Kathleen Kimball, Stephanie Binkow and Lizzie McDuffie Georgia State University EXC 7170

Strategies to Help Middle and High School Students

with EBD Succeed in School and in Post-Secondary Life

Kathleen Kimball, Stephanie Binkow and Lizzie McDuffie Georgia State UniversityEXC 7170

Positive Behavioral Intervention and Supports1. STAR (Show Respect, Take Responsibility, Accept

Adult Redirection and Respond Appropriately) 2. Check-In Check-Out

Preparing students with EBD in high school for post-secondary transition 3. Self Determination Career Development Model

You will learn 3 evidence based strategies

After completing this training, teachers will know the steps in implementing Self PBIS.

After completing this training, teachers will know the steps in implementing Check-In Check-Out.

After completing this training, teachers will know the steps in implementing Self Determination Career Development Model.

After completing this training, teachers will create an action plan detailing how they will use one of these strategies in their classrooms.

Behavior Learning Objectives

Go to http://transitionforstudentswithebd.weebly.com/

and complete the module.

You will have an hour and a half to complete the module.

We will use the information you learn here throughout the day.

Link to online Module

http://transitionforstudentswithebd.weebly.com/



What is School-Wide Positive Behavioral Interventions & Supports?

◦ A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

Resource on teaching appropriate behaviors with PBIS: http://www.youtube.com/watch?v=aJl7ql8co2g

Positive Behavior Intervention Support

http://www.youtube.com/watch?v=aJl7ql8co2g

Principles of PBIS

Develop a continuum of scientifically based behavior and academic interventions and supports

Use data to make decisions and solve problems

Arrange the environment to prevent the development and occurrence of problem behavior

Teach and encourage prosocial skills and behaviors

Implement evidence-based behavioral practices with fidelity and accountability

Screen universally and monitor student performance & progress continuously

Elements and Principles of PBIS

STAR School Hallway Bathroom Classroom Library Computer Lab Transitions to and

from SchoolStairwell

SShow

Respect

* Use inside voice* Maintain boundaries* Stay to the right side of the hall

* Clean up after yourself* Keep your hands and other objects to yourself

* Listen while others are talking* Be tolerant of everyone* Use appropriate language

* Use inside voice* Keep library clean and organized* Stay within the library room

* Use inside voice* Be kind to the computers* Keep computer area neat

* Walk* Stay on sidewalk* Use appropriate language

*Walk on the right side*Hold door for those behind you*Maintain your boundaries

TTake

Responsibility

* Keep hands and feet to yourself* Go directly to class

* Wash your hands* Use time wisely

* Be on time* Have all materials/ assignments* Use time wisely

* Return books on time* Put books back in correct place

* Keep current computer settings* Print only with permission

* Go directly to school or unit* Be on time * Have all materials/ assignments

*Go directly to class*Walk safely*Stay in student area*Keep stairwell clean

AAccept Adult

Directions

* Listen to all staff* Act on first prompt

* Exit when requested by staff* Act on first prompt

* Follow all staff directions* Act on first prompt

* Stay with staff * Act on first prompt

* Wait for teacher direction* Stay with staff

* Stay with staff* Act on first prompt

* Stay within staff’s sight*Listen to staff/teachers

RRespond

Appropriately

* Walk* Use appropriate language* Report problems to staff immediately

* Answer the knock* Report problems to staff immediately

* Participate in class* Ignore distractions * Report problems to staff immediately

* Wait your turn to check out books* Report problems to staff immediately

* Keep in mind reward* Follow all directions* Report problems to staff immediately

* Speak only with those around you* Report problems to staff immediately

*Address others respectfully *Report problems to staff immediately

Behavior Matrix for school to follow –

provides real life examples,

rules and guidelines of what it means to be a “STAR”

* STAR is just one example of what

could be used in a school. The matrix

can be changed based on the needs of the

particular school

S (Show Respect) Lesson Plan

Behavior Expectation S – Show Respect

Rationale/Explanation for Displaying the Behavior

To allow students to work on socialization skills To allow students to get along with their peers and adults in the school building To teach students the importance of being kind and tolerant to others

Positive Examples Non-Examples

Walking quietly Keeping space between yourself and others Listening while others are talking Using appropriate language

Running or being disruptive in the hall Ignoring boundaries with others Mocking or laughing at other students Using inappropriate language or profanity

S (Show Respect) Lesson Plan

Instructional Procedures/Activities Teacher: Read the expectation and positive examples to students. Model non-examples of behavior. Give STAR coupons anytime you observe students showing respect during the lesson.

Students: Have students role play positive examples (Hint: Use the attached matrix to help them think of examples if they need help.). Give STAR coupons for being respectful of staff and peers while participating. Extension: Have students draw cartoons to show non-examples or positive examples. Give STAR coupons for being respectful of others work while participating.

Feedback in Natural Context Prompts

“What would a STAR do?” “Who is being a STAR right

now?”

Acknowledgements (Paired with STAR coupons) “You are a STAR because….” “You are such a STAR but

can you tell me why?”

Corrections “You can earn a STAR for

successfully redoing….” “Remember your STAR

behaviors.”

T (Take Responsibility) Lesson

Behavior Expectation T – Take Responsibility


To allow students to earn respect and trust of all staff and build their credibility. To allow students to become better learners. To teach students the importance of taking ownership of their own actions.


Be on time Use time wisely. Be prepared – have all materials and

homework.

Arrive late. Waste time or refuse to work. Making excuses.

T (Take Responsibility) Lesson Instructional Procedures/Activities

Teacher: Read the expectation, rationale, and positive and non-examples to students. Review the T row on the expectation matrix below. Give STAR coupons anytime you observe students taking responsibility during the lesson or before the lesson began.

Students: Have students work in pairs to tell about a time when they took responsibility at school (in class, hallway, computer lab, etc.). Then let students share with the group individually or role play one of the examples with their partner. Give STAR coupons for taking responsibility by participating. Extension: Have students make a list of all the ways they have or plan to take responsibility and hang it in the classroom to serve as a reminder/review over the next several days. Give STAR coupons for taking responsibility by participating.


“Be a STAR!” “Own it!”

Acknowledgements (Paired with STAR coupons) “You are a STAR because….” “You are such a STAR! Can

you tell me how you took responsibility?”

Corrections “You need to focus on

positive ways to take ownership.”

“Pay it forward.”

A (Accept Adult Redirection) Lesson

Behavior Expectation A – Accept Adult Directions


To allow students to get their needs met To allow students to stay safe at school To teach students the importance of following staff directions when given


Follow directions the first time given Wait for staff directions

Ignoring staff requests Arguing with directions when given Running away from staff

A (Accept Adult Redirection) Lesson Instructional Procedures/Activities

Teacher: Read the expectation and positive examples to students. Model non-examples of behavior. Give STAR coupons anytime you observe students accepting directions during the lesson.

Students: Have students stand at their and play “Simon Says” in place by their desk. Examples of commands that allow students to stay in place: sit down, turn around, clap three times, jump once, hands on your (head, waist, toes). Give STAR coupons to students who accepting adult directions during the game by waiting for “Simon Says”. After the game remind students that in school teachers and staff don’t have to say “Simon says” because students should follow all directions given. Extension: Have students give examples of time when they have responded appropriately and something good has happened because of it. Give STAR coupons for accepting your direction by participating in the activity.


“How would a STAR respond to directions?”

“What would a STAR do?”

Acknowledgements (Paired with STAR coupons) “Thank you for being a

STAR by following my directions the first time…”

“You are a STAR! Thank you for accepting my directions and …”

Corrections “How can you accept my

directions next time and be a STAR?”

“Remember that STARs accept directions the first time.”

R (Respond Appropriately) Lesson

Behavior Expectation R – Respond Appropriately


To allow students to get their needs met To allow students to stay safe at school To teach students to ignore inappropriate behaviors and comments from their peers


Ignoring peers’ negative behavior Using appropriate language when responding

to others Use coping skills when upset.

Yelling Cursing Fighting Leaving without staff permission Not accepting “no”

R (Respond Appropriately) Lesson Instructional Procedures/Activities

Teacher: Read the expectation, rationale, and positive and non-examples to students. Review the R row on the expectation matrix below. Give STAR coupons anytime you observe students responding appropriately during the lesson.

Students: Divide the class into teams. Have each the teams compete to see who can come with the most examples of responding appropriately (Hint: remind them to think about all school settings – hallway, bathroom, computer lab, etc.). Let each team share their list. Give STAR coupons for responding appropriately during the activity. Extension: Let students draw a picture or write a story illustrating them responding appropriately. Allow students to hang their pictures or stories in the classroom. Give STAR coupons for responding appropriately during the activity.


“What would a STAR do?” “How would a STAR

respond?”

Acknowledgements (Paired with STAR coupons) “Thank you for responding

appropriately.” “You are a STAR! Thank you

for responding appropriately by …”

Corrections “How should you have

responded in this situation?”

“Remember that STARs respond appropriately.”

What is Check-In Check-Out?◦ The CICO strategy is an individualized intervention,

intended for students who are not responding to primary or generalized behavior support systems.

How is it implemented? ◦ Students are required to check in periodically

throughout the day with their teachers to discuss their progress according to a behavior checklist. If the students earn an established number of points they may earn rewards. Additionally, parents are required to check off each night on their students progress.

What are the benefits? ◦ CICO can work for a wide range of students both with

and without disabilities. Additionally, it has been utilized an shown to affective for both elementary and middle school students.

Check-In Check-Out

Self-Determination

Discussion: What is Self-Determination? Why is important for our population?

SDCDM: A program that helps students set career goals and create a plan to meet those goals◦ 3 Phases

Self Determination Career Development Model (Benitez, Lattimore, & Wehymeyer, 2005)

http://www.youtube.com/watch?v=YPWhAMe4UzU#t=250

Students explore career options to answer the question “What are my career and job plans?”

Students participate in a 4.5 week goal training session

Phase 1 – Career Exploration

Students seek to answer the question “What is my plan to meet my goals?”◦ Goals are set◦ An action plan to meet the goal is developed◦ Students create a self-monitoring plan

Phase 2 – Goal Setting

Students seek to answer the question “What have I achieved?”

Students evaluate their progress

Students can change their plan as necessary if they met their goal or if the plan is not effective

Phase 3 - Reflection

You will be divided in to 3 groups and given a strategy.

Create an action plan for how to implement the intervention in your classroom or school. (30 minutes)

You will present your action plan to the entire group. (10 minutes per group)

Record your action plan on the template provide so that copies can be made for the entire group.

Interactive Activity

Time to find what you learned!

Quiz

Benitez, D. T., Lattimore J., & Wehmeyer, M. L. (2005). Promoting the involvement of students with emotional and behavioral disorders in career and

vocational planning and decision making: The self-determined career development model. Behavioral Disorders, 30(4), 431 – 447.

Campbell, A., & Anderson, C. (2011). Check-in/check-out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44(2)

315-326.

Crone, Hawken, & Honer. (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed.). New York, NY: Guilford Press.

Designed by Raging Kitty (2013) PBIS World http://www.pbisworld.com/tier-2/check-in-check-out-cico/

Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention:

Examining classroom behavior support in second grade. Council for Exceptional Children, 73(3), 288-310.

Mathur, S. R., Nelson, M. C. (2013). PBIS as prevention for high-risk youth in restrictive settings: where do we go from here?. Education and Treatment of

Children, 36, 175-181.

National Gateway for Self-Determination. http://ngsd.org/professionals/self-determined-career-development-model

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. http://www.pbis.org/school/what_is_swpbs.aspx

Wagner, M., Newman, L., Cameto, R., Levine, P., Garza, N. (2006). An overview of findings from wave 2 of the national longitudinal transition study-2

(NLTS2). (NCSER 2006-3004). Menlo Park, CA: SRI International.

Wisconsin PBIS Network . http://www.wisconsinpbisnetwork.org/educators/pbis-in-action/classroom-management.html

References

Kathleen Kimball, Stephanie Binkow and Lizzie McDuffie Georgia State University EXC 7170

Documents

Transcript of Kathleen Kimball, Stephanie Binkow and Lizzie McDuffie Georgia State University EXC 7170