Growing the Green: Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008.

Growing the Green:Focusing on Universal

Interventions

Joan Ledvina ParrPBIS Team Leaders and Coaches Meeting

November 13, 2008

Our Task

Our task, as educators, is to build environments to encourage students to learn as well as to behave.

Remaining engaged in instruction is essential for student academic and behavioral success.

Before Focusing on Interventions for Students in the Yellow and Red Zones:

• Consider the fidelity of your universal interventions

• Consider the rules and procedures for non-classroom areas

• Consider the rules and procedures for classroom areas

Nonclassr

oom

Setting Syste

ms

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide Positive Behavior Support Systems:Four Systems

School-wide Systems

∙ Common purpose & approach to discipline

∙ Clear set of positive expectations & behaviors

∙ Procedures for teaching expected behavior

∙ Continuum of procedures for encouraging expected behavior

∙ Continuum of procedures for discouraging inappropriate behavior

∙ Procedures for on-going monitoring & evaluation

Nonclassroom Setting Systems

• Teaching expectations & routines• Active supervision

– Scan – Move – Interact

• Precorrections & reminders• Positive reinforcement

Classroom Setting Systems

• Behavior management– Positive expectations taught and

encouraged– Teaching classroom routines– Ratio of 5 positive to 1 corrective adult-

student interaction– Active supervision– Precorrections – Redirections for minor, infrequent behavior

errors• Instructional management

– Curriculum & Instructional design• Environmental management

Classroom Setting Systems

• High rates of active engagement• High number of opportunities to

respond• High rates of correct responding• High rates of teacher reinforcing

appropriate academic response as well as teacher reinforcing expected behavior

What happens when teachers simply increase their rate of

praise?• High rates of praise is an evidenced

based practice• Teacher increased her frequency of

praise to the class• How did this affect the behavior of

the “problem student?”• Using a classroom intervention

negated the need for a specific student intervention

Individual Student Systems

• Staff with behavioral competence• Function-based behavior support

planning • Comprehensive person-centered

planning & wraparound processes• Targeted social skills instruction

– Self-management• Individualized instructional &

curricular accommodations

Strategies for Working with Yellow Zone

Students

Joan Ledvina ParrPBIS Team Leaders and Coaches Meeting

November 13, 2008

Basic Ideas

• Students have learned problem behavior to get what they want

• Teachers must teach the students a way to get their needs met.

Consider the Function of the Behavior

Problem Behavior Function of the Behavior

Off-task, Non-disruptive Peer Attention

Off-task, Disruptive Peer Attention

Off-task, Non-disruptive, Work Completion

Escape (avoids teacher and peers during instruction)

Off-task, Non-disruptive, Work Completion

Attention (responds to teacher directions, engages peers)

Replacement Behavior

• The replacement behavior for all the previous problem behaviors is:

On-task, work completion

Design the Intervention to Meet the Needs of the Student• Consider the function of the

behavior:• Peer Attention—Earn time with peers for

meeting self-management goals• Escape—Earn a “skip a homework” pass

or earn other preferred activity for meeting self-management and work completion goals

• Attention with poor work completion—Earn a “work with a peer” activity or earn other preferred activity for meeting self-management and work completion goals

Designing InterventionsFunction: Peer Attention (without

Disruption)

Problem BehaviorOff-task, Non-disruptive

FunctionPeer Attention

Replacement BehaviorOn-task, Work completion

InterventionLesson “on task”Pre-correct @ start of classSelf-monitor: on-taskPeriodic praise by teacherQuick de-brief at end of class

Outcome for Replacement BehaviorEarn time with peers

# 1

# 5

# 4

# 3

# 2

Designing InterventionsFunction: Peer Attention (with

Disruption)

Problem BehaviorOff-task, Disruptive

FunctionPeer Attention

Replacement BehaviorOn-task, Respectful responses,

Work completion

InterventionLesson “on task”Lesson “respect”Pre-correct @ start of classSelf-monitor: on-taskPeriodic praise by teacherQuick de-brief at end of class

Outcome for Replacement BehaviorEarn time with peers

# 1

# 5# 4

# 3

# 2

Designing InterventionsFunction: Escape (avoids teacher and peers)

Problem BehaviorOff-task, Non-disruptive

Work completion

FunctionEscape to avoid

teacher and peersduring instruction

Replacement BehaviorOn-task, Work completion

InterventionLesson “on task”Pre-correct @ start of classSelf-monitor: on-task and work completionQuick de-brief at end of class

Outcome for Replacement BehaviorEarn a “skip a homework” pass

Earn other preferred activity

# 1

# 5

# 4

# 3

# 2

Designing InterventionsFunction: Attention

(responds to teacher directions and engages peers)

Problem BehaviorOff-task, Non-disruptive,

Work Completion

FunctionAttention

(responds to teacherdirections, engages peers

Replacement BehaviorOn-task, Work completion

InterventionLesson “on task”Pre-correct @ start of classSelf-monitor: on-task and work completionPeriodic praise by teacherQuick de-brief at end of class

Outcome for Replacement BehaviorEarn a “work with peer” activity

Earn other preferred activity

# 1

# 5

# 4

# 3

# 2

Check-In, Check-Out

• Students are identified and are monitored by a specific individual

• Students check in during the morning, review the plan for the day, and are encouraged to do well on their point sheet

• Student returns to check out at the end of the day and reviews their point sheet with the adult

• Point sheets are monitored and progress is charted

Teacher Mentoring

• Teachers are assigned frequent fliers to monitor

• Mentor and student meet weekly• Time can be structured

– Lunch– Homeroom– End of day

Special Activities

• Certain activities are designated for the yellow zone students

• They may have the opportunity to earn a specific reward or choose from a menu– Faculty – student basketball game– Game room– Lunch table with friends

Breakfast Club / Lunch Club

• Identified students meet with a staff member to eat breakfast (or lunch), socialize, and discuss behavior

• Often the students have point sheets• Focus is on the opportunity to

socialize and form a strong relationship with a supportive adult

Personalized Behavioral Report Card

• Students have behavioral point sheets designed to reflect their specific needs (social skills, hallway behaviors, homework behaviors, compliance, etc.)

• Point sheets are completed by staff and sent home for parents to review

• Weekly progress is noted

Gentlemen’s Club /Ladies’ Club

• Students are identified and are matched with a staff member willing to work with a group

• The students meet and discuss problems and solutions

• Relationship building is key to success

Homework Club

• Students who have difficulty completing homework have the opportunity to finish homework in school with a supportive staff member

• Specific times are identified and the students are expected to attend

Data Needs to be Your Friend

Without data, you are just another person with an opinion…..

Strategic Interventions

•Develop your strategies based on your data

•Plan what data you need to collect in order to evaluate the effectiveness of your intervention

Imagination, Commitment, and

Relationships are the Keys to

Success