: Select a Way to Display the Data Visually on One Page(Sprick & Garrison, 2008) Trainer Notes:

133http://www.youtube.com/watch?v=f_J8QU1m0Ng&list=PLww3xcthSMWpJfKSSgvIyxYTB3cYyEky6http://www.youtube.com/watch?v=p0quM2txQwg

Trainer Notes:Download and embed the video clip from How I Met Your Mother about visual displays of data. The video runs 1 minute 44 seconds134> 100 minutes of non-participationAfter 8 weeks, about 70% improvement(Sprick & Garrison, 2008) Trainer Notes:This slide is animated. Initially just the data graph appears. Explain to the participants that the data represents the duration of a students non-participation in a full-day kindergarten classroom. Ask participants to take a few moments to examine the data and discuss with their partners some of their observations of the data. After a few moments of discussion, debrief with the full group. Get a few participants to share out their observations. Then, advance the slide and point out that at the start of the intervention, the students non-participation was in excess of 100 minutes of non-participation per day but after 8 weeks, advance the slide and point out that the student has made about 70% improvement. Without the chart, the teacher may have become so discouraged that she threw out the intervention because the behavior still seemed pervasive. The teachers subjective perception may be that the intervention was unsuccessful, but with the chart, the teacher can see that the student is continuing to make great progress. 135Explain the data you plan to collect before starting and how you will inform the student of the data as you are collecting it.

Meet regularly (at least one a week) with the student to share and discuss the one-page visual summary of the data, review trends, set improvement targets, discuss ideas for improving the situation, and CELEBRATE progressStep 3: Meet with the Student (and Parents, if Appropriate)(Sprick & Garrison, 2008) Trainer Talk:The goal of this intervention is to collect data in a manner conspicuous to the student but subtle enough to be respectful of the student in front of his peers. 136Partner 1:Review Data Collection Forms:Misbehavior Recording SheetBehavior Counting Form

Partner 2:Review Data Collection Forms:Interval Chart Rating Scale

Share Any Insights With Your Partner

Partner Activity 137Intervention E:INCREASING POSITIVE INTERACTIONS RationaleStudents want and need adult attention, and some students are desperate for any adult attention.

Some students with chronic behavior problems may have learned it is easier and more reliable to get attention by doing things wrong then by following rules.

By increasing your positive interactions with students, you are communicating high expectations and high positive regard to the student by teaching them that not only is it easier to engage in appropriate behavior, its simply more enjoyable.(Sprick & Garrison, 2008) Trainer Notes:The types of behaviors that may be positively affected by increasing positive interactions include any chronic misbehavior, especially attention-seeking behaviors such as: disruptive behavior, creating excuses, off-task behavior, helplessness, arguing, teasing, distractibility, tattling, negotiating, and the clingy child.139PurposeTo improve your ratio of interactions so that the targeted student is receiving at least three times as much attention when behaving acceptably than when misbehavingIncreasing positive interactions is deceptively simple and it is among the most powerful interventions used to change student behavior.(Sprick & Garrison, 2008) 140Positive or Corrective? Did the child get attention while engaged in positive behavior or negative behavior? 141

Provide Positive FeedbackSpecific feedback:Provides information about what was observed that merits a compliment.

A simple Good Job! provides no information about what was good or why the compliment is being given. Provide Positive FeedbackContingent meaningful feedbackComment about the important thingsDont praise junkPraise demonstrations of a new skill or difficult strategies (i.e. ignoring inappropriate behavior)Note improvements in or mastery of a skill that has been the target of corrective feedback or goal setting Provide Positive FeedbackNon-embarrassing feedbackBe cognizant of the setting when issuing positive feedback to staff (they may have concerns about the effect the comments have on their colleagues).

Avoid verbal compliments that go on too long or are too effusive.

Simple, pleasant, matter-of-fact descriptions of positive things that have been noticed will help reinforce skills and will be valued by teachers. Provide Positive FeedbackMost Importantly:

Positive feedback should never imply surprise. It can be insulting to the recipient to show surprise or shock at their success.

Review the problem and overall goal for the student.

Examine your ratio of positive to negative interactions with the student.Have another staff member observe the students during times when the student is most likely to misbehave

Self-monitor your ratio by recording interactions on a form on a clipboard or through audio or video recordingStep 1: Plan More Positive Interactions (Sprick & Garrison, 2008) Trainer Notes:The purpose of the observation is to collect data to assess the ratio of interactions, not to evaluate the teacher. This is a key point to stress during training!148Identify all the negative behaviors exhibited by the student while with you in classGroup misbehaviorsDetermine how to respond to each group of misbehaviors:Which misbehaviors will be ignoredWhich misbehaviors will receive a fixed, mild consequence that is the same for every occurrenceWhich serious misbehaviors will require a set of progressively more serious consequencesWhich misbehaviors violate the schools code of conduct where an office referral is neededStep 2: Decide How to Respond to Misbehavior(Sprick & Garrison, 2008) Trainer Notes:The purpose of the observation is to collect data to assess the ratio of interactions, not to evaluate the teacher. This is a key point to stress during training!149Develop a plan to increase positive interactionsBrainstorm a list of non-contingent positive interactions with the studentIdentify behaviors and situations in which you can provide positive verbal feedbackPlan to meet informally with student to give feedback on progressAsk other staff members who work with or know the student to help by providing the student with more non-contingent attention and positive verbal praise throughout the dayStep 3: Identify How to Increase Your Positive Interactions With the Student(Sprick & Garrison, 2008) 150A connect/motivation plan is a simple format that helps a teacher put in writing a plan to increase positive interactions.

Determine who will meet with the student to discuss and finalize the planStep 3: Identify How to Increase Your Positive Interactions With the Student(Sprick & Garrison, 2008) 151Independently, silently, and simultaneously read the document titled Increasing Non-Contingent Positive Interactions & Increasing Positive Interactions. Highlight the strategies that would be reasonable, doable, and manageable in your classroom.

When prompted, share your highlighted strategies with your Partner.

Partner Activity 152Two-by-Ten StrategyRaymond Wlodkowski1 researched a strategy called "Two-by-Ten." Here, teachers focus on their most difficult student. For two minutes each day, 10 days in a row, teachers have a personal conversation with the student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85-percent improvement in that one student's behavior. In addition, he found that the behavior of all the other students in the class improved.

1 Wlodkowski, R. J. (1983).Motivational opportunities for successful teaching[Leader's Guide]. Phoenix, AZ: Universal Dimensions. Meet with the student to review the problem and overall behavior goal(s) and discuss your plan for engaging in positive interactions and correcting misbehaviorDiscuss your plan for responding to misbehaviorsReview ways that both the teacher and the student can engage in positive interactionsSet up a regular time once a week to meet with the student to discuss progressReview the roles and responsibilities for all participantsConclude with words of encouragement

Step 4: Meet with the Student(Sprick & Garrison, 2008) 154Implement your plan every day for at least two to three weeks. Be relentless!

Evaluate your plan after two or three weeks.

If the students behavior shows consistent improvement, dont stop!

Periodically collect and share data, looking specifically at the ratio to reenergize both the teacher and the studentStep 5: Follow the Plan(Sprick & Garrison, 2008) 155Intervention F: STOIC ANALYSIS AND INTERVENTION

RationaleEarly stage interventions were not successful

The misbehavior is likely chronic, reinforced in some way, and is meeting a need for the student

This intervention will be used to help plan a more highly structured intervention for the student (Sprick & Garrison, 2008) Interventions A-E were unsuccessful.157PurposeTo assist any student with chronic misbehaviors that have not responded to earlier, simpler interventions.

This intervention guides the teacher through analyzing the function of the misbehavior to address why the misbehavior may be occurring and developing a multifaceted intervention.(Sprick & Garrison, 2008) STOIC Analysis and Intervention StepsIdentify what function the behavior serves.

Plan a STOIC intervention.

Meet with the student.(Sprick & Garrison, 2008) Understanding FunctionConcept of function:Any behavior that occurs regularly and chronically is meeting a need for that student

Identify what function the behavior serves and think about:Why might the behavior be occurring on such a chronic basis?What is the student achieving or avoiding by exhibiting this behavior?

(Sprick & Garrison, 2008) Understanding Behavior using the ABC ParadigmAntecedentBehaviorConsequenceConditions that exists when the behavior occursConditions that exists/occur after the behavior(Triggers / Setting Events)EnvironmentalCurricular / Instructional Social / Interactional Medical / PhysiologicalEmotional / IndividualREINFORCEMENTPUNISHMENT 161Key ConceptsReview basic ABC model

Differentiate antecedents (trigger) and setting events (events that set the stage for behavior to occur)consider all factors that precede the behavior and predict the likelihood that the behavior will occur.

C column is NOT what consequence is applied but rather all events that occur AFTER the behavior occurs.

Focus on the fact that events that FOLLOW a behavior become the ANTECEDENT for the next behavior. This will lead the audience to understanding why we dont spend much time on the C column during the collaborative problem solving process.

Training ActivitiesMaterials NeededKey ConceptsReview basic ABC model

Differentiate antecedents (trigger) and setting events (events that set the stage for behavior to occur)consider all factors that precede the behavior and predict the likelihood that the behavior will occur.

C column is NOT what consequence is applied but rather all events that occur AFTER the behavior occurs.

Focus on the fact that events that FOLLOW a behavior become the ANTECEDENT for the next behavior. This will lead the audience to understanding why we dont spend much time on the C column during the collaborative problem solving process.

Training ActivitiesMaterials NeededHere is the classic, foundational unit of understanding behavior. We will be digging further into this ABC in the next set of slides. Use this to introduce the concept of ABC. We have a behavior that occurs. Something always happens before the behavior (Antecedent) and something always occurs after the behavior (Consequence). I always like to precorrect that the word Consequence should not be equated with punishment; that is typically what the audience will be thinking. I sometimes have people cross off the word consequence and write in the word Response, meaning what happened after the behavior.

Trainers will want to give an example of this sequence. An easy example is drinking coffee first thing in the morning. That would be the behavior. The conditions that existed before or what happened before drinking coffee is that I didnt get much sleep the night before and am dragging this morning. The consequence or response is that I am perked up. The behavior worked! Will I drink coffee again when Im tired? You betthe behavior worked.

Another example that I like to give demonstrates that applying a punishment is often not an effective consequence. My behavior is speeding. The antecedent is that Im running late for work, so I speed (behavior). Are there consequences for speeding? Yes. Am I well aware of them? Yes. The problem is that the consequence of a speeding ticket is not a big enough stick for me to change my behavior. Getting to work on time due to my behavior (speeding) is so reinforcing that unless a police officer is following me, I will continue to use that behavior despite the risk of consequence because it works.We dont often have big enough sticks to cause kids to change their behavior. This is why is becomes critical to support behavior proactively before it occurs. Understanding FunctionInterventions that address the function of a behavior have a much higher chance of success than interventions that do not.

Before identifying function determine if the student has the ability or awareness to meet target expectations. Is the behavior or academic skill in the students repertoire?(Sprick & Garrison, 2008) Ability-Type ProblemsLack of ability should always be considered and ruled out before proceeding with an intervention.

Some students act out because they are incapable of exhibiting expected behaviors.

Intervention in this case will involve:Accommodating the situation, not expecting immediate or complete behavior changeTeaching and modeling new behaviors for the student(Sprick & Garrison, 2008) Awareness-Type ProblemsStudents, like anyone, may exhibit patterns of behavior about which they are almost completely unaware.

Bring the student to a conscious awareness of the problem behavior will make subsequent steps much more successful.

Intervention in this case should involve strategies to help the behavior improve over time (may also need to continue providing accommodations):Providing signalsSelf-monitoringTeaching replacement behaviors

(Sprick & Garrison, 2008) Summary of STOIC StrategiesThere are 5 basic categories of variables you can modify or manipulate to influence student behavior:S=T=O=I=C=Structure for successTeach expectationsObserve and monitorInteract positivelyCorrect fluently(Sprick & Garrison, 2008) 165If you can manipulate something in all five STOIC variables, the resulting behavioral plan will be much stronger than if you address and try to change only one variable(Sprick & Garrison, 2008) Independently and silently read through the STOIC handout.

As you read, identify:One thing you already knewOne thing you learnedOne thing you want to know more about

Individual Activity 167Summary of STOIC StrategiesStructure for Success

Identify any changes in physical arrangements, scheduling, procedures, supervision patterns, and other factors that may have a positive effect on behavior. (Sprick & Garrison, 2008) 168Summary of STOIC StrategiesStructuring and organizing the environment to set the student up for success.

Examples: Change assigned seatingChange the work requirementsChange the scheduleChange expectations or proceduresAssign a duty or responsibilityGive the student viable choices(Sprick & Garrison, 2008) Summary of STOIC StrategiesTeach Expectations

Identify a plan to teach students to function successfully in the structure that has been created.

The plan should identify when, where, and how these positive expectations will be taught.

(Sprick & Garrison, 2008) Summary of STOIC StrategiesTeach ExpectationsExamples: Reteach classroom expectationsTeach the behaviors that are incompatible with the problem behaviorTeach a particular skill: Example: teach a student how to manage his/her attentionTeach social skills:Politeness, manners, etiquette, accepting a compliment.(Sprick & Garrison, 2008) For example with students unable to stay on task, teaching skills for concentrating and staying focused will reduce off-task behavior. When I worked with students with behavioral difficulties, they frequently had difficulty accepting feedback about their work. We actually practiced accepting feedback. The first few times I had to give feedback I always used a precorrect. This was followed up with lots of praise or some form of acknowledgement.171Summary of STOIC Strategies

Observe and Monitor

In the short term, continuously circulate and visually scan the entire classroom and use proximity management.

In the long term, collect data to determine progress (or lack of progress) across time for both individual students and the class as a whole.(Sprick & Garrison, 2008) Summary of STOIC StrategiesObserve and MonitorExamples:Circulate frequently and use proximity as a management toolIncrease frequency of scanningDemonstrate with-it-nessCollect data and debrief with student(s) regularly on progress

Walk Around, Look Around, Talk Around(Archer, 2011) Summary of STOIC StrategiesInteract PositivelyBuild positive relationships with students by greeting and showing an interest in them.

Provide positive feedback on behavioral and academic efforts when students are meeting expectations, following procedures, and engaging appropriately in academic tasks. (Sprick & Garrison, 2008) Summary of STOIC StrategiesInteract PositivelyIncrease frequency of non-contingent attention:

Important note: the absence of this variable when implementing an intervention will be enough to prevent the intervention and any subsequent intervention from working(Sprick & Garrison, 2008) Summary of STOIC StrategiesCorrect Fluently

Teachers should preplan and pre-discuss their corrections so their reaction does not interrupt the flow of instruction.Corrections need to be:CalmConsistentBriefImmediate

Preplan is why teachers should fill out the worksheet on corrective consequences ahead of time so they have consequences that are preplanned. Teachers should also discuss with students how they will react to a misbehavior before it occurs. Calmly avoids reinforcing the behavior and demonstrates that you are a positive teacher and in-control of the situation. Avoid power struggles that distract from the instructional activity, and begin interacting positively with the student immediately after (s)he begins behaving responsibly.

176Read the handout, Understanding Function of BehaviorAfter reading the handout, think of a student that could benefit from a STOIC analysis. Does the student have ability or awareness issues? If so, how would you begin to intervene?Ruling out ability or awareness, what is your initial thought as to the function of the behavior based on what you know about the student?Review the STOIC Chart to determine which variable(s) (S, T, O, I, C) you would manipulate and what you might begin doing if you were intervening with this student?

Activity 177Not sure of this activity.

(Sprick & Garrison, 2008) Think of a student in your class who would benefit from a Planned Discussion.

Use the space provided to start Step 1: Prepare to Meet with the Student.

Activity 179Not sure of this activity.Review: How Did We Do?At the end of the day, participants willUnderstand how classroom management provides the necessary foundation for additional classroom-based interventionsUnderstand the framework for Multi-Tiered System of Supports for ALL studentsDevelop an understanding of specific Early Stage Interventions and how to implement these interventions in the classroom

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