Question 11

Intensive Progress Monitoring

Team examines data every 5-10 days to determine adequate progress and/or changes to plan

What characterizes effective handling of misbehaviors is

"a planned response to misbehaviors...with intervention success dependent upon expectations and norms in place previously" (W. Doyle).

Power/Revenge seeking Interventions

(must remain unimpressed and maintain distance) 1. make graceful exit 2. acknowledge students power 3. remove the audience 4. Table the matter - Talk about it later 5. schedule a conference 6. Use a fogging technique - throw them off 7. Take teacher time out 8. Verbal Statements with Escalating Consequences (Overt) - Target, Stop, Do format -"Please" statement -"You need" statement -"If...then" statement

key people Hall (1970)

--identified five basic observation options for accurately measuring target behavior 1. frequency observation - how often the act in the behavior 2. duration recording - how long the act in the behavior 3. interval recording 4. time sampling 5. continuous observation

Child Study

-Done during Tier 2 -done to keep the child out of SPED and in the general education classroom. -You can do a mini BIP and if the mini BIP does not work then move to T3.

Tier 1

-Primary Prevention/Universal-- Includes: 1. classroom and school rules; 2. established expectations, routines, and procedures; 3. function-based behavior identification; 4. covert interventions; 5. overt interventions; 6. escalating consequences Ask yourself: are the 3 Cs (Linda Albert) being met? (capable, connected, contribute)

Tier 3

-Tertiary Prevention/Intensive (specialized; individualized; systems for students with high-risk) -Is different from tier 2 because that is when remediation is not working and the child needs an IEP. Uses the FBA, BIP, and the treatment is based on a function of the behavior.

Revenge

-The student will have direct and indirect physical attacks and psychological attacks (verbal variety: "you are the worst teacher ever"); -Your gauge will read boiling (anger, frustration, hurt, disappointment, dislike); -you will have an impulsive reaction (strike back, punish severely, withdraw); -the student's response to correction is that they will stop on their own terms and will say something particularly hurtful

Escape/Avoidance of Failure

-Your gauge will swing from mild to boiling (upsetting feeling, professional concerns, frustration, despair); -you will react by giving up and referring the child; -the student will continue to avoid the task -Active: refusal -Passive: procrastination, temporary incapacity, assumed disability

Power

-Your pressure gauge will rise to hot (angry, frustrated, fearful of losing control); -impulse to fight back with words (crushing remarks) or give in; -student's response to correction is that they will do it one more time--they will comply, but on their own terms -Passive (Passive aggressive; I'm thinking) -Active (Tantrums)

RTI (response to intervention)

-integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. -With RTI: 1.schools identify students at risk for poor learning outcomes, 2. monitor student progress, 3. provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and 4. identify students with learning disabilities or other disabilities. It is a continuum of school-wide instructional and positive behavior support with screening, progress monitoring, and evaluation. Foundational elements include effective instruction and screening (academic, attendance, behavioral)

Attention

-makes you feel irritated and annoyed; -you tend to nag, remind, come to their rescue; -behavior will stop temporarily when we intervene -Passive -Active

Tier 1 Preventative Measures include

-these should be incorporated: --> self-esteem, violence prevention, gang prevention, inclusion, teaching the norms. -These will create long-term changes for universal life skills.

The problem solving process for T2 from BRTI (behavioral response to intervention?)-

1. Teacher-to-teacher problem solving team. 2. Intervention planning team 3. Identified interventionists who use the IDG: Teacher interview. 4. Multidisciplinary team that uses the IDG: MDT guide. 5. Crisis/threat assessment team.

Power Seeking Preventions

1. Allow voice and choice 2. Grant legitimate power 3. Delegate Responsibility

Revenge Seeking Preventions

1. Build caring relationships 2. Teach appropriate expression of feelings

Preventions for attention

1. Catch them being good 2. Teach them to ask for attention appropriately 3. Natural reinforcements

Attention Interventions (Strategy 7)

1. Change their seats 2. Have a thinking chair

Escape Preventions

1. Encourage an I Can belief 2. Foster friendship

6 Steps to BIP

1. Function of behavior/target behavior. --We can determine this through Direct Observation. (Direct Observation helps us identify the target behavior and determines the context in which the behavior is likely to occur) -Methods of Direct Observation are ABC assessment, Post-Hoc Incident Report, and Anecdotal Report. 2. Replacement Behavior (must meet the needs of the target behavior). -Reward and encourage the replacement behavior through positive behavior support (PBS). Must also be observable and measurable. 3. Teaching Plan- teaching the replacement behavior through examples, non-examples, and demonstrations. 4. Arrange Environment- remove barriers, ex. desks, windows, other students. 5. Develop consequences- desirable and undesirable. natural and artificial reinforcers. (gender based, culture based, economically based, religious based, racially based) -Artificial are temporary and only serve to jump start the engagement of the replacement behavior and then you can implement natural reinforcers. 6. Consequence. -Socially maladjusted kids. Go to tier three when cooperative discipline, escalating consequences, office referrals, etc. do not work. -characteristics include aggression, non-compliance, verbal abuse, and severe off-task.

Attention Interventions (strategy 2)

1. Grandmas law -state the behavior you want -give permission to do something they want to do after - ex: first we work then we play 2. Target-stop-do ex: Johnny, please stop ______ and do ____

Escape Interventions (and Tier Two)

1. Modify instructional methods 2. Provide tutoring 3. Encourage positive self-talk 4. Reframe the I Can't refrain 5. Make mistakes okay 6. Build confidence 7. Focus on past successes 8. Make learning tangible 9. Recognize achievement

Avoidance of Failure Interventions (Strategy 2)

1. Provide Tutoring

Attention Interventions (strategy 4)

1. Turn out the lights 2. Play musical sounds 3. Lower your voice 4. Change your voice 5. Talk to the wall 6. Use one liners 7. Cease teaching temporarily -give a non-verbal message -sit down on the job -or pick up a book

Attention Interventions (strategy 6)

1. Use proximity Praise 2. Use compliance praise 3. Make recording 4. give a standing ovation

Attention Interventions (strategy 5)

1. ask a direct question 2. ask a favor 3. give choice 4. Change the activity

Avoidance of Failure Interventions (strategy 5)

1. brainstorm ask for help Gambits 2. Use sequence charts

Attention Interventions (strategy 3)

1. create a lesson from the misbehavior 2. Go the distance -have the student repeat their misbehavior over and over again in one sitting 3. Have the class join in -same as above but have whole class do it 4. Use a Diminishing Quota - set a goal -ex: a student who cusses may try to go from cussing 20 times to now only 15 times and so on until the misbehavior is completely diminished.

Avoidance of failure Preventions

1. encourage an "I can" belief 2. Foster friendships

Effective Instruction must have:

1. expectations 2. routines 3. procedures

Avoidance of Failure Interventions (strategy 3)

1. post positive classroom signs 2. Request two "put-ups" for every "put down" 3. encourage positive self-talk before task

Functional Behavior Plan

1. purpose and why the behavior occurs 2. different reasons for different behavior 3. call for different interventions to remediate them 4. federal law requires them for tough kids who are in sped with IEP 5. ABC MODEL -B behavior -A antecedent -C consequences 6. positively reinforcing stimulus- increases or maintains a behavior 7. punisher- causes a decrease in a behavior 8. negative reinforcer- most difficult- 9. informal 10. indicate or warn the problem behavior is about to occur 11. ways to collect the data -interview -review students files and records -observation 12. formal punishment -the results will give an understanding and purpose of behavior and lead to an effective intervention first step 13. abc functional behavior assessment tracking sheet -each time a tough kid has tantrum the teacher files ABC FBA 14. When approximately 10 are filled out look for commonalities 15. then fill out tracking sheets -they help with understanding complex behaviors when multiple tracking sheets are filled look for common antecedents and consequences SECOND STEP: 1. do a report 2. look over ABC 3. make a hypothesis 4. test the hypothesis by interpreting the data 5. come up with a function 6. then create a BIP

Interventions for attention (Strategy 1)

1. refuse to respond 2. give the eye (covert intervention) 3. teacher proximity (covert intervention) 4. name dropping (covert intervention) 5. send a general signal 6. send a secret signal 7. give written notice 8. use an I-message -contains an objective describing disruptive behavior -relates to feelings -defines the effect of the misbehavior on the teacher or class -finishes with request -ex: "When you talk to your neighbor during class discussion, I get annoyed because I lose my train of thought. Please stop."

Avoidance of Failure Interventions (strategy 4)

1. state your beliefs in student's ability 2. stage an "I can't funeral"

Revenge/power eruption stage

1. time out in the classroom 2. Time out in another classroom 3. time out in a special room 4. time out in the office 5. time out in the home 6. IMPLEMENTING TIME OUT - language of choice - the who squad - how long will the time out be -- 5 min for younger or first time -- 15-30 min older or repeat

Avoidance of Failure Interventions (Strategy 1)

1. use concrete learning material 2. use computer-based instruction 3. teach one step at a time 4. teach to the 7 intelligences

9th Circuit Blocks Isolation Room Lawsuit.

A Washington school placed D.P., an autistic child, in a locked isolation room pursuant to an Individualized Education Program (IEP) that allowed him to be placed in a "safe room" for "timeouts."

Four functions of misbehaviors (Dreikurs)

Behavior is a choice 1. attention 2. power 3. revenge 4. escape/avoidance of failure

Key Terms under Tier 2

Child Study. Manifestation Determination

Honig v. Doe, (1988).

Decision from U. S. Supreme Court in discipline case that involved two emotionally disturbed students who had academic and social problems. Clarifies that schools may not expel children for behaviors related to their handicaps; stay put; procedural safeguards are designed to protect children and parents; describes parent role.

Community Consolidated School District #93 v. John F. (IL)

Excellent decision in discipline case; includes procedural violations, prior written notice requirements, manifestation determination review, suspensions for more than 10 days, expedited hearings, special education and related services under IDEA, "passing grades" are not evidence of FAPE, homebound instruction violated LRE, more.

Tier 2: Secondary prevention/Targeted

Goal is to keep the child out of SPED. (specialized group; systems for students with at-risk behavior) 1. Mini-Behavior Intervention Plan 2. Intensive Progress Monitoring

Key terms that are common within all three tiers

RTI and Progress Monitoring

Steps for teaching effectively

You must clarify your expectations FIRST: 1.) Gain the group's attention; students are looking at you and silent 2.) Teach: Provide no more than 3 explicitly stated directions. Provide examples and non-examples of what you expect; model if needed; role-play if needed 3.) Check for student understanding (state it in their own words) 4.) Practice: Provide guided practice on your signal 5.) Evaluate: if meets expectations - verbally recognize with praise; if they do not meet expectations - reteach and provide additional practice ***Do not accept close enough!

Procedures

actions that occur for a specific event or activity [occasional]

Routines

actions that occur on a regular basis to support effective management [daily]

The Individuals with Disabilities Education Act (2004)

changes many sections of the statute to reflect new ideas around learning disabilities and the concept of a pre-identification strategy called Response to Intervention.

Office of Special Education Programs (OSEP) through the federal government where you can find the national form of Positive Behavior Supports (PBS)

it is an accountability system rather than a consequence system that deals with positive behavior and intervention supports (about being proactive and preventative with accountability and rewards).

Expectations

specific guidelines that incorporate the beliefs of the teacher/school to support effective management

Mini-Behavior Intervention Plan

team decides based upon data to develop and implement plan

Child Find

term used to describe the legal duty imposed by IDEA 2004 on public school districts to "find" children who may have a disability and be in need of special education services. Under the law, schools have an affirmative duty to identify, locate, and evaluate students who they suspect may have a disability, in order to evaluate them for potential eligibility for special education services (IDEA 2004)

Effective Instruction

the key to having successful students. --This takes place when you highly engage students at their instructional level. --80% review: 20% new. --Students in an effective class gain 52 percentile points in a school year. Students in an ineffective class only gain 14 percentile points in a school year. "It is not so much what teachers do to stop misbehavior that characterizes effective group management, but how they prevent problems in the first place" (J. Kounin).

Escalating consequences

these happen after Cooperative Discipline and if your mini-BIP does not work. -You use formative progress monitoring. -The child and you need additional supports. You need to sit down and talk about the behavior with the child in a collaborative way