Workshop Description

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Workshop Description
2
RTI at Middle and High Schools Behavioral
Interventions for Groups and Individual
StudentsJim Wrightwww.interventioncentral.org
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Workshop Agenda
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Workshop Materials Available at

• http//www.interventioncentral.org/bctc.php

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RTI Pyramid of Interventions
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Big Ideas in Student Behavior Management
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Big Ideas Similar Behaviors May Stem from Very
Different Root Causes (Kratochwill, Elliott,
Carrington Rotto, 1990)

• Behavior is not random but follows purposeful
  patterns.Students who present with the same
  apparent surface behaviors may have very
  different drivers (underlying reasons) that
  explain why those behaviors occur.A students
  problem behaviors must be carefully identified
  and analyzed to determine the drivers that
  support them.

Source Kratochwill, T. R., Elliott, S. N.,
Carrington Rotto, P. (1990). Best practices in
behavioral consultation. In A. Thomas and J.
Grimes (Eds.). Best practices in school
psychology-II (pp. 147169). Silver Spring, MD
National Association of School Psychologists..
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Common Root Causes or Drivers for Behaviors
Include

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

Source Witt, J. C., Daly, E. M., Moell, G.
(2000). Functional assessments A step-by-step
guide to solving academic and behavior problems.
Longmont, CO Sopris West..pp. 3-4.
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Showed disrespect towards me when she yelled
inappropriately regarding an instruction sheet.
I then asked her to leave the room. She also
showed disrespect when I called her twice earlier
in the class to see her report card grade.
Teacher Referral Example
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I gave out a test. After a few minutes, he
crunched it and threw it on the floor. If he
were not prepared, he could have talked to me and
I would have allowed him to take it on a
different date, as I usually do.
Teacher Referral Example
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Big Ideas Attend to the Triggers and
Consequences of Problem Behaviors (Martens
Meller, 1990)

• Intervening before a student misbehaves or when
  the misbehavior has not yet escalated increases
  the likelihood of keeping the student on task and
  engaged in learning. Consequences of behaviors
  that are reinforcing to the student will increase
  the occurrence of that behavior.

ABC Timeline
A
Source Martens, B.K., Meller, P.J. (1990). The
application of behavioral principles to
educational settings. In T.B. Gutkin
C.R.Reynolds (Eds.), The handbook of school
psychology (2nd ed.) (pp. 612-634). New York
John Wiley Sons.
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ABC Timeline Example
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Student Motivation Levels Are Strongly Influenced
by the Instructional Setting (Lentz Shapiro,
1986)

• Students with learning or motivation problems do
  not exist in isolation. Rather, their
  instructional environment plays an enormously
  important role in these students degree of
  academic engagement.

Source Lentz, F. E. Shapiro, E. S. (1986).
Functional assessment of the academic
environment. School Psychology Review, 15, 346-57.
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Big Ideas Behavior is a Continuous Stream
(Schoenfeld Farmer, 1970)

• Individuals are always performing SOME type of
  behavior watching the instructor, sleeping,
  talking to a neighbor, completing a worksheet
  (behavior stream).
• When students are fully engaged in academic
  behaviors, they are less likely to get off-task
  and display problem behaviors.
• Academic tasks that are clearly understood,
  elicit student interest, provide a high rate of
  student success, and include teacher
  encouragement and feedback are most likely to
  effectively capture the students behavior
  stream.

Source Schoenfeld, W. N., Farmer, J. (1970).
Reinforcement schedules and the behavior
stream. In W. N. Schoenfeld (Ed.), The theory
of reinforcement schedules (pp. 215245). New
York Appleton-Century-Crofts.
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Big Ideas Academic Delays Can Be a Potent Cause
of Behavior Problems (Witt, Daly, Noell, 2000)

• Student academic problems cause many school
  behavior problems.
• Whether a students problem is a behavior
  problem or an academic one, we recommend starting
  with a functional academic assessment, since
  often behavior problems occur when students
  cannot or will not do required academic work.

Source Witt, J. C., Daly, E. M., Noell, G.
(2000). Functional assessments A step-by-step
guide to solving academic and behavior problems.
Longmont, CO Sopris West, p. 13
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Unmotivated Students What Works
Motivation can be thought of as having two
dimensions

1. the students expectation of success on the task

Multiplied by

1. the value that the student places on achieving
   success on that learning task

• The relationship between the two factors is
  multiplicative. If EITHER of these factors (the
  students expectation of success on the task OR
  the students valuing of that success) is zero,
  then the motivation product will also be zero.

Source Sprick, R. S., Borgmeier, C., Nolet, V.
(2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H.
M. Walker G. Stoner (Eds.), Interventions for
academic and behavior problems II Preventive and
remedial approaches (pp.373-401). Bethesda, MD
National Association of School Psychologists.
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Intrinsic vs. Extrinsic Motivation

• An intrinsically motivated behavior is defined
  as one for which there exists no recognizable
  reward except the activity itself (e.g.,
  reading). That is, behavior that cannot be
  attributed to external controls is usually
  attributed to intrinsic motivation.
• an extrinsically motivated behavior refers to
  behavior controlled by stimuli external to the
  task. p. 345

Source Akin-Little, K. A., Eckert, T. L.,
Lovett, B. J., Little, S. G. (2004). Extrinsic
reinforcement in the classroom Bribery or best
practice. School Psychology Review, 33, 344-362.
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Intrinsic Motivation Is This Construct Useful?

• By definition, intrinsic motivation is supported
  by the reinforcing quality of the activity alone.
  As a construct, intrinsic motivation may be
  untestable, because the reinforcer cannot be
  directly observed or experimentally manipulated.
• In other words, whether or not it is theoretical
  possible for a task to be intrinsically
  motivating, schools should always consider
  factors in the instructional environment that can
  be altered to increase the reinforcing qualities
  of the learning task.

Source Akin-Little, K. A., Eckert, T. L.,
Lovett, B. J., Little, S. G. (2004). Extrinsic
reinforcement in the classroom Bribery or best
practice. School Psychology Review, 33, 344-362.
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Childhood and Beyond Longitudinal Project

• 3 cohorts of children (about 250 children per
  cohort) were followed across elementary, middle
  and high school. (Children were recruited from 4
  middle-class school districts in the midwest.)
• In the subject areas of math, language arts, and
  sports, students were asked each year to rate
  their competence in the subject and their valuing
  of it.

Source Jacobs, J. E., Lanza, S., Osgood, D. W.,
Eccles, J. S., Wigfield, A. (2002). Changes in
childrens self-competence and values Gender and
domain differences across grades one through
twelve. Child Development, 73, 509-527.
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Childhood and Beyond Longitudinal Project Some
Findings

• Ratings of both competence and value declined for
  all 3 subject areas (math, language arts, and
  sports) for boys and girls as they grew older.
• Girls rated themselves lower in competence in
  math throughout schooluntil grade 12, when boys
  and girls converged in their ratings (because
  boys ratings declined faster than did girls
  ratings).
• Across all grade levels, boys rated themselves
  significantly less competent than did girls in
  language arts.
• Not surprisingly, boys and girls valuing
  (enjoyment, liking) of a subject area correlated
  with perceived ability. Generally, boys and girls
  who rated themselves as lowest in ability also
  rated their valuing of the subject area as
  lowest.

Source Jacobs, J. E., Lanza, S., Osgood, D. W.,
Eccles, J. S., Wigfield, A. (2002). Changes in
childrens self-competence and values Gender and
domain differences across grades one through
twelve. Child Development, 73, 509-527.
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Our Working Definition of School Motivation For
This Workshop

• The student is engaged in active accurate
  academic responding.

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Applying RTI Logic to Better Understand
Behavior Problems
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Special Education is Magic A Barrier to
Interventions in the General-Education Setting

• some teachers view students with
  handicaps as being qualitatively different from
  normal achievers and believe that only special
  teachers can teach these special students. At the
  very least, this kind of magical thinking reduces
  teachers expectations for student progress, and
  we know that ambitious goals increase
  achievement. At its worst, believing that special
  education is magic leads teachers to actively
  resist accommodating students with special needs
  in their classrooms through behavioral or
  instructional consultation.

Source Martens, B. K. (1993). A case against
magical thinking in school-based intervention.
Journal of Educational and Psychological
Consultation, 4(2), 185-189.
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Factors Influencing the Decision to Classify as
BD (Gresham, 1992)

• Four factors strongly influence the likelihood
  that a student will be classified as Behaviorally
  Disordered
• Severity Frequency and intensity of the problem
  behavior(s).
• Chronicity Length of time that the problem
  behavior(s) have been displayed.
• Generalization Degree to which the student
  displays the problem behavior(s) across settings
  or situations.
• Tolerance Degree to which the students problem
  behavior(s) are accepted in that students
  current social setting.

Source Gresham, F. M. (1992). Conceptualizing
behavior disorders in terms of resistance to
intervention. School Psychology Review, 20, 23-37.
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I call the range of students whom teachers come
to view as adequately responsive i.e.,
teachable as the tolerance those who are
perceived to be outside the tolerance are those
for whom teachers seek additional resources. The
term tolerance is used to indicate that
teachers form a permissible boundary on their
measurement (judgments) in the same sense as a
confidence interval. In this case, the teacher
actively measures the distribution of
responsiveness in her class by processing
information from a series of teaching trials and
perceives some range of students as within the
tolerance. (Gerber, 2002)


Source Gerber, M. M. (2003). Teachers are still
the test Limitations of response to instruction
strategies for identifying children with learning
disabilities. Paper presented at the National
Research Center on Learning Disabilities
Responsiveness-to-Intervention Symposium, Kansas
City, MO.
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Inference Moving Beyond the Margins of the
Known

• An inference is a tentative conclusion without
  direct or conclusive support from available data.
  All hypotheses are, by definition, inferences. It
  is critical that problem analysts make
  distinctions between what is known and what is
  inferred or hypothesized.Low-level inferences
  should be exhausted prior to the use of
  high-level inferences. p. 161

Source Christ, T. (2008). Best practices in
problem analysis. In A. Thomas J. Grimes
(Eds.), Best practices in school psychology V
(pp. 159-176).
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Examples of High vs. Low Inference Hypotheses
An 11th-grade student does poorly on tests and
quizzes in math. Homework is often incomplete.
He frequently shows up late for class and does
not readily participate in group discussions.
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Tier 3 Targets Focus on School Factors Over
Which We Have Influence

• The hypothesis and intervention for struggling
  students should focus on those variables that
  are alterable within the school setting. These
  alterable variables include learning goals and
  objectives (what is to be learned), materials,
  time, student-to-teacher ratio, activities, and
  motivational strategies. p. 95

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
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The Problem-Solving Model Multi-Disciplinary
Teams

• A school consultative process (the
  problem-solving model) with roots in applied
  behavior analysis was developed (e.g., Bergan,
  1995) that includes 4 steps
• Problem Identification
• Problem Analysis
• Plan Implementation
• Problem Evaluation
• Originally designed for individual consultation
  with teachers, the problem-solving model was
  later adapted in various forms to
  multi-disciplinary team settings.

Source Bergan, J. R. (1995). Evolution of a
problem-solving model of consultation. Journal of
Educational and Psychological Consultation, 6(2),
111-123.
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Academic or Behavioral Targets Are Stated as
Replacement Behaviors

• The implementation of successful interventions
  begins with accurate problem identification.
  Traditionally, the student problem was stated as
  a broad, general concern (e.g., impulsive,
  aggressive, reading below grade level) that a
  teacher identified. In a competency-based
  approach, however, the problem identification is
  stated in terms of the desired replacement
  behaviors that will increase the students
  probability of successful adaptation to the task
  demands of the academic setting. p. 178

Source Batsche, G. M., Castillo, J. M., Dixon,
D. N., Forde, S. (2008). Best practices in
problem analysis. In A. Thomas J. Grimes
(Eds.), Best practices in school psychology V
(pp. 177-193).
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Common Reasons Why Behavior Plans Fail
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Common Reasons Why Behavior Plans Fail

1. Student problems are defined in vague rather than
   specific terms, making it more difficult to
   select the right intervention(s) to support the
   student.When student concerns are stated in
   vague terms (e.g., The student is disruptive or
   The student has an attitude, they lack details
   about the setting(s) in which behavior problems
   typically occur, a specific description of the
   problem behavior, and information about its
   severity.

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Common Reasons Why Behavior Plans Fail

1. The problem behavior is viewed as residing
   primarily within the student.This focus on the
   student alone can cause schools to overlook the
   important positive impact that instructional
   staff can have on students by changing
   instruction, work (curriculum) demands, and the
   learning environment.

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Common Reasons Why Behavior Plans Fail

1. The school selects an incorrect hypothesis about
   what is supporting the students problem
   behavior, so the strategies to promote the
   positive, replacement behavior dont work.For
   example, the school may incorrectly hypothesize
   that a student is misbehaving to win attention
   from peers when in fact that student is acting
   out to escape classwork.

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Common Reasons Why Behavior Plans Fail

1. The replacement behavior does not take hold
   because it is not being adequately reinforced.
   If the replacement behavior was not a part of
   the students repertoire before the intervention
   plan began, that replacement behavior simply
   fails to take hold in the absence of
   reinforcement. If the replacement behavior does
   appear intermittently (e.g., student occasionally
   complies with adult requests), these flickers
   of positive behavior may be extinguished
   completely because of lack of reinforcement.

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Common Reasons Why Behavior Plans Fail

• The students problem behavior continues, even
  after the replacement behavior has been
  taught.The reason that the problem behavior
  persists is that antecedents (triggers) and / or
  consequences supporting the negative behavior
  still remain in place.

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Team Activity Select a Behaviorally Challenging
Student

• At your table
• Discuss students in your classrooms or school who
  present challenging behaviors.
• Of the students discussed, select one student
  that your team will use in an exercise of
  defining student problem behaviors.
• Write a brief statement defining that students
  problem behavior(s).

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Defining Student Problem Behaviors A Key to
Identifying Effective Interventions Jim
Wrightwww.interventioncentral.org
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Interventions Potential Fatal Flaws

• Any intervention must include 4 essential
  elements. The absence of any one of the elements
  would be considered a fatal flaw (Witt,
  VanDerHeyden Gilbertson, 2004) that blocks the
  school from drawing meaningful conclusions from
  the students response to the intervention
• Clearly defined problem. The students target
  concern is stated in specific, observable,
  measureable terms. This problem identification
  statement is the most important step of the
  problem-solving model (Bergan, 1995), as a
  clearly defined problem allows the teacher or RTI
  Team to select a well-matched intervention to
  address it.
• Baseline data. The teacher or RTI Team measures
  the students academic skills in the target
  concern (e.g., reading fluency, math computation)
  prior to beginning the intervention. Baseline
  data becomes the point of comparison throughout
  the intervention to help the school to determine
  whether that intervention is effective.
• Performance goal. The teacher or RTI Team sets a
  specific, data-based goal for student improvement
  during the intervention and a checkpoint date by
  which the goal should be attained.
• Progress-monitoring plan. The teacher or RTI Team
  collects student data regularly to determine
  whether the student is on-track to reach the
  performance goal.

Source Witt, J. C., VanDerHeyden, A. M.,
Gilbertson, D. (2004). Troubleshooting behavioral
interventions. A systematic process for finding
and eliminating problems. School Psychology
Review, 33, 363-383.
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Defining Problem Student Behaviors

• Define the problem behavior in clear, observable,
  measurable terms (Batsche et al., 2008 Upah,
  2008). Write a clear description of the problem
  behavior. Avoid vague problem identification
  statements such as The student is disruptive.
• A well-written problem definition should include
  three parts
• Conditions. The condition(s) under which the
  problem is likely to occur
• Problem Description. A specific description of
  the problem behavior
• Contextual information. Information about the
  frequency, intensity, duration, or other
  dimension(s) of the behavior that provide a
  context for estimating the degree to which the
  behavior presents a problem in the setting(s) in
  which it occurs.

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Defining Student Problem Behaviors Team Activity

• Using the student selected by your team
• Step 1 Define the problem behavior in clear,
  observable, measurable terms.

• Five Steps in Understanding Addressing Problem
  Behaviors
• Define the problem behavior in clear, observable,
  measurable terms.
• Develop examples and non-examples of the problem
  behavior.
• Write a behavior hypothesis statement.
• Select a replacement behavior.
• Write a prediction statement.

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Defining Problem Student Behaviors

1. Develop examples and non-examples of the problem
   behavior (Upah, 2008). Writing both examples and
   non-examples of the problem behavior helps to
   resolve uncertainty about when the students
   conduct should be classified as a problem
   behavior. Examples should include the most
   frequent or typical instances of the student
   problem behavior. Non-examples should include any
   behaviors that are acceptable conduct but might
   possibly be confused with the problem behavior.

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Defining Student Problem Behaviors Team Activity

• Using the student selected by your team
• Step 2 Develop examples and non-examples of the
  problem behavior.

• Five Steps in Understanding Addressing Problem
  Behaviors
• Define the problem behavior in clear, observable,
  measurable terms.
• Develop examples and non-examples of the problem
  behavior.
• Write a behavior hypothesis statement.
• Select a replacement behavior.
• Write a prediction statement.

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Defining Problem Student Behaviors

1. Write a behavior hypothesis statement (Batsche et
   al., 2008 Upah, 2008). The next step in
   problem-solving is to develop a hypothesis about
   why the student is engaging in an undesirable
   behavior or not engaging in a desired behavior.
   Teachers can gain information to develop a
   hypothesis through direct observation, student
   interview, review of student work products, and
   other sources. The behavior hypothesis statement
   is important because (a) it can be tested, and
   (b) it provides guidance on the type(s) of
   interventions that might benefit the student.

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Defining Student Problem Behaviors Team Activity

• Using the student selected by your team
• Step 3 Write a behavior hypothesis statement.

• Five Steps in Understanding Addressing Problem
  Behaviors
• Define the problem behavior in clear, observable,
  measurable terms.
• Develop examples and non-examples of the problem
  behavior.
• Write a behavior hypothesis statement.
• Select a replacement behavior.
• Write a prediction statement.

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Defining Problem Student Behaviors

1. Select a replacement behavior (Batsche et al.,
   2008). Behavioral interventions should be focused
   on increasing student skills and capacities, not
   simply on suppressing problem behaviors. By
   selecting a positive behavioral goal that is an
   appropriate replacement for the students
   original problem behavior, the teacher reframes
   the student concern in a manner that allows for
   more effective intervention planning.

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Defining Student Problem Behaviors Team Activity

• Using the student selected by your team
• Step 4 Select a replacement behavior.

• Five Steps in Understanding Addressing Problem
  Behaviors
• Define the problem behavior in clear, observable,
  measurable terms.
• Develop examples and non-examples of the problem
  behavior.
• Write a behavior hypothesis statement.
• Select a replacement behavior.
• Write a prediction statement.

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Defining Problem Student Behaviors

1. Write a prediction statement (Batsche et al.,
   2008 Upah, 2008). The prediction statement
   proposes a strategy (intervention) that is
   predicted to improve the problem behavior. The
   importance of the prediction statement is that it
   spells out specifically the expected outcome if
   the strategy is successful. The formula for
   writing a prediction statement is to state that
   if the proposed strategy (Specific Action) is
   adopted, then the rate of problem behavior is
   expected to decrease or increase in the desired
   direction.

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Defining Student Problem Behaviors Team Activity

• Using the student selected by your team
• Step 5 Write a prediction statement.

• Five Steps in Understanding Addressing Problem
  Behaviors
• Define the problem behavior in clear, observable,
  measurable terms.
• Develop examples and non-examples of the problem
  behavior.
• Write a behavior hypothesis statement.
• Select a replacement behavior.
• Write a prediction statement.

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The Alpha Command Structuring Verbal Teacher
Directives to Maximize Their Impact (Walker
Walker, 1991)
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The Importance of Teacher Commands

• Teacher commands are a necessary classroom
  management tool, required to start and stop
  student behaviors.
• However, teacher commands can lose their force if
  overused.
• In one observational study in an elementary
  school, for example, researchers found that
  teachers in that school varied in their use of
  verbal commands, with rates ranging from 60 per
  day to 600 per day.

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Ineffective (Beta) Teacher Commands Are Often

• Presented as questions or Lets statements
• Stated in vague terms
• Have overly long justifications or explanations
  tacked on

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Effective (Alpha) Teacher Commands

• Are brief
• Are delivered one task or objective at a time
• Are given in a matter-of-fact, businesslike tone
• Are stated as directives rather than as questions
• Avoid long explanations or justifications (and
  puts them at the BEGINNING of the directive if
  needed)
• Give the student a reasonable amount of time to
  comply

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Ideas to Reduce Teacher Use of Commands

• Be reflective analyze when commands are being
  overused and why find other solutions
• Train students in common routines (e.g., getting
  help when stuck on independent seatwork)
• Use classroom memory aids (e.g., posting of
  steps of multi-step assignment, daily schedule,
  etc.)
• Give periodic rules review
• Use routine prompt signals (e.g., music or chimes
  to signal transitions)

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Anna, I want you to be sure to go straight home
from school today! Yesterday afternoon after
school dismissal, I was in my car and noticed
that you and your friends were utilizing the
snowbanks along Henry Street, where there is a
lot of traffic. I want you to go straight home
today and not dawdle!

• Effective Alpha Teacher Commands
• Are brief
• Are delivered one task or objective at a time
• Are given in a matter-of-fact, businesslike tone
• Are stated as directives rather than as questions
• Avoid long explanations or justifications
• Give the student a short but reasonable amount of
  time to comply

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Thaddeus, I know that you finished the quiz
early, but it is important that you not distract
the other students while they are trying to work.
You wouldnt want them to do poorly on the quiz,
would you?

• Effective Alpha Teacher Commands
• Are brief
• Are delivered one task or objective at a time
• Are given in a matter-of-fact, businesslike tone
• Are stated as directives rather than as questions
• Avoid long explanations or justifications
• Give the student a short but reasonable amount of
  time to comply

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OK, class. Pull out the writing assignment that
you had for homework last night. Pair off with a
neighbor. Each one of you should read the others
assignment. Then you should edit your partners
work, using our peer-editing worksheet. Finally,
review your editing comments with your partner.
You have 20 minutes. Begin!

• Effective Alpha Teacher Commands
• Are brief
• Are delivered one task or objective at a time
• Are given in a matter-of-fact, businesslike tone
• Are stated as directives rather than as questions
• Avoid long explanations or justifications
• Give the student a short but reasonable amount of
  time to comply

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Classroom Management Strategies That Promote
Improved Behaviors and Academic SuccessJim
Wrightwww.interventioncentral.org
68
RTI Listening to the Teachers Voice
69
Q How is a Traditional Classroom Like a Pinball
Machie?
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Reducing Problem Behaviors Through Good Academic
Management 10 Strategies p. 10

• Be sure that assigned work is not too easy and
  not too difficult
• Offer frequent opportunities for choice
• Select high-interest or functional learning
  activities
• Instruct students at a brisk pace
• Structure lessons to require active student
  involvement

• Incorporate cooperative-learning opportunities
  into instruction
• Give frequent teacher feedback and encouragement
• Provide correct models during independent work
• Be consistent in managing the academic setting
• Target interventions to coincide closely with
  point of performance

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Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Be sure that assigned work is not too easy and
  not too difficult. It is surprising how often
  classroom behavior problems occur simply because
  students find the assigned work too difficult or
  too easy (Gettinger Seibert, 2002). As a
  significant mismatch between the assignment and
  the students abilities can trigger misbehavior,
  teachers should inventory each students academic
  skills and adjust assignments as needed to ensure
  that the student is appropriately challenged but
  not overwhelmed by the work.

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Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Offer frequent opportunities for choice.
  Teachers who allow students a degree of choice in
  structuring their learning activities typically
  have fewer behavior problems in their classrooms
  than teachers who do not. (Kern et al., 2002).
  One efficient way to promote choice in the
  classroom is for the teacher to create a master
  menu of options that students can select from in
  various learning situations. For example, during
  independent assignment, students might be allowed
  to (1) choose from at least 2 assignment options,
  (2) sit where they want in the classroom, and (3)
  select a peer-buddy to check their work. Student
  choice then becomes integrated seamlessly into
  the classroom routine.

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Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Select high-interest or functional learning
  activities. Kids are more motivated to learn when
  their instructional activities are linked to a
  topic of high interest (Kern et al., 2002). A
  teacher who discovers that her math group of
  7th-graders loves NASCAR racing, for example, may
  be able to create engaging math problems based on
  car-racing statistics. Students may also be
  energized to participate in academic activities
  if they believe that these activities will give
  them functional skills that they value (Miller et
  al., 2003).

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Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Instruct students at a brisk pace. A myth of
  remedial education is that special-needs students
  must be taught at a slower, less demanding pace
  than their general-education peers (Heward,
  2003). In fact, a slow pace of instruction can
  actually cause significant behavior problems,
  because students become bored and distracted.
  Teacher-led instruction should be delivered at a
  sufficiently brisk pace to hold student
  attention. An important additional benefit of a
  brisk instructional pace is that students cover
  more academic material more quickly, accelerating
  their learning (Heward, 2003).

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Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Structure lessons to require active student
  involvement. When teachers require that students
  participate in lessons rather than sit as passive
  listeners, they increase the odds that students
  will become caught up in the flow of the activity
  and not drift off into misbehavior (Heward,
  2003). Students can be encouraged to be active
  learning participants in many ways. For example,
  a teacher might
• call out questions and has the class give the
  answer in unison (choral responding)
• pose a question
• give the class think time, and then draw a name
  from a hat to select a student to give the
  answer or
• direct students working independently on a
  practice problem to think aloud as they work
  through the steps of the problem.
• Students who have lots of opportunities to
  actively respond and receive teacher feedback
  also demonstrate substantial learning gains
  (Heward, 1994).

5
76
Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Incorporate cooperative-learning opportunities
  into instruction. Traditional teacher lecture is
  frequently associated with high rates of student
  misbehavior. There is evidence, though, that when
  students are given well-structured assignments
  and placed into work-pairs or cooperative
  learning groups, behavior problems typically
  diminish (Beyda et al., 2002). Even positive
  teacher practices can be more effective when used
  in cooperative-learning settings. If students are
  working in pairs or small groups, teacher
  feedback given to one group or individual does
  not interrupt learning for the other groups.

6
77
Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Give frequent teacher feedback and
  encouragement. Praise and other positive
  interactions between teacher and student serve an
  important instructional function, because these
  exchanges regularly remind the student of the
  classroom behavioral and academic expectations
  and give the student clear evidence that he or
  she is capable of achieving those expectations
  (Mayer, 2000).

7
78
Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Provide correct models during independent work.
  In virtually every classroom, students are
  expected to work independently on assignments.
  Independent seatwork can be a prime trigger,
  though, for serious student misbehavior (DuPaul
  Stoner, 2002). One modest instructional
  adjustment that can significantly reduce problem
  behaviors is to supply students with several
  correctly completed models (work examples) to use
  as a reference (Miller et al., 2003). A math
  instructor teaching quadratic equations, for
  example, might provide 4 models in which all
  steps in solving the equation are solved.

8
79
Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Be consistent in managing the academic setting.
  Teachers can hold down the level of problem
  behaviors by teaching clear expectations
  (classroom routines) for academic behaviors and
  then consistently following through in enforcing
  those expectations (Sprick et al., 2002).
  Classrooms run more smoothly when students are
  first taught routines for common learning
  activities--such as participating in class
  discussion, turning in homework, and handing out
  work materialsand then the teacher consistently
  enforces those same routines by praising students
  who follow them, reviewing those routines
  periodically, and reteaching them as needed.
  Having similar behavioral expectations across
  classrooms can also help students to show
  positive behaviors.

9
80
Reducing Problem Behaviors Through Good Academic
Management 10 Strategies

• Target interventions to coincide closely with
  point of performance. Skilled teachers employ
  many strategies to shape or manage challenging
  student behaviors. It is generally a good idea
  for teachers who work with a challenging students
  to target their behavioral and academic
  intervention strategies to coincide as closely as
  possible with that students point of
  performance (the time that the student engages
  in the behavior that the teacher is attempting to
  influence) (DuPaul Stoner, 2002). For example,
  a student reward will have a greater impact if it
  is given near the time in which it was earned
  than if it is awarded after a one-week delay.

10
81
References

• Beyda, S.D., Zentall, S.S., Ferko, D.J.K.
  (2002). The relationship between teacher
  practices and the task-appropriate and social
  behavior of students with behavioral disorders.
  Behavioral Disorders, 27, 236-255.
• DuPaul, G.J., Stoner, G. (2002). Interventions
  for attention problems. In M. Shinn, H.M. Walker,
  G. Stoner (Eds.) Interventions for academic and
  behavioral problems II Preventive and remedial
  approaches (pp. 913-938). Bethesda, MD National
  Association of School Psychologists.
• Gettinger, M., Seibert, J.K. (2002). Best
  practices in increasing academic learning time.
  In A. Thomas (Ed.), Best practices in school
  psychology IV Volume I (4th ed., pp. 773-787).
  Bethesda, MD National Association of School
  Psychologists.
• Heward, W.L. (1994). Three low-tech strategies
  for increasing the frequency of active student
  response during group instruction. In R.Gardner
  III, D.M.Sainato, J.O.Cooper, T.E.Heron,
  W.L.Heward, J. Eshleman, T.A.Grossi (Eds.),
  Behavior analysis in education Focus on
  measurably superior instruction (pp. 283-320).
  Monterey, CA Brooks/Cole.
• Heward, W.L. (2003). Ten faulty notions about
  teaching and learning that hinder the
  effectiveness of special education. Journal of
  Special Education, 36, 186-205. Kern, L.,
  Bambara, L., Fogt, J. (2002). Class-wide
  curricular modifications to improve the behavior
  of students with emotional or behavioral
  disorders. Behavioral Disorders, 27, 317-326.
• Mayer, G.R. (2000). Classroom management A
  California resource guide. Los Angeles, CA Los
  Angeles County Office of Education and California
  Department of Education.
• Miller, K.A., Gunter, P.L., Venn, M.J., Hummel,
  J., Wiley, L.P. (2003). Effects of curricular
  and materials modifications on academic
  performance and task engagement of three students
  with emotional or behavioral disorders.
  Behavioral Disorder, 28, 130-149.
• Sprick, R.S., Borgmeier, C., Nolet, V. (2002).
  Prevention and management of behavior problems in
  secondary schools. In M. Shinn, H.M. Walker, G.
  Stoner (Eds.) Interventions for academic and
  behavioral problems II Preventive and remedial
  approaches (pp. 373-401). Bethesda, MD National
  Association of School Psychologists.

82
Reducing Problem Behaviors Through Good Academic
Management 10 Strategies p. 19

• Be sure that assigned work is not too easy and
  not too difficult
• Offer frequent opportunities for choice
• Select high-interest or functional learning
  activities
• Instruct students at a brisk pace
• Structure lessons to require active student
  involvement

• Incorporate cooperative-learning opportunities
  into instruction
• Give frequent teacher feedback and encouragement
• Provide correct models during independent work
• Be consistent in managing the academic setting
• Target interventions to coincide closely with
  point of performance

83
Group Activity Offer Advice to a Troubled
Classroom

• At your tables
• View the video clip of a high school classroom.
• Discuss possible classroom instructional or
  management concerns that might be linked to poor
  student academic performance and/or challenging
  behaviors.
• Devise a list of 2-3 TOP suggestions that you
  might offer to this teacher to address those
  concerns.

84
Maintaining Classroom Discipline (1947) Pt. 1 of
3 (412)
Source Internet Archive. Retrieved September 23,
2007, from http//www.archive.org/details/Maintain
1947
85
RTI Problem-Solving Teams Promoting Student
InvolvementJim Wrightwww.interventioncentral.org

86
Intervention Responsibilities Examples at
Teacher, School-Wide, and Student Levels
Teacher
Student
School-Wide

• Lab services (math, reading, etc.)
• Remedial course
• Homework club

• Take agenda to teacher to be reviewed and signed
• Seeking help from teachers during free periods

• Signed agenda
• Attention prompts
• Individual review with students during free
  periods

87
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88
RTI Promoting Student Involvent

• Schools should strongly consider having middle
  and high school students attend and take part in
  their own RTI Problem-Solving Team meetings for
  two reasons. First, as students mature, their
  teachers expect that they will take
  responsibility in advocating for their own
  learning needs. Second, students are more likely
  to fully commit to RTI intervention plans if they
  attend the RTI Team meeting and have a voice in
  the creation of those plans.

89
RTI Promoting Student Involvement

• Before the RTI Team Meeting. The student should
  be adequately prepared to attend the RTI Team
  meeting by first engaging in a pre-meeting with
  a school staff member whom the student knows and
  trusts (e.g., school counselor, teacher,
  administrator). By connecting the student with a
  trusted mentor figure who can help that student
  to navigate the RTI process, the school improves
  the odds that the disengaged or unmotivated
  student will feel an increased sense of
  connection and commitment to their own school
  performance (Bridgeland, DiIulio, Morison,
  2006).

90
RTI Promoting Student Involvement

• A student RTI pre-meeting can be quite brief,
  lasting perhaps 15-20 minutes. Here is a simple
  agenda for the meeting
• Share information about the student problem(s).
• Describe the purpose and steps of the RTI
  Problem-Solving Team meeting.
• Stress the students importance in the
  intervention plan.
• Have the student describe his or her learning
  needs.
• Invite the student to attend the RTI Team
  meeting.

91
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92
RTI Promoting Student Involvement

• During the RTI Team Meeting. If the student
  agrees to attend the RTI Team meeting, he or she
  participates fully in the meeting. Teachers and
  other staff attending the meeting make an effort
  to keep the atmosphere positive and focused on
  finding solutions to the students presenting
  concern(s). As each intervention idea is
  discussed, the team checks in with the student to
  determine that the student (a) fully understands
  how to access or participate in the intervention
  element being proposed and (b) is willing to take
  part in that intervention element. If the student
  appears hesitant or resistant, the team should
  work with the student either to win the student
  over to the proposed intervention idea or to find
  an alternative intervention that will accomplish
  the same goal.
• At the end of the RTI Team meeting, each of the
  intervention ideas that is dependent on student
  participation for success is copied into the
  School Success Intervention Plan.

93
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94
RTI Promoting Student Involvement

• After the RTI Team Meeting. If the school
  discovers that the student is not carrying out
  his or her responsibilities as spelled out by the
  intervention plan, it is recommended that the
  staff member assigned as the RTI contact meet
  with the student and parent. At that meeting, the
  adult contact checks with the student to make
  sure that
• the intervention plan continues to be relevant
  and appropriate for addressing the students
  academic or behavioral needs
• the student understands and call access all
  intervention elements outlined on the School
  Success Intervention Plan.
• adults participating in the intervention plan
  (e.g., classroom teachers) are carrying out their
  parts of the plan.

95
Starting RTI in Your Secondary School Enlisting
students in intervention plans

• As a team
• Talk about strategies to prepare students to be
  self-advocates in taking responsibility for their
  own learning.
• Discuss ways to motivate students to feel
  comfortable in accessing (and responsible FOR
  accessing) intervention resources in the school.

96
Selecting Rewards That Motivate Tips for
Teachers
97
NYC Schools Pilots Pay for Student Performance

• 200 schools participating in pilot
• Reward system designed by Harvard economist
  Roland Fryer
• Program is funded through private grants
• Students are paid for high performance on NY
  State tests
• Teachers also receive bonus pay for improved
  student performance. NOTE Most schools elect to
  share bonus monies across all staff.

Source Medina, J. (2008, March 15). Next
question Can students be paid to excel? The New
York Times, pp. A1, A19.
98
Tying Reward Schedule to Students Stage of the
Instructional Hierarchy (Daly, Martens, Barnett,
Witt, Olson, 2007)

• During acquisition of a skill and early stages of
  fluency-building, provide reinforcement (e.g.,
  praise, exchangeable tokens) contingent upon
  on-task behavior (time-based reinforcement). This
  approach avoids penalizing students for slow
  performance.
• During later stages of fluency-building, change
  to reinforcement based on rate of performance
  (accuracy-based contingency). This approach
  explicitly reinforces high response rates.
• As fluency increases, maintain high rates of
  performance through intermittent reinforcement,
  lottery, etc.

Source Daly, E. J., Martens, B. K., Barnett, D.,
Witt, J. C., Olson, S. C. (2007). Varying
intervention delivery in response to
intervention Confronting and resolving
challenges with measurement, instruction, and
intensity. School Psychology Review, 36, 562-581.
99
Activity Take a Reinforcer Survey

• Pair off.
• Read through the 8 items on the mini-reinforcer
  survey appearing on the next slide.
• Each person should select their TOP 2-3 reward
  choices.
• Note similarities or differences in the types of
  rewards that each of you chose.

100
Activity Reinforcer Survey Pick Top 2-3 Choices

• The student will select the pizza toppings for a
  class pizza party.
• The student will have the teacher call the
  student's parent or guardian to give positive
  feedback about him or her.
• The student will be dismissed to go to a favorite
  activity such as recess 2 minutes early.
• The student will post drawings or other artwork
  in a public place such as on a hall bulletin
  board.
• The student will select friends to sit with to
  complete a cooperative learning activity.

• The student will tell a joke or riddle to the
  class.
• The student will draw a prize from the class
  'prize box'.
• The student will have first choice in selecting
  work materials (e.g., scissors, crayons, paper).
• The student will be able to take one turn in an
  ongoing board game with a staff member (e.g.,
  chess). The staff member will then take their
  turn at a convenient time.
• The student will select a friend as a "study
  buddy" to work with on an in-class assignment.

101
Selecting a Reward 3-Part Test

• Do teacher, administration, and parent find the
  reward acceptable?
• Is the reward available (conveniently and at an
  affordable cost) in schools?
• Does the child find the reward motivating?

102
Creating Reward Deck Steps

1. Teacher selects acceptable, feasible rewards
   from larger list
2. Teacher lists choices on index cardscreating a
   master deck
3. Teacher selects subset of rewards from deck to
   match individual student cases

103
Creating Reward Deck Steps(Cont.)

1. Teacher reviews pre-screened reward choices with
   child, who rates their appeal. (A reward menu is
   assembled from childs choices.)
2. Periodically, the teacher refreshes the childs
   reward menu by repeating steps 1-4.

104
The Power of RTI DVD Excerpt on Rewards
105
Monitoring Student Academic BehaviorsDaily
Behavior Report Cards
106
Daily Behavior Report Cards (DBRCs) Are

• brief forms containing student behavior-rating
  items. The teacher typically rates the student
  daily (or even more frequently) on the DBRC. The
  results can be graphed to document student
  response to an intervention.

107
http//www.directbehaviorratings.com/
108
Daily Behavior Report Cards Can Monitor

• Hyperactivity
• On-Task Behavior (Attention)
• Work Completion
• Organization Skills
• Compliance With Adult Requests
• Ability to Interact Appropriately With Peers

109
Jim Blalock
May 5
Mrs. Williams
Rm 108
Daily Behavior Report Card Daily Version
110
Jim Blalock
Mrs. Williams
Rm 108
Daily Behavior Report Card Weekly Version
05 05 07
05 06 07
05 07 07
05 08 07
05 09 07
40
0
60
60
50
111
Daily Behavior Report Card Chart
112
Student Case Scenario Jim

• Jim is a 10th-grade student who is failing his
  math course and in danger of failing English and
  science courses. Jim has been identified with
  ADHD. His instructional team meets with the RTI
  Team and list the following academic and
  behavioral concerns for Jim.
• Does not bring work materials to class
• Fails to write down homework assignments
• Sometimes does not turn in homework, even when
  completed
• Can be non-compliant with teacher requests at
  times.

113
www.interventioncentral.org
114
Building Positive Relationships With
StudentsJim Wrightwww.interventioncentral.org
115
Avoiding the Reprimand Trap

• When working with students who display
  challenging behaviors, instructors can easily
  fall into the reprimand trap. In this
  sequence
• The student misbehaves.
• The teacher approaches the student to reprimand
  and redirect. (But the teacher tends not to give
  the student attention for positive behaviors,
  such as paying attention and doing school work.)
• As the misbehave-reprimand pattern becomes
  ingrained, both student and teacher experience a
  strained relationship and negative feelings.

116
Sample Ideas to Improve Relationships With
Students The Two-By-Ten Intervention (Mendler,
2000)

• Make a commitment to spend 2 minutes per day for
  10 consecutive days in building a relationship
  with the studentby talking about topics of
  interest to the student. Avoid discussing
  problems with the students behaviors or
  schoolwork during these times.

Source Mendler, A. N. (2000). Motivating
students who dont care. Bloomington, IN
National Educational Service.
117
Sample Ideas to Improve Relationships With
Students The Three-to-One Intervention (Sprick,
Borgmeier, Nolet, 2002)

• Give positive attention or praise to problem
  students at least three times more frequently
  than you reprimand them. Give the student the
  attention or praise during moments when that
  student is acting appropriately. Keep track of
  how frequently you give positive attention and
  reprimands to the student.

Source Sprick, R. S., Borgmeier, C., Nolet, V.
(2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H.
M. Walker G. Stoner (Eds.), Interventions for
academic and behavior problems II Preventive and
remedial approaches (pp.373-401). Bethesda, MD
National Association of School Psychologists.
118
Team Activity The Defiant Student Case Study

• At your table
• Based on the brief videotape clip, use the
  behavior intervention checklist to brainstorm
  possible missing pieces that the teacher could
  include as Tier 1 supports in the future.
• Be prepared to share your results!

119
Large-Group Discussion Activity Using the RTI
Behavior Intervention Checklist in the Classroom

• At your table
• Discuss ideas or questions that you may have
  about using the Behavior Intervention Checklist
  in your classrooms.
• How would you share information from the
  checklist with the students teacher?

120
Extinguishing the Blaze Avoiding Power
Struggles and Helping Students to Keep Their
Cool Jim Wrightwww.interventioncentral.org
121
Extinguishing the Blaze Teacher Tips
While you can never predict what behaviors your
students might bring into your classroom, you
will usually achieve the best outcomes by
remaining calm, following pre-planned
intervention strategies for misbehavior, and
acting with consistency and fairness when
intervening with or disciplining students.
122
Extinguishing the Blaze Selected Ideas

• Allow the Student a 'Cool-Down' Break (Long,
  Morse, Newman, 1980). Select a corner of the
  room (or area outside the classroom with adult
  supervision) where the target student can take a
  brief 'respite break' whenever he or she feels
  angry or upset. Be sure to make cool-down breaks
  available to all students in the classroom, to
  avoid singling out only those children with
  anger-control issues. Whenever a student becomes
  upset and defiant, offer to talk the situation
  over with that student once he or she has calmed
  down and then direct the student to the cool-down
  corner. (E.g., "Thomas, I want to talk with you
  about what is upsetting you, but first you need
  to calm down. Take five minutes in the cool-down
  corner and then come over to my desk so we can
  talk.")

123
Extinguishing the Blaze Selected Ideas

• Ask Open-Ended Questions (Lanceley, 2001). If a
  teacher who is faced with a confrontational
  student does not know what triggered that
  students defiant response, the instructor can
  ask neutral, open-ended questions to collect more
  information before responding. You can pose
  who, what, where, when, and how
  questions to more fully understand the problem
  situation and identify possible solutions. Some
  sample questions are "What do you think made you
  angry when you were talking with Billy?" and
  "Where were you when you realized that you had
  misplaced your science book?" One caution Avoid
  asking why"questions (e.g., "Why did you get
  into that fight with Jerry?") because they can
  imply that you are blaming the student.

124
Extinguishing the Blaze Selected Ideas

• Emphasize the Positive in Teacher Requests
  (Braithwaite, 2001). When an instructor's request
  has a positive 'spin', that teacher is less
  likely to trigger a power struggle and more
  likely to gain student compliance. Whenever
  possible, avoid using negative phrasing (e.g.,
  "If you don't return to your seat, I cant help
  you with your assignment"). Instead, restate
  requests in positive terms (e.g., "I will be over
  to help you on the assignment just as soon as you
  return to your seat").

125
Extinguishing the Blaze Selected Ideas

• Give Problem Students Frequent Positive
  Attention (Sprick, Borgmeier, Nolet, 2002).
  Teachers should make an effort to give positive
  attention or praise to problem students at least
  three times more frequently than they reprimand
  them. The teacher gives the student the attention
  or praise during moments when that student is
  acting appropriately--and keeps track of how
  frequently they give positive attention and
  reprimands to the student. This heavy dosing of
  positive attention and praise can greatly improve
  the teachers relationship with problem students.

126
Extinguishing the Blaze Selected Ideas

• Have the Student Participate in Creating a
  Behavior Plan (Walker, Colvin, Ramsey, 1995).
  Students can feel a greater sense of ownership
  when they are invited to contribute to their
  behavior management plan. Students also tend to
  know better than anyone else what triggers will
  set off their problem behaviors and what
  strategies they find most effective in calming
  themselves and avoiding conflicts or other
  behavioral problems.

127
Extinguishing the Blaze Selected Ideas
Keep Responses Calm, Brief, and Businesslike
(Mayer, 2000 Sprick, Borgmeier, Nolet, 2002).
Because teacher sarcasm or lengthy negative
reprimands can trigger defiant student behavior,
instructors should respond to the student in a
'neutral', business-like, calm voice. Also, keep
responses brief when addressing the non-compliant
student. Short teacher responses give the defiant
student less control over the interaction and can
also prevent instructors from inadvertently
'rewarding' misbehaving students with lots of
negative adult attention.
128
Extinguishing the Blaze Selected Ideas
Listen Actively (Lanceley, 1999 Long, Morse,
Newman, 1980). The teacher demonstrates a sincere
desire to understand a students concerns when he
or she actively listens to and then summarizes
those concerns--that is, summing up the crucial
points of that concern (paraphrasing) in his or
her own words. Examples of paraphrase comments
include 'Let me be sure that I understand you
correctly', 'Are you telling me that?', 'It
sounds to me like these are your concerns' When
teachers engage in 'active listening' by using
paraphrasing, they demonstrate a respect for the
student's point of view and can also improve
their own understanding of the student's problem.
129
Extinguishing the Blaze Selected Ideas
Offer the Student a Face-Saving Out (Thompson
Jenkins, 1993). Try this face-saving
de-escalation tactic Ask the defiant student,
"Is there anything that we can work out together
so that you can stay in the classroom and be
successful?" Such a