1 Combining Behavior and Academic Instructional Support to Improve English Learners Reading Outcomes...
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Transcript of 1 Combining Behavior and Academic Instructional Support to Improve English Learners Reading Outcomes...
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Combining Behavior and Academic Instructional Support to Improve English Learners Reading Outcomes
Jorge Preciado
University of Oregon
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Overview
Applied Behavior Analysis/Behavior Management Principles
Function-based Behavior SupportInstructional Design VariablesReading Acquisition
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Review of the Research
The two greatest risks for school failure are:
(a) the display of a very challenging behavior pattern (i.e., antisocial behavior, aggression, opposition-defiance, bullying, etc.) and
(b) early school failure, especially learning to read.
(Walker & Shinn in Shinn, Walker & Stoner, 2002)
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Students who cannot read are at risk for:
having difficulty completing homework assignments in content areas
referrals for special education teen pregnancy drug and alcohol abuse dropping out of high school delinquency unemployment homelessness (McGill and Franzen, 1987)
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Three key elements
Classroom Behavior Principles/Function-based Behavior Support Positive behavior support – establishing conditions where
behaviors are explicitly taught and reinforced to improve pro-social behavior
Behavior support is most effective when designed based on the function of a student’s behavior
Instructional Design Variables Correct academic placement Teaching explicitly Providing multiple opportunities to respond
Reading Acquisition Blending, Fluency, Vocabulary, and Comprehension
Strategies
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Ineffective Instructional Design and Delivery
Frustration-level task presented
Incorrect academic
responding
Punishment/ extinction of academic
responding
Decreased academic
engagement
Failure to acquire literacy
skills
Sanford, 2006
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Ineffective Instructional Design and Delivery
Frustration-level task presented
More severe problem behavior
Escape or avoid academic
task
Decreased academic
engagement
Inability to Read
Sanford, 2006
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Effective Instructional Design and Delivery:
•Explicit Teaching
•Frequent Opportunities to Respond
•Appropriate Placement
Instruction-level task presented
Correct academic
responding
Reinforcement for academic responding
Increased academic
engagement
Successful acquisition of literacy skills
Sanford, 2006
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Statement of the Problem
Low income and Spanish speaking English Language Learners (ELLs) generally struggle academically (Goldenberg, 1996; Haager & Windmueller, 2001; Vaughn et al., 2005)
85% of Latino ELLs in fourth through eighth read below grade level (Goldenberg, 1996; National Center for Education Statistics, 2004)
Overrepresentation of Latino students in special education(Artiles et al., 2005; De Valenzuela et al., 2006)
Most research conducted on Latino ELLs has focused on language development and not on reading (Anderson & Roit, 1998; Gunn et al., (in press); Linan-Thompson & Hickman-Davis, 2002; Weber, 1991)
Literature regarding Latino ELLs and problem behaviors is sparse
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Continued
If problem behaviors are related to escape or avoidance of grade level academic tasks, a negative reinforcement condition could be established.
How?
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How these word are used in this context:
“Negative” means that something is taken away.
“Reinforcement” means the behavior is more likely to happen again.
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What is “negative reinforcement?”
A consequence that makes a particular behavior more likely to happen again because the person avoids something aversive or unpleasant.
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Scenario
Ms. Kerns thought an easy way to get students to quit arguing about assignments would be to let the students who argued skip some of the questions or have more time to do assignments.
However, over the next few weeks, that actually lead to more students coming up with arguments about assignments more often.
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Scenario
Juan is in the first grade. Juan dislikes reading because he is a poor reader. During reading class, Juan hits his peers whenever his teacher Mr. Suarez asks him to read a passage. Immediately, Mr. Suarez sends Juan to the principal office for fighting.
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Scenario
Esteban is in the second grade and he is reading below grade level. Esteban likes to sing songs in class and talk to his peers during reading class. Ms. Rivera scolds Esteban and then sends him to the back of the room to work. Esteban puts his head down and does not bother his peers for the rest of the period.
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Applied Behavior Analysis: What is it?
“A way to understand and predict human behavior” (Alberto & Troutman, 2003, p. 2)
“Systematic application of behavioral principles to change socially significant behavior to a meaningful degree . . .
users of these principles [are able] to verify a functional relationship between a behavior and an intervention” (Alberto & Troutman, 2003, p. 531)
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Can Applied Behavior Analysis Help?
“Applied behavior analysis . . . is probably the most widely used process for addressing a variety of learning and behavior problems.
There is no doubt that more data are available to support behaviorally based interventions for ameliorating behavior problems than for all other models combined” (Jackson & Panyan, 2002, p. 30).
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How Can We Help Mr. Suarez?
Conventional wisdom is to get tough on the student as this will make Juan comply.
If problem behavior is caused by escape of task, conventional wisdom will backfire, escalate the problem, and create animosity between Juan and Mr. Suarez (McIntosh, Chard, Boland, & Horner, 2006: Patterson, 1982: Preciado et al., 2009; Sanford, 2006).
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AntecedentGrade level reading
task
Desired BehaviorPerform Task
ConsequencePraise Student
Maintaining Consequence
Escape from grade level reading task
Alternative Behavior
Student will receive reading academic support (e.g., Decoding skills, review/preview, vocabulary instruction, and
task completion supportStudent will raise hand and ask for a break from task or seek
peer and/or adult help to complete task
BehaviorProblem Behavior
Competing Pathway Model
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Function-Based Behavior Support
Four ways to quantify behaviors:A) EscapeB) AttentionC) Access to a tangibleD) Self-reinforcement
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ABC’s of Problem Behavior
AntecedentBehavior Consequences
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Antecedent
“The circumstances that exist in the environment before a behavior is exhibited” (Maag, 2004, p. 402)
Here are some examples of antecedents for common behaviors that you can probably guess:Phone ringingTeacher asks a question in classBilly calls Tara a name that is an ethnic slur
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Behavior
“What individuals do – their observable actions . . . can be verbal or nonverbal. . . .
[In classrooms] includes actions students undertake to indicate they have [gained] knowledge” (Maag, 2004, p. 403).
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Consequences
“Circumstances that change the environment shortly after a behavior is displayed and that affect the future performance of the behavior by serving to increase, decrease, or maintain it” (Maag, 2004, p. 405)
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Alternative Behavior
In order for students to attain a more socially appropriate behavior, students need an alternative behavior that serves the same function as the problem behavior.
What do you mean by same function?
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Hypothesis Statement
Determine (hypothesis statement) which of the four behavioral functions does the student exhibit.
Conduct Competing Pathway Model.Remember to make the problem
behavior irrelevant, inefficient, and ineffective.
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Start with Antecedent
How can we manipulate the antecedent to make the problem behavior irrelevant?
Problem Behavior: Julio makes noises during independent reading time.
Hypothesis Statement: Attention Antecedent Manipulation: Speak to Julio
ahead of time and discuss possibility of Julio orally sharing an event with the class. This will allow Julio access to peer attention.
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Behavior
Make the problem behavior inefficient!Access to attention is easier to obtain
than engaging in problem behavior.Julio gets up in front of class and shares
that he will go to his cousins house over the weekend to celebrate his birthday.
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Consequence
Make the problem behavior ineffective!Provide Alternative Behavior to support
student with behavior problems during independent reading time.
Alternative behavior must be the same function as the problem behavior.
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Scenario
Juan is in the first grade. Juan dislikes reading because he is a poor reader. During reading class, Juan hits his peers whenever his teacher Mr. Suarez asks him to read a passage. Immediately, Mr. Suarez sends Juan to the principals office for fighting.
Antecedents, behavior, consequences?
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Competing Pathway Model
Antecedent BehaviorMaintaining
Consequence
Alternative Behavior(1. Same Function)
(2. Academic and Behavior Intervention)
Manipulate
Manipulate
Desirable Behavior
Consequence
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Let’s Practice
Look at the scenario and provide a competing pathway model.
Let’s reviewThink of one of your students and
conduct a competing pathway model.
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Teach Social Skills Everyday
Teach expectations and routines explicitly, systematically, and directly
Teach maintenance and generalizationReinforce appropriate behaviorBe consistentProvide opportunities to practice
appropriate behaviors/Role PlayProvide constructive feedback
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Expectations and Routines
Expectations are rules (e.g., Be safe, Be Responsible, Be Respectful)
Routines are procedures that occur in classrooms (e.g., passing out paper, lining up, sitting at the carpet, listening to peers)
We must teach expectations and routines daily (Alberto & Troutman, 2009).
Teaching social skills is the equivalent of teaching the five big ideas in reading!
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Continued
Expectations are rules:Positively state 3-5 classroom rulesPositively Stated: Be SafeNegatively Stated: Do not hit your peers.Avoid terms such as: Do not and/or
NeverRoutines are behaviors:Passing out paper, waiting in line
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Let’s practice
State 3-5 classroom expectations (rules) that can be positively stated.
Examples: Be Safe, Be Responsible, Be Respectful
Use expectations to teach 3-5 classroom routines
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Maintenance and Generalization
Students need to be firm on skills (maintenance).
Students need to incorporate learned skills into new settings (generalization).
Provide scaffolding support in new settings to assure student success!
(Alberto & Troutman, 2009)
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Instructional Design Variables
Correct academic placementTeaching explicitlyProviding multiple
opportunities to respond
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Correct Academic Placement
Place students at his or her instructional level. Placement testing and progress monitoring. Instructional level-responding with 85%
success rate on material. Homogeneous grouping Always think-Acceleration (Why)? How can my students catch up?
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Continued
Flexible grouping Small or large group Good rule of thumb: Less attentive students
who need more time in mastering skills, require small group instruction.
Selecting Instructional Materials Using templates to make instruction explicit
and systematic.
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Continued
Always teach more of the following:Phonemic awareness (blending and
segmenting)Letter sounds correspondencesWord readingIrregular words (introduce several
lessons before they appear in stories)Story reading-accuracy
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Teaching Explicitly
Use Model, Lead, Test. Teach skills so that students can rely on
strategies/framework (not memorization). Decrease teacher wording. Avoid vocabulary and sentence structures that
are confusing for students. Pre-teach critical vocabulary: Academic
language and Tier 2 words.
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Continued
Introduce one skill at a time.Provide guided practice.As students gain skills, teacher formats
will decrease in structure.Present appropriate introductory
examples.Provide discrimination practice.Sequencing skills.
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Continued
Teach pre-skills of a strategy. Introduce high-utility skills before less
useful ones.Introduce easy skills before more difficult
ones.Separate confusing strategies and
information.
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Continued
Introduce new information at a realistic rate.
Provide adequate practice and review.Think and teach to Mastery!Develop accuracy and fluency.Increase practice and feedback when
introducing a new skill.(Carnine et al., 2006)
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Let’s Practice
Take one skill (one that you would like feedback) from your core book.
Plan how you would make the skill more explicit.
Incorporate templates into the lesson.Practice teaching the skill to yourself.Practice teaching the skill to a peer.
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Providing Multiple Opportunities to Respond
Monitoring group responses.Incorporate unison responses.Watch students eyes and mouths.Sit low achieving students in the center.Individual Responses (After students
have mastered a skill).
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Continued
If students make errors during individual turns, teacher needs to provide more practice during unison responses.
Correcting errors (Five Steps).Model, Lead, Test, Firm up, and Delayed
Test.
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Continued
Teaching to Mastery.Level of practice determined by skill level
of students.Motivate students (Teacher point game).Practice skills daily.Do not introduce new information too
quickly.
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Continued
DiagnosingAs students progress within a reading
program, recurring errors may be the result of students not being firm on previously taught skills.
Structure lessons to provide more instruction on particular areas of need.
In other words, re-teach!
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Continued
Motivate Students Demonstrate to students that they can
succeed. High level of reinforcement for good behavior
(4 to 1 ratio). Effective management techniques. Praising of desired behavior/Ignoring? (Model and Discussion) (Carnine et al., 2006)
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Putting it All Together
Determine function of problem behavior. Place student in correct instructional level. Review Classroom Expectations and Routines. Teacher and Student Point Game. Have materials ready! Teach to Mastery (re-teach if necessary). Teach at a brisk pace (unison responses). Explicit and systematic instruction. Progress monitor/Review data/Make Changes.
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Continued
Flexible groupingOpportunities to practice learned skillsOpportunities to review and practice
previously taught skillsTeacher academic and behavior
feedbackBe Precise (Surgeons)!
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Pair Share
Speak to your partner and provide ideas regarding how to teach instructionally naïve students.
Speak to your partner and provide ideas regarding how to teach students who are ready to move on.
Write ideas on a piece of paper!
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Reading Acquisition
Blending Strategies (phonemic awareness and alphabetic principle)
Fluency StrategiesVocabularyComprehension
Nonsense Word Fluency Assessment General Performance Pattern and Instructional Recommendations
Strategy Sound Only(/f/ /e/ /k/)
Sound by Sound and then Recode(/f/ /e/ /k/ /fek/)
Partial Blend(/f/ /ek/)
Whole Word or Unit Reading(/fek/)
Not Accurate(< 90% accuracy)
Accurate(>90% accuracy)
Not Accurate(< 90% accuracy)
Accurate(>90% accuracy)
Not Accurate(< 90% accuracy)
Accurate(>90% accuracy)
Not Accurate(< 90% accuracy)
Accurate(>90% accuracy)
List Student Names
(list each student once based on
their predominant pattern)
Instructional Implications
- Focus on accuracy instruction at the letter-sound level- Identify known and unknown letter-sound combinations
- Focus on blending fluency practice at the word level
- Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level
- Focus on blending fluency practice at the word level- Instruction in reading words as whole units
- Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level
- Focus on blending fluency practice at the word level- Instruction in reading words as whole units
- Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level
- Focus instruction on accuracy and fluency in connected text
Example Activities
- Continued Phonics Instruction- Fluency with known sounds * 1 Minute Sound Dash * Rapid Read Sounds
- Instruction in continuous blending of CVC words (i.e., Card 9) followed by re-reading the blended words as whole words (i.e., Card 3)
- Continued Phonics Instruction- First, Fluency with known sounds * 1 Minute Sound Dash * Rapid Read Sounds- Instruction in continuous blending of CVC words (i.e., Card 9) followed by re-reading the blended words as whole words (i.e., Card 3)
- Blending practice in reading words accurately as whole units * No Peeps- Fluency with known words * 5 x 5 matrix * Rapid Read Words * Paired Peer Practice
- Continued Phonics Instruction- First, Fluency with known sounds * 1 Minute Dash * Rapid Read Sounds- Instruction in continuous blending of CVC words (i.e., Card 9) followed by re-reading the blended words as whole words (i.e., Card 3)
- Blending practice in reading words accurately as whole units * No Peeps- Fluency with known words * 5 x 5 matrix * Rapid Read Words * Paired Peer Practice
- Continued Phonics Instruction - First, Fluency with known sounds * 1 Minute Dash * Rapid Read Sounds- Then, fluency practice in reading words as whole units * No Peeps
- Fluency building activities in connected text * Repeated Reading Strategies * Partner Reading Strategies
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Phonemic and Alphabetic Principle Blending Strategies
Students need help blending sounds in order to decode words.
Having students state sounds does not guarantee decoding.
Students need many opportunities and practice in blending sounds, before the blending skill is firm.
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Phonemic Awareness: How can Teachers/IAs Help?
Introduce words using the blending skill:Example: /ffffff/ /ooooo/ /c/ /aaaaa/Teachers and IAs need to know about
continuous and stop soundsContinuous sounds: /eeee/ /llllll/ /mmmm/Stop sounds: /g/ as in gato/p/ /d/
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Placing Fingers Correctly (Alphabetic Principle)
Loop continuous soundsTap stop soundsLet students read words by themselvesLet’s practice:gato, casa, pelota, ginete, nidoPractice some difficult words from your
core reading programThink Blending skills!
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Why Fluency? Fluency Strategies
Why should students read quickly?Reading quickly is not comprehending!Compelling evidence that supports the
correlation of fluency and comprehension.
All good readers are fluent readers.
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Continued
Teachers should provide practice and support:
FluencyAccuracyProsodyHow do we do this?
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Continued
Support fluency and prosody activities.Provide opportunities for students to be
fluent and accurate, while demonstrating prosody.
Small group pair share readingPair share reading at desk/carpetAsk: Who, what , where, why, and next
questions.
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Continued
Graph resultsStudents need folders to keep graphing
sheetsHot and cold reads?Both serve a purpose.Encourage fiction and non-fiction texts.Two sets of graphs (fiction and non-
fiction).
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Vocabulary Strategies
Teachers and IAs need to know the presentation format: Five Step Presentation Model
1) State the word
2) Child friendly definition
3) Provide examples of the word/Check for Understanding (Examples and non-examples)
4) Students use the word in a sentence
5) Feedback
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Continued
Review words before reading text. Teach academic language. Use fast mapping while reading or when students are
reading the text. Think Before, During, and After Before = Presentation of words During = Fast mapping/looking for words After = Have students provide new meanings for
words Synonyms or Antonyms activities (Carlo, 2004)
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Comprehension Strategies
Strong correlation between vocabulary and comprehension.
Think Before, During, and AfterBefore = Provide background knowledgeDuring = Ask questions to check for
comprehension (literal and inferential)After = Focus on higher level skills (Santoro et al., 2006)
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Continued
“Big Idea” Teachers and IAs are moderators.
A good moderator keeps the conversation going (Allows for conversation to flow).
How to keep the conversation going:
1) Tell me more about that.
2) Why do you think that?
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Continued
Do you think that the character was correct in their decision?
I liked what you said, please tell me more.
How do we know that the character was correct?
Did the character act appropriately?Teach students this format.
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Re-Cap
Combine behavior and academic support for hard to deal students.
Model, Lead, TestTeach ExplicitlyProvide FeedbackTeach social skills