Tony Doggett, PhD, Associate Professor, School Psychologist

Mississippi State University, School Psychology Programs

Dale Bailey, PhD, School Psychologist

Fluency Plus, Inc.

Current Challenge Some students come to school without skills to

respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)

Teachers report that “uncivil” behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000)

Frequently Reported Discipline Problems

0

10

20

30

40

50

60

70

80

1 2 3 4 5 6 7 8 9

Disrupting Class

DisrespectCheating Tardiness Bullying/

HarrassmentTransitionProblems

Truancy/Cutting Class

Drugs PhysicalFighting

Teaching Interrupted Public Agenda (2004, p. 36)

Current Challenge Students who display severe problem behavior are at-risk

for segregated placement (Reichle, 1990)

Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992).

Exclusion and punishment are ineffective at producing long-term reduction in problem behavior

(Costenbader & Markson, 1998; Walker et al., 1996).

Student learning rates are directly related to instructional practices and academic engagement…

Average or Typically Developing Student K 1 2 3 4 5 6 Cumulative Months of Instruction 9 18 27 36 45 54 63

Behaviorally At-Risk Student K 1 2 3 4 5 6 Cumulative Months of Instruction 6 12 18 24 30 36 42

What Is Our “Common” Response?

Zero Tolerance Programs Clamp down on rule violators. Review rules & sanctions. Extend continuum of aversive

consequences. Improve consistency of use of

punishments. Establish “bottom line.”

7

Examples…

Sending students home or to ISS for an entire day for accumulating 4 tardies? Skipping class?

Suspending students who violate dress code Suspending students for smoking, possessing cell

phones Sending students the office for not having materials,

chewing gum, eating, etc. Whole group punishment

8

School Example: Office Referrals

K-6 Elementary School 2814 referrals in 180 day school year 16 office referrals per day @ an average of 20 minutes each 5.5 hours per day handling discipline

Response to Intervention “the practice of providing high-quality instruction and

interventions matched to student need monitoring progress frequently to make decisions

about changes in instruction or goals and applying child response data to important

educational decisions.” (Batsche et al., 2005)

Mississippi Department of Education, RtI Best Practices Handbook (June, 2010)

Tier I Systems

PBIS Problem solving model aimed at preventing inappropriate

behavior through teaching and reinforcing appropriate behavior.

Offers a range of interventions that are systematically applied to students based on their demonstrated need

Addresses the role of the environment as it applies to the development and improvement of behavior problems.

OSEP Technical Assistance Center on Positive Behavior Interventions and Supports (2007)

PBIS “changing the system to meet the needs of the student

while also helping the student fit successfully in the system.” (Sprick, et al.)

PBIS broad range of systemic & individualized strategies for

achieving important social & learning outcomes while preventing problem behavior with all students.

Classroom Setting Systems

School-wide Systems

School-wide Positive Behavior Support

Systems

Positive Behavior

Intervention & Support

(PBIS)

1. Alignment of School

Mission with PBIS

2. School-Wide &

Setting Specific

Expectations

3. Direct Teaching

of Expectations

4. Reinforcing

Compliance with

Expectations

5. Continuum of

Discipline

Including

remediation

strategies

6. Data-based

Decision Making

Tier 1

Tier I Classroom-Based Systems

Appropriate classroom physical structure and layout

Established classroom routines and rituals Establishment of clear behavioral expectations Active teaching/modeling/review of behavioral

expectations and routines Daily character education/social skills/violence

prevention instruction Active supervision at all times (e.g., scanning,

proximity control)

Tier 1

Classroom-Based Systems Active encouragement for compliance with

expectations numerous times daily using effective forms of adult social attention (4:1 ratio)

Class-wide reinforcement programs (group and individual contingencies)

Using teacher attention appropriately and effectively to minimize disruption (i.e., limit setting, pre-correction strategies)

De-escalation strategies/minimizing confrontation

Tier 1 Classroom-Based Systems

Frequent parental involvement/contact for all students Modifications to curriculum/differentiated instruction High rates of academic success for all students Referral to administrative personnel when appropriate

(i.e., staff versus administrator managed incidents) Maintaining behavior-related data on all students

(e.g., number of reprimands, number of time outs, number of referrals

Issues to Consider

SETTING

All Settings Hallways Playgrounds Cafeteria Library/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot. Watch for your

stop.

Respect Others

Be kind. Hands/feet to

self. Help/share with others.

Use normal voice volume. Walk to right.

Play safe. Include others.

Share equipment.

Practice good table manners

Whisper. Return books.

Listen/watch. Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle. Clean up after

self.

Pick up litter. Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils. Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up. Treat chairs

appropriately.

Wipe your feet. Sit appropriately.

Teaching Expectations Students must be taught the procedures for following

expectations directly. Empirically-based methods include:

Effective Instructions Modeling Repeated practice with errorless learning Corrective and Informative Feedback Social acknowledgement and Praise

Pre-Teaching Example

Skill: Getting help (How to ask for assistance for difficult tasks)

Example: If you don’t understand the directions of your assignment, raise your hand and wait for the teacher to call on you.

Non-example: If you don’t understand the directions of your assignment, yell out to the teacher to come help you.

Activities:

1. Ask 2-3 students to give an example of a time when they needed help. 2. Model hand raising behavior using those examples. 3. Ask students to indicate or show how they can get help 4. Encourage and support appropriate discussion (PRAISE AND FEEDBACK!!)

After the lesson: During the Day

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (Pre-teaching!)

2. When you see students having difficulty with a task (e.g., off-task, complaining) ask them to indicate that they need help (Reminder!)

3. Whenever a student gets help the correct way, provide specific PRAISE to the student. Adapted from J. Griffin Biloxi Public School District.

Teaching and Reinforcement

Teaching Hallway Behavior 8-11 2nd and 3rd grade classrooms Three target behaviors

Stay on the grey line Face forward Finger on mouth

Expectations were taught and modeled Frequent prompts or pre-corrections during each transitions

Gotcha tickets given out each day to students in line Class with most tickets gets a party Data taken on percentage of classes meeting criterion for all

three behaviors

School Wide Tier I Incentive Programs to Promote Positive Behavior

Citizen/Student of the Week – “Super Jacket” Attendance Checks & Awards “Referral Free”/“Blue Ribbon” Classroom “BUGS” – Bringing Up Grades Open Gym Day (Monthly) Blue Jean Day Dances (Gradewide; Hallway) Car Lottery (High School) Grade Wide Essay/Poster Contests (Anti-Violence) Buzz Tickets Bulldog Café (lunch room) “Party with the Principal” Lots of Adult Positive Attention throughout the day

Tier I School Wide Systems – Discipline Systems

Effective discipline strategies that teach appropriate social behaviors and conduct without total removal from school

Will often involve changes to the Code of Conduct Examples:

Brief in-school detention with behavior packets Recess Academy with social skills instruction After school detention with behavioral instruction In-school suspension programs that provide behavioral and

social skill instruction In-school alternative programs that focus on academic and

behavioral remediation

Universal Screening & Progress Monitoring

Universal Screening of Behavior at Tier I For behavior, the school may use behavioral/emotional screeners

addressing both externalizing and internalizing concerns,

office disciplinary referrals, teacher nominations

Mississippi Department of Education, RtI Best Practices Handbook (June, 2010)

Choosing a Screening Method

Issues to Consider

Published, Standardized Behavioral & Emotional Screener Adequate Psychometric Properties Limited Examples Currently Available Cost/Benefit Analysis

District or School Developed Behavioral & Emotional

Screener Questionable Psychometric Properties Can Tailor Screener to Specific District/School Concerns Fairly Inexpensive

Universal Behavior and Emotional Screening Procedures Hold an in-service for the staff to create awareness of

difference between behavioral and emotional concerns and review forms

Have staff consider each student and complete Social/Behavioral/Emotional Checklist

Forward checklists to appropriate personnel for review and analysis

SOCIAL-EMOTIONAL-BEHAVIORAL SCREENER Example

Student: ______________________ School: _________________________ Grade:____________ Date Completed:_________________ Directions: Carefully review each behavioral/social/emotional characteristic and check any item(s) that has been consistently demonstrated by the student during the previous six weeks.

Externalizing (Disruptive Behavior) Concerns •Moves about frequently (fidgets) •Frequently out of seat •Blurts out/talks out of turn •Physically aggressive (assaults/fights with others) •Noncompliant with adult directives (non school-work related) •Verbally aggressive (makes threatening/intimidating/harassing statements to others, foul

language) •Acts without thinking (Impulsive) •Leaves class / building without permission •Lack of guilt for misbehaving •Truancy •Consistently fails to complete assigned tasks •Frequently displays temper tantrums / hot temper Total Items Checked ______

SOCIAL-EMOTIONAL-BEHAVIORAL SCREENER Example

Internalizing (Emotional) Concerns •Reluctant and/or refuses to interact with peers •Difficulties making and/or keeping friends •Is not liked and / or teased by others •Depressed mood/sad most of the time/rarely smiles •Mood changes quickly for no apparent reason •Makes frequent physical complaints (nausea, body aches,

stomachaches, excessive nurse visits) •Sudden decline in grades and/or personal grooming/hygiene •Attempted personal harm/self-injury and/or thoughts of suicide •Appears overly worried/anxious (crying, refusal to attend school,

nervousness, feeling worthless) •Overly sensitive / overly fearful •Overly fearful •Obsessed with specific people or objects / demonstrates patterns of compulsivity (e.g., overly neat, overly conforming) •Reports strange ideas (false beliefs, excessive paranoia) and / or hearing

voices Total Items Checked ______

Suggested ODR Rates (per 100 students)

K-6th Grade 6th – 9th Grade 9th – 12Th Grade

.37 1.01 1.16

Expected Average Daily ODR Rates

Example: Elementary school with 500 students: 5.0 x .37= 1.85 ODR per day/37 per month Approximately 1 hour administrator time per day to process ODR’s/20 hours monthly

Evaluation of the

School-wide & Classroom Environments School-wide Evaluation Tool (SET)

Pbis.org Effective Behavior Support Survey (EBS)

Pbis.org Classroom Management Checklist

Sprick & Garrison (2008). Interventions: Evidence-based behavioral strategies for individual students.

Mississippi Department of Education approved forms (Essential Elements Matrix)

Tier II Systems

__________School District Decision-Making Flow Chart for Responding to Students with Behavioral Concerns

Tier I Tier 2 Tier 3 Fed. Mandates Behavioral Infraction that Results in Student Receiving his/her SECOND day of removal as the Result of In-School Suspension and/or Out-of-School Suspension.

Behavioral Infraction that Results in Student Receiving his/her FOURTH day of removal as the result of In-School Suspension and/or Out-of-School Suspension.

Behavioral Infraction that Results in Student Receiving his/her SEVENTH day of removal as the result of In-School Suspension and/or Out-of-School Suspension.

Behavioral Infraction that Results in Student Receiving his/her TENTH day of removal as the result of In-School Suspension AND/OR Out-of-School Suspension.

PBIS Team requests Tier 1 documentation from classroom teacher(s) to review classroom based strategies used to correct behavior, including CICO baseline

PBIS Team reviews and

documents recommendations and action plan

PBIS Team monitors behavior

progress and ODR’s

PBIS Team refers to Behavior TST

Behavior TST reviews/validates all TIER 1 documentation and behavior progress data

Hold parent conference with Behavior TST within 7 days following fourth day of removal resulting from ISS and/or OSS

Behavior TST recommends additional Tier 1 or prescribes Tier 2 strategies

Document recommendations If SWD, send notice to Director

of SWD Document all activities

Review Tier 2 behavior progress monitoring data

Review data related to intervention fidelity

Consider revising BSP Consider moving to Tier 3 and

Initiate FBA Develop function-based BSP Consider adding intervention(s) If SWD, send notice to Director

of SWD Document all recommendations

and activities

Review behavior progress monitoring data

Review data related to intervention fidelity

Conduct IEP meeting and MDR (If SWD)

Document all recommendations NOTE: Do not refer to

alternative school with less than 90% fidelity for BSP implementation.

Exceptions: Drugs, Weapons, Bodily Injury

Tier II Systems (Supplementary Supports) Behavior contracting Check-in/Check-out programs; Check & Connect Small group character education, social skills

instruction, mentoring programs Home-School collaboration programs Group or individual counseling Self-Management Programs

Continued quality Tier 1 prevention strategies

Example Daily Behavior Report

Daily Behavior Progress Report Sheet For M onth 1 2 3 4 5 6 7 8 9 10 11 12

Date 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 26 27 28 29 30 31

Target _______Percent ______

? Indicates acceptable demonstration of target behavior. Indicates unacceptable demonstration of target behavior.

Before Reading 10:00 – Lunch Lunch –

Reading Dismissal

Obeys adults

when asked. Completes

assignments

within time limits Answers where

teacher can

hear when

spoken to

Keeps eyes and

ears on teacher Time outs in

room Time outs in

detention

Baseline: Observe child for at least

three days without his/her knowing

it. Be sure to mark

each period at the end of that

period, not at the end of the day.

Return to counselor.

There must be a reinforcer, i.e.,

parental approval or access to a

desired reward (activity in room, see

counselor, etc., to motivate child.

Sometimes just your attention to the

child makes a difference.

Use positive attention and Precision

Request procedure to ask student to do

something (complete work quietly or

Move to a certain spot, etc.). If s/he does

not comply, then he goes to time out in

another classroom detention for 10

minutes. (In some cases a behavior plan

can be written so this time out is in

detention [see Mr. Abel or Mrs. Roberts]). If

s/he goes for failing to complete work,

then work must be completed before he

returns. When s/he returns, s/he must

comply with the original request, or he

goes back to detention. An adult will walk

with him. If he fails to accompany you,

call for office supportGeneric intervention

Targeted Social Skills Instruction Specific and direct instruction that focuses on improving

social/coping skill (s) deficits

Utilization of empirically-based procedures including modeling of skill, repeated practice, direct and immediate feedback, reinforcement of appropriate performance, guided correction for incorrect performance

Scheduled appropriately (e.g., daily, weekly) based on student need

Monitored for fidelity/compliance

Continued until behavioral patterns improve

Identify plans for transition to classroom and generalization to new environments

Behavioral Progress Monitoring Utilize daily behavior report to compute percentage of

points earned, percentage of positive ratings, etc. Begin gathering data at Tier I (baseline). Continue to gather

same information and use to evaluate progress. Plot data on graph (daily or weekly average) and evaluate

based on trend, level, and variability toward established goal.

Types of Data to Collect for Tier II Office discipline referrals (ODR) Points on Daily Progress Report (DPR) Treatment Integrity of Plan Academic Outcomes

The Historical Failure of Interventions

Essential Practice Found

Adequate Behavioral Definition? 15%

Data Prior to Intervention? 10%

Written Plan for Intervention? 15%

Progress Monitored/Changes made? 5%

Compare pre to post measures? 10%

(Reschly, 2005)

Tier III Systems

Tier III Systems (Intensive Supports)

Behavior support planning based on function-based assessments

Daily gathering of behavioral data across baseline and intervention conditions

Team- & data-based decision making Comprehensive person-centered planning & wraparound

processes Continued targeted social skills & self-management

instruction Individualized instructional & curricular accommodations

Tier III Intervention Plan Components

Clear Definition of Problem/Baseline Performance Clear Definition of Replacement Behaviors or Expected

Skills Hypothesis Statement Regarding Antecedent and

Consequence Variables Behavioral Goals/Objectives Accommodations to be Provided Prevention Strategies Teaching Strategies Consequences for Positive/Negative Behaviors System for Frequently Gathering/Monitoring Data System for Measuring/Monitoring treatment compliance

and fidelity (integrity)

Types of Data to Collect at Tier III

Formative and Summative Measures should be taken.

Office discipline referrals (ODR) and specific disciplinary consequences or placements

Points earned on individualized behavior chart or report

Direct observation of behavior (when needed) Academic measures (e.g., grades, CBM, group

administered assessments). Treatment Integrity and Fidelity Social acceptability and validity

Item Yes No N/A Comments

1. There is sufficient evidence that teaching staff use effective instructions with the student.

2. There is sufficient evidence that the Check-In/check-out system is implemented correctly where the student receives frequent behavior ratings daily along with teacher feedback at designated intervals.

3. There is sufficient evidence that the student receives the social skills instruction as prescribed.

4. There is sufficient evidence that the staff provides the student with predetermined daily instructional and/or curriculum accommodations modification and tiered interventions as prescribed.

5. There is sufficient evidence to indicate that the student receives frequent verbal feedback regarding his/her positive behavior at a ratio of 6-8:1 or greater (positive to negative ratio).

6. There is sufficient evidence that the teaching staff present the student with predetermined positive incentives when earned.

7. There is sufficient evidence to indicate that the teaching staff use effective strategies to address the display of problem behavior (e.g., de-escalation techniques, delayed responding, limit setting, precision requests)

8. There is sufficient evidence to indicate that the staff use remedial strategies to address academic or behavioral skills deficits when the student is placed out of the classroom in restrictive placements (e.g., ISS, detention).

Treatment/Intervention Integrity and Compliance Documentation

Integrity Percentage = Number Observed/Total Number of Opportunities

Behavior Support Plan

1 Evidence of active BSP is documented. 1 0

2 All teachers/staff responsible for implementation have copy of BSP on file 1 0

3 School administrators have a copy of active Behavior Contract or Behavior Support Plan. 1 0

4 Behavior Support Plan (BSP) has clear and measurable goals/objectives 1 0

Evidence of Implementation 5 There is evidenced to indicate that student behavior is rated and/or observed frequently 1 0

6 There is evidence to indicate staff rate and/or observe student behavior as specified in BSP 1 0

7 There is evidence to indicate that student is given feedback from staff regarding his/her performance after each rating period

1 0

8 There is clear evidence that ALL strategies/accommodations specified in BSP are implemented and followed

1 0

9 There is clear evidence to indicate that student receives predetermined positive incentive(s) when he/she meets behavior goal(s)

1 0

10 There is clear evidence to indicate that student receives predetermined consequences designed to manage problem behaviors

1

NA

0

Behavior Documentation

11 Staff documents discipline all discipline removals/maintains running record of offenses 1 NA

0

12 BSP and/or IEP is review documented after each disciplinary removal 1 NA

0

13 BSP progress review is conducted as planned and/or at the end of each grading period 1 0

14 Teacher documents on rating and/or observation form(s) when student receives ISS/OSS or placed in Alternative Setting.

1 0

Behavior Progress Monitoring 1 0

15 Behavior progress monitoring data are available for review 1 0

16 Data are summarized and presented graphically 1 0

17 There is evidence that staff review data frequently to evaluate student progress 1 0

Classroom Observation/Teacher Interview

18 Classroom behavioral expectations are clearly defined and posted 1 0

19 Staff approach students in a calm and respectful manner 1 0

20 Staff can successfully articulate the strategies/accommodations specified in students’ BSP 1 0

Total Percentage of Treatment/Intervention Compliance and Integrity = ____/20 = _____%

Additional Resources http://www.mde.k12.ms.us/RtI/Best_Practice_Handbook.html www.pbis.org www.interventioncentral.org www.advantagepress.com