Arizona Response to Intervention: Behavior

1
Arizona Response to InterventionBehavior

• Training Module
• (Please View This Training Module Using the
  Notes View of PowerPoint)
• Arizona Department of Education

2
RTI for Behavior
3
2009 Youth Risk Behavior Survey

•  12 of high school students never or rarely feel
  safe at school
• 9 of high school student have been threatened or
  injured with a weapon at school in the last year
• 16 of high school students have been in a fight
  on campus in the last year
• 35 of high school students have been offered,
  sold or given drugs at school in the last year
• 20 of high school students have attended school
  under the influence of alcohol or an illegal drug

4
(No Transcript)
5
What is AZ RTI ?

• Improving student academic and behavior outcomes
  is about ensuring all students have access to the
  most effective and accurately implemented
  instructional and behavioral practices, and
  interventions possible.
• AZ RTI for behavior provides an operational
  framework for achieving these outcomes.
• NOT a curriculum, intervention, or practice
• IS 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.

6
Schools That Use AZ RTI

• Are Less reactive, aversive and dangerous
• Are More engaging, responsive, and productive.
• Address classroom management.
• Improve supports for students.
• Maximize academic engagement and achievement.

7
Why PBIS?Why not whip them into shape?

• Punishing problem behaviors (without a proactive
  support system) is associated with increases in
• aggression,
• vandalism,
• truancy, and
• dropping out.
• (Mayer 1995, Skiba and Peterson 1999 and March
  Homer 2002.)

8
Why PBIS?Why not whip them into shape?

• Typically, schools wait for a problem to occur
  then punish for it.
• Reactive strategies rarely work.
• Research shows that
• Punishment alone will not lead to durable change
  in behavior. (Braaten, 1994)
• Reactive strategies that rely primarily on
  punishment assume that individuals know what is
  expected, know how to do it, and are properly
  motivated.
• Unfortunately, it often fails to teach the
  expected behavior. (Horner Sugai 1999)

9
Why PBIS?Why not whip them into shape?

• Some forms of punishment may actually be
  rewarding, thus maintaining problem behaviors.
  (Gresham, 1991 March Horner, 2002)

10
Components of Arizonas RTI Plan of the Arizona
Plan

• Three-tiered model
• Data Screening
• Data decision points for whole class and
  individual student interventions
• Team process for helping children who fall below
  the decision points or established benchmarks

11
RTI Components Continued

• Scientifically-based interventions with at-risk
  students
• Supports for the general education teacher
• System of checking the integrity (quality) of the
  intervention delivery
• Parents involved at each tier.

12
What comprises AZ RTI?

• PBIS is comprised of six basic elements
• Setting and defining expectations routines
• Teaching behavior routines in all settings
  using multiple tiers of instruction.
• Actively monitoring behaviors
• Acknowledging appropriate behavior
• Reviewing data to make decisions
• Correcting behavioral errors

13
Setting Expectations

• Staff should define 3-5 positive student
  expectations for behavior in all of the school.
• These will be the foundation for all behaviors.
• Many schools have chosen Safe, Respectful and
  Responsible,
• but any group of positive, behavior-defining
  words are acceptable.

14
Setting Expectations

• Once the expectations are established, the group
  needs to prescribe what appropriate behavior
  looks like in light of these expectations.
• i.e. what are the observable behaviors in the
  halls, cafeteria, playground?
• Behaviors are expressed in positive terms.
• Imperative that all staff be knowledgeable of the
  expectations

15
Setting Expectations

• Lastly, the staff establishes the consequences
  for inappropriate behavior, including
• what behaviors should be handled on the spot
• which ones require an office referral.

16
REMEMBER

• Students must be taught good behavior.
• We can never have enough enforcement to make them
  be good.
• Removing students, sending into the community
  (suspension/expulsion), creates a larger problem.

17
Staff Training

• ALL staff are trained in the entire schools
  behavioral expectations.

18
Teaching Behaviors in All Settings

• Time needs to be set aside to teach all students,
  all behaviors, in all areas.
• The adults responsible for supervising an area
  should teach the rules for that area.
• For example
• classroom teachers teach classroom expectations
• playground assistants teach playground
  expectations
• lunchroom monitors teach appropriate lunchroom
  behaviors.

19
Teaching Behaviors in All Settings

• Students may need to be reminded of the
  expectations throughout the year.
• New students need orientation to the
  expectations.
• Classroom discussions or student leadership
  groups may facilitate this ongoing education
  regarding the rules.

20
Actively Monitoring Behavior

• The effective monitoring of behavior using
  language consistent with the expectations is
  essential with a PBIS approach.
• Some elements of good behavior monitoring are
• Adult moves about the supervised area having
  personal interaction with students
• Adult does not ignore inappropriate behavior.
• Adult uses the words the students have been
  taught, i.e., John, remember we swing straight
  because it is safe.
• Adult informally acknowledges appropriate
  behavior and establishes a positive relationship
  with students.

21
Why Reward Positive Behaviors?

• You get more of what you focus on.
• Reinforcement works.

22
Acknowledging Appropriate Behavior

• The staff establishes a school-wide and classroom
  process for positive recognition.
• This can be any thing that has value to the
  students and will reinforce positive behaviors.

23
Reviewing Data

• It is important to set up a means to track
  behavior data.
• In Arizona, the Safe Schools Data Base
  facilitates record keeping. http//www.ade.state.a
  z.us/sa/health/AZSafe.asp
• Requires someone in the school be assigned to
  input behavior data on a daily basis.

24
Reviewing Data

• The behavior team (or total staff) should meet
  regularly to review this data.
• Adjust school procedures to help establish
  appropriate behaviors.
• When a problem area is found, this team should
• formulate a theory about the cause
• form a plan to address the issue.
• New expectations will be established and taught
  to the staff and students

25
Activities at Tier 1

• Universal social skills training
• School behavior expectations instruction
• Active supervision and monitoring
• Positive reinforcement systems
• Firm, Fair, Corrective Discipline
• Effective Classroom Management
• Improved Environmental Arrangements
• Family Involvement

26
Activities at Tier 2

• Mentoring programs
• Alternatives to suspensions and expulsions
• Community and service learning
• Increased academic support
• Increased and targeted social skills teaching
• Increased monitoring and reinforcement systems
• Self management techniques
• Family involvement

27
Activities at Tier 3

• Intensive academic support.
• Multi-agency collaboration (wrap-around)services
• Alternatives to suspensions and expulsions
• Community and service learning
• Intensive social skills teaching
• Individual behavior management plans
• Family involvement

28
Possible Tier 2 and Tier 3 Interventions

• Student Behavior contract.
• Student tracking sheet.
• Teacher rating scale.
• Student checks in or out with staff member.
• Behavior instruction/counseling.
• Group behavior training.
• Daily/weekly progress report to parents.

29
Interventions

• Functional Behavioral Assessment What is the
  purpose of the behavior?
• Behavior Intervention Plan How do we intervene?
• Modified daily schedule.
• Removal to an alternate setting.

30
Appropriate student behavior needs to be taught
and practiced.
31
More Information

• See the PBIS Technical Assistance Paper on the AZ
  RTI website.

32
Resources

• AZ PBIS http//www.pbisaz.org/
• OSEP Technical Assistance Center
  http//www.pbis.org/school/what_is_swpbs.aspx
• Minnesota PBIS http//www.pbisaz.org/
• Kansas PBS http//pbskansas.org/htdocs/external_l
  inks/default.html