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UPDATING YOUR BEHAVIOR MANAGEMENT TOOLKIT

UPDATING YOUR BEHAVIOR MANAGEMENT TOOLKIT. Stacy S. Whittaker, M. Ed. Erica Ferran Pupil Assistance Model (PAM) Instructional Coach University of New Orleans Session 29A 10:45 Session 29B 2:00. About Us. Stacy Whittaker, M. Ed. Erica Ferran. Before you begin….

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UPDATING YOUR BEHAVIOR MANAGEMENT TOOLKIT

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  1. UPDATING YOUR BEHAVIOR MANAGEMENT TOOLKIT Stacy S. Whittaker, M. Ed. Erica Ferran Pupil Assistance Model (PAM) Instructional Coach University of New Orleans Session 29A 10:45 Session 29B 2:00

  2. About Us • Stacy Whittaker, M. Ed. • Erica Ferran

  3. Before you begin… • How well does PBS work in your school? • How do you know? - # of incentives handed out? - SET score? - Low # of referrals? - Screening measures? UNO-PAM/RtI, Copyright, 2008

  4. Before you begin… • How many students are you targeting for Tier II and Tier III level interventions? • More than 10%-15% is too high! UNO-PAM/RtI, Copyright, 2008

  5. Behavioral Systems TIER 3 Intensive, Individual, Interventions Individual Students; Assessment-based; Intense, durable procedures REACTIVE 5% 15% TIER 2 Targeted Interventions Some students (at-risk) High efficiency, Rapid response 80% TIER 1 Universal Interventions All settings; all students; preventive; proactive PREVENTIVE UNO-PAM/RtI, Copyright, 2008

  6. Behavioral Systems Tier 1 80% All students/Preventive/Proactive Problem-Solving Committee (e.g., ABIT) Universal Screening Universal Interventions PBS, PBS Stations, SSBD UNO-PAM/RtI, Copyright, 2008

  7. Behavioral Systems PREVENTIVE TIER 1 TIER 2 Targeted Interventions Some students (at-risk) High efficiency Rapid response 15% TIER 3 Intensive, Individual Interventions Individual Students; Assessment-based; Intense, durable procedures 5% REACTIVE UNO-PAM/RtI, Copyright, 2008

  8. Data are Everywhere • PBS data • Universal Screening results (e.g., SSBD) • Office disciplinary referrals (ODRs) • Attendance / tardiness • Percentage of work completed • Grades • Frequency counts • Direct Observation UNO-PAM/RtI, Copyright, 2008

  9. Behavioral Interventions are successful ONLY if… • Implemented with Integrity/Fidelity • Monitored!!! • Implemented with Consistency • As important as teaching academic skills • NOT a quick fix! • Data are reviewed & graphed!!! UNO-PAM/RtI, Copyright, 2008

  10. REDUCING NON-COMPLIANCE AND AGGRESSIVE BEHAVIOR

  11. Reducing Non-Compliance and Aggression What is it? • Developed as a “targeted” intervention (Tier II) • The teacher models the appropriate behavior. • I do, we do, you do. • Student meets with the teacher at end of day to review his/her performance. • The teacher provides supportive feedback. • May or may not be tied to rewards, reinforcers, or consequences UNO-PAM/RtI, Copyright, 2008

  12. Preparation • Identify the specific behaviors • With the team and the student • Determine the goal the student must reach. • How many smiley faces (K-2) or points (3-6) • 65% is a good starting point • Determine if and what the incentive will be. • Will the student earn a reward for meeting his goal? • What will the reward be?

  13. Procedure • Morning Meeting: • Model the Behavior, role-play the behavior, have the student act it out. • Discuss daily goal. • Throughout the day: • Teacher provides supportive feedback at teachable moments. • End of the day: • Review the student’s performance. • Provide supportive feedback.

  14. PRECISION COMMAND

  15. Precision Command • What is it? • is a precise verbal statement made by staff to enhance student compliance. • What is compliance? • Student compliance is typically defined as following directions within 10 seconds.

  16. Preparation • Check the level of positive responses to students. (The ratio of positive comments to reprimands/negative comments should be about 4 to 1) • Preplan a set of positive and negative consequences. • Design a set of classroom rules. The first rule in the list should be, “Follow your instructor’s directions immediately.” • Explain the precision command process • to students before starting. http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Precision.pdf

  17. Procedure • Give a polite, effective command. • Do not use and invitation, question, or threat (student name), please do the even math problems on page 228. • Give command from a short distance (3 feet) • Look the student in the eye • Soft, firm voice • Non-emotional voice • Allow 3-5 seconds to comply • If the student complies, give praise.

  18. Procedure Continued • Give a second command using signal words. • Allow 3-5 seconds to comply. • Use a preplanned, unpleasant consequence. • Appropriate • Restate the second command. • Average student should comply 70%-80% of the time. A problematic student is compliant less than 50 % of the time.

  19. Check-In Check-Out (CICO)

  20. Check-In Check-Out (CICO) Purpose: • Increase prompts for appropriate behavior • Increase adult feedback • Enhance structure through school day • Improve feedback to families • Increase student accountability • Improve motivation (give students a “jump start”) • Increase / decrease specifically targeted behaviors UNO-PAM/RtI, Copyright, 2008

  21. Check-In Check-Out (CICO) What kinds of students? • Need structure, limits, boundaries • Need ongoing supervision • Unmotivated • Sad / anxious • ODRs • Absences / Tardiness • Can be a Tier 2 OR part of a Tier 3 intervention UNO-PAM/RtI, Copyright, 2008

  22. CICO-Preparation • 1. WHICH STUDENTS? • Review office discipline referrals (ODRs), SSBD data, behavior reports • Students with at least 1 out-of-school SUSPENSION (Mandate in one system) • “At-Risk” on SSBD • Other students with “red flags” UNO-PAM/RtI, Copyright, 2008

  23. Check-In Check-Out (CICO) Considerations: • Identification of salient rewards is necessary (These typically change over time.) • “Check-In” frequency will vary depending on student needs (1x/day v. 10x/day) • “Check-In” and “Check-Out” persons need to be consistent UNO-PAM/RtI, Copyright, 2008

  24. Check-in Check-out (CICO) • Morning “Check-In” • Discuss behavior /point goals • Point card given • Point card to each teacher • Beginning or end of period (school specific) • Teacher Feedback - End of period • End-of-Day “Check-Out” - review performance /problem solving - Was goal met? 5) Point card to Parent - send copy of card home with student - parent initials and card is returned following day

  25. About Our Team The Pupil Assistance Model (PAM) Team, as part of the University of New Orleans College of Education and Human Development, has been servicing school systems across Louisiana and the Nation for more than a decade. PAM is a combined Response to Intervention (RTI) and Positive Behavior Support (PBS) model incorporating Research/evidenced-based practices to allow schools to advance the achievement of all students.

  26. Please complete evaluations Stacy S. Whittaker, M. Ed. Erica Ferran University of New Orleans Session 29A 10:45 Session 29B 2:00

  27. References • Reavis, K., Jenson, W. R., Kukic, S. J., & Morgan, D. (1992). Reprimands and precision requests. Salt Lake City: Utah State Office of Education. • Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book. Longmont, CO: SoprisWest. • Van Houten, R., & Doley, D. M. (1983). Are social reprimands effective? In S. Axelrod & J. Apshe (Eds.), The effects of punishment on human behavior (pp. 45-70). New York: Academic Press.

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