Classroom Tier 2 Interventions

1. Classroom Tier 2 Interventions Presented by Cheryl Glad

2. Pick the Right Tier • If many students are making the same mistake • Think Green Zone • Small groups of students making the same mistake • Think Yellow Zone • A few students all making different mistakes or • A few students with significant behavior problems • Think Red Zone

3. Positive pre-intervention conditions(Solid Core-Green Zone) • Focus on prevention • Educational approach to behavior • Clear 3-5 expectations • Expectations are taught, re-taught and reinforced • Clear system for dealing with violations • Active supervision used in all areas

4. Prerequisite Conditions: Tier 2 Checklist Read each item on the checklist…Think about the classrooms in your school. Is the Tier 1 Process in place?

5. Training Ourselves • Training staff to “catch them being good” will be essential to implementing effective support • Emphasis on reinforcing expected behavior rather than waiting to punish, reprimand or timeout inappropriate behavior is critical

6. Specific and Contingent Feedback • Feedback should be… • …contingent: occur immediately following desired behavior • …specific: tell learner exactly what they are doing correctly and continue to do in the future • “Good job” (not very specific) • “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

7. Group Contingencies • Can range from a small group of students… • Up to the whole building • Contingencies are designed so that peers will encourage positive behavior

8. Group Contingencies Three types: • “All for one” (All student’s behavior in the group earns reward for the group) • “One for all” (One student’s behavior earns reward for group) • “To each his/her own” (Independent groups earn rewards for the group based on member’s behavior)

9. Group Contingencies • Class Dojo Rewards: • 5 points-1 move on our class game • 10 points- 2 moves on our class game • 15 points-3 moves on our class game • 20 Points-4 moves on our class game • 35 points- 5 moves on our class game • 40 points-6 moves on our class game • 45 points-7 moves on our class game • 50 points-8 moves on our class game

10. Novelty is reinforcing… Mystery Motivator

11. Why use a Mystery Motivator • Increase anticipation and variety of the selected reinforcers • Reduce the opportunities to “deny” or downplay a known, single reinforcer

12. Setting up a Mystery Motivator • Prepare a menu of reinforcers using student input and observation • Pick one without letting the class know which one • Place its name in a sealed envelope • Set up the criteria that allows opening the envelope and receiving the reward • Generate anticipation and mystery regarding the contents of the envelope • At the end of the interval, if the criteria is met, someone opens the envelope and the reward is given out

13. Do Mystery Motivators work with older students? I think they might…

14. A variation on lotteries and raffles The Red Green Show

15. The Red Green Show • Variant of the behavior lottery • Class-wide reinforcement program • Reduces peer reinforcement of misbehavior • Increases teacher attention on positive behaviors

16. The Red Green Show…Backstage • Select tokens and clear container, i.e., game chips, marbles, slips of paper, etc., 2 different colors! • Complete reinforcer menu with student input • Decide when and how often drawings will be happen • Set-up, practice, and rehearse classroom rules/target behaviors

17. The Red Green Show…Opening Night • Appropriate behavior earns a green token, which goes in the container • Inappropriate behavior earns a red token in the container • Draw a token from the container at the end of the time period • Reward the group if a green token is chosen, or withhold reinforcement from the group if a red token is drawn

18. Good Behavior Game • Basics • Two teams • Teacher specifies and records misbehaviors • Team with fewest misbehaviors wins some reward for the day • Data • Over 35 published studies • IT WORKS! • Mostly grades K-8 but some examples in HS and with adults.

19. Yellow Zone Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Low effort by teachers • Positive system of support • Students agree to participate • Implemented by all staff/faculty in a school • Adequate resources allocated (admin, team) • Continuous monitoring for decision making

20. Guiding QuestionsFor Tier 2 Interventions

21. 1. Based on data identify those students who are not meeting social behavior targets • What is the specific time period of the data being reviewed? • Have you reviewed the best data to tell the story about students in your class? • Which data decision rules were used to consider students for Tier 2 support? • Do data appear accurate? Do you need to tighten up accuracy of data collection? • Is everyone collecting and documenting similar behavioral incidents? • Who are the students who have met at least on data decision rule? (List names of students)

22. 2. Discuss and match students with similar problem behaviors (form targeted groups) • Which of the 2 common problem behaviors does each student display (minor disruption or noncompliance)? • If there is not a perfect match, which is the closest?

23. 3.What function (get/avoid) do the data suggest is associated with student problem behavior? • Do students want adult attention (HINT: Teacher redirects and corrections are adult attention too). • Do students want peer attention? • Do students get a favorite item or activity? • Do students avoid doing work? • Do students avoid adults? • Do students avoid peers? • What data support this conclusion? • No data? Consider doing a Functional Assessment Checklist for Teachers (Appendix H)

24. 4. Decide intervention to meet the function of the behavior for the students. • What can be done to prevent the disruptive behavior? • What skills should be taught first? • What can you do to minimize the payoff of the problem behavior? • How can you recognize students for displaying the expected behavior?

25. Tier 2 Classroom Support • Students with 2 – 5 major ODRs (or repeated minor behaviors) within a year need additional support. • Check in/out or Behavior Education Program (BEP) • Check and Connect • Targeted social skills training • Academic Support • Peer based tutoring • Behavioral contracting • The extra supports may be given by any staff member. Typically staff members with some expertise in social and behavioral issues may help with yellow zone supports. • These students receive all supports available to all students with universal supports.

26. Check In/Check Out • The CICO process will provide systematic performance feedback for students who have been identified as needing Tier 2 support. This intervention is most appropriate for students who seek or enjoy adult attention. • This intervention also provides a positive communication link between home and school. • The intervention sets students up for success each morning and can be faded to develop student self-management.

27. Check and Connect • This intervention is designed to enhance student engagement and foster school completion with academic and social competence. • The intervention is implemented by a trained mentor (s). • The mentor (s) checks on students daily assessing their engagement with school and learning through close monitoring of their attendance, behavior and grades. • The mentor (s) connects with students, offering targeted and/or individualized intervention (based on degree of disengagement) in partnership with school personnel, families, and community service providers.

28. Social Skills Groups • Social skills group will provide specific social skills training/instruction, based on the student’s identified function of behavior. • Replacement social skill behaviors identified will be taught and practiced. • Student performance of skills must be acknowledged by all participating adults. • If the school chooses to use a commercial social skills curriculum, it will be important to tie specific skills to the school-wide expectations (e.g. safe, respectful, responsible).

29. Recommended Programs • Goldstein: Skillstreaming • Goldstein and Glick: Aggression Replacement Training • Walker: The Walker Social Skills Curriculum • Knoff: Achieve • Botvin: Life Skills Training

30. Recommended Programs • Rhode:The Tough Kid series • Reavis: Best Practices; behavioral and educational strategies for teachers • Sprick: Interventions; collaborative planning for students at-risk • Guzzo: Second Step (K-8th grade)

31. Academic Supports • Remember learning concerns must be ruled out as the cause of inappropriate behavior. • Differentiating by content, process and product is part of Tier 1 prevention. • Independent work must be at the student’s current level of performance for a student with academic skill deficits to prevent problem behavior.

32. Other considerations… • An intervention is something that can be monitored and evaluated for progress and making decisions. • A behavior intervention needs to match the function of the behavior. • Communication with all participating in the intervention is critical… don’t forget the student!

33. Resources • www.pbisworld.com • Teacher’s Encyclopedia of Behavior Management • The Behavior Management Toolkit • Behavioral Response to Intervention

34. Next Up- Overview of Classroom Tier 3