SSTAGESeptember 13 & 20, 2007

Karen P. HodnetteSST Lead Chair

Troup County Schools

Dr. Paula FreerProgram Specialist

Metro WestGLRS

Objectives1. To gain insight into and understanding of specific behavioral interventions for middle and high school students.2. To provide participants with practical applications and documentation tools.

Our Challenge Today

Society is asking us (schools) to do what they used to ask God to do.

Is inherently “bad” Will learn and demonstrate more appropriate behavior through increased use of “aversives”

Will be better tomorrow, next week, next year, with another teacher, in another class, etc.

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Not new Begins early

◦ 50% of students who demonstrate significant problems in 1st grade will be identified as delinquent by middle school (Albrecth, 2006)

Result of:◦ Negative interactions with adults; social toxicity◦ Irrelevant academic demands◦ General dissatisfaction with the process of

education

Real Reasons for Behavior Biological factors = innate drives Family factors = coercive parenting Societal factors = generational poverty School factors = frustrations often linked to

reading Media influences = vandalism, aggression,

violence Learned factors = shaping, modeling

(Albrecth, 2006)

Attendance problems: tardiness, skipping Failure to comply with “rules” Failure to attempt to achieve Apathy Lack of faith or trust Low self esteem

“Teachers have the opportunity to intervene naturally and frequently within their classrooms each day.” (Covington-Smith 2007)

Academic Performance Peer Relationships Adult Interaction Attendance General behavior

Academic failureFeelings of alienation/isolationNegativity re: schoolPoor relationshipsAntisocial behaviors

Reviews of over 600 studies on how to reduce school discipline problems indicate that the LEAST effective responses to school violence are: Counseling (talking therapies) Psychotherapy Punishment

associated with INCREASED aggression, vandalism, truancy, tardiness, & dropouts

(Elliott, Hamburg & Williams, 1998; Gottfredson, 1996; Lipsey, 1991, 1992; Mayer, 1995; Mayer & Sulzer-Azeroff, 1990; Tolan & Guerra, 1994)

What factors influence our ability toimplement what we know with accuracy,consistency, & durability for the “tough toteach” students…. or WHAT WORKS?

First let’s look at what contributes to things NOT working….

Failure to implement/adopt function-based approach

Bad or insufficient data from which to make decisions

Un-measurable or unreasonable outcome objectives

Poor quality plan Ineffective implementation of plan Lack of progress monitoring Inadequate support for implementers

Counseling students, particularly in a peer-group context

Offering youths alternative activities such as recreation and community service activities in the absence of more potent prevention programming

Instructional programs focusing on information dissemination, fear arousal, moral appeal, and affective education

Punitive disciplinary approach Lack of clarity about rules,

expectations, and consequences Lack of staff support and/or buy in Failure to consider and accommodate

individual differences Academic failure (Mayer, 1995) Inconsistent and inequitable discipline

practices may contribute to patterns of aggression or other inappropriate student behavior (Skiba & Peterson, 2000)

Zero tolerance policies◦ Not as effective and may be

counterproductive as compared to other proactive practices in preventing school violence (Liaupsin et al., 2004; Mayer & Leone, 1999)

Security guards (SRO’s), student uniforms, metal detectors, video cameras

Suspension/expulsion Exclusionary options (e.g.,

alternative programs)

Clamp down on rule violators.

Review rules & sanctionsExtend continuum of aversive consequences

Improve consistency of use of punishments

Establish “bottom line”Notify and confer with parents (Lombardi et al., 1990)

Posting & Preaching Class rules

Applying Negative consequences

Using packaged discipline programs◦ Assertive Discipline◦ Love and Logic◦ Safe Haven

Writing Referrals wishing for ISS and/or OSS

Are NOT born with “bad behaviors” Do NOT learn when presented contingent

aversive consequences

But will:

……..Emit more prosocial behaviors when these behaviors are taught directly & positively reinforced

Alberto & Troutman, 2003; Sulzer-Azaroff & Mayer, 1994, 1986

Targeted

Intensive

Universal

School-Wide Assessment

School-Wide Prevention Systems

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Simple Student Interventions

Group Interventions

Complex Individualized Interventions

Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

The same 600 +research reviews indicate that the MOST effective response to school violence is a comprehensive approach that includes: social skills training academic restructuring (Georgia Performance Standards & The Pyramid of Interventions)

behavioral interventions

1. Invest in PreventionTeach, monitor and reward before resorting to

punishment and exclusion.Focus first on the social culture of the school

2. Work smarter Identify clear outcomesCombine rather than add initiativesMake decisions based on data

Staff commits to staying with the intervention over the long term and to monitoring, supporting, coaching, debriefing, and providing booster shots as necessary to maintain the achieved gains;

Staff receives training and regular feedback about effective implementation of the interventions; and,

Systems for measuring and monitoring the intervention's effectiveness are established and carried out.

Shared values regarding school mission and purpose (admin, staff, families, students)

Clear expectations for learning and behavior Multiple activities designed to promote pro-

social behavior and connection to school traditions

A caring social climate involving collegial relationships among adults and students

Students perform valued roles and have important responsibilities in the school

Building school capacity to initiate and sustain an intervention

Communicating and consistently enforcing behavioral norms

Comprehensive social skills instructional programs◦self-control, stress-management,

responsible decision-making, social problem-solving, and communication skills

Universal screening and referral to services Social and life skills instruction and support Adult mentoring and case management Specialized school and classroom supports

◦ Academic◦ Function-based behavior support (FBA/BIP)

Alternative discipline Parent collaboration or parent training Service coordination with community agencies Service learning or Community Service

Programs that group youth into smaller "schools-within-schools" to create smaller units, more supportive interactions, or greater flexibility in instruction.

Behavior modification programs and programs that teach "thinking skills" to high-risk youths.

Programs aimed at building school capacity to initiate and sustain innovation.

Programs that improve classroom management and that use effective instructional techniques.

FBA/BIP FBA = systematic collection and analysis of data

◦ Seeks to identify patterns and purpose (function)◦ Results are used in developing BIP

BIP = a plan agreed upon by a team◦ Directly linked to FBA◦ Shared with all stakeholders to maximize consistency◦ How the environment will be altered◦ Identifies positive strategies◦ Specifies skills to be taught

GOAL: Change the pattern of behavior

Levels of Intervention

FBA/BIP

Targeted Inteventions For groups

PBIS

The 3 D Levels of Behaviors

Dangerous

Disruptive

Disturbing

In General Reinforce appropriate behaviors

consistently & systematically Ignore disturbing and/or disruptive

behavior STOP dangerous behavior

◦Redirect to appropriate behavior◦Reinforce appropriate behavior◦Remediate social skills, academic skills,

and performance skills deficits

In Particular Disturbing behavior often escalates when

left alone (Kauffman in Albrecth 2006)

7 Deadly Ing Habits 7 Connect Ing Habits1. Criticizing 1. Caring2. Blaming 2. Listening3. Complaining 3. Supporting4. Nagging 4. Contributing5. Threatening 5. Encouraging6. Punishing 6. Trusting7. Controlling 7. Befriending

Disruptive Behavior Effectively Managing Resistance

◦ Comprehensive & unrestrictive in our thinking◦ Perceive different options

Anticipate Acknowledge pessimism Explore expectations & fears Provide support Baby steps Change pace Start small Relaxation approach Provide detailed instructions Give direct skills training Rehearse

Dangerous Behavior Arnold P. Goldstein says:

◦ Violent behavior is resistant to change◦ For the most part, aggression is not inborn but

learned by: observation imitation direct experience rehearsal Reinforcement

FBA will reveal what we need to know in order to design interventions that will help to de-escalate the behavior and eventually STOP the behavior.

STEPS

Step 1: QuantifyDirect AssessmentIndirect Assessment

Step 2: DefineObservable termsMeasurable terms

Step 3: AnalyzeTriangulate data

Step 4: HypothesizeWhen X occurs, the Student does Y to get/avoid Z.Step 5: BIP

Possible Outcomes

Power/Control Protection/Escape/Avoidance Attention Acceptance/Affiliation Expression of self Gratification Justice/Revenge

(Albrecth, 2004)

BIP’s

Regulation of behavior is the goal.

Self regulatory capacity◦Arrange own environment◦Generate own cognitive supports

◦Produce own consequences◦Control own behavior

Alterations to Environments Eliminate competing behavior pathways Change the setting Identify triggers Establish routines Stick to schedules Develop transition plans Desensitize

Alterations to Curriculum

Provide functional level materials Identify best practicesModify grading practicesProvide alternative assessments

Systemic Interventions School wide models

◦ PBIS

Community Support◦ CIS◦ Juvenile Justice◦ Group Homes◦ Mental Health Agencies

1. Q & Expecting an A2. Proximity3. Eye Contact4. The Last Time5. Volume6. Wait Time7. Cues & Clues8. Intonation9. Bare Minimums10. Reinforcement

Invest in sustainable & competent local implementers: Human Resources

TechnicalCommunity

ImplementationCommunity

Researchers

Coaches

TrainersEvaluators

Teachers

Administrators

SpecialistsTrainer of Trainers

Families

ValuedOutcomes

Practice Implementation

Identifying& Modifying

Practices

Efficiency

Efficacy & Effectivenes

sPriority

Continuous Enhancements

Continuous

Measurement

Data-BasedProb.

Solving

Capacity

Building

1. Develop a FBA/BIP process2. Organize team3. Review both qualitative and quantitative data4. Analyze, describe, & prioritize problem within

a specific context5. Identify a specific measurable outcome6. Select evidence based practices for

intervention7. Provide supports for accurate sustained

adoption & implementation8. Monitor practice implementation & progress

toward outcome

What do we want to know? What’s the simplest form of data that will answer our question?

What’s the simplest way for us to consistently collect that data?

Who, when, how? How should we summarize data and

communicate about the success of our strategy?

Support student behavior

Support adult behavior

Redesign learning environments for effectiveness, efficiency, relevance

System Improvement

Using Cues & Prompts

Using Reinforcement

Using Punishment

Select the least obvious cue and/or intrusive prompt necessary

Plan to fade out the use of cues & prompts

Try first using cues & prompts as preventives

Use cues & prompts as the first level of correction

Prompts & Cues

Use the least amount necessaryApproximate and/or pair with natural reinforcers

Make reinforcement part of the regular routine and systems

Pre-plan and teach consequences

Effective Reinforcement

Use the least amount necessary

Pre-plan and teachUse only with reinforcement for replacement behavior

Purpose should be to defeat the function of problem behavior

Effective Punishment

Environmental management

Instructional management

Behavior management

Involves: physical setting, schedules/routines, interactions & relationships

Create a personalized & orderly learning space

Build rapport

Assist with relationship building

Involves: student assessment, viable curriculum & best instructional practices

Assess skills/knowledge base◦ Multiple ways to succeed◦ Evidence based intervention

Identify goals (both student and teacher)◦ High but reasonable expectations◦ Accommodate, Support, Celebrate

Make content meaningful & functional◦ Rigorous but Relevant◦ Applicable & Significant◦ Culturally Diverse◦ Whole child

Maximize time for academic tasks◦ Minimize non-instructional time

“Big Picture”◦ The Future

The presentation of multiple opportunities and ways to respond

High rates of student correct or acceptable academic responses

The delivery of praise to students for exhibiting appropriate academic behaviors

Involves: expectations & rules, reward systems, discipline, effective consequences, behavior curriculum, social skills training

Teach, model, practice, reinforce, & acknowledge 5 or fewer positively stated explicit, fair, equitable rules

Proactively teach social skills (replacement behaviors)

Provide many opportunities for practice and feedback

Tag Teams Credit Recovery

◦ External◦ Internal

8.5 System wide FBA/BIP

Articulated agreementStudent centeredPerformance/product outcome

Data collected: Time on task and production rate

Multiple means to an endNow or laterThis way or that wayA little or a lotData collected: Time on task; production rate

Stand Off Creates physical space to defuse

encounters Use Study carrels (3 sided cardboard) Never more than 3 seats away

Breathing Room Allow for time, place, and space to regroup Collect data on amount of time needed to

regain composure Return to task Task quality

Show & Tell Show replacement behavior and tell why it

is a better choice Have student then demonstrate the

replacement behavior Collect data re: times student makes better

choices (positive effect) Random reinforcement

Pass Out Literally a “pass” out of negatively charged

space into a positively charged place Establish an agreement with student

regarding an alternate location where behaviors are less likely to occur and most likely to be addressed in constructive manner

Laminate a pass that specifies the location Notify concerned parties when pass is being

used

All Ears Let the student talk without interruption Use a Mediator to be an unbiased listener Let the student write it out Counter if necessary Come to a consensus

If it doesn’t hurt, let it go.Appreciate cultural deviations

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Finally

If you really want to change behaviors, never ask anyone to STOP doing something; always ask him/her to START doing something new.

(Albrecth, 2006)

http://www.state.ky.us/agencies/behave/bi/universal.html http://ies.ed.gov/ncee/wwc/ http://education.ufl.edu/web/?pid=298 http://www.betterhighschools.org/topics/#behavior http://www.ncjrs.gov/html/ojjdp/jjbul9910-1/sch.html http://www.buildingblocks.org/cfm_User/pg_BuildingBlockHome.cfm?BuildingBlockID=4

http://guide.helpingamericasyouth.gov/programdetail.cfm?id=467 http://www.ndpc-sd.org

The Tough Kid Tool Box Developing Behavior Plans for Children in Georgia