Initial Line of Inquiry: How to Recognize Effective Behavior Plans for Students

1. Presented by: Robin Hammer David Martin Patti Wilson Jacquelynn McDonough-Dority Department of Exceptional Children Services Initial Line of Inquiry: How to Recognize Effective Behavior Plans for Students

2. Improve student achievement • Improve quality of student interventions • Key Performance Indicators • Student Achievement Targets • Student suspensions/expulsions • Students meeting graduation targets • High quality staff development Connections to strategic Work Plan

4. Review the basic components of the Initial Line of Inquiry (ILI) Learn to recognize linkages between function – strategy – reinforcement Review examples/non-examples Today Participants will…

5. Read the case study and ILI (pre-work with entry ticket) • Write two things you like about it • Write two things you dislike about it • Do you think it will change the target behavior? • Why? • Why not? • Report to whole group (assign a person) Entry Activity

6. Increase in utility; streamlined to one behavior Improvement to layout, now flows left to right Shifts focus to environmental changes and positive reinforcement as opposed to child-based changes and punishments Change of language and addition of heading descriptors Inclusion of prompts to facilitate use of instrument Rationale for change

7. Streamlined to address 1 behavior Problem Behavior Only talking about one behavior at a time! Define Target Behavior (include baseline)

8. Improvement to layout – flows L to R Old flow: center, then left to right New flow: left to right

9. Shifts focus from child to environment Problem Behavior Environmental Impact

10. Shifts focus from...child-changes/punishment to env/reinforcement Punishment What will child do? Reinforcement Strategies What will adult say/do

11. Triggers – no more fast/slow Columns merge into one Triggers

12. Address all triggers at same time Delete Columns merge into one Address triggers all at once

13. Prompts to facilitate use Prompts were included in second document that was rarely utilized New Prompts/Guiding ?s Under Each Heading

14. No more hypothesis!!!!!!!!!!!! Gone, Baby Gone!

15. But there is data...

16. Story of Sam

17. An Initial Line of Inquiry Strengths of student: What does the student do well? Student’s strengths, gifts, & talents. What are there interests? What do they like to help others?

18. An Initial Line of Inquiry Strengths of student: Sam performs well on academic tests and shows considerable knowledge of academic concepts. He is involved in Boy Scouts and is very knowledgeable of Civil War History. Sam also enjoys playing the guitar and is actively involved in his church.

19. An Initial Line of Inquiry Strengths of student: Sam performs well on academic tests and shows considerable knowledge of academic concepts. He is involved in Boy Scouts and is very knowledgeable of Civil War History. Sam also enjoys playing the guitar and is actively involved in his church.

20. Pinpoint the major behavior of concern • Avoid the pitfall of working on too much at one time • Be sure to describe what the behavior looks like – helps to facilitate data collection • How will everyone know when they see the behavior? • Vagueness is not your friend – avoid words such as “noncompliance” – Dead Man’s Rule: If a dead person can do the behavior, it is not behavior. Define Target Behavior

21. Jeff is noncompliant • Susie refuses to write because she does not want (like) to write • Gary does not enjoy transitions • What would you need to know to change these statements into observable, measurable behaviors? • Jeff .... Measurable, Observable Behavior?

22. An Initial Line of Inquiry Strengths of student: Sam performs well on academic tests and shows considerable knowledge of academic concepts. He is involved in Boy Scouts and is very knowledgeable of Civil War History. Sam also enjoys playing the guitar and is actively involved in his church.

23. An Initial Line of Inquiry Strengths of student: Sam performs well on academic tests and shows considerable knowledge of academic concepts. He is involved in Boy Scouts and is very knowledgeable of Civil War History. Sam also enjoys playing the guitar and is actively involved in his church.

24. An Initial Line of Inquiry Strengths of student: Sam performs well on academic tests and shows considerable knowledge of academic concepts. He is involved in Boy Scouts and is very knowledgeable of Civil War History. Sam also enjoys playing the guitar and is actively involved in his church.

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26. Ask yourself: Exactly what happened immediately after the student exhibited the behavior? Who did what? Did peers give some form of attention (for example: laughing, staring, etc.)? Did adults give some form of attention (for example: attempted to redirect, gave choices, etc.)? Where they able to get out of doing the assignment or not complete the task? Environmental Impact

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29. When we talk about function, what exactly are we discussing? Student behavior Adult behavior Both Neither Function FUNCTION IS THE GOAL OF BEHAVIOR

30. Function is the GOAL of behavior, or in many cases, misbehavior. Some of the more common functions of behavior: Attention – Power and Control – Revenge – Escape/Avoidance Easy ways to identify function See handout Function

31. Who’s in control? Who’s the adult? As adults, WE control the environment. It is the manipulation of the environmental factors that influence behavior. Therefore, adult behaviors have asignificant impact on student behaviors. Function

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33. So, when you write an I.L.I., you are looking specifically for an identified function, and a match between ADULT strategies (prevention/teaching/ reinforcement) and the function. Yeah…right. Easier said than done! Function

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43. Be cautioned that sometimes what we perceive as punitive, can be reinforcing for students. Consider the Function of the behavior when coupling punitive strategies with reinforcement strategies. For example: some students sent to ISS find this a preferable setting as it is quiet and relatively free from distractions. If Mr.Favoriteis the ISS teacher then we would not put the child in that environment as a punishment. Reinforcement Strategies

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45. Avoid the use of cookie-cutter ILIs • Students and their behaviors are individualized issues • There is no one-size-fits-all, exemplary plan • If you are truly linking behavior specific triggers environmental impact function, then each ILI will be different Put the ‘I’ Back in the program

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50. Data Collection