Behavior Interventions for Middle and High School Students

1. Behavior Interventions for Middle and High School Students Objectives 1. To gain insight into and understanding of specific behavioral interventions for middle and high school students. 2. To provide participants with practical applications and documentation tools. SSTAGE September 13 & 20, 2007 Karen P. Hodnette SST Lead Chair Troup County Schools Dr. Paula Freer Program Specialist Metro West GLRS

2. Our Challenge Today Society is asking us (schools) to do what they used to ask God to do.

3. Erroneous assumption that a student… • Is inherently “bad” • Will learn and demonstrate more appropriate behavior through increased use of “aversives” • Will be better tomorrow, next week, next year, with another teacher, in another class, etc. ٭

4. Disengagement/Disenchantment • Not new • Begins early • 50% of students who demonstrate significant problems in 1st grade will be identified as delinquent by middle school (Albrecth, 2006) • Result of: • Negative interactions with adults; social toxicity • Irrelevant academic demands • General dissatisfaction with the process of education

5. Real Reasons for Behavior • Biological factors = innate drives • Family factors = coercive parenting • Societal factors = generational poverty • School factors = frustrations often linked to reading • Media influences = vandalism, aggression, violence • Learned factors = shaping, modeling (Albrecth, 2006)

6. Behavioral Effects • Attendance problems: tardiness, skipping • Failure to comply with “rules” • Failure to attempt to achieve • Apathy • Lack of faith or trust • Low self esteem

7. What risk factors can teacher’s effect? “Teachers have the opportunity to intervene naturally and frequently within their classrooms each day.” (Covington-Smith 2007) • Academic Performance • Peer Relationships • Adult Interaction • Attendance • General behavior

8. Push Effects • Academic failure • Feelings of alienation/isolation • Negativity re: school • Poor relationships • Antisocial behaviors

9. Research says… • Reviews of over 600 studies on how to reduce school discipline problems indicate that the LEAST effective responses to school violence are: • Counseling (talking therapies) • Psychotherapy • Punishment • associated with INCREASED aggression, vandalism, truancy, tardiness, & dropouts (Elliott, Hamburg & Williams, 1998; Gottfredson, 1996; Lipsey, 1991, 1992; Mayer, 1995; Mayer & Sulzer-Azeroff, 1990; Tolan & Guerra, 1994)

10. Context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for the “tough to teach” students…. or WHAT WORKS? First let’s look at what contributes to things NOT working….

11. Why Do BIP’s Fail? • Failure to implement/adopt function-based approach • Bad or insufficient data from which to make decisions • Un-measurable or unreasonable outcome objectives • Poor quality plan • Ineffective implementation of plan • Lack of progress monitoring • Inadequate support for implementers

12. What does NOT work • Counseling students, particularly in a peer-group context • Offering youths alternative activities such as recreation and community service activities in the absence of more potent prevention programming • Instructional programs focusing on information dissemination, fear arousal, moral appeal, and affective education

13. School Based Issues • Punitive disciplinary approach • Lack of clarity about rules, expectations, and consequences • Lack of staff support and/or buy in • Failure to consider and accommodate individual differences • Academic failure (Mayer, 1995) • Inconsistent and inequitable discipline practices may contribute to patterns of aggression or other inappropriate student behavior (Skiba & Peterson, 2000)

14. For example: • Zero tolerance policies • Not as effective and may be counterproductive as compared to other proactive practices in preventing school violence (Liaupsin et al., 2004; Mayer & Leone, 1999) • Security guards (SRO’s), student uniforms, metal detectors, video cameras • Suspension/expulsion • Exclusionary options (e.g., alternative programs)

15. What are our typical responses? • Clamp down on rule violators. • Review rules & sanctions • Extend continuum of aversive consequences • Improve consistency of use of punishments • Establish “bottom line” • Notify and confer with parents(Lombardi et al., 1990)

16. How do teachers/schools typically “handle” behavior? • Posting & Preaching Class rules • Applying Negative consequences • Using packaged discipline programs • Assertive Discipline • Love and Logic • Safe Haven • Writing Referrals wishing for ISS and/or OSS

17. Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences • But will: ……..Emit more prosocial behaviors when these behaviors are taught directly & positively reinforced Alberto & Troutman, 2003; Sulzer-Azaroff & Mayer, 1994, 1986

18. Positive Behavior Support Universal School-Wide Assessment School-Wide Prevention Systems Targeted Intensive Group Interventions AnalyzeStudent Data Interviews, Questionnaires, etc. Intervention SimpleStudent Interventions Assessment Complex Individualized Interventions Observations and ABC Analysis Team-Based Wraparound Interventions Multi-Disciplinary Assessment & Analysis

19. What does work • The same 600 +research reviews indicate that the MOST effective response to school violence is a comprehensive approach that includes: • social skills training • academic restructuring (Georgia Performance Standards & The Pyramid of Interventions) • behavioral interventions

20. Essential Elements for PBIS • 1. Invest in Prevention • Teach, monitor and reward before resorting to punishment and exclusion. • Focus first on the social culture of the school • 2. Work smarter • Identify clear outcomes • Combine rather than add initiatives • Make decisions based on data

21. School wide Positive Behavior Support • Staff commits to staying with the intervention over the long term and to monitoring, supporting, coaching, debriefing, and providing booster shots as necessary to maintain the achieved gains; • Staff receives training and regular feedback about effective implementation of the interventions; and, • Systems for measuring and monitoring the intervention's effectiveness are established and carried out.

22. Schools That Reduce Delinquency and Disruption have: • Shared values regarding school mission and purpose (admin, staff, families, students) • Clear expectations for learning and behavior • Multiple activities designed to promote pro-social behavior and connection to school traditions • A caring social climate involving collegial relationships among adults and students • Students perform valued roles and have important responsibilities in the school

23. What works in school-based delinquency prevention • Building school capacity to initiate and sustain an intervention • Communicating and consistently enforcing behavioral norms • Comprehensive social skills instructional programs • self-control, stress-management, responsible decision-making, social problem-solving, and communication skills

24. What works with at-risk youth? • Universal screening and referral to services • Social and life skills instruction and support • Adult mentoring and case management • Specialized school and classroom supports • Academic • Function-based behavior support (FBA/BIP) • Alternative discipline • Parent collaboration or parent training • Service coordination with community agencies • Service learning or Community Service

25. What is promising? • Programs that group youth into smaller "schools-within-schools" to create smaller units, more supportive interactions, or greater flexibility in instruction. • Behavior modification programs and programs that teach "thinking skills" to high-risk youths. • Programs aimed at building school capacity to initiate and sustain innovation. • Programs that improve classroom management and that use effective instructional techniques.

26. FBA/BIP • FBA = systematic collection and analysis of data • Seeks to identify patterns and purpose (function) • Results are used in developing BIP • BIP = a plan agreed upon by a team • Directly linked to FBA • Shared with all stakeholders to maximize consistency • How the environment will be altered • Identifies positive strategies • Specifies skills to be taught GOAL: Change the pattern of behavior

27. Levels of Intervention

28. The 3 D Levels of Behaviors

29. In General • Reinforce appropriate behaviors consistently & systematically • Ignore disturbing and/or disruptive behavior • STOP dangerous behavior • Redirect to appropriate behavior • Reinforce appropriate behavior • Remediate social skills, academic skills, and performance skills deficits

30. In Particular • Disturbing behavior often escalates when left alone (Kauffman in Albrecth 2006) 7 Deadly Ing Habits 7 Connect Ing Habits • Criticizing 1. Caring • Blaming 2. Listening • Complaining 3. Supporting • Nagging 4. Contributing • Threatening 5. Encouraging • Punishing 6. Trusting • Controlling 7. Befriending

31. Disruptive Behavior • Effectively Managing Resistance • Comprehensive & unrestrictive in our thinking • Perceive different options • Anticipate • Acknowledge pessimism • Explore expectations & fears • Provide support • Baby steps • Change pace • Start small • Relaxation approach • Provide detailed instructions • Give direct skills training • Rehearse

32. Dangerous Behavior • Arnold P. Goldstein says: • Violent behavior is resistant to change • For the most part, aggression is not inborn but learned by: • observation • imitation • direct experience • rehearsal • Reinforcement FBA will reveal what we need to know in order to design interventions that will help to de-escalate the behavior and eventually STOP the behavior.

33. STEPS Step 1: Quantify Direct Assessment Indirect Assessment Step 2: Define Observable terms Measurable terms Step 3: Analyze Triangulate data Step 4: Hypothesize When X occurs, the Student does Y to get/avoid Z. Step 5: BIP

34. Possible Outcomes • Power/Control • Protection/Escape/Avoidance • Attention • Acceptance/Affiliation • Expression of self • Gratification • Justice/Revenge (Albrecth, 2004)

35. BIP’s Regulation of behavior is the goal. • Self regulatory capacity • Arrange own environment • Generate own cognitive supports • Produce own consequences • Control own behavior

36. Alterations to Environments • Eliminate competing behavior pathways • Change the setting • Identify triggers • Establish routines • Stick to schedules • Develop transition plans • Desensitize

37. Alterations to Curriculum • Provide functional level materials • Identify best practices • Modify grading practices • Provide alternative assessments

38. Systemic Interventions • School wide models • PBIS • Community Support • CIS • Juvenile Justice • Group Homes • Mental Health Agencies

39. Ten Variables that Affect Compliance 1. Q & Expecting an A 2. Proximity 3. Eye Contact 4. The Last Time 5. Volume 6. Wait Time 7. Cues & Clues 8. Intonation 9. Bare Minimums 10. Reinforcement

40. Invest in sustainable & competent local implementers: Human Resources Coaches Researchers Administrators Evaluators Families Trainers Teachers Trainer of Trainers Specialists Technical Community Implementation Community

41. Efficacy & Effectiveness Priority Valued Outcomes Identifying & Modifying Practices Continuous Enhancements Data- Based Prob. Solving Capacity Building Continuous Measurement Practice Implementation Efficiency School Context

42. Systems Approach • Develop a FBA/BIP process • Organize team • Review both qualitative and quantitative data • Analyze, describe, & prioritize problem within a specific context • Identify a specific measurable outcome • Select evidence based practices for intervention • Provide supports for accurate sustained adoption & implementation • Monitor practice implementation & progress toward outcome

43. Monitoring • What do we want to know? What’s the simplest form of data that will answer our question? • What’s the simplest way for us to consistently collect that data? • Who, when, how? • How should we summarize data and communicate about the success of our strategy?

44. Support student behavior System Improvement Redesign learning environments for effectiveness, efficiency, relevance Support adult behavior

45. Teaching Replacement Behaviors • Using Cues & Prompts • Using Reinforcement • Using Punishment

46. Prompts & Cues • Select the least obvious cue and/or intrusive prompt necessary • Plan to fade out the use of cues & prompts • Try first using cues & prompts as preventives • Use cues & prompts as the first level of correction

47. Effective Reinforcement • Use the least amount necessary • Approximate and/or pair with naturalreinforcers • Make reinforcement part of the regular routine and systems • Pre-plan and teach consequences

48. Effective Punishment • Use the least amount necessary • Pre-plan and teach • Use only with reinforcement for replacement behavior • Purpose should be to defeat the function of problem behavior

49. Classroom Triad • Environmental management • Instructional management • Behavior management

50. Environmental Management • Involves: physical setting, schedules/routines, interactions & relationships • Create a personalized & orderly learning space • Build rapport • Assist with relationship building