The Link Between Behavior and Reading: A Truly Integrated System Steve Goodman

1. The Link Between Behavior and Reading: A Truly Integrated System Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) sgoodman@oaisd.org miblsi.cenmi.org MiBLSi Implementer’s Conference March 17, 2011

2. Presentation Description Emerging research suggests that there is an interactive relationship between behavior and reading. Integrating academic and behavior supports (particularly in the area of reading) can lead to improved student outcomes. This presentation will provide the rationale for a combined approach and key features of an integrated model.

3. Parallel vs. Integrated Systems of Behavior and Reading Support

4. Behavior and Reading 3-Tier Model • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems Cir. 2003

5. Intensive Intervention Individualized, functional assessment, highly specific Targeted Intervention Supplemental, some students, reduce risk Universal Intervention Core Instruction, all students Preventive Reading Behavior and Reading 3-Tier Model 1-5% 7-15% 80% Behavior Cir. 2006

6. Parallel Systems to Integrated Systems of Academic and Behavior Supports Academic Supports Educational Supports Behavior Supports Cir. 2011

7. Intensive Intervention • Behavior • Individualized, functional assessment based behavior support plan • Reading • Scott Foresman Early Reading Intervention • Reading Mastery • Corrective Reading • Universal Prevention • Behavior • Identify expectations • Teach • Monitor • Acknowledge • Correct • Reading • Evidence based curriculum focused on: • Phonemic Awareness • Alphabetic Principal • Fluency • Vocabulary • Comprehension • Adequate teaching time • Trained instructors • Progress monitoring • Active participation with frequent feedback • Targeted Intervention • Behavior • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring • Reading • Teacher-Directed PALS • K PALS • First Grade PALS • Road to the Code • REWARDS • Peer Assisted Learning Strategies • Read Naturally Examples of Behavior and Reading Practices Continuum of Supports

8. Take a moment to discuss with a colleague Where does your school fall on the continuum? Why do you think so? Your Turn Parallel Systems Integrated Systems

9. Practices of Behavior and Reading Supports Integrated Behavior and Reading Supports Reading Supports Behavior Supports

10. Possibilities for Integration • Integrating behavior and reading content through students interacting with content • Integrating behavior and reading content through staff interacting with students (at each tier of support) • Integrating behavior and reading content through staff interacting with staff

11. Integrating behavior and reading content through students interacting with content

12. Respect Through Literature compiled by Susan Bogart and Jen Orton

13. Group Contingencies: Filled Buckets at Cornell

14. Some schools create behavior expectation books

15. Integrating behavior and reading content through staff interacting with students

16. Integrated tier I supports for behavior and reading

17. Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes • (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

18. Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

19. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

20. High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior • (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

21. Quality instruction can reduce student engagement in problem behavior • Sanford (2006) • Explicit instruction • Frequent opportunities to respond • Appropriate placement (95% correct in text) • Preciado, Horner, Baker (2009) • Teaching decoding skills • Review/Preview of grade level story • Review 2-3 key vocabulary words in the story • Review directions and help student complete the next day’s reading independent task • Teach student how to ask for a break from task • Teach student how to ask for peer or adult assistance to complete a reading task

22. Factors Impacting Student Engagement Student Variable Social Variables Peer relationships Classroom community Social support for/acceptance of acting interested/engaged Connection with teacher Etc. • Intrinsic interest in topic/activity • Previous history w/ this topic/activity • Skill level/maturity • Attention span • Etc. And, Teacher Instructional Variables From Kevin Feldman (2009)

23. Provide high rates of opportunities to respond • Vary individual vs. group responding • Consider various observable ways to engage students • Written responses • Response cards • Peer tutoring • Pair share • Guided notes • Writing on individual white boards • Choral responding • Gestures Active Student Engagement: Examples

24. MiBLSi Schools and Reading MEAP:Average Total Office Discipline Referrals per 100 Students per Day 2004-2005

25. Integrated tier II supports for interrelated behavior and academic problems

26. Possibilities of Behavior/Academic Concerns around function of problem Behavior Problems Academic Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

27. Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

28. Cycle of Academic and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

29. Evidence Based Practices in Classroom Management • Maximize structure and predictability. • Post, teach, review, monitor, and reinforce a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

30. Classroom management to address problem behavior related to academic problems You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate

31. Tier II Supports for interrelated behavior and academic problems • “Good Instruction” is an appropriate academic AND behavior intervention • Emphasis is placed on academic support in deficit area • Two main strategies • Improve opportunities for responding, more practice with feedback • Provide access to evidence-based supplemental interventions

32. Examples of Tier II Supports • More practice • Choral responses • Partner responses • Written responses • “Randomly” call on students • Supplemental interventions that focus on specific skill deficit • Teacher-Directed PALS • Road to the Code • REWARDS • Peer Assisted Learning Strategies • Read Naturally

33. Targeted Interventions matched to function of problem behavior from Dr. Dawn Miller, Shawnee Mission School District

34. Take a moment to discuss with a colleague How would you explain to your staff the logic that you might address “at risk” problem behavior through reading instruction? Your Turn

35. Integrated tier III supports for behavior and reading

36. Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment) (n = 201) (n = 4074) 24% 56% 33% 24% 43% 20%

37. Tier III Support Example: Eddie • 3rd Grade Student • Problem: Disruptive and argumentative *fictional student with fictional data for illustration of process

38. Reading Social Behavior Social Studies Science Math Art Phys. Ed. Student Profile: Eddie

39. Functional Assessment of Behavior or Academic Problems • A process for identifying the conditions that reliably contribute to behavior and/or academic problem. • Use of existing data • SWIS • DIBELS/AIMSWeb • Teacher Interview • Student Interview • Observation • This information is then linked to a support plan

40. Functional Assessment of Behavior and Academics Behavior To obtain • Objects/activities • Attention from peers • Attention from adults To Escape/avoid • Objects/activities • Attention from peers • Attention from adults Academic Can’t do • Accuracy deficit • Deficit in targeted skills • Deficit in prerequisite skills • Application of misrules • Fluency deficit (not enough time doing it) • Generalization deficit • Mismatch between skill level and task difficulty (too hard) Won’t do • Motivational deficit

41. Student is referred for behavior concern Process: Referral for behavior problems Yes Document previous strategies implemented to address problem Develop behavior support plan Develop integrated academic and behavior support plan Improve fidelity of Universal Supports No No Universal Supports implemented with fidelity? Does behavior serve to escape/avoid academic task? Conduct behavior functional assessment Yes Conduct academic functional assessment

42. Student is referred for Academic concern Process: Referral for academic problems Conduct academic and behavior functional assessment Develop integrated academic and behavior support plan Does student’s behavior interfere with learning opportunities Yes Document previous strategies implemented to address problem Improve fidelity of Universal Supports No Universal Supports implemented with fidelity? Conduct academic functional assessment Develop academic support plan No Yes

43. Demonstration Behavior Data from School-Wide Information System: Eddie Problems in Classroom

44. Demonstration Behavior Data from School-Wide Information System: Eddie

45. Demonstration Behavior Data from School-Wide Information System: Eddie Avoid Adult Avoid Task

46. Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies

47. Demonstration Reading Data: DIBELS Class Progress Report Eddie Eddie W

48. Demonstration Reading Data for Eddie: Low Accuracy/Low Rate I pressed saw company • It was a pretty good composition. I felt proud knowing 10 • it was the best one at my school. After I’d read it five times, 24 • I was impatient to start reading it out loud. 33 • I followed the book’s directions again. First I read the 43 • composition out loud without trying to sound impressive, just 52 • to hear what the words sounded like. I did that a couple of. 65 • times. Then I moved over to my full-length mirror and read the 78 • composition out loud in front of it a few times. At first I just 92 • read it. Then I practiced looking up and making eye contact. 103 • Of course I was making eye contact with myself, and that felt 115 • pretty silly, but that was what the book said to do. 126 • Accuracy: ________________ four tims I I important doctor book long company some important work that 41/57 = 71.9%

49. Eddie Williams Example:Individual Student Report for Eddie Phonemic Awareness Alphabetic Principal Deficit in Prerequisite Skills (below goal) Vocabulary Fluency and Comprehension Deficit in Target Skills (below goal) 49

50. What existing behavior academic information do you currently use to develop support plans within your school? Your Turn