Behavioral Pyramid of Interventions “A Strategy for Every Child”

Behavioral Pyramid of Interventions “A Strategy for Every Child” Presented By: Terry Flanders

Special Services Intensive Strategic Core Pyramid of Intervention

Why are we discussing Pyramids of Interventions? Multi-tiered systems of intervention are consistent with federal legislation (Individuals with disabilities education actions IDEA 2004) and No Child Left Behind (NCLB 2001) and evidenced based research.

According to OSEP • Students with disabilities have more than three times the number of serious misconduct incidences per 1,000 students than do typically developing students • Over 1/3 of adolescents with disabilities have been suspended or expelled.

Challenging behavior is evident in even the youngest children served by IDEA (10 to 40%) • Over 65% of students identified with emotional and behavioral disorders drop out of school

Approximately 48% of children with problem behaviors in kindergarten have been placed in special education by 4th grade.

Because young people between the ages of 5 and 21 spend approximately 10 of the 12 months of the year in school with both good and bad behavior being reinforced in school, do we need a more compelling reason to seriously address behavioral issues?

Definition of Pyramid of Interventions A Pyramid of Intervention is a framework through which school districts provide integrated academic and behavioral supports within a multi-tiered model.

Before we go on to address teaching styles and various strategies, lets take a minute to reflect…

Absolutely the most important component of establishing and maintaining class discipline is to create positive, meaningful relationships with every student.

3 Behavior Management Styles: Assertive, Non Assertive, Hostile

Communication Styles • Alpha Commands (also known as effective commands or precision requests)-concise instructions that elicit a distinct outcome, are precise, specific, direct, given one at a time, stated positively and in a calm tone of voice (e.g. “Please sit down” or “Turn to page 22”)

Communication Styles • Beta Commands-commands that are NOT Alpha commands, such as using a questioning format, multiple steps, negatively stated or not specific (e.g. “Will you sit down?” or “Behave yourself.”)

Data on Compliance • Based on 75 Classroom Observations from Pre-K through High School • Average 78% compliance with Alpha Commands • Average of 40% compliance with Beta Commands

Teachers that averaged over 80% compliance used Alpha Commands AND had at least 3 positives for every negative (ratio of 3:1 positives to negative) had an average of 93% compliance (range 88% to 100%)

So what does this mean? • Teaching staff who use Alpha (effective commands) and to provide ration of 4 positives to every negative sets a good foundation for classroom management.

This does not cost anything and involves no additional time (no loss of instructional time). • This involves a change in communication style of the adults (change in their behavior).

The Beatings Will Continue Until Morale Improves

The best intervention is people who care. The children in successful studies were not successful because of just a more extensive menu of interventions. They were ultimately successful because someone cared.

Pyramid of Behavioral Interventions Tier I 80-90% of students Tier I interventions are universal, school wide, preventive and/or proactive.

The very first Tier I strategy is to establish a class-wide discipline plan which includes rules, supportive feedback and a hierarchy of consequences. Teach the plan.

Classroom Rules 1. 2. 3. 4. 5. Supportive Feedback 1. 2. 3. 4. 5. Corrective Actions 1. 2. 3. 4. 5.

Classroom Rules • Follow directions the first time given • Do not interrupt others • Keep hands, feet and objects to yourself • Enter the classroom quietly • Bring required materials to class

Supportive Feedback • Verbal praise • Positive calls/notes to parents • Coupons • Exempt homework pass • Tangible rewards

Context

Corrective Actions 1st offense= name written down 2nd offense= move to another seat (10 minutes)

3rd offense= remain for 2 minutes at class change 4th offense= lunch detention and call parents 5th offense= severe clause-sent student to the office

Other Tier I Strategies are:

Have a large clock in view and refer to it frequently • Change seating as needed • Use the terms choose, chose and choice to teach responsibility and ownership

Tier I (Core) • Be Positive • Contact parents within the first 2 weeks of school with positive input • Teach your discipline plan • Say what you mean, mean what you say, do what you say you are going to do

Catch them being appropriate and provide specific reinforcement • Circulate, use proximity control • Change consequences when they cease to work • Maintain a good sense of humor!

Tier I • Establish a “quiet office” • Determine a class-wide cue to get students quiet • Have interesting, hands on activities • Establish an organized method of calling on students rather than throwing out questions

Interact with attention-seeking students before they start to act out • Implement a positive, class-wide reward system, change the format frequently • Build positive relationships with each student

Tier I Co-teaching Insert baseline data • Social skills curriculum • Post school values and philosophy • Character education • Create classroom rituals (daily check in warm up activity) Supporting Effective Co-Teaching

Reinforce listening • Alert students several minutes prior to transition • Teach expected student behaviors directly • Inform parents of expected behaviors and consequences

Tier I • Classroom routines are clearly taught and followed • “Catch them being good” Recognize effort first then focus on accuracy • Expected behaviors explicitly taught

Have a system for monitoring correct and incorrect work completion • Teach a “feeling” word vocabulary • Use behavior rubrics

Tier I • Play classical music • 100 points preparedness grade system • Secret student • Teacher proximity and eye contact • Positive calls home • Change student seating

Do stand at the door and greet the students as they enter. Provide constant supervision. • Structure a lesson around the target students interests • Offer students a face-saving out

Tier I • Do an “antiseptic bounce.” Interrupt escalating anger early by providing an errand etc. • Provide students with simple choices • Teach negotiation skills (assignments, expectations)

Positive peer reports • Rubber band intervention • Give an “IOU” to meet with an adult at a more convenient time • Establish a procedure for students to request assistance

Tier II (Strategic) 5 to 7% of students Tier II interventions are easy to administer to small groups of students are typically short term, require limited time and staff involvement.

Tier II • Behavior is monitored and feed back is provided regularly to student parent, and other relevant staff • Involve a behavior support team • Develop an organizational system for an individual child • Short term individualized counseling

Daily school to home chart or agenda • Early or later class/hall transitions • Laminated copy of a checklist or rubric to keep at the students desk • Self rating behavior checklist (coach cards) • Establish a secret signal to cue for behavior

Tier II (Strategic) • Time out in a teammate’s classroom • Call student’s home on a scheduled basis • Parent shadows the student at school • Parent Conference

Monitoring • Schedule includes co-teaching classes • Record the student on audio or video tape • Individual contracts

Tier III (Intensive) For students with marked difficulties and who have notresponded to Tier I or Tier II efforts.

Tier III (Intensive) Tier III interventions are generally long term in nature and require the most sophisticated levels of behavioral assessment, interventions and progress monitoring. They are typically committee driven.

Some examples are: • SST involvement • 504 plans • Functional Behavioral Assessments • Data analysis drives individual problem solving

Behavioral Pyramid of Interventions “A Strategy for Every Child”