Choosing Effective Behavioral Supports for Students with Disabilities
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Transcript of Choosing Effective Behavioral Supports for Students with Disabilities
Choosing Effective Behavioral Supportsfor Students with Disabilities
Darren Woodruff, Stephanie Jackson, & Muna Shami
EMS C Elemen tary & Midd le Schools Technical Ass is tance Cen ter
www.emstac.org
TA
EMSTAC has 64 Local District Partners across 28
States
Our Goal: Positive Outcomes For All Children
Identify and Team with Local Advocates
Maintain Effective Communication Networks
Promote Research-based Practices
Outcomes for Students with disabilities
EMSTAC Operating Principles
Form Complementary Partnerships
Promote Research-Based Practices in Schools
Focus on Helping and Learning
Develop School District Capacity
Use Research-Based TA Methods
EMSTAC Model:Insider – Outsider Approach
TA Support
School District
TA Liaisonoutside the district
Linking Agentinside the district
EMSTAC’s Conceptual Model
RelateExamine
Care
Extend
Try
Acquire
Renew
Cycle of Change
Strategy I
Strategy II
Strategy III
Training Modalities
Linking Agent Roles
Catalysts Process Helpers
Resource Linkers Solution Givers
Linking Agent Roles
EMSTAC Provides Training to Local School Staff
Ten Training Modules
Online Discussion Boards
Resource & Product Library
Access to Support from EMSTAC TA Liaisons
EMSTAC Supports Schools Across Multiple Topics
Academic & Instructional Topics Student Behavior, Discipline &
Social Skills Minority Student Disproportionality Inclusion in the General Curriculum Low Incidence Disabilities
Common School Problems in Addressing Behavior
Lack of Classroom Consistency
No Teacher and Administrative Support
Reactionary Policies
No Support for Positive Student Behavior
Lack of Parent/Family Involvement
No School-Wide Strategy
Implementing Positive Behavioral Supports
Elements of Effective Programs
Every child in the school is the responsibility of every adult in the school
Assumes that many children need to be taught appropriate behaviors for success in school
Provides building staff with strategic plan for meeting academic and behavioral needs of all students
Reinforcement consistently provided for positive behavior
Grade level and building committees formed to decide on specific behaviors to be taught and reinforced
Elements of Effective Programs
Teachers and other staff provide direct instruction, modeling, and reinforcement to students
Implementation across classrooms and throughout building leads to consistency in student behaviors
The school discipline process should be linked to parent training and involvement groups
Data should be collected to continually monitor effectiveness
Popular skills for Instruction: Listening, Asking for help, Following Instructions, Ignoring Distractions, Responding to Teasing
Factors to Consider:Agreement on the Problem
Needs identified by central administration are not always the same as those identified by principals, teachers, and families
Hot topics are often identified locally and confirmed nationally
Factors to Consider:Agreement on the Solution
Choosing an Intervention Solutions identified by central
administration should be agreed upon by all other stakeholders.
All stakeholders should be able to effectively represent and advocate for the chosen solution, strategy, or intervention.
Factors to Consider:Strong Leadership Needed
Effective Collaborations Need: Dept. Level Leadership Central Office Leadership Building Level Leadership Consistency in Leadership Flexibility and Creativity
Factors to Consider: Attitudes and Beliefs
Special and general education staff should accept shared responsibility for the learning outcomes of children and adolescents with disabilities.
School staff, family members and students should be prepared to receive assistance from outside sources.
Parents should be fully informed of all program goals and activities.
Factors to Consider: School Support The principal (and other leaders)
understands the needs of students with disabilities.
Adequate numbers of personnel, including aides and support staff, are available.
Appropriate procedures for monitoring individual student progress, including grading and testing, are in place.
Factors to Consider:Collaboration
General education teachers, special education teachers, and other specialists should collaborate (e.g. co-teaching, team teaching, teacher assistance teams). These teaming approaches should be used for problem-solving and program implementation.
Effective Behavioral Supports:Character Education
Character education encompasses various aspects of moral education, civic education, and character development. Character education seeks to foster in students a commitment to living and acting in accordance with core ethical values such as caring, honesty, fairness, responsibility, and respect.
Implementation of character education programs encourages positive student interactions, increased academic success, reduced incidents of violence, and improved teacher communications.
Contact Information:
The Character Education Partnership
1-800- 988-8081 www.character.org
National Character Education Center
www.ethicsusa.com
Effective Behavioral Supports:PBIS
Schoolwide approach to addressing student behavior challenges and to increasing the development and display of pro-social behaviors.
All school personnel must be aware of school’s behavioral expectations.
All students need to know behavioral expectations.
Contact Information:
Positive Behavioral Interventions and Support (PBIS) Technical Assistance Center
www.pbis.org/english/index.html
(540) 346-2505
Effective Behavioral Supports:The Good Behavior Game
The goal of this game is to reduce general classroom disruptions and student aggression. It has also been used to reduce shyness in socially withdrawn children.
Game utilizes team format whereby team members are dependent on one another to earn privileges.
Contact Information:
www.bpp.jhu.edu/publish/Manuals/gbg.pdf
Dr. Sheppard Kellam, American Institutes for Research (202) 944-5418
Effective Behavioral Supports:Peer Tutoring
Peer tutoring is an organizing learning experience in which one student serves as the teacher or tutor, and the other student is the learner or tutee.
Peer tutoring is most effective with drill and practice activities rather than with the introduction of new information.
Tutors must be trained in: Positive verbal feedback, corrective feedback, modeling by teachers, role-playing between teacher and tutors, and role-playing between students.
Effective Behavioral Supports:Project ACHIEVE
Project ACHIEVE focuses on academically and socially at-risk underachieving students.
Model emphasizes prevention, intervention, and crisis response.
Some important components of the program include school-wide social skills training, individualized behavior intervention and support strategies, referral question consultation (problem-solving) process.
Contact Information:
Dr. Howard M. Knoff, Co-Director, Department of Psychological Foundations
www.coedu.usf.edu/projectachieve
(813) 974-9498
Effective Behavioral Supports:Project PATHE
Comprehensive program to improve the school environment and thereby enhance students’ experiences and attitudes about school.
Project PATHE attempts to increase student bonding to the school, enhance students’ self-concepts, and improve educational and occupational attainment.
Contact Information:
Dr. Denise Gottfredson, University of Maryland
www.gottfredson.com/pathe
Effective Behavioral Supports:Second Step
School-wide violence prevention program aimed at decreasing problematic behavior and increasing both neutral and positive behaviors.
Three major skills areas are Empathy, Impulse Control, and Anger Management.
Contact Information:
www.cfchildren.org/resrefs.html
Committee for Children
www.cfchildren.org 1-800-643-4449
Effective Behavioral Supports:Anger Coping Program
School-based intervention that focuses on developing anger management skills through group intervention.
Aims to equip students with the social processing and behavioral skills needed to reduce impulsive and aggressive responses to anger.
Contact Information:
John Lochman, Ph.D., University of Alabama
205-348-5083 [email protected]
Effective Behavioral Supports:First Step to Success
Early intervention program designed to address the needs of kindergarten students identified as having anti-social and/or aggressive behaviors.
Three components:
Screening process to identify children at risk
CLASS – Classroom-based skills training
Homebase – home-school intervention
Contact Information:
www.sopriswest.com 1-800-547-6747
Effective Behavioral Supports:PACT
Positive Adolescent Choices Training (PACT) aims to reduce the risk of students exhibiting violent behavior or becoming victims of violence by teaching adolescents social and anger management skills to use in conflict situations (Hammond et al, 1990).
Provides framework for conducting violence prevention groups that is specifically designed for African-American youth.
Formal evaluation of PACT found significant reduction in the physical aggression displayed at schools by students participating intensive curriculum (Dwyer and Osher, 2000).
Contact Information:
Ellis Human Development Institute, Wright State University Rodney Hammond and Betty Yung (937) 775-
4300
www.researchpress.com
Effective Behavioral Supports:School-Based Mentoring
Mentor organization partners with a school to pair students with mentors from the community.
Goals of school-based mentoring:
Increase number of children who have access to mentors and supportive adult relationships.
Forming a safety net for the child with collaboration between the mentor and school professionals.
Fostering community-school partnerships by bringing mentors into the schools (Jacovy, 2000).
Contact Information:
Contact local chapter of Big Brother Big Sisters – National Organization 215-567-7000
Effective Behavioral Supports:School-Based
Mental Health Services
Goals of school-based mental health programs vary, but may include:
Prevention: Development of prosocial and academic competencies
Early intervention: Addressing risk factors through screening procedures and targeted group or individualized services
Tertiary intervention: Ongoing management of student difficulties and crisis intervention
Effective Behavioral Supports:Functional Behavioral
Assessment (FBA) Purpose of a FBA is to (1) determine an association between environmental events that either precede or follow a student’s troublesome behavior and the troublesome behavior itself, and (2) to identify the function that the behavior is serving for the child.
Steps to conducting a FBA:
Define behavior of concern
Gather initial data
Develop and test hypotheses
Generate behavioral support plan
Implement and monitor outcomes
Contact Information:
www.pbis.org
www.air.org/cecp/fba/problembehavior/main.htm