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Workshop Description

Workshop Description. RTI at Middle and High Schools: Behavioral Interventions for Groups and Individual Students Jim Wright www.interventioncentral.org. Big Ideas in Student Behavior. Classroom Management Strategies. Defining Behavior Problems: Guidelines.

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Workshop Description

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  1. Workshop Description

  2. RTI at Middle and High Schools: Behavioral Interventions for Groups and Individual StudentsJim Wrightwww.interventioncentral.org

  3. Big Ideas in Student Behavior Classroom Management Strategies Defining Behavior Problems: Guidelines Ideas for Working with Non-Compliant, Inattentive, and Overactive Students Web Resources to Support Behavioral Interventions and Progress-Monitoring Workshop Agenda

  4. Workshop Materials Available at: • http://www.interventioncentral.org/bctc.php

  5. Tier 3: Intensive interventions. Students who are ‘non-responders’ to Tiers I & II may be eligible for special education services, intensive interventions. Tier 3 Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 2 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. Tier 1 RTI ‘Pyramid of Interventions’

  6. ‘Big Ideas’ in Student Behavior Management

  7. Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Causes (Kratochwill, Elliott, & Carrington Rotto, 1990) • Behavior is not random but follows purposeful patterns.Students who present with the same apparent ‘surface’ behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur.A student’s problem behaviors must be carefully identified and analyzed to determine the drivers that support them. 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..

  8. Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include… • Power/Control • Protection/Escape/Avoidance • Attention • Acceptance/Affiliation • Expression of Self • Gratification • Justice/Revenge Source: Witt, J. C., Daly, E. M., & Moell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.

  9. Teacher Referral Example… “Showed disrespect towards me when she yelled inappropriately regarding an instruction sheet. I then asked her to leave the room. She also showed disrespect when I called her twice earlier in the class to see her report card grade.”

  10. Teacher Referral Example… “I gave out a test. After a few minutes, he crunched it and threw it on the floor. If he were not prepared, he could have talked to me and I would have allowed him to take it on a different date, as I usually do.”

  11. B C Big Ideas: Attend to the Triggers and Consequences of Problem Behaviors (Martens & Meller, 1990) • Intervening before a student misbehaves or when the misbehavior has not yet escalated increases the likelihood of keeping the student on task and engaged in learning. Consequences of behaviors that are reinforcing to the student will increase the occurrence of that behavior. ABC Timeline A Source: Martens, B.K., & Meller, P.J. (1990). The application of behavioral principles to educational settings. In T.B. Gutkin & C.R.Reynolds (Eds.), The handbook of school psychology (2nd ed.) (pp. 612-634). New York: John Wiley & Sons.

  12. ABC Timeline: Example

  13. 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 in these students’ degree of academic engagement. Source: Lentz, F. E. & Shapiro, E. S. (1986). Functional assessment of the academic environment. School Psychology Review, 15, 346-57.

  14. Big Ideas: Behavior is a Continuous ‘Stream’ (Schoenfeld & Farmer, 1970) • Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘behavior stream’). • When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors. • Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to effectively ‘capture’ the student’s ‘behavior stream’. Source: Schoenfeld, W. N., & Farmer, J. (1970). Reinforcement schedules and the ‘‘behavior stream.’’ In W. N. Schoenfeld (Ed.), The theory of reinforcement schedules (pp. 215–245). New York: Appleton-Century-Crofts.

  15. Big Ideas: Academic Delays Can Be a Potent Cause of Behavior Problems (Witt, Daly, & Noell, 2000) Student academic problems cause many school behavior problems. “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 when 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

  16. ……………… ……………… 10 0 X X ...………… ...………… 0 10 ……………… 10 0 0 X ...………… 10 100 Unmotivated Students: What Works Motivation can be thought of as having two dimensions: • the student’s expectation of success on the 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 also be zero. Multiplied by • the value that the student places on achieving success on that learning task 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 academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.

  17. Intrinsic vs. Extrinsic Motivation “An intrinsically motivated behavior [is defined as] one for which there exists no recognizable reward except the activity itself (e.g., reading). That is, behavior that cannot be attributed to external controls is usually attributed to intrinsic motivation.” “…an extrinsically motivated behavior refers to behavior controlled by stimuli external to the task.” p. 345 Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

  18. Intrinsic Motivation: Is This Construct Useful? By definition, intrinsic motivation is supported by the reinforcing quality of the activity alone. As a construct, ‘intrinsic motivation’ may be untestable, because the reinforcer cannot be directly observed or experimentally manipulated. In other words, whether or not it is theoretical possible for a task to be intrinsically motivating, schools should always consider factors in the instructional environment that can be altered to increase the reinforcing qualities of the learning task. Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

  19. Childhood and Beyond Longitudinal Project • 3 cohorts of children (about 250 children per cohort) were followed across elementary, middle and high school. (Children were recruited from 4 middle-class school districts in the midwest.) • In the subject areas of math, language arts, and sports, students were asked each year to rate their competence in the subject and their valuing of it. Source: Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.

  20. Childhood and Beyond Longitudinal Project: Some Findings • Ratings of both competence and value declined for all 3 subject areas (math, language arts, and sports) for boys and girls as they grew older. • Girls rated themselves lower in competence in math throughout school—until grade 12, when boys and girls converged in their ratings (because boys’ ratings declined faster than did girls’ ratings). • Across all grade levels, boys rated themselves significantly less competent than did girls in language arts. • Not surprisingly, boys’ and girls’ valuing (enjoyment, liking) of a subject area correlated with perceived ability. Generally, boys and girls who rated themselves as lowest in ability also rated their valuing of the subject area as lowest. Source: Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.

  21. Our Working Definition of ‘School Motivation’ For This Workshop The student is engaged in ‘active accurate academic responding’.

  22. Applying ‘RTI Logic’ to Better Understand Behavior Problems

  23. ‘Special Education is Magic’: A Barrier to Interventions in the General-Education Setting “…some teachers view students with handicaps as being qualitatively different from normal achievers and believe that only special teachers can teach these special students. At the very least, this kind of magical thinking reduces teachers’ expectations for student progress, and we know that ambitious goals increase achievement. At its worst, believing that special education is magic leads teachers to actively resist accommodating students with special needs in their classrooms through behavioral or instructional consultation.” Source: Martens, B. K. (1993). A case against magical thinking in school-based intervention. Journal of Educational and Psychological Consultation, 4(2), 185-189.

  24. Factors Influencing the Decision to Classify as BD (Gresham, 1992) Four factors strongly influence the likelihood that a student will be classified as Behaviorally Disordered: • Severity: Frequency and intensity of the problem behavior(s). • Chronicity: Length of time that the problem behavior(s) have been displayed. • Generalization: Degree to which the student displays the problem behavior(s) across settings or situations. • Tolerance: Degree to which the student’s problem behavior(s) are accepted in that student’s current social setting. Source: Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-37.

  25. I call the range of students whom [teachers] come to view as adequately responsive – i.e., teachable – as the tolerance; those who are perceived to be outside the tolerance are those for whom teachers seek additional resources. The term “tolerance” is used to indicate that teachers form a permissible boundary on their measurement (judgments) in the same sense as a confidence interval. In this case, the teacher actively measures the distribution of responsiveness in her class by processing information from a series of teaching trials and perceives some range of students as within the tolerance. (Gerber, 2002) “ ” Source: Gerber, M. M. (2003). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  26. Inference: Moving Beyond the Margins of the ‘Known’ “An inference is a tentative conclusion without direct or conclusive support from available data. All hypotheses are, by definition, inferences. It is critical that problem analysts make distinctions between what is known and what is inferred or hypothesized….Low-level inferences should be exhausted prior to the use of high-level inferences.” p. 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).

  27. High-Inference Hypothesis. The student is ‘just lazy’ and would do better if he would only apply himself. Unknown Known Unknown Low-Inference Hypothesis. The student has gaps in academic skills that require (a) mapping out those skill gaps, and (b) providing the student with remedial instruction as needed. Known Examples of High vs. Low Inference Hypotheses An 11th-grade student does poorly on tests and quizzes in math. Homework is often incomplete. He frequently shows up late for class and does not readily participate in group discussions.

  28. Tier 3 Targets: Focus on School Factors Over Which We Have Influence “The hypothesis and intervention [for struggling students] should focus on those variables that are alterable within the school setting. These alterable variables include learning goals and objectives (what is to be learned), materials, time, student-to-teacher ratio, activities, and motivational strategies.” p. 95 Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

  29. The Problem-Solving Model & Multi-Disciplinary Teams A school consultative process (‘the problem-solving model’) with roots in applied behavior analysis was developed (e.g., Bergan, 1995) that includes 4 steps: • Problem Identification • Problem Analysis • Plan Implementation • Problem Evaluation Originally designed for individual consultation with teachers, the problem-solving model was later adapted in various forms to multi-disciplinary team settings. Source: Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.

  30. Academic or Behavioral Targets Are Stated as ‘Replacement Behaviors’ “The implementation of successful interventions begins with accurate problem identification. Traditionally, the student problem was stated as a broad, general concern (e.g., impulsive, aggressive, reading below grade level) that a teacher identified. In a competency-based approach, however, the problem identification is stated in terms of the desired replacement behaviors that will increase the student’s probability of successful adaptation to the task demands of the academic setting.” p. 178 Source: Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 177-193).

  31. Common Reasons Why Behavior Plans Fail

  32. Common Reasons Why Behavior Plans Fail • Student problems are defined in vague rather than specific terms, making it more difficult to select the right intervention(s) to support the student.When student concerns are stated in vague terms (e.g., “The student is disruptive” or “The student has an attitude”, they lack details about the setting(s) in which behavior problems typically occur, a specific description of the problem behavior, and information about its severity.

  33. Common Reasons Why Behavior Plans Fail • The problem behavior is viewed as residing primarily within the student.This focus on the student alone can cause schools to overlook the important positive impact that instructional staff can have on students by changing instruction, work (curriculum) demands, and the learning environment.

  34. Common Reasons Why Behavior Plans Fail • The school selects an incorrect hypothesis about what is supporting the student’s problem behavior, so the strategies to promote the positive, replacement behavior don’t work.For example, the school may incorrectly hypothesize that a student is misbehaving to win attention from peers when in fact that student is acting out to escape classwork.

  35. Common Reasons Why Behavior Plans Fail • The ‘replacement’ behavior does not take hold because it is not being adequately reinforced. If the replacement behavior was not a part of the student’s repertoire before the intervention plan began, that replacement behavior simply fails to take hold in the absence of reinforcement. If the replacement behavior does appear intermittently (e.g., student occasionally complies with adult requests), these ‘flickers’ of positive behavior may be extinguished completely because of lack of reinforcement.

  36. Common Reasons Why Behavior Plans Fail • The student’s problem behavior continues, even after the replacement behavior has been taught.The reason that the problem behavior persists is that antecedents (triggers) and / or consequences supporting the negative behavior still remain in place.

  37. Team Activity: Select a Behaviorally Challenging Student… : • At your table: • Discuss students in your classrooms or school who present challenging behaviors. • Of the students discussed, select one student that your team will use in an exercise of defining student problem behaviors. • Write a brief statement defining that student’s problem behavior(s).

  38. Defining Student Problem Behaviors: A Key to Identifying Effective Interventions Jim Wrightwww.interventioncentral.org

  39. Interventions: Potential ‘Fatal Flaws’ Any intervention must include 4 essential elements. The absence of any one of the elements would be considered a ‘fatal flaw’ (Witt, VanDerHeyden & Gilbertson, 2004) that blocks the school from drawing meaningful conclusions from the student’s response to the intervention: • Clearly defined problem. The student’s target concern is stated in specific, observable, measureable terms. This ‘problem identification statement’ is the most important step of the problem-solving model (Bergan, 1995), as a clearly defined problem allows the teacher or RTI Team to select a well-matched intervention to address it. • Baseline data. The teacher or RTI Team measures the student’s academic skills in the target concern (e.g., reading fluency, math computation) prior to beginning the intervention. Baseline data becomes the point of comparison throughout the intervention to help the school to determine whether that intervention is effective. • Performance goal. The teacher or RTI Team sets a specific, data-based goal for student improvement during the intervention and a checkpoint date by which the goal should be attained. • Progress-monitoring plan. The teacher or RTI Team collects student data regularly to determine whether the student is on-track to reach the performance goal. Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

  40. Defining Problem Student Behaviors… • Define the problem behavior in clear, observable, measurable terms (Batsche et al., 2008; Upah, 2008). Write a clear description of the problem behavior. Avoid vague problem identification statements such as “The student is disruptive.” A well-written problem definition should include three parts: • Conditions. The condition(s) under which the problem is likely to occur • Problem Description. A specific description of the problem behavior • Contextual information. Information about the frequency, intensity, duration, or other dimension(s) of the behavior that provide a context for estimating the degree to which the behavior presents a problem in the setting(s) in which it occurs.

  41. Defining Student Problem Behaviors: Team Activity • Using the student selected by your team: • Step 1: Define the problem behavior in clear, observable, measurable terms. • Five Steps in Understanding & Addressing Problem Behaviors: • Define the problem behavior in clear, observable, measurable terms. • Develop examples and non-examples of the problem behavior. • Write a behavior hypothesis statement. • Select a replacement behavior. • Write a prediction statement.

  42. Defining Problem Student Behaviors… • Develop examples and non-examples of the problem behavior (Upah, 2008). Writing both examples and non-examples of the problem behavior helps to resolve uncertainty about when the student’s conduct should be classified as a problem behavior. Examples should include the most frequent or typical instances of the student problem behavior. Non-examples should include any behaviors that are acceptable conduct but might possibly be confused with the problem behavior.

  43. Defining Student Problem Behaviors: Team Activity • Using the student selected by your team: • Step 2: Develop examples and non-examples of the problem behavior. • Five Steps in Understanding & Addressing Problem Behaviors: • Define the problem behavior in clear, observable, measurable terms. • Develop examples and non-examples of the problem behavior. • Write a behavior hypothesis statement. • Select a replacement behavior. • Write a prediction statement.

  44. Defining Problem Student Behaviors… • Write a behavior hypothesis statement (Batsche et al., 2008; Upah, 2008). The next step in problem-solving is to develop a hypothesis about why the student is engaging in an undesirable behavior or not engaging in a desired behavior. Teachers can gain information to develop a hypothesis through direct observation, student interview, review of student work products, and other sources. The behavior hypothesis statement is important because (a) it can be tested, and (b) it provides guidance on the type(s) of interventions that might benefit the student.

  45. Defining Student Problem Behaviors: Team Activity • Using the student selected by your team: • Step 3: Write a behavior hypothesis statement. • Five Steps in Understanding & Addressing Problem Behaviors: • Define the problem behavior in clear, observable, measurable terms. • Develop examples and non-examples of the problem behavior. • Write a behavior hypothesis statement. • Select a replacement behavior. • Write a prediction statement.

  46. Defining Problem Student Behaviors… • Select a replacement behavior (Batsche et al., 2008). Behavioral interventions should be focused on increasing student skills and capacities, not simply on suppressing problem behaviors. By selecting a positive behavioral goal that is an appropriate replacement for the student’s original problem behavior, the teacher reframes the student concern in a manner that allows for more effective intervention planning.

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