randy sprick 7-26-2013 h2

Behavioral Interventions for

Individual Students

Presented by: Randy Sprick, Ph.D.

Northwest Kansas Education Service Center Hays, KS

July 26, 2013

For more information contact Safe & Civil Schools 800-323-8819 or info@safeandcivilschools

The Goal: No student falls through the cracks

Individual Behavior Support: Create a culture of data-driven eeaarr llyy--ss ttaaggee interventions planned and conducted by all teachers (Tier 1).

A. Planned Discussion

B. Academic Assistance

C. Goal Setting

D. Data Collection and Debriefing

E. Increasing Positive Interactions

F. STOIC Intervention and Analysis

From Interventions: Evidence-Based Behavioral Strategies for At-Risk Students

© Safe & Civil Schools 1

Early-Stage Interventions

Intervention A Planned Discussion

Purpose

To help students understand and address concerns associated with:

• Minor but potentially annoying misbehavior.

• Moderate misbehavior in the early stages.

• Chronic or severe concerns, as one part of a comprehensive plan.

Types of behavior that may be positively affected

Often overlooked and underutilized, this intervention has the potential of having a positive

impact on just about any behavior, from physically dangerous acts to chronic crying to

minor disruptiveness. With any child whose language skills are sufficient to be able to

understand and participate, planned discussion should be tried. For a minor problem or in

the early stages of a moderate problem, this intervention may be sufficient in and of itself.

For severe or ongoing problems, discussion may be one part of a comprehensive plan to

help the student.

Rationale

• Planned Discussion can resolve misbehavior resulting from the student’s not

knowing or understanding the teacher’s expectations.

• This is the easiest, quickest intervention.

• Planned Discussion is a very respectful and potentially empowering way to address

problem behavior. It is not intended to be adversarial or confrontational.


Discussion Record

Student Teacher Date

Participants Grade/Class

Intervention A: Planned Discussion

Describe the problem.

Establish a goal.

Brainstorm.

Select actions. Check selected actions from the list. Identify who will be responsible for taking each action.

Set up next meeting:

Date Time Participants

Copyright©2008PacificNorthwestPublishing© Safe & Civil Schools 3


Intervention B Academic Assistance—Authored by Marilyn Sprick, M.S.

Purpose

Help the teacher informally identify whether a student’s acting out is strictly behavioral or

if it is compounded by, and perhaps even caused by, academic issues.


• Incomplete or late work • Class clown behavior • Attention problems

• Shy or withdrawn • Cheating • Poor motivation

• Disruptive behavior • Tantrums • Anger or hostility

• Lying • Lack of energy • Stealing

• Poor self-concept • Complaints about health

Rationale

• Behavior and academic success are interwoven.

• Academic problems (especially mild problems) are not always obvious.

• Academic assistance is often a powerful behavioral intervention. It shifts the

attention away from misbehavior while providing opportunities for more positive

interactions and feedback from adults.


INTERVENTION B Academic Assistance

INTERVENTIO

N

2005 Hasbrouck & Tindal Oral Reading Fluency DataThis table shows the oral reading fluency rates of students in grades 1 through 8 as determined by Hasbrouck and Tindal’s data.

*WCPM = Words Correct Per Minute

From Hasbrouck, J., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement (Technical Report No. 33). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.

Grade Percentile FallWCPM*

WinterWCPM*

SpringWCPM*

1

90 81 11170 47 82

50 23 53

25 12 2810 6 15

2

90 106 125 14275 79 100 117

50 51 72 89

25 25 42 6110 11 18 31

3

90 128 146 16275 99 120 137

50 71 92 107

25 44 62 7810 21 36 48

4

90 145 166 18075 119 139 152

50 94 112 123

25 68 87 9810 45 61 72

5

90 166 182 19475 139 156 168

50 110 127 139

25 85 99 10910 61 74 83

6

90 177 195 20475 153 167 177

50 127 140 150

25 98 111 12210 68 82 93

7

90 180 192 20275 156 165 177

50 128 136 150

25 102 109 12310 79 88 98

8

90 185 199 19975 161 173 177

50 133 146 151

25 106 115 12410 77 84 97



Intervention C Goal Setting

Purpose

To assist any student who has difficulty with motivation and may not understand how to

reach a goal. Goal setting helps students identify what they hope to accomplish (i.e., a

positive goal to strive toward) and actions they can take to reach their goals.


Goal Setting can assist students in achieving short- and long-range goals with just about

any behavior- or motivation-related problem. Short-range goals help the student learn to

work for specific goals, such as improving grades, or it can help the student to develop

positive traits within the year. Long-range goals help the student think about personal

aspirations and the future. Obviously, short-range and long-range goals can be identified

and addressed at the same time. Goal setting addresses the following types of problems:

• Minor misbehavior • Annoying habits • Conduct problem

• Negative attitude • Lack of organization • Neglect/Deprivation

Although goal setting is especially effective with at-risk students, it can benefit all

students.

Rationale

• Some students lack direction.

• Students who have experienced repeated failure have difficulty setting realistic

goals.

• Goal setting increases clarity of expectations, helps set attainable goals, and can

increase the student’s motivation.

• Learning to set and achieve realistic goals is a lifelong skill that allows students to

develop purpose and control.


Long-Range Goal Setting

Student Grade/Class Teacher Date

Intervention C: Goal Setting

At the age of , I hope to have or be doing the following.

Self-Sufficiency

I would like to support myself in a job that pays

I would like a job where I work

A job I might like to have is

Personal Life

I hope that my family is

I would like to spend time with people who are

During my free time, I would like to


Goal Setting (Version 1)

Student Grade/Class Teacher Date

Intervention C: Goal Setting

My personal goal is

I can show that I am working on this goal by

Student signature

I can help you reach this goal by

Teacher/Mentor signature



Intervention D Data Collection and Debriefing

Purpose

To increase positive behavior or decrease negative behavior with any behavioral goal

through observation, as well as to use a systematic approach of recording data to gauge the

effectiveness of subsequent interventions.


This intervention will affect any chronic behavior or motivational problem.

Rationale

• Gathering data often solves the problem all by itself. Why? There are several

possible reasons:

a. Placebo effect

b. The student wasn’t aware of the problem

c. It’s art of human nature to shape up when we know we are being watched

d. Conveys that the teacher is serious

e. Increases the amount of attention from the teacher

f. Communicates the teacher’s concern and care for the student

• Effective teachers collect data as illustrated by the “O” in STOIC—defines the

problem in measurable terms.

• Data will form the basis for planning any subsequent, more intensive intervention.

• Use of data is the only way to determine objectively whether interventions are

working.


Behavior Counting Form

Student Grade/Class Teacher Week of

Intervention D:Data Collection and Debriefing

Monday

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Tuesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Wednesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Thursday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Friday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Monday

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Tuesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Wednesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Thursday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Friday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Monday

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Tuesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Wednesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Thursday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Friday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Copyright © 2008 Pacific Northwest Publishing© Safe & Civil Schools 10

Intervention D:Data Collection and Debriefing

Happy Cat/Sad Dog

Name Behavior

Each time you remember, color the smiling cat. When you forget, color the sad dog.

Happy Dog/Sad Cat

Name Behavior

Each time you remember, color the smiling dog. When you forget, color the sad cat.


Rating Scale

Student Grade/Class Teacher Period/Time

Intervention D: Data Collection and Debriefing

Monday _______ _______ _______ _______ _______ _______

Beha

vior 1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

Subject

Friday _______ _______ _______ _______ _______ _______

Beha

vior 1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

Wednesday _______ _______ _______ _______ _______ _______

Beha

vior 1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

Thursday _______ _______ _______ _______ _______ _______

Beha

vior 1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

Tuesday _______ _______ _______ _______ _______ _______

Beha

vior 1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0

1 0 1 0 1 0 1 0 1 0 1 0


Participation Evaluation Record


Intervention D: Data Collection and Debriefing

Subject Monday Tuesday Wednesday Thursday Friday

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Rating Scale: 0 = Did not participate verbally and did not take notes 1 = Participated verbally at least once but did not take notes 2 = Took notes but did not participate verbally 3 = Participated verbally at least once and took notes

Directions: For each subject, circle the number that best describes your level of participation.

Copyright © 2008 Pacific Northwest Publishing

Subject Monday Tuesday Wednesday Thursday Friday

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3


Interventions: Evidence-Based Behavioral Strategies for Individual Students

Intervention E Increasing Positive Interactions

Purpose

To improve your ratio of interactions so that the targeted student is receiving at least three

times as much attention when behaving acceptably than when misbehaving. Outcomes

may include markedly improved student behavior, improved student self-esteem and value

(hence more motivation), and an increase in the time you devote to instruction rather than

correcting the student. Increasing positive interactions is deceptively simple and it is

among the most powerful interventions used to change student behavior.


Increasing positive interactions may be effective with any chronic misbehavior, especially

attention-seeking behaviors like these:

• Disruptive behavior • Arguing • Tattling

• Creating excuses • Teasing • Negotiating

• Off-task behavior • Distractibility • The clingy child

• Helplessness

Common questions and concerns

“I don’t have time to give this student that much attention.”

“Why should this student get more attention than the other students?”

“The student will know that I am being phony if I am this positive.”

“I just don’t like this student.”

“I’ve tried praising and the student just misbehaves right away.”

Rationale

• Students want and need adult attention, and some students are desperate for any

adult attention.

• Some students with chronic behavior problems may have learned it is easier and

more reliable to get attention by doing things wrong than by following the rules.

• By increasing your positive interactions with students, you are communicating high

expectations and high positive regard to the student by teaching them that not only

is it easier to engage in appropriate behavior, it's simply more enjoyable.


»C H A M P S

© 2009 Pacific Northwest Publishing | Reproducible Form

connect/Motivation plan—reFlection/iMpleMentation ( 1 o f 2 ) (QueStionS to aSk When an inDiviDual StuDent iS not motivateD to SucceeD in your claSS)

n o . 9 . 2

Student _______________________________ Teacher _______________________________ Date ________________

1. List three strategies you will use to provide noncontingent attention to the student every day.

2. For which targeted activities will you provide positive verbal feedback to the student?

Targeted Activities (activities in which the student is unmotivated and/or unsuccessful)

List the student’s strengths

➥© Safe & Civil Schools 15

»C H A M P S


connect/Motivation plan—reFlection/iMpleMentation ( 2 o f 2 ) (QueStionS to aSk When an inDiviDual StuDent iS not motivateD to SucceeD in your claSS)

n o . 9 . 2

3. What will you do if he or she doesn’t respond well to positive feedback?

4. Identify two strategies for increasing your ratio of interactions with the student and describe how and when you will use them.

5. Which intermittment celebration(s) will you use to reinforce the student for showing appropriate behaviors and/or progress on the targeted activities? How will you select the celebration and when will you deliver it?


»C H A M P S


CONNECT/MOTIVATION PLAN—REFLECTION/IMPLEMENTATION ( 1 o f 2 ) (Questions to Ask When An individuAl student is not MotivAted to succeed in Your clAss)

n o . 9 . 2

Student _______________________________ Teacher _______________________________ Date ________________

1. List three strategies you will use to provide noncontingent attention to the student every day.

These strategies should be specific (e.g., verbal greetings, hand gestures like thumbs up or handshake, facial expressions like smile, head nod, or wink) that are delivered at specific times of the day (e.g., entering or leaving the classroom, during small group work) and whenever appropriate (e.g., seeing student in the hallway).

2. For which targeted activities will you provide positive verbal feedback to the student?

• Look at the student’s strengths and consider using some of them as opportunities for providing positive feedback.

• Positive feedback should also be given for behaviors that are new, difficult, or a source of pride for the student.

• Remember to deliver verbal positive feedback calmly and quietly, and within 3 to 4 feet of student. Be brief, specific, and descriptive.

Targeted Activities (activities in which the student is unmotivated and/or unsuccessful) List the student’s strengths

• Give specific examples; do not say “everything”

• Identify each academic area

• Consider study skills and work habits

• Don’t forget nonacademic activities (e.g., sports, sing-ing, peer relationships, drawing)

Consider:

• Academic strengths

• Behavioral strengths

• Social strengths

• Interests

PLAN WITH BULLETED POINTS (RUBRIC)

➥© Safe & Civil Schools 17

»C H A M P S


CONNECT/MOTIVATION PLAN—REFLECTION/IMPLEMENTATION ( 2 o f 2 ) (Questions to Ask When An individuAl student is not MotivAted to succeed in Your clAss)

n o . 9 . 2

3. What will you do if he or she doesn’t respond well to positive feedback?

• Does the student feel embarrassed by the public display of positive feedback or not know how to accept positive feedback?

• Ask yourself if you are being too public or too dramatic with the feedback.

• Are you pausing expectantly after giving feedback so that the student feels compelled to respond verbally?

• Adjust feedback delivery accordingly and revert to giving only noncontingent attention for several weeks if the student continues to reject positive feedback.

4. Identify two strategies for increasing your ratio of interactions with the student and describe how and when you will use them.

The goal is to provide a ratio of at least three positive interactions when the student is behaving appropriately to one negative interaction when the student is engaged in inappropriate behavior. Here are some ways to increase the ratio:

• Identify the times of day when the student often behaves appropriately.

• Schedule individual conference times.

• Scan the room to identify reinforceable behaviors.

• Give the student plenty of noncontingent attention when entering the room, at lunch, on playground, etc.

• Use gestures (e.g., thumbs up, head nod, OK sign) to acknowledge appropriate behavior.

• Post visual reminders to praise students on your plan book, wall, desk, or overhead.

• Give students more opportunities to respond.

• Publicly post examples of positive work by students.

• After praising one student, find and praise another student who is displaying the same behavior.

• Provide pre-corrections (quick reminders of how to behave appropriately when you anticipate students might have problems behaving appropriately).

• Emphasize attending to positive behaviors after responding to misbehavior.

5. Which intermittent celebration(s) will you use to reinforce the student for showing appropriate behaviors and/or progress on the targeted activities? How will you select the celebration and when will you deliver it?

• Provide a concrete reward or celebration when the student shows an important appropriate behavior. The reward or celebration must be meaningful to the student. Ask the student to identify rewards.

• While delivering, make sure to provide specific positive feedback on what the student has done well. Also keep up the noncontingent attention.

• Deliver on an unpredictable schedule so that the student won’t know the celebration is coming. Deliver it more often at first.

PLAN WITH BULLETED POINTS (RUBRIC)



Intervention F 4

STOIC Analysis and Intervention

/sto•ic/ adj. Definition 1: Tending to remain unemotional, especially showing admirable

patience and endurance in the face of adversity.

Definition 2: Unruffled, calm, and firmly restraining response to pain or

distress.

Purpose

To assist any student with chronic misbehaviors that have not responded to simple

interventions like those described in Interventions A through E. This intervention guides

the teacher through analyzing the function of the misbehavior to addressing why the

misbehavior is occurring and developing a multifaceted intervention.


This intervention may be of benefit with any behavior problem that has been resistant to

other early-stage interventions. Use the STOIC acronym to develop many kinds of

behavior improvement plans, from one student to the entire classroom.

Rationale

Although effective classroom management is a lifelong learning task, understanding the

variables over which you have control takes comparatively little time. This intervention

requires more planning and forethought than previous interventions because the problem is

chronic and resistant to easy interventions.

Summary of STOIC Strategies

There are five basic categories of variables you can modify or manipulate to influence

student behavior:


STOIC Intervention Planning Form


Page 1 of 2 Intervention F: STOIC Analysis and Intervention

Step 1 Review the information you have collected to date.

Notes from planned discussions (dates, goals, outcomes):

Academic assessment and adaptations: Oral reading fluency: words correct per minute

Notes from goal-setting activities (dates, goals, outcomes):

List all behaviors of concern on data that has been collected to date:

Are these same behaviors to be the continued focus of intervention?

If no, what behavior will be the new focus of intervention, and what data will be collected to determine progress?

Develop a hypothesis about the function of the problem behavior—what might be the reason the problem chronically occurs? Check any that may be applicable.

___ Ability ____ Power/Control ____ Awareness ____ Avoid work

___ Attention ____ Avoid something ____ Attention ____ Competing reinforcersfrom peers else from adults


of 2 Intervention F: STOIC Analysis and Intervention

Step 2 Develop an intervention that: •takesintoaccountyourhypothesisaboutthefunctionofthemisbehavior •modifiessomeaspectofeachSTOICvariable

This ensures that you will have a comprehensive plan tailored to help the student meet all of his or her needs in positive ways.

Structure

TeachExpectations

Observeand Monitor

InteractPositively

Correct Fluently

Copyright © 2008 Pacific Northwest Publishing


randy sprick 7-26-2013 h2

Documents

problem behavior

planned discussion purpose

students safe civil

stoic intervention

academic problems

quickest intervention

types of behavior

behavioral interventions