Strengthening PBIS in Your School: Early Stage Interventions

1. Strengthening PBIS in Your School: Early Stage Interventions MiBLSi Focus Day Training

2. Acknowledgements The material for this training day was developed with the efforts of… • SorayaCoccimiglio • Melissa Nantais Content was based on the work of… • Mickey Garrison • Rob Horner • Anita Archer • George Sugai • Randy Sprick • Robert Marzano

3. Setting Group Expectations • To make this day the best possible, we need your assistance and participation • Be Responsible • Attend to the “Come back together” signal • Active participation…Please ask questions • Be Respectful • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Share “air time” • Please refrain from email and Internet browsing • Be Safe • Take care of your own needs

4. Goals for the Day Participants will… • Understand how classroom management provides the necessary foundation for additional classroom-based interventions • Understand the framework for Multi-Tiered System of Supports for ALL students • Develop an understanding of specific “Early Stage Interventions” and how to implement these interventions in the classroom

5. Today’s Agenda • Classroom Management: The Foundation of Interventions • The Framework • Early Stage Interventions

6. Hey there, partner! For responses that are longer, you will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today.

7. Early Stage Interventions 1.0 Classroom Management: The Foundation for Intervention

9. Classroom Management Strategies Several or many students in class misbehave

10. Classroom Management Plan vs. Individual Intervention “Rule of Three” If more than three students are demonstrating the same misbehavior, the classroom management plan needs to be adjusted to address the misbehavior.

11. Characteristics of Effectively Managed Classrooms • Low levels of conflict and disruptive behavior • Smooth transitions form one activity to another • Respectful communication and problem solving • A strong interest in and focus on task • Supportiveness and responsiveness to students’ needs ( Pinanta, 2003; cited in Reinke, Herman, & Sprick, 2011; p. 6)

12. Critical Features of Effective Classroom Management Classroom Structures Responding to Inappropriate Behavior Teacher-Student Relationships Responding to Appropriate Behavior Instructional Management (Reinke, Herman, & Sprick, 2011)

13. 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, 200;, Sanford, 2006)

14. Explicit Instruction • Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research… Ideas that Work • …unambiguous and direct approach to teaching that incorporates instruction design and delivery. (Archer & Hughes, 2011)

15. Active Participation: Why? • Opportunities to respond relate to: • Increased academic achievement • Increased on-task behavior • Decreased behavioral challenges (Archer, 2011)

16. Active Participation: What? • Opportunities to Respond • Verbal Responses • Written Responses • Action Responses All Students Respond. When possible use response procedures that engage all students. (Archer, 2011)

18. Think, Pair, Share What are ways that students can respond to a lesson? Verbal: Written: Action:

19. Classroom Management Strategies Pre-Intervention Strategies Through Classroom Management: • A comprehensive behavior syllabus that clarifies classroom policies, procedures, and routines exists (i.e., CHAMPS, ACHIEVE). • Evidence-based classroom management strategies are in place as demonstrated through the STOIC checklist.

20. The CHAMPs Acronym C Conversation H Help A Activity M Movement P Participation S Supplies

21. Develop and Display Classroom Rules Your classroom rules should communicate your most important expectations and address most common misbehaviors.

24. S = Structure for Success T = Teach Expectations O = Observe Behavior I = Interact Positively C = Correct Fluently

25. The Classroom Check-up Are classroom management systems in place? Have teachers completed the Classroom Management STOIC Checklist and put in place all the variables? AND Is there a comprehensive behavior syllabus that delineates classroom policies, procedures, and routines? (Sprick & Garrison, 2008)

26. Think, Pair, Share Review the information on the “Classroom Behavior Syllabus” and the “Classroom Management STOIC Checklist” Have you developed a syllabus that delineates classroom policies, procedures, and routines for your classroom? Do all the variables on the STOIC checklist exist in your classroom? Record any ideas on the Follow-Up Activity Worksheet.

27. Increasing Compliance Through Precision Requests How to provide precise verbal statements

28. Precision Requests Purpose • Precision requests reduce or eliminate the most common non-compliant behaviors. • Consistency amongst staff in using precision requests greatly enhances the effectiveness of the technique.

29. Precision Requests Procedure • Prior to implementing, establish a hierarchy of consequences from mild to severe. • Choose consequences that are meaningful and appropriate to the level of non-compliance. • It may be necessary to discuss possible consequences with school administration and/or make arrangements with other staff. • Explain the procedure of precision requests and the hierarchy of consequences to the whole class.

30. Evidence-Based Research • DeMartini-Scully, Bray, & Kehle (2000)- • Reduced disruptive behaviors of two students from an average of 41 percent to 20 percent • Easy to implement, teacher-friendly, acceptable intervention for students • Musser, Bray, Kehle, & Jenson (2001)- • Reduced disruptive behaviors from an average of 37 percent to 10 percent. • Follow-up- Results maintained at 10 percent. • Students and the teacher were satisfied with intervention Tang (2009)

31. How To…… 1stMake a request, using the word “please.” 2nd If the child cooperates, reinforce it. 3rd If the child does not cooperate, make a second request, saying, “you need to.” 4th If the child cooperates, reinforce it. 5th If the child does not cooperate, use a reductive technique.

33. Activity Document Review Take a few minutes to review: • The “Precision Requests Flowchart” • “Variables That Affect Compliance” • “Precision Commands” • “Precision Command Checklist”

34. Video: Precision Requests https://www.dropbox.com/s/haz3y4kyebqugpi/Precision_requests.mp4

35. Precision Requests

36. Frequently Asked Questions • The technique was working fine but recently it has been losing its effect. Why? You may be overusing the technique, not giving enough positive reinforcement, or not following through with effective pre-planned consequences. • The student has been getting worse, not better- He is being aggressive, humorous, slow, or complying at the very last second. This is a form of coercion. He is hoping you will withdraw the request or is trying to avoid the consequence. Stand firm. Follow through with the requests and the consequences. Remember to reissue the statement, “I need you to…” after the consequence. Tang (2009)

37. Activity • Form groups of two • Review the “Precision Request Flow Chart” and the “Steps For Using Precision Requests”. • Select who in your group will role-play the teacher and the student; proceed through the whole sequence of a precision requests; student comply after the “you need” statement. • Partners will use the “Precision Command Checklist” to provide you with feedback.

38. Verbal Escalation Verbal Behavior Staff Response Reconnect Take Precautions Give Space Set Limits Inform Rational ● Redirect Tension Reduction Intimidate Release Refusal Questioning Information ● Challenging

39. Early Stage Interventions 2.0 The Framework

40. When students slip through the broad safety net of universal prevention, it is crucial to have in place a second level of netting that ensures student needs will be met in the most time and cost efficient manner possible.

41. Develop a Problem-Solving Process Develop a Protocol of Evidence-Based Interventions LOW COST TIME EFFICIENT Planning by a general education teacher Planned Discussion Intervention for serious, high intensity/frequency behavior guided by a school psych/behavior specialist Complete FBA guided by a behavior specialist/school psych HIGH COST TIME CONSUMING

42. A Research-Based Problem-Solving Process Problem ID Progress Monitor Analysis Intervention Design (Deno, 2002; Grimes & Tilly, 1996; Kratochwill, Elliott, & Callan-Stoiber, 2002; Reschly & Ysseldyke, 2002)

43. Who Should Be Involved In The Problem-Solving Process? Continuum of Staff Involvement in the Problem-Solving Process LOW COST TIME EFFICIENT Planning by a general education teacher Teacher-to-teacher problem-solving Intervention planning team Identified interventionists who use the Intervention Decision Guide: Teacher Interview Multidisciplinary Team Crisis/threat assessment team Complete FBA guided by behavior interventionist or school psychologist HIGH COST TIME CONSUMING

45. Tier One: Universal Problem Solving • We recommend that all teachers be trained in basic problem-solving for behavior problems and are familiar with a set of basic interventions. • The first level of problem-solving for when a student is not meeting school-wide behavior expectations is planning and intervention by the general education teacher. • Schools should also indicate this level of problem solving in policy and staff handbooks.

48. “Survey says…”