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Coaches’ Day:Reviewing the Continuum
of Behavioral Supports
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Matt PhillipsCoordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD
Speech-Language Pathologist• Heartwood• Sparrow• Indiana• Private Practice• MSU - CSD
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Acknowledgements• Content was based on the work of…
• Randy Sprick• Dean L. Fixsen• Karen A. Blasé• Rob Horner• George Sugai • Geoff Colvin• Crisis Prevention Institute• Children’s Trauma Assessment Center, WMU
• Special Thanks to ISD Friends.. Brian Lloyd Michael Zivsak
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Learning Targets• Identify the continuum of supports for behavior across
an MTSS model
• Identify the behavioral process data and outcome data, and understand the application of data-driven decisions
• Identify tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions.
• Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.
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Continuum of Positive Behavior Supports
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Process Data - Behavior
Benchmarks of Quality (BoQ)
• Completed annually by school leadership teams
• Tier 1 SWPBIS implementation fidelity check
• 53 benchmarks across 10 critical elements of implementation.
• Identifies areas of strength and need; informs problem analysis and action planning.
• 70% Implementation Goal
Self-Assessment Survey (SAS)
• Completed annually by building staff • Fidelity check of PBIS implementation
across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students
• Seven key elements of the Implementation Subsystems
• Informs of areas of strength and need, including communication between leadership team and staff
• 70% Implementation Goal
pbisapps.org
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Schoolwide Overview- Behavior
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Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)
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Classroom Structures
Teacher-Student
Relationships
Instructional Management
Responding to
Appropriate Behavior
Responding to
Inappropriate Behavior
Critical Features of Effective Classroom Management
(Reinke, Herman, & Sprick, 2011)
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The goal of classroom management is to develop a classroom of students who are:
• respectful,• responsible, • motivated, • and highly engaged in meaningful tasks.
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Classroom Management Plan
Developing a Classroom Management Plan will set the stage for dealing productively with a range of behaviors,
both positive and negative.
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Historical PerspectiveBEHAVIOR MANAGEMENT HAS TYPICALLY
CONSISTED OF TRYING TO “MAKE” STUDENTS BEHAVE
This attitude leads to an overdependence on
REACTIVE PROCEDURES.
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An Increase in Emotional Intensity
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Dependence on Role-Bound Authority
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A Dependence on Punishment
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Wishing and Hoping
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The CHAMPs Acronym
• C Conversation• H Help• A Activity• M Movement• P Participation• S Supplies
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Defining CHAMPS:
• A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management.
• A process of continuous improvement• An acronym• A common language among staff
members
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Develop and Display Classroom
Rules
Your classroom rules should communicate your most important expectations and address most common misbehaviors.
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Management PlanAn effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: •Rituals•Routines•Rules•Consequences •Motivational techniques
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Management Plan
The greater the level of structure needed in your classroom, the
more DETAILED and PROLONGED you are going to have to be when teaching your
expectations.
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Level of Classroom Structure
• The level of structure should not be based on teacher preference or familiarity!
• The level of structure should be based on student need!
• When in doubt, start with a higher level of structure.
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Student Needs
Teacher Needs
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“Survey says…”
0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH
31-60 MEDIUM: Students need MEDIUM or HIGH
structure
61-120 HIGH: Students need HIGH structure
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Schoolwide Overview- Behavior
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Classroom Management Plan vs.
Individual Intervention“Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.
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Strengthen Classroom Management
Classroom Structures
Teacher-Student
Relationships
Instructional Management
Responding to
Appropriate Behavior
Responding to
Inappropriate Behavior
(Reinke, Herman, & Sprick, 2011)
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Strengthen Classroom Management
S = Structure for SuccessT = Teach ExpectationsO = Observe BehaviorI = Interact PositivelyC = Correct Fluently
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Strengthen Classroom Management
CHAMPS Coaching
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Strengthen Classroom Management
Time on Task
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• Opportunities to Respondo Verbal ResponsesoWritten Responseso Action Responses
All Students Respond. When possible use response procedures that engage
all students. (Archer, 2011)
Strengthen Classroom
Management
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• Ratio of Interactionso Positive Interaction: acknowledging a positive
behavioro Negative Interaction: addressing a negative
behavior; fluent correction
4:115:1
Strengthen Classroom
Management
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Strengthen Classroom
Management
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Strengthen Classroom
Management Precision
Requests
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Strengthen Classroom
Management
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Strengthen Classroom
Management
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Strengthen Classroom
Management
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ACTIVITY
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Hypothesize
!
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Early Stage Interventions
These are the interventions that
ALL teachers should be trained
to implement effectively and
with fidelity.
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Early Stage Interventions
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A-B-C Defined
Behavior
Consequence
the student
does (what) ________
_
… because (why) ________
_
Step 1 Step 2 Step 3
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If a child doesn’t know how to read…….we teach.
If a child doesn’t know how to swim…...we teach.
If a child doesn’t know how to multiply…..we teach.
If a child doesn’t know how to behave…
we punish?
John Herner; Counterpoint, Vol 19 (2) NASDSE c
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Function Based Behavior Intervention Plans (BIP):
1. Make the problem behavior irrelevant• Decrease the need to engage in the behavior
2. Make the problem behavior inefficient • Provide a replacement behavior that serves the same
function as the inappropriate behavior
3. Make the problem behavior ineffective • Do not allow the child to obtain what is wanted through
inappropriate behavior
4. Make the plan positive• Write a plan that you would want written for you. If your
plan is dependent on negative consequence, there is a much greater chance that the plan will NOT be successful.
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BIPs Are Action Plans• When writing BIPs, assign people responsible for
doing each strategy/action.• Develop a plan to monitor the effectiveness of the
plan. Always ask “How will we know if this is working? This will require a baseline an the use of measurable data.
• Create a plan that is possible. This may require allocating resources to remediate the problem.
• Expect some time for behavior change to occur.• Schedule a follow up date to review the plan, but
also check and adjust. These plans are more likely than not to involve some trial-and-error.
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BIP:Changes to A B C
• (Antecedents) – Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue?
• (Behavior) – Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did?
• (Consequence) – Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead?
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“You should not propose to reduce a problem behavior
without also identifying alternative, desired behaviors
a person should perform instead of the problem
behavior.”
(O’Neill et al., 1997, p.71)
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Competing Pathways
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• Break into small teams of 2-3• Review the case of “Jason.”• Identify the ABC variables and develop BIP with
potential “Positive Opposites” in a Competing Pathway Model.
ACTIVITY
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Selecting An Intervention
• You can have the best intervention in the world, but if it is not matched to the student’s need (or cannot be implemented), the intervention is worthless.
• Randy Sprick Intervention Book• http://
www.interventioncentral.org/behavioral-intervention-modification
• Effective School Interventions 2nd Edition– Natalie Rathvon - Good resource for behavior and academics
• http://www.interventioncentral.org/behavioral-intervention-modification
• http://www.casel.org/guide/ratings/elementary• http://www.pbisworld.com/ (Awesome!)• http://
www.behaviordoctor.org/files/books/2014books/2014PIESV.pdf
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Bullying• unwanted, aggressive behavior • real or perceived power imbalance. • repeated, or has the potential to be repeated, over time. • must be aggressive and include:
o Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.
o Imbalance of Power: Kids who bully use their power—• Physical• Verbal• Social: Access to embarrassing information, or popularity—to control or harm others. • Repetition: Bullying behaviors happen more than once or have the potential to happen
more than once.
• Examples: making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.
http://www.stopbullying.gov/
http://www.violencepreventionworks.org/public/index.page
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TraumaOver 3 quarters of the population of the United States has experienced some form of childhood adversity.
Over 30% have experienced 3 or more adversities.
(Kessler, 1995 National Comorbidity Study)
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TraumaOver 3 quarters of the population of the United States has experienced some form of childhood adversity.
Over 30% have experienced 3 or more adversities.
(Kessler, 1995 National Comorbidity Study)
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Trauma Neurobiology• Limbic System/Stress
Response –fight/flight• Impact on
hippocampus (memory, learning, organization)
• Use dependency of neural networks
• Brainstem (hyper-responsive) vs. prefrontal cortex
Empathy and No Presumptions
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Strengthening
SWPBIS
CHAMPS
DiSC
Coaching Classroom
Management
Establishing a Behavior Response
Team
Early Stage Interventions
Tier II Supports
FBA/BIP
Tier III Supports
FBA/BIP FBA/BIP
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Discussion
• Thanks for listening!
• Please let me know if you would like more information or follow-up…
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Learning Targets• Identify the continuum of supports for behavior across
an MTSS model
• Identify the behavioral process data and outcome data, and understand the application of data-driven decisions
• Identify tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions.
• Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.