Review of Key Practices of Behavioral RTI

1. Review of Key Practices of Behavioral RTI Clayton R. Cook, PhD, LP School Mental Health Assessment, Research, and Training (SMART) Center College of Education University of Washington, Seattle

2. Ingredients to Promoting Student Social, Emotional, and Academic Success

3. Ingredients to Promoting Student Social, Emotional, and Academic Success • Establish positive relationships so all students feel sense of trust, connection, and belonging to school • Create a positive and structured environment • Teach students skills to manage stress/emotions, have a sense of purpose in life, and get along well with others • Make sure all students receive the supports they need to be successful (needs-driven model)

4. Tier 3 Menu of Individual Supports for a FEW: • FBA-based Behavior Intervention Plan • Replacement Behavior Training • Cognitive Behavior Therapy • Home and Community Supports NEEDS-DRIVEN MODEL Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Intensity of Assessment and Supports • Tier 2 Menu of Default Supports for SOME: • Behavioral contracting • Self monitoring • School-home note • Mentor-based program • Class pass intervention • Positive peer reporting Selected (SOME At-risk Students) Small Group & Individual Strategies (10-25% of students) • Tier I Menu of Supports for ALL: • + relationships w/ ALL • School-wide PBIS • SEL curriculum • Progressive system of • responding to pb. beh. • 16 proactive classroom • management strategies Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-90% of students)

5. Positive Relationships are Necessary to be an Effective Educator • Strong teacher-student relationships is necessary condition to help students optimize their learning and behavior: • Greater motivation • Higher rates of student engagement • Increased cooperation and compliance • Lower rates of problem behavior

6. Strategically Establishing, Maintaining, and Restoring Positive Relationships with ALL Students:Relationships are a precondition to being effective with this population. Most work to establish and maintain relationships with all students.

7. Strategically and intentionallyESTABLISHING positive relationships with ALL students • Basics of building a relationship (trust, understanding, & connection): • Spending individual ‘child time’ • Child guided activity, open-ended question, validation/empathy, and reflective listening • Gather, review, and remember to reference important information about a student • Special occasions, pets, family members, hobbies, likes/dislikes • Positive greetings • Become an expert about what the kid culture (what it means to be a kid these days)

8. MAINTAINING the Relationship:Not Taken Students for Granted • The 5 to 1 ratio of positive to negative interactions with students (the “Magic Ratio”) • Paying attention to behavior to positively Positive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered in response to desirable behavior • Positive notes home • Second-hand compliments 5:1 Gets the job done!!!

9. RESTORING & Repairing the Relationship After Harm has Been Done • R3Reconnect, Repair, & Restore: • Schedule time to reconnect with the student • Communicate effectively to repair • Letting go of the previous interaction -‘do-over’(fresh start) • Ownership for the problem (admitting one’s own mistake) • Statement indicating care for the student • Forgive the student and/or ask for forgiveness • Work to restore the relationship with student

10. Steps to Implementing EMR Procedure • What specific practices will all staff engage in with each student to establish a relationship with each student • Individual ‘child time’ with each student • Gathering information to reference about students in the context • Sentence completion forms • Surveys completed by parents about interests, pets, family, • Home visitations • What specific practices will staff implement during the maintenance phase to sustain the quality of the relationship • 5 to 1 ratio of positive to negative interactions • Positive greetings at the door • Random, special activities with each student that occur periodically • What specific methods will staff use intentionally to reconnect, repair, and restore when harm has occurred to the relationship • Meet with the student privately • Engage in effective communication • Take ownership for the situation • Apologize • Discuss how you will let the previous incident go • Tell the student you care for them and know they can be successful

11. All Humans Thrive within Positive Environments—Climate Critical Attention to negative Reactive, punitive Rejecting students Unstructured Can’t you do better “You’re not doing it right!” “You better or else!” Compassionate Attention to positive Proactive, supportive Structured, organized Encouraging “You’re doing great!” “You’re a great kid!”

12. School-wide PBIS:Teaching, Modeling, Cueing and Reinforcing Common Behavioral Expectations to Create Positive School Culture & Climate

13. Spare the rod…spoil the child Don’t smile until Christmas! He doesn‘t respect me so I don’t have to show respect towards him It’s not my job to teach and manage his behavior

14. School-Wide PBS: Step 1: Establish Common Expectations • Establish 3 to 5 behavioral expectations (e.g., safe, respect, responsible) • Teachable • Positively stated (Dos not Don’ts) • Memorable

15. School-Wide PBS:Step 2: Create a Behavioral Expectation by Setting Matrix

16. School-Wide PBIS: Teach, model, cue, and reinforce behavioral expectations • Teaching expectations on a regular basis in all settings (small group, recess, lunch, etc.) • Model (i.e., show) examples and non-examples of behavioral expectations • Showing students what to do and what not to do • Practice and feedback (i.e., role play) • Create situations and allow students to practice the behavioral expectations

17. School-Wide PBS: Teach, model, cue, and reinforce behavioral expectations • Cue expectations by providing visual signals or nonverbal prompts • Everyone can benefit from a prompt or a cue now and then to remind them of the expected behavior • Helps bring the expectations to the forefront of the students mind during a particular activity

18. Class-Wide PBS: Teach, model, cue, and reinforce behavioral expectations • Reinforcement ofstudents when they exhibit behavioral expectations (catch students behaving good) • Praise & positive recognition • Earn rewards (stickers, pencils, toys) • Privileges (first in line, extra free time, class helper, preferred seat, etc.) • Obtain currency that can be exchanged for desirable experiences

19. Steps to Implementing PBIS • Identify 3 to 5 behavioral expectations (positively stated, teachable behaviors that fall under each behavioral expectation, and memorable by students) • For example, Safe, Respectful and Responsible • Develop a schedule for teaching and reviewing the behavioral expectation • Assembly to teach the expectations to all students, quarterly rotational teaching, and weekly/monthly classroom teaching of expectations • Creating an effective cueing system • Develop posters, identify signals that prompt students • Staff model the expected behaviors for the students • Pay close attention to students exhibiting the behavioral expectations and reinforce them for doing so • Specific contingent praise • Delivery of class-based currency • Integrate into the points and levels system • Points become the currency to reinforce the desired behavior

20. #5Proactive Classroom Management Strategies:A host of proactive strategies that teachers can implement to prevent the occurrence of problem behaviors and create a classroom environment that is conducive to learning

21. 16Proactive Classroom Management Strategies Relationship Strategies Procedural Strategies Strategically and intentionally establishing positive relationships with all students in the class 5 to 1 ratio of positive to negative interactions (Magic ratio) Smiling and being nice Positive greetings at the door to precorrect and establish a positive climate Communicating competently w/ students Organizing a productive classroom Providing numerous opportunities to respond Classroom rules/expectations and procedures are visible and known by every student Teach, model, and reinforce social-emotional skills Transitions are managed well Independent seatwork is managed and used when needed Teacher proximity and mobility Motivation system to reward desirable behavior Goal setting and performance feedback Visual schedule of classroom activities Effective cuing systems to release and regain attention

22. Steps to Implementing PCM • Identify approximately 5 to 7 school-wide non-negotiable • (1) Opportunities to respond, (2) positive greetings at the door, (3) cueing system to gain attention from students, (4) smiling/being nice, (5) 5 to 1 ratio of positive to negative, (6) motivation system to reward, and (7) organizing a productive classroom • Have teachers create a proactive classroom management plan that articulates how they will implement these strategies • Pair teachers together and have them perform observations on one another to look for the implementation of the PCM • Hold a feedback session once completed • PLC discussion regarding proactive versus reactive classroom management • Structured discussion exchanging ideas about how to implement evidence-based PCM strategies • Administrative walk-throughs to reinforce teachers who are doing well and coach teachers who need assistance

23. Progressive Method of Responding to Problem Behavior:Method of systematically responding to problem behavior that corrects behavior yet preserves relationship with the child

24. The Foundation: • Strong Positive Relationships • Proactive Classroom Management • Communicating effectively • Cultural Competence Progressive Response Proximity control Redirection strategy Ongoing Monitoring Prompt expected behavior Teaching interaction Reconnect, Repair, & Restore Relationship #1 warning of consequence with “Think Time’ #2 delivery in-class disciplinary consequence #3 request for officel support process

25. 7 STEP TEACHING INTERACTION • Empathy statement • “Seems like you’re bored out of your mind. I’d hate to feel that way. Here’s the deal…” • Label the inappropriate behavior • “Right now you are talking out loud and distracting other students.” • Describe the appropriate alternative behavior • “Instead of talking out loud, you should be working quietly on the assigned work.” • Provide a rationale for appropriate behavior • “When you work quietly on your work, you and the other students can get your work done, which will help you get a better grade.” • Check for understanding • “Do you understand what you are supposed to do.” • Deliver consequence • “Because you needed a few reminders to work quietly, you do not get to have lunch on your own.” • Deliver feedback or praise • “Since you accepted your consequence without arguing or getting upset, you only have to spend half of your lunch with the supervisor.”

26. Social Emotional Learning • Curriculum devoted to teach children and adolescents how to be engaged life-long learners who are self-aware, emotionally in control, caring and connected to others, and responsible in their decision-making • SEL skills taught include: • Recognize and manage emotions • Care about and respect others • Develop positive relationships • Make good decisions • Develop optimistic thinking • Future orientation

27. MENU of Evidence-based Supports Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) • Tier 2 Menu: • Behavioral contract • Self monitoring • School-home note • Mentor-based program • Class Pass Intervention • Small group social-emotional skiills Selected (At-risk Students) Small Group or Individual Strategies (10-25% of students) Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-90% of students)

28. AIM2Tier 2 Process from Beginning to End • Assess to select intervention & establish baseline • Implement intervention with fidelity • Monitor progress and fidelity • Meet to review and make a data-based decision

29. Assess to Select the InterventionStudent Intervention Matching Form

30. Assess to Establish BaselineSelecting the Progress Monitoring Tool • Existing data behavioral data (class removals, office referral, suspension, attendance record, etc.) • Direct behavior rating • Point sheet • Brief behavior rating scale

31. Implementation the InterventionActive Ingredients • Just like a good cooking recipe, Tier 2 interventions involve certain ingredients that must be present in order to achieve successful behavior change

32. Monitor Progress and Fidelity • Gather data on a weekly basis and input it into a data management system • Collect data for at-least 4 weeks and a minimum of 3 to 4 data points while the intervention was implemented • Prepare graph of the data for the next step to enable a data-based decision

33. Meet to Make a Data-based Decision

34. Thank You! Feel free to email me: Clayton R. Cook cook2142@uw.edu