gregory j. benner, ph.d. associate professor university of washington, tacoma
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Responding in the Red Zone: Scientifically-Based Reading Instruction for Students with Significant Behavioral Challenges Louisiana PBS Conference Sessions 5A & 5B. Gregory J. Benner, Ph.D. Associate Professor University of Washington, Tacoma Email: [email protected] - PowerPoint PPT PresentationTRANSCRIPT
Responding in the Red Zone: Scientifically-Based Reading Instruction for Students with
Significant Behavioral Challenges
Louisiana PBS ConferenceSessions 5A & 5B
Gregory J. Benner, Ph.D.Associate Professor
University of Washington, TacomaEmail: [email protected]
Telephone: (253) 692-4621Fax: (253) 692-5612
Big Picture Objectives The link between behavior and academic
achievement Short chronicle of what we have learned
What works to improve the responsiveness of students in the red zone to reading intervention Six keys to improved responsiveness
Potential Relationships
AchievementProblem Behavior
AchievementProblem Behavior
AchievementProblem Behavior
AchievementProblem Behavior
Hinshaw, S.P. (1992). Psychological Bulletin
Child FactorsPre-natal, Natal, Post-NatalEarly Externalizing Behavior PatternEarly Internalizing Behavior PatternChildhood Maladjustment Childhood Maltreatment
School Outcomes
Risk Factors: Why the relationships Birth & Lifespan
Adult Outcomes
Risk Factors for Academic and Behavioral Problems at the Beginning of School (http://www.nimh.nih.gov)
Family FactorsAntisocial & Psychiatric Family HistorySocioeconomic StatusFamily FunctioningMaternal Depression Family Structure
AcademicCompetence
Problems
ClassroomDeportment
Problems
Poor Academic
& Vocational Outcomes
ChronicSocial
Problems
Coercion Theory (Patterson, 1982; 1995)
ProblemBehavior
Threat of Consequence
Calm
SurrenderThreat of Consequence
Non-Compliance
DefianceChild
Parent, Teacher, or Therapist
Children become aware that if they continue to misbehave or respond to the parent’s coercive behavior with severe disruptive behavior they can shape parental (or teacher & therapists) behavior for their own benefit.
The relationship between problem behavior and
language
Benner, Nelson, & Epstein (2002). Journal of Emotional and Behavioral Disorders.
Nelson, Benner, & Cheney (2005). Journal of Special Education
Effect Size Difference in Total Language
ED Population General Population
ES=1.2
Initial Entry___________________________________
Entry in Last Position__________________________
Construct__________
df_______
Simple R________
F_______
p_______
R2 Increment________
F Change_______
p_______
Total Language
Age of Onset 1 .01 0.01 .909
Externalizing 4 .31 4.01 .004 .12 6.58 .000
Internalizing 9 .12 0.39 .887 .04 1.22 .305
Expressive Language
Age of Onset 1 .07 0.77 .988
Externalizing 4 .30 3.81 .006 .09 5.01 .002
Internalizing 9 .14 0.47 .832 .02 0.65 .659
Receptive Language
Age of Onset 1 .05 0.34 .560
Externalizing 4 .28 3.17 .016 .10 5.73 .001
Internalizing 9 .14 0.53 .788 .05 1.55 .178
Regression Analyses for Externalizing and Internalizing Type Behaviors
The relationship between problem
behavior and reading
Nelson, Benner, Lane, & Smith (2005). Exceptional Children
Effect Size Difference in Broad Reading
ED Population General Population
ES=0.95
Initial Entry__________________________________
Entry in Last Position__________________________
Construct__________
df_______
Simple R_______
F_______
p_______
R2 Increment________
F Change_______
p_____
Broad Reading
Age of Onset 1 .05 .41 .525
Externalizing 4 .35 6.97 .000 .24 7.74 .000
Internalizing 9 .12 0.48 .790 .03 1.21 .303
Regression Analyses for Externalizing and Internalizing Type Behaviors
Treatment nonresponders: Another way to look at the
behavior reading linkage
Nelson, Benner, & Gonzalez (2003). Learning Disabilities: Research & Practice
Rapid Naming/Serial ProcessingES: .46
Rapid Naming/Serial ProcessingES: .46
BehaviorES: .40
BehaviorES: .40
MemoryES: .30
MemoryES: .30
IQES: .28
IQES: .28
PhonologicalES: .39
PhonologicalES: .39
Most Influential
Least Influential Demographic
ES: -.01
DemographicES: -.01
LiteracyOutcomes
Leaner Characteristic Associated with Literacy Outcomes
What Moderates the problem behavior reading linkage?
(Benner, Nelson, Allor, Mooney, & Dai, 2008). Journal of Behavioral Education.
(Benner, Allor, & Mooney, in press). Education and Treatment of Children.
(Nelson, Benner, & Neill, 2006). Journal of Emotional and Behavioral Disorders.
Pathway Analysis (Nelson, Benner, & Neill, 2006)
Language
Behavior
Academic Fluency
Academic Skills
-0.21
0.67
0.26
-0.21
0.81
Reading RTI Model and Students with Significant Behavior Problems
Tend to be less responsive to behavioral and academic interventions
Students with EBD may have comorbid: Dyslexia
VIQ > 90 Phonological Processing delay
Language Learning Disability* VIQ < 90 Language difficulties in early childhood Comorbid ADD/H
Important Ideas!• There is a small relationship between externalizing
behavior and academic achievement and language• Students with in the behavioral red zone need very
high quality explicit instruction • Instruction of reading skills should emphasize
achieving fluency (regardless of grade level)• Students with the red zone could have dyslexia or
language-based learning disabilities that limit responsiveness.
Improving Responsiveness to Reading Intervention
Six components give us the highest probability of improved responsiveness to instruction.
The primary role of supplemental instruction is to increase access to core instruction programs by teaching high priority skills and concepts
Component 1: Clear Understanding of Literacy Needs
In-depth information about students’ skills and instructional needs
help to pinpoint specific areas of reading that are “at grade level”
Begin with the most foundational reading skill in need of improvement
Component 2: Target High Priority Reading Skills Example of high priority pre-reading and beginning reading skills
and concepts
Pre-Reading Beginning Reading
Print awarenessAlphabet knowledgePhonemic awarenessRapid automatic naming
Letter-soundsDecodable words and textSight wordsWord familiesMapping of sounds to print (spelling)
Prefixes and suffixes
Focus on Fluency or Automaticity
Component 3: Well Designed Supplemental Instruction
High priority skills and concepts are organized into a sequential scope and sequence Progress systematically from
prerequisite and easy skills and concepts to more complex ones
Integrate skills and concepts within and across lessons to facilitate mastery
Incorporate a mastery to fluency instruction sequence
26
a A m M
a M m A a
M A a m A
A M A m m
a m M a M
s S
s s m A a
M S s m S
A S A s m
a s M a s
Instructional Design and Delivery ExampleMastery to Fluency
27
a A m M
a M m A a
M A a m A
A M A m m
a m M a M
s S
s s m A a
M S s m S
A S A s m
a s M a s
t T
S a m t t
s a m T t
M A T a S
a m t t M
c C
t c C s m
M a c S c
T c C t S
c m C t T
28
a M T A S
5 S a m M T
10 T a c M T
15 m M c C A
20 T t a M S
25 a m S S T
30 A M s S T
35 t a s S C
40 a M S S T
45 t S a A m
Where do I find Scientifically-Based Reading Interventions?
OSPI Materials Review Report: 4th-12th grades
Florida Center for Reading Research What Works Clearinghouse Oregon Reading First Promising Practices that Work
Component 4: Explicit Delivery of Supplementary Instruction
Accountability and group alerting procedures Effective error correction Effect student questioning procedures
Model “My Turn …” Teacher Lead “Do it with
me …” Teacher and
Student Test “Your turn
…” Student
PROJECT BERS READING PROGRAM FIDELITY CHECKLIST
Each of the following five points are emphasized in the reading programs used in Project BERS. Under each point is a more detailed explanation of what will be evaluated. Each blank will be used as a general guideline for program implementation during each lesson. The boxes to the right of each of the five points will be used to rate performance from 0-5 (0 = does not cover point at all during the lesson to 5 = covers point well during the lesson).
1. Teacher follows format outlined by reading program. Teacher follows the script and deviates when appropriate. ______ Teacher uses individual and whole class (overt) responses at appropriate
times during the lesson. _____ Teacher uses pause/punch to emphasize new or important words,
phrases, concepts, and/or directions. ______ Teacher uses proper amount of think time (5-6 s) before requiring
students to respond. ______
2. Teacher often uses specific praise statements and provides immediate feedback.
Example: “Good job reading the directions as instructed, Sally.”
3. Teacher monitors student responses frequently during the lesson. Teacher walks around and monitors individual student answers while
performing the lesson. ______
4. Teacher re-teaches either part or all of a lesson(s) when needed and provides alternative or additional explanation(s) when needed.
Teacher uses modeling and guided practice to promote student understanding. ______
Teacher re-teaches when students are not responding accurately or are having trouble understanding a skill/concept. _______
5. Teacher uses proper error correction procedures established by reading
program. Teacher models correct response and has students repeat task when
error correcting. ______
How Much Does Fidelity to Explicit Instruction Matter? 281 middle school students
Screening criteria (conducted spring prior to intervention year) Median DIBELS ORF score fell in the “at-risk” category
participated: 5th (<103), 6th (<104), 7th (<125), and 8th (<125).
Corrective Reading Decoding Placement Test Ensure that the Corrective Reading Decoding strand was appropriate
for addressing their word reading skill problems Establish homogenous groups and place students in the appropriate
level (B1, B2, or C)
Reference: Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2008). Fidelity of Implementation: Influence on the Effects of a Reading Intervention for Middle School Students Experiencing Reading Difficulties. Manuscript in Progress.
School Demographics School 1: Rural, 75 participants
Enrollment: 222 53% free/reduced, 14% special education services Ethnic breakdowns: 51% Caucasian, 46% American Indian/Alaskan
Native, 3% Hispanic, 1% African American.
School 2: Rural, 63 participants Enrollment: 250 60% free or reduced, 12% special education services, 10% ELL Ethnic breakdowns: 58% Caucasian, 24% Hispanic, 14% American
Indian/Alaskan Native, 2% Asian American, 1% African American.
School 3: Urban, 143 participants Enrollment: 585 59% free or reduced lunch, 14% special education services, 3% ELL Ethnic breakdowns: 55% Caucasian, 23% African American, 15%
Hispanic, 5% Asian American, 3% American Indian/Alaskan Native.
CR Intervention Levels
Tier IV B1 (65 Lessons) then B2 (65 Lessons)
Tier III B2 (65 Lessons) then C (125 Lessons)
Tier II C (125 Lessons)
Participating Teachers School 1 (Rural)
3 general education teachers Mean years of teaching experience was 6.0 (SD = 3.6; Range = 2 to 9). Mean years teaching reading: 3.7 (SD = 2.9; Range= 2 to 7).
School 2 (Rural) Two instructional specialists, 2 paraprofessionals
Mean years of teaching or educational (in the case of the paraprofessionals) experience was 14.0 (SD = 5.0; Range = 8 to 20).
Mean years teaching reading: 10.8 (SD = 8.1; Range= 3 to 20).
School 3 (urban) 11 general education teachers, 2 special education teachers, 1
instructional specialist Mean years of teaching experience: 10.6 (SD = 9.0; Range = 2 to 34). Mean years teaching reading: 4.6 (SD = 6.2; Range= 0 to 16).
School 3 (14 Teachers)Fidelity and Gain
0%10%20%30%40%50%60%70%80%90%
100%
0 1 2 3 4 5 6 7 8
Broad Reading Gain
Fid
elit
y P
erce
nta
ge
School 2 (3 Teachers)Fidelity and Gain
0%10%
20%30%40%50%
60%70%80%
90%100%
0 1 2 3 4 5 6 7 8 9 10 11 12
Broad Reading Gain
Fide
lity
Per
cent
age
Table 1
Effects of the Corrective Reading Decoding Program on the Reading Skills of Students
Fall Baseline
_____________
Spring Post-Intervention _____________
Change
_____________
t(1,280)
_____________ Measure _____________
X ______
SD _____
X ______
SD _____
X ______
SD _____
BRS
90.07
8.48
93.99
9.65
3.92
4.60
12.87*
PC
87.50
8.75
91.87
9.11
4.36
7.57
8.71*
Note . BRS = Basic Reading Skills cluster. PC = Passage Comprehension subtest. * p < .001.
Table 2.
Means for Overall Fidelity of implementation and Five Teacher Action Scores
Average Effect _________________________
BRS ___________
PC ___________
Teacher Action/Overall ___________________________________
X ____
SD ____
SS _____
SE ____
SS _____
SE ___
Follows the lesson format
4.26
0.64
2.65**
0.97
3.34**
0.91
Uses specific praise statements and feedback
3.45
1.13
0.74
0.55
1.11
0.52
Monitors student responses
4.09
0.96
0.79
0.66
1.42
0.62
Re-teaches when needed
3.67
1.04
3.08***
0.61
2.48**
0.58
Uses established error correction procedures
3.09
1.29
2.14**
0.51
0.69
0.49
Overall
18.58
3.96
12.36**
4.04
12.80**
3.83
Note. BRS = Basic Reading Skills cluster. PC = Passage Comprehension subtest. SS =
Standardized Standard Score. SE = Standard Error
Component 5: Mastery and General Outcome Progress Monitoring Ongoing progress monitoring
General outcome Measures skills being taught over the entire year Relevant for short- and long-term goals Provides a measure of growth over an extended period of time
Standardized administration and scoring
Specific skills (mastery measurement) Measures a narrow band of skills being taught Most relevant for short-term goals
Typically used with children with more significant learning problems
Provides a measure of growth over a short specified period of time
BAM-IIIDate
ORF Progress
AimlineChange Lines
9/24/2007 30 30
10/1/2007 31
10/8/2007 32
10/15/2007 31
10/22/2007 35
10/29/2007 36
11/5/2007
11/12/2007
11/19/2007
11/26/2007
12/3/2007
12/10/2007
12/17/2007 50
R.O.I. 1.00
PrintingSet Up GraphEntering DataSaving the File
Oral Reading Fluency ProgressStudent Name
20
25
30
35
40
45
50
Week
Wor
ds R
ead
Cor
rect
per
Min
ute
ORF Progress
Aimline
ORF ProgressTrendline
aim
line
chan
ge
inst
ruct
ion
chan
ge
If 4 consecutive progress points are above the aimline, then raising the aimline is recommended.If 4 progress points fall below the aimline, a change of instruction is recommended.
Decoding B1: Lessons 16-35Lesson Number
Fluency Progress
(wpm)Errors Aimline
Change Lines
Lesson 16 55 1 60
Lesson 17 56 2
Lesson 18 58 0
Lesson 19 60 2
Lesson 20 59 5 60
Lesson 21 61 7 65
Lesson 22 62 4
Lesson 23 60 2
Lesson 24 63 0
Lesson 25 65 1 65
Lesson 26 67 2 70
Lesson 27 70 4
Lesson 28
Lesson 29
Lesson 30 70
Lesson 31 75
Lesson 32
Lesson 33
Lesson 34
Lesson 35 75
R.O.I. 6.25
PrintingSet Up GraphEntering DataSaving the File
Words per MinuteStudent Name
50
55
60
65
70
75
80
Wo
rds
Rea
d C
orr
ect
per
Min
ute
Fluency Progress (wpm)
Aimline
Fluency ProgressTrendline
aim
line
chan
ge
inst
ruct
ion
chan
ge
Number of ErrorsStudent Name
012345678
Err
ors
Component 6: Manage Behavior During Instruction Supplemental instruction is integrated with behavioral interventions
Implemented with fidelity
Approaches PBS Self-management Student-Teacher Learning Game Think Time
(Benner, in press). Journal of Direct Instruction.
(Benner, Kinder, Beaudoin, Stein, & Hirschmann, 2005). Journal of Direct Instruction.
Example Expectations: Large and Small Group
Demonstrate learner position: Students’ backs are against the back of the chair, feet are on the floor in front of the chair, and hands are together on desk/lap.
Look at the focus of instruction: Students’ eyes are on the instructional materials, teacher, or peer.
Answer on signal: Students start and stop on teacher signal (group and individual).
Responses are teacher-initiated and subject focused: Students’ responses are only teacher-initiated and subject focused.
Use classroom voice: Students use six-inch voices.
Teacher Students
15 pts. 30 pts.
Book
Nelson, J. R., Benner, G. J., & Mooney, P. (2008). Instructional practices for students with behavioral disorders: Strategies for reading, writing, and math. New York: Gilford Press.