Top Banner
Positive Behavior Support : The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University [email protected] www.web.pdx.edu/~cborg mei/
57

Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University [email protected] cborgmei

Dec 24, 2015

Download

Documents

Victor Waters
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Positive Behavior Support: The relationship between

student behavior & literacy

Chris Borgmeier, Ph.D.Portland State [email protected]/~cborgmei/

Page 2: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

http://www.alsig.org/images/trianglechart_

Page 3: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Relationship between Behavior & Academics

Page 4: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Students with severe problem behavior experienced large academic deficits as compared to typical peers.

In most areas these deficits remained stable over time, however, in the case of mathematics the deficits actually broaden over time.

Externalizing behaviors were more strongly related to academic performance deficits as compared to internalizing behaviors.

(Nelson, Benner, Lane, & Smith, 2004)

Page 5: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Differences in mean ODRs per year for students scoring above (n = 152) and below (n = 68) the DIBELS PSF benchmark, as assessed in spring of kindergarten

(McIntosh, Horner, et al., 2006)

Page 6: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Conditional Probability of Multiple Discipline Referrals in Grade 5

Kindergarten Predictor Variable

Value

Conditional Probability

ODR 0 20%

1+ 33%

Spring DIBELS PSF score

≥35 (benchmark)

18%

10-34 (targeted) 25%

<10 (intensive) 33%

Page 7: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Results indicated that both literacy and behavior variables significantly predicted the number of discipline referrals received in fifth grade.

In kindergarten, DIBELS PSF in spring of kindergarten significantly

predicted the presence of two or more ODRs 5 years later.

Page 8: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

For the students in this sample, an actual skill difference (PSF) played a stronger role in predicting future problem behavior than a school readiness (Letter Naming) difference.

Note that measure at the end of kindergarten was a more significant predictor than at the beginning of kindergarten.

Potentially suggesting that how a child has responded to kindergarten literacy instruction, is more predictive of later outcomes than reading skill at the beginning of kindergarten.

Page 9: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

At 5th grade Students with high levels of escape-maintained

problem behavior were likely to have significantly lower literacy skills (low DIBELS scores) than their peers

Students with high levels of peer-attention maintained problem behavior were likely to have literacy skills that matched their peers without problem behavior.

Page 10: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Relationship between Academics & Problem Behavior in Transition from MS to HS

McIntosh, Chard, et al., 2006

Page 11: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Number (and %) of Grade 9 students with challenges in academics, behavior or both

No Academic Challenges

(GPA > 1.0)

Academic Challenges

(GPA ≤ 1.0)

No Behavior Challenges

(0-1 ODRs)213 (65%) 59 (18%)

Behavior Challenges

(2+ ODRs)16 (5%) 38 (12%)

Page 12: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

High Schools

From the prevalence data, the percentage of students with challenges in

academics but not behavior (18%) was almost four times the percentage of students with challenges in behavior but not academics (5%).

In other words, students with behavior problems were more likely to have problems in both areas than students with academic problems.

Page 13: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Percent of 9th Grade ODRs x Score on 8th Grade OSA Reading Test8% 3% 1%

21%

71%

OSA - Did Not Meet OSA – Met OSA- Exceeded

Expectations Expectations Expectations

13%

84% 91%

8%

Page 14: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Differences in GPA in 9th grade based on ODRs received in 8th grade

0-1 ODRs (n=259) 2-5 ODRs (n=49) 6+ ODRs (n=23)

Page 15: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

How PBS impacts Academic Achievement

Page 16: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980).

Page 17: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

If acceptable instruction is in place, then improving the behavioral climate of the school will allow that instruction to be more effective.

Schools that deliver poor academic opportunities, create academic failure – increasing problem behavior related to task avoidance, ODRs & missed inst’l time

Page 18: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Simply providing a research-based curriculum may not provide all students access, particularly if the learning environment is chaotic and unsafe.

And implementing School-Wide PBS may not reduce problem behavior if students have such low skills that classroom instruction is aversive.

Academic and behavioral success may be symbiotic, as an effective behavior system allows effective academic instruction to take place.

Page 19: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Conditions of Full implementation of SW-PBS

a) Classroom management and curriculum variables would be adapted so academic tasks become less aversive

b) reduction in ODRs would mean more minutes spent in academic instruction

c) the minutes spent in academic instruction would be more effective

d) there would be less peer support for academic failure, and e) there would be an increase in the structured prompts,

contingent feedback and support for academic behavior.

We might hypothesize that with these conditions in place a school could affect the academic gains of students.

(Putnam, Horner & Algozzine, 2006)

Page 20: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Effective direct instruction in academic skills is critical to improving academic skills. Students will not learn academic skills without effective instruction and a good curriculum. They will not learn to read just being taught social skills.

Of course, these same students will not learn to read in a school or classroom that is behaviorally chaotic.

In order to have students receive an effective education we need effective behavior support interventions, an empirically validated curriculum as well as effective instruction.

Page 21: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Function-Based Support for Students with Reading Difficulties

Amanda Sanford

Jorge Preciado

Page 22: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Ineffective Instructional Design and Delivery

Frustration-level task presented

Punishment/ extinction of academic

responding

Incorrect academic

responding

Decreased academic

engagement

Failure to acquire literacy

skills

Page 23: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Ineffective Instructional Design and Delivery

Frustration-level task presented

Punishment/ extinction of academic

responding

Incorrect academic

responding

Decreased academic

engagement

Failure to acquire literacy

skills

Frustration-level task presented

More severe problem behavior

Escape or avoid academic

task

Decreased academic

engagement

Failure to acquire literacy

skills

Inability to Read

Page 24: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Ineffective Instructional Design and Delivery

Frustration-level task presented

Punishment/ extinction of academic

responding

Incorrect academic

responding

Decreased academic

engagement

Failure to acquire literacy

skills

Instruction-level task presented

Correct academic

responding

Reinforcement for academic responding

Increased academic

engagement

Successful acquisition of literacy skills

Effective Instructional Design and Delivery:

•Explicit Teaching

•Frequent Opportunities to Respond

•Appropriate Placement

Page 25: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Function-Based Literacy Instruction Is designed to

Avoid presentation of aversive tasks through providing students with pre-skills needed to be successful in tasks by using effective instruction

Maintain high levels of reinforcement for academic engagement by being at the students appropriate instruction level

Includes the following critical elements: Explicit instruction Frequent opportunities to respond Appropriate placement (95% correct in text)

Page 26: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Intervention – Sanford

Page 27: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/
Page 28: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/
Page 29: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Language Matched Instructional Priming (LMIP) Intervention - Preciado Teaching decoding skills (Reading Mastery

Program) Review/Preview of grade level story basal

reader (Story being read in class) Review 2-3 key vocabulary words in the story Review directions and help student complete the

next day’s reading independent task Teach student how to ask for a break from task Teach student how to ask for peer or adult

assistance to complete a reading task

Page 30: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

% Intervals with Problem Behavior and Peer Data

Page 31: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Implications for Teaching Prevention

Have prevention-oriented system for reading instruction that Matches instruction to student skills Is engaging and fast paced Is intensive enough to prevent reading difficulties

Intervention Screen students for reading problems to identify the possible

function of the problem behavior Include academic component to an intervention when

necessary Pre teaching Matching instruction to skill level of student

Page 32: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Research on implementation of SW PBS & Academic outcomes

Page 33: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Class-wide behavior support increased the time students receive academic instruction. Putnam, Handler and O’Leary-Zonarich (2003) Putnam, Handler, Rey and O’Leary-

Zonarich (2002)

Page 34: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Inner City Middle School

Findings after 3 years of implementing SW-PBS reductions in ODRs and suspensions increases in mathematics test scores from baseline to

year three. reading scores did not increase from baseline to year

1, but positive changes were documented from year one to year three.

(Larsen, Steele, and Sailor, 2006)

Page 35: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Improved Scores on Standardized tests following SW-PBS Urban Elementary School increased reading and

math scores on standardized tests(Putnam, Handler, & O’Leary-Zonarich, 2003)

Urban Middle School reading comprehension and mathematics percentile ranks on standardized tests improved from the first (pre-intervention) to the second (intervention) test dates, increasing 18 and 25 percentage points respectively

(Luiselli, Putnam, Handler, and Feinberg, 2005)

Page 36: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Illinois

Schools Achieving 80/80 on the SET -- 62% of 3rd grade students met the Illinois State Achievement Test Reading Standard (n=52)

School Not achieving 80/80 on the SET -- 47% of 3rd grade students met the Illinois State Achievement Reading Test Standard (n=69)

(Horner, Sugai, Eber, & Lewandowski, 2004)

Page 37: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Level of Improvement PBS v. Non-PBS schools in 1 District

Page 38: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Bethel Grade 3 Reading & ODR's

0

10

20

30

40

50

60

70

80

90

100

2000-01 2001-02 2002-03 2003-04

Years

% of Students Meeting Standards

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Behavior Referrals per 100 students

Reading

ODR/100

Page 39: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Grade 5 Reading and ODR's

0

10

20

30

40

50

60

70

80

90

100

2000-01 2001-02 2002-03 2003-04

Years

% of Students Meeting Standards

0

10

20

30

40

50

60

70

80

90

100

ODR's per 100 students

Reading

ODR/100

Page 40: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Grade 8 Reading & Mid School ODRs

0

10

20

30

40

50

60

70

80

90

100

2000-01 2001-02 2002-03 2003-04

Years

% of Students Meeting Standards

0

50

100

150

200

250

Behavior Referrals per 100 students

Reading

ODR/100

Page 41: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Bethel 10th Grade Reading & High School ODR's

0

10

20

30

40

50

60

70

80

90

100

2001-02 2002-03 2003-04

Years

% of Students Meeting Standard

0

10

20

30

40

50

60

70

80

90

100

Behavior Referrals per 100 students

Reading

ODR/100

Page 42: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Westview HS

Intervening to Improve Disproportionality

Page 43: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/
Page 44: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/
Page 45: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

McIntosh, Chard, Boland & Horner

District implementing both SW-PBS & SW Reading model

Page 46: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/
Page 47: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/
Page 48: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Three-tiered Intervention Model

Reading & Behavior

School-wide approaches

Page 49: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

School-wide Approach“Working Smarter”

3-Tier Intervention model Different students have different needs

How can schools work more effectively and efficiently to maximize resources?

Making the whole better than the sum of it’s parts

Page 50: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

What is RtI?EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

Page 51: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Page 52: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Page 53: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Academic Systems Behavioral Systems

1-5%

5-10%

80-90%

Designing School-Wide Systems for Student Success – Primary Prevention

Primary Prevention:School/Classroom-Wide Systems for

All Students, proactive, preventive

Universal Screening/ Early ID of Students At-Risk

Research Based Curriculum & Intervention for ALL

Using Data to Match Student to Appropriate Level of Support

Effective Teaming

Page 54: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Academic Systems Behavioral Systems

1-5%

5-10%

Designing School-Wide Systems for Student Success – Secondary Prevention

Research-Based Intervention Options (Group Based)

Assessment-Based Intervention Selection

Continuous Progress Monitoring of At-Risk Student

Effective Teaming Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Data-Based Decision Making

Ongoing ID of Student & Rapid Response

Page 55: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Academic Systems Behavioral Systems

1-5%

5-10%

80-90%

Designing School-Wide Systems for Student Success – Tertiary Systems

Research-Based Intervention (Individualized)

Focused Individualized Assessment

Continuous Progress Monitoring of Intensive Student

Effective Teaming & Resources for Individualized Intervention

Assessment-Based, Data-Based Intervention Selection

Tertiary Prevention:Intensive, Individualized,

Assessment-Based Intervention

Page 56: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

Academic-Behavior Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Page 57: Positive Behavior Support: The relationship between student behavior & literacy Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu cborgmei/

References Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide

positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146-154.

McIntosh, K., Flannery, K.B., Sugai, G, Braun, D., & Cochrane, K.L. (in press). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions.

McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to School-Wide Positive Behavior Support: A longitudinal analysis. School Psychology Review, 35, 275-291.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (in press). Reading skills and function of problem behavior in typical school settings. Journal of Special Education.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Putnam, Horner & Algozzine (2006). Academic Achievement and the Implementation of School-wide Positive Behavior Support, Positive Behavioral Interventions and Supports Newsletter, 3.