Interventions

1. Interventions Early Stage Misbehavior

2. Planned Discussion

3. Before we go any further with Planned Discussion, let’s cover some prerequisite (got to have them!) skills for getting act together. • Describing behavior • Categorizing behavior • Teaching replacement behaviors • Doing these well will make Planned Discussion go better—got to do these at Step 1 before you talk with the student. Will also enhance how all the Early-Stage Interventions perform.

4. Heard these statements before?What Do They Mean? • Michael is just impossible! • Jennifer is so scattered! • Charlie is so immature! • Gary is hyperactive! • Eric is disruptive—driving me crazy!

5. Does This Help? • Impossible= Stuck his foot out and tripped a student 5 times in one day. • Scattered= Did not hand in homework for 3 of 5 days this week. • Immature= Won’t share things in center and cries when he doesn’t get his way. • Hyperactivity=Ran to pencil sharpener 3 times during a 5-minute period. • Disruptive= Throws paper wads and sings during story time.

6. For example . . . General Category Specific Behaviors Non-Compliance Head down, refuses to work, makes excuses, argues with teachers Disruption Blurting out, throwing small objects at peers, teasing peers Verbal Aggression Profanity, yelling at peers and staff, making threats

7. Teaching Replacement Behaviors(The Behaviors You Want!) • Many students haven’t learned the appropriate behaviors and need lessons to learn what appropriate behavior looks like and sounds like. • Your goal is to identify positive opposites of the identified misbehaviors. Will want to teach new behaviors, replacement behaviors or strategies. • Will need to describe, model, role-play, and coach—not just tell the student what to do. • Just like a good coach in athletics, the purpose here is to teach and practice essential behaviors (skills) until they become automatic while providing lots of feedack.

8. For example, if blurting out is one of the misbehaviors that concerns you, perhaps your replacement behaviors might look like this.

9. Summary of Intervention Steps • Identify the Central Concern • Establish a focus • Determine who should participate in the discussion • Schedule the discussion • Make and appointment • Keep a written record. Prepare to meet with Student

11. Summary of Intervention Steps • Work with student to define concern • Brainstorm actions that each participant in the discussion can take to help the student resolve the concern • Set up an informal action plan by selecting a couple of ideas • Schedule a follow-up meeting within one to two weeks • Leave with words of encouragement Meet with Student

12. Summary of Intervention Steps • Encourage effort and follow-up with positive verbal feedback • Meet with student weekly and revise the plan when necessary • Determine whether more structured interventions are necessary Follow up with Student

13. Activity • Choose a partner at your table. • Brainstorm a list of potential behaviors that you would consider using planned discussion as an intervention • Identify what barriers you see in implementing this strategies • Be prepared to report out in five minutes

14. Academic Assistance

15. Types of behavior that may be positively affected by academic interventions: Incomplete or late work Class clown behaviors Attention problems Shy or withdrawn behaviors Cheating Poor motivation Disruptive behavior Tantrums Anger or hostility Lying Lack of energy Stealing Poor self concept Complaints about health

16. “The simplest way to ensure that students expect success is to make sure they achieve it consistently. Brophy, 1987

17. BIG PICTURE for Academic Assistance • Written by Marilyn Sprick. • 50% to 70% of behavioral problems have a contributing, but often hidden, academic problem(s). • May be dealing with student’s negative self-perception and lack of motivation (i.e., doesn’t expect to be successful academically and, therefore, misbehaves). • Has the most content and forms of all 18 interventions in book!

18. Page 6 Rationale: • Behavior and academic success are interwoven • Academic problems are not always obvious. Expectancy XValue=Motivation Expectancy: The degree to which one expects to be successful at the task. Value: The degree to which one values the rewards that accompany task success.

19. Motivation and Adolescence

20. Motivating StudentsWhat Principal Once Told Me . . . You can lead a horse to water, but you can’t make him drink . . . However, you can salt his oats. . . which will encourage the horse to drink! The same principle applies to motivating students!

21. Why you should never stop working to motivate students. . . “People often say that motivation doesn’t last. Well, neither does bathing. That’s why we recommend doing bothdaily.” ZigZiglar

22. Summary of 11 Adaptation Strategies • Focus assignments on essential course content and skills. • Focus test items on essential course content and skills. • Build cumulative review of essential objectives into subsequent units of instruction. • Construct and use framed outlines. • Design and use interactive graphic organizers. • Identify and preteach essential vocabulary words.

23. Summary of 11 Adaptation Strategies • Highlight textbooks and printed materials. • Transcribe or summarize highlighted text. • Provide two-column study guides. • Provide framed writing assignments. • Teach the students to manage their homework.

24. Activity • Choose a different partner • Identify early warning system you can implement to monitor students need for academic assistance. • What if any universal screeners are you using to assess students current skills • Be willing to share with the group in 8 minutes

25. Goal Setting

26. Purpose: To assist any student who has difficulty with motivation and may not understand how to reach a goal. Goal setting helps students identify what they hope to accomplish and actions they can take to reach their goals.

27. Types of behavior that may be positively affected: Goal Setting assists students in achieving short- and long-range goals with just about any behavior or motivation-related problem. These problems may include: Minor misbehavior Annoying habits Conduct problems Negative attitude Lack or organization Neglect/deprivation Although goal setting is especially effective with at-risk students, the process can benefit all children.

28. Rationale: • Some students lack direction. • Students who have experienced repeated failure have difficulty setting realistic goals. • Goal setting: • Increases clarity of expectations • Helps set attainable goals • Can increase motivation. • Learning to set and achieve realistic goals is a lifelong skill that allows students to develop purpose and control.

29. Insights and Tips for Goal Setting • SHORT-TERM Goal Setting • Help student achieve specific goals (such as improving grades, or it can help the student to develop positive traits)within the year. • Sets up what the student and teacher do as well as how to deliver reinforcers, evaluate, and support. • LONG-TERM Goal Setting • Designed for students lacking life goals and/or don’t see the value in school. • Works better with older students (grades >4). • Can tie into short-term goals. • Book has 6 different versions of forms to help the teacher in setting goals.

30. Goal Setting Step 1: Develop a plan(a.k.a. Get Your Act Together) • Review the problem and overall student goals by identifying strengths, desired outcomes, collected information, focus on short-range or long-range goals, include corrective consequences and rewards. • Decide if the goals will be developed collaboratively with the student or unilaterally by the teacher. • Select the goal-setting format: formal vs. informal, short-range vs. long-range, use one of forms in book or develop your own. • Determine who will meet with the student. • Set-up the goal-setting conference.

31. Goal Setting Step 2: Meet with the student • Help the student establish long-range goalsif needed. Identify specific actions he or she is willing to take to reach his or her goals. • What kind of life he or she would like to have in the future. What kind of residence, car, job and/or family can the student envision? • Help the student determine qualifications for the types of jobs that may be of interest. • Identify immediate actions the student can take to move toward this goal by building a “backward plan” that identifies what the student will have to do to reach that goal. Brainstorm actions to avoid and actions to take. • Summarize the information and complete the appropriate long-range form.

32. Goal Setting Step 2:Meet with the student • Help the student establish short-range goals. • Brainstorm actions to avoid and actions to take—what the student can do to find greater success in school. • Help the student identify specific actions he is willing to take ot reach his short-term goals. • Identify ways that adults might be able to help the student reach goals. • If using rewards, a structured reinforcement system, or corrective consequences, make sure the student understands all of the contingencies. • Set up regular times for follow-up and to discuss progress. • Review responsibilities, summarize the information developed in the conference, and sign the appropriate goal setting form.

34. Goal Setting Step 3: Provide ongoing support and encouragement. • Provide frequent positive feedback when the goal behaviors are shown, linking them to the broad label or trait. • When student is not successful, correct calmly. Avoid sounding disappointed or reproachful. • Evaluate the impact of the intervention, making revisions and adjustments when necessary. • Encourage the student to keep striving toward his goals.

35. Activity • Choose a different partner • Discuss with your partner your own professional goals for the upcoming year • Brainstorm your list • Identify one or two goals that you are most committed to working on during the year • Create your plan • Share your goal with the group • You have 20 minutes to complete this activity

36. Data Collection and Debriefing

37. Rationale: • Gathering data often solves the problem all by itself. Why? • Placebo or Hawthorne Effect • Addresses “awareness” problems • Tells the student you are • Conveys you care and you are serious! • Data will form the basis for any subsequent intervention planning (e.g., later highly structured interventions by school team). • Use of data is the only way to determine objectively whether your interventions are working. • There are many different forms for collecting data in the book that cover different ages and types of problems. Completed samples are included in book.

38. The measure of success is not whether you have a tough problem to deal with, but whether it’s the same problem you had last year (or in this case, last week!). John Foster Dulles

39. BIG PICTURE for Data Collection and Debriefing • Teachers not be experienced at collecting behavior data. • The more comfortable teachers become at collecting and looking at data, the more objective and confident they will be. • This is the “O” in STOIC! • It is an effective consequence because it is brief, easy to do, and not emotional. Plus, other kids see you doing it! • You will also be less inclined to go with subjective perceptions and impressions. • Probably wouldn’t want to start with this. Go with Planned Discussion, Academic Assistance and maybe Goal Setting first.

40. BIG PICTURE for Data Collection and Debriefing • Need to make sure the teacher nailsdownthe behavior for which data is being collected(a.k.a., target behavior) and that it is measurable. That is, something that you can: • See • Hear • Smell? • Feel? • Keep the data collection simple! • What you are seeking when establishing the baseline of the target behavior: • When • Where • How often (frequency) • Duration

41. Summary of Intervention Steps Step 1: Choose an objective data collection method. Data can be collected using any of the following methods: • Weekly Misbehavior Recording Sheet • Basic frequency count • Advanced frequency count • Duration recording (i.e., how long did it last?) • Latency recording (how long before the student complied?) • Rating scale (e.g., teacher rates the intensity, disruption or disturbance on a rating of 1 to 5). As I show you different SIMPLE observation methods, think which method might work best for your selected student for the Planned Discussion and his/her behavior concerns.

44. Frequency Count Blurting Out in Class Teacher Directed Instruction IIII IIII IIII IIII III Cooperative Groups IIII IIII Independent Work I What does this simple frequency count data say about when this student blurts out in class. Care to speculate why he blurts out? Must interpret the data within the context of your knowledge about the student’s needs, class situations, etc. Could be due to awareness, ability, attention, control, etc. More later.

45. Other Data Collection OPTIONS: • Could video tape. Students get used to the camera. Need a wide angle and sound. • Could have another teacher observe. Select time where misbehavior is an issue. • If it’s difficult to nail down or even count the behavior, keep a daily anecdotal log in which you note what occurred on that day. Usually, anecdotal notes will help you define the nature of the problem in a more objective manner. See next slide for sample.

47. Activity • Watch the following clip. Please record the number of attention seeking comments Penelope makes during the therapy session. http://www.nbc.com/Saturday_Night_Live/video/clips/penelope-therapy/926141/

48. Increasing Positive Interactions

49. BIG PICTURE for E: Increasing Positive Interactions • Can be a tough skill for teachers to master due to the research about manyteachers having a 3:1 to 15:1 ratio in favor of negative interactions over positive. • School in Lexington (KY) started tracking positive notes home and comparing them to office referrals. Found as the number of notes sent home increased, office referrals dropped. • It isn’t your tone (how nice you are)—it is to what behavior you attend to. What was the student doing when you interacted with him/her? • Provides a 3-step process for teacher to increase ratio of POSITIVE interactions (RPI).

50. Purpose: • Simple but very powerful intervention. • To increase the number of positive interactions so that the student is receiving at least a ratio of 3:1 positive interactions over negative interactions. • Outcomes should be: • Improved student behavior andmotivation • Improved student self-esteem • More time to teach and less time correcting