Effectiveness Of The Continuum Of All Levels Of SWPBS In Classroom

1. Effectiveness Of The Continuum Of All Levels Of SWPBS In Classroom Hoon Choi (yes5150@ku.edu) Amy McCart (amymc@mail.ku.edu) University of Kansas

2. Schoolwide PBS & Students with severe or chronic impeding behavior

3. Schoolwide PBS & Students with severe or chronic impeding behavior • Students with severe and chronic impeding behavior (i.e., students with tertiary level support needs) • Layered support within SWPBS system • Emphasis on University level  Group support  Individualized tertiary level • Issues in tertiary level support • 1. Issues in urban, inner-city, low-income area schools Students with 15+ referrals Students with 6-14 referrals Students with 2-5 referrals Students with 0-1 referrals Typical Schools Inner-City Schools

4. Schoolwide PBS & Students with severe or chronic impeding behavior Issues in tertiary level support 2. Bifurcation between general and special education • Skills needed (for FBA and BIPs) • Time consuming 3. Effectiveness of universal or group support on students in tertiary level • Benefits of layered approach? • Universal level support needs modification for students with severe or chronic impeding behavior

5. Research Purpose and Questions • When… • General educators (i.e. a classroom teacher) understand student behavior • Experiencing functional behavior assessment (FBA) and behavior • Intervention plan (BIP) development • FBA and BIP processes need to be guidelines and educational resources for all school staff to understand student's behavior • Students in other levels of support should be able to get quick and appropriate approaches when their behavior problems become serious • Effective classroom management reflects functions of impeding behavior and it incorporates with individual level PBS • More effectiveness when tertiary level support is empowered by positive classroom management system and SW system

6. Research Purpose and Questions We were curious on… Effectiveness of the individual support on the most severe impeding behavior (in collaboration with a behavior expert) Application of behavioral function knowledge that teachers learned from the FBA and BIP experience Transferability of behavior skills in a controlled school setting Effectiveness of classroom support Effectiveness of combined behavior support (classroom + individual support)

7. Research Phase 1 in School A Schoolwide Evaluation Tool Data for School A

8. Research Phase 1 in School A EBSSAS Results in School A SW level Non Classroom level Classroom level Individual level

9. Research Phase 1 in School A • Participants (4th grade) • Aaron • SPED, BIP, Second grade level in reading, Low math skills • Out of seat behavior • Talking to peers • Touching peers • Threatening peers with objects • Cursing and Talking back to the teacher while in a temper • Ban • SPED, Significant delays with language skills • Inappropriate responses and actions (e.g., blowing air on others, laughing, making noise) • Talking or asking inappropriate questions • Carlos • General Ed. • - Talking to friends • Toughing neighboring students • Talking loud

10. Research Phase 1 in School A Interrupted Time Series Design BC Individual + Classroom A Baseline B Individual Intervention (Classroom) Controlled (Music Room)

11. Research Phase 1 in School A Individual Support Functional Behavior Assessment (FBA) Behavior Intervention Plan Individual Intervention Package • Self monitoring system to check task progress • Daily behavior monitoring with individual reinforcement • Social story reading • Modification of instruction style Classroom Support • Setting classroom behavior expectations in conjunction with SW PBS expectations • Establishing group reinforcement system • Teacher training on classroom discipline and behavior support skills Teacher Training on Classroom Management • Arrangement of physical environment • Time management and challenging behavior • Preventing problem through lesson management

12. Research Phase 1 in School A Dependent Variable Percentage of intervals engaged in inappropriate behavior • out of seat • talking out • physical contact • defiance • disruptive sound with objects Percentage of intervals with academic engagement • actual academic engagement • no impeding behavior without academic engagement Data Collection 15 second partial interval recording (10 sec. observation + 5 sec. recording) for 20 minutes

13. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom No Intervention Baseline Individual Individual & Classroom

14. Research Phase 1 in School A BC Individual + Classroom A Baseline B Individual

15. Research Phase 1 in School A BC Individual + Classroom A Baseline B Individual Meaningful Decrease Meaningful Decrease

16. Research Phase 1 in School A BC Individual +Classroom A Baseline B Individual Meaningful Decrease Meaningful Decrease

17. Research Phase 1 in School A BC Individual + Classroom A Baseline B Individual Meaningful Decrease

18. Research Phase 1 in School A BC Individual + Classroom A Baseline B Individual No Meaningful Decrease

19. Research Phase 2 Schoolwide Evaluation Tool Data for School B

20. Research Phase 2 EBSSAS Results in School B SW level Non Classroom level Classroom level Individual level

21. Research Phase 2 in School A & B Interrupted Counterbalanced Time Series Design CB Classroom + Individual A Baseline C Classroom Music Class School A Classroom School B BC Individual + Classroom A Baseline B Individual

22. Research Phase 2 • Participants in School B (3rd grade) • Dalton • Talking back • Out of seat • Making sounds (vocalizing, tapping) • Elmo • Defiant • Talking back to teacher • Fola • Out of task behavior such as talking with her peers and standing up and asking questions without permission

23. Research Phase 2 in School A &B (Music Class in School A) CB Classroom + Individual A Baseline C Classroom

24. Research Phase 2 in School A &B (Math Class in School B) BC Individual + Classroom A Baseline B Individual 

25. Research Phase 2 in School A &B (Music Class in School A) CB Classroom + Individual A Baseline C Classroom Meaningful Decrease Meaningful Decrease Meaningful Decrease

26. Research Phase 2 in School A &B (Music Class in School A) CB Classroom + Individual A Baseline C Classroom Meaningful Decrease Meaningful Decrease

27. Research Phase 2 in School A &B (Music Class in School A) CB Classroom + Individual A Baseline C Classroom Meaningful Decrease Meaningful Decrease

28. Research Phase 2 in School A &B (Math Class in School B) BC Individual + Classroom A Baseline B Individual Meaningful Decrease Meaningful Decrease Meaningful Decrease

29. Research Phase 2 in School A &B (Math Class in School B) BC Individual + Classroom A Baseline B Individual Meaningful Decrease Meaningful Decrease

30. Research Phase 2 in School A &B (Math Class in School B) BC Individual + Classroom A Baseline B Individual Meaningful Decrease Meaningful Decrease

31. Major Findings • Importance of Universal and Group support • Economic and effective approaches to reduce impeding behavior  • Studentsʼimproved behavior skills from the behavior support, however, did not transfer to the different school setting • Classroom support itself was a strong and effective behavior support method effectively reducing the impeding behavior • Importance of balanced support system (continuum of all levels of support) • Combination of individual support and classroom support could maximize the effectiveness of behavior support on students with chronic or severe impeding behavior • Importance of balanced support • Urban application

32. Major Findings • Difficulties in Individual Support • Teacherʼs application of behavior function acquired from FBA and BIP experience did not show sufficient effectiveness on the impeding behavior reduction; however… • it helped teachers understand and find appropriate response to the studentʼsbehavior

33. Research Phase 1 in School A (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Only Ban Made a Meaningful Increase

34. Research Phase 2 in School A (Academic Engagement in the music class) CB Classroom + Individual A Baseline C Classroom

35. Research Phase 2 in School A (Academic Engagement in the music class) CB Classroom + Individual A Baseline C Classroom Increase from the previous intervention phase and the baseline phase

36. Research Phase 2 in School A (Academic Engagement in the music class) CB Classroom + Individual A Baseline C Classroom Increase from the baseline but not from the previous intervention phase

37. Research Phase 2 in School A (Academic Engagement in the music class) CB Classroom + Individual A Baseline C Classroom Increase from the baseline and maintained

38. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom

39. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Increase from the baseline Combined phase is still higher than baseline

40. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Increase from the previous phase But not from the baseline

41. Research Phase 2 in SchoolB (Academic Engagement in the classroom) A Baseline B Individual BC Individual +Classroom Increase from the previous phase But not from the baseline

42. Major Findings • The effectiveness of behavior support on academic engagement in research phase #2 was somewhat effective • Academic engagement of the students did not sufficiently increase as the impeding behavior decreased • The increased likelihood of academic engagement • The need of additional support to have more immediate and direct access to the academic engagement • The need of well-established RtI logic model application

43. Designing Schoolwide Systems for Student Success Academic Systems Behavior Systems • Tertiary Interventions • (for individual students) • High Intensity • Assessment-based • Tertiary Interventions • Wraparound Intervention • Complex Multiple Life Domain FBA/BIPs • Secondary Interventions • Simple FBA/BIPs • Group Intervention with Individual Features • Group Intervention • Secondary Interventions • (for some students: at-risk) • Some individualizing • Small Group Interventions • High Efficiency • Rapid Response More Intensive Support • Universal Interventions • Direct Instruction of Behavior • Positive Acknowledgement • Universal Interventions • (for all students) • Preventive, Proactive