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Workshop Agenda

RTI Strategies for Working With Emotionally Unpredictable and Defiant Kids Jim Wright www.interventioncentral.org. RTI & Behavior: Introduction. Managing the Classroom to Develop Positive Student Behaviors. Intervention Ideas for Individual Challenging Behaviors.

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Workshop Agenda

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  1. RTI Strategies for Working With Emotionally Unpredictable and Defiant Kids Jim Wrightwww.interventioncentral.org

  2. RTI & Behavior: Introduction Managing the Classroom to Develop Positive Student Behaviors Intervention Ideas for Individual Challenging Behaviors Defining Student Behavior Problems & Linking Them to Effective Interventions Managing Student Problem Behaviors ‘Defensively’ Internet Resources to Help Teachers With Classroom Management Workshop Agenda

  3. Access the introductory PPT from this workshop at:http://www.jimwrightonline.com/lake_county_ROE.php

  4. Team Activity: Select a Behaviorally Challenging Student… : • At your table: • Discuss students in your classrooms or school who present challenging behaviors. • Of the students discussed, select one student that your team will use in an exercise of defining student problem behaviors. (TIP: For this exercise, try to select a student with emerging difficulties rather than one with extreme and longstanding problem behaviors.) • Write a brief statement defining that student’s problem behavior(s).

  5. ‘Big Ideas’ in Student Behavior Management

  6. Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Causes (Kratochwill, Elliott, & Carrington Rotto, 1990) • Behavior is not random but follows purposeful patterns.Students who present with the same apparent ‘surface’ behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur.A student’s problem behaviors must be carefully identified and analyzed to determine the drivers that support them. Source: Kratochwill, T. R., Elliott, S. N., & Carrington Rotto, P. (1990). Best practices in behavioral consultation. In A. Thomas and J. Grimes (Eds.). Best practices in school psychology-II (pp. 147=169). Silver Spring, MD: National Association of School Psychologists..

  7. Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include… • Power/Control • Protection/Escape/Avoidance • Attention • Acceptance/Affiliation • Expression of Self • Gratification • Justice/Revenge Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.

  8. From the Trenches…Office Disciplinary Referral “ Disrespect toward teachers. Yelled at me while I was helping him with his assignment. Told him to cool down and sit in the center and he started up again. Finally, I asked him to leave. Have called home twice and spoke to grandmother about tardiness, attendance, and behavior. ”

  9. From the Trenches…Office Disciplinary Referral “ L. was sleeping in class. I told him twice to wake up and read along with class. He did so, albeit reluctantly. The third time he fell asleep I buzzed the office to tell them he was coming down, with a referral to follow. He cursed and threw his book in the ‘book box’. ”

  10. From the Trenches…Office Disciplinary Referral “ For some reason, R. wants to keep challenging me. Today he was being persistent that he wanted to sit on a table not in his chair. This was after I asked him to stop talking 4-5 times, that’s all. I sent him to the office again, second time. ”

  11. Inference: Moving Beyond the Margins of the ‘Known’ “An inference is a tentative conclusion without direct or conclusive support from available data. All hypotheses are, by definition, inferences. It is critical that problem analysts make distinctions between what is known and what is inferred or hypothesized….Low-level inferences should be exhausted prior to the use of high-level inferences.” p. 161 Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176).

  12. High-Inference Hypothesis. The student is ‘just lazy’ and would do better if he would only apply himself. Unknown Known Unknown Low-Inference Hypothesis. The student has gaps in academic skills that require (a) mapping out those skill gaps, and (b) providing the student with remedial instruction as needed. Known Examples of High vs. Low Inference Hypotheses An 11th-grade student does poorly on tests and quizzes in math. Homework is often incomplete. He frequently shows up late for class and does not readily participate in group discussions.

  13. Big Ideas: Behavior is a Continuous ‘Stream’ (Schoenfeld & Farmer, 1970) • Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘behavior stream’). • When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors. • Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to effectively ‘capture’ the student’s ‘behavior stream’. Source: Schoenfeld, W. N., & Farmer, J. (1970). Reinforcement schedules and the ‘‘behavior stream.’’ In W. N. Schoenfeld (Ed.), The theory of reinforcement schedules (pp. 215–245). New York: Appleton-Century-Crofts.

  14. Big Ideas: Academic Delays Can Be a Potent Cause of Behavior Problems (Witt, Daly, & Noell, 2000) Student academic problems cause many school behavior problems. “Whether [a student’s] problem is a behavior problem or an academic one, we recommend starting with a functional academic assessment, since often behavior problems occur when students cannot or will not do required academic work.” Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West, p. 13

  15. Motivation: The Construct

  16. Definitions of ‘Motivation’ Source: Motivation. (2007). Wikipedia. Retrieved March 13, 2007, from http://en.wikipedia.org/wiki/Motivation “…motivation refers to the initiation, direction, intensity and persistence of behavior.” “Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior.” Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997.

  17. ……………… ……………… 10 0 X X ...………… ...………… 0 10 ……………… 10 0 0 X ...………… 10 100 Unmotivated Students: What Works Motivation can be thought of as having two dimensions: • the student’s expectation of success on the task The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero, then the ‘motivation’ product will also be zero. Multiplied by • the value that the student places on achieving success on that learning task Source:Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.

  18. Academic Motivation: ‘Domain-Specific’ “Research on achievement motivation has documented the role of self-competence beliefs as mediators of actual achievement in various domains…According to numerous theories (e.g., attribution theory, self-efficacy theory, self-worth theory), children perform better and are more motivated to select increasingly challenging tasks when they believe that they have the ability to accomplish a particular task….Most current research and theory focuses on the links between domain-specific self-competence beliefs and domain-specific motivation and performance.” p. 509 Source: Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.

  19. Intrinsic vs. Extrinsic Motivation “An intrinsically motivated behavior [is defined as] one for which there exists no recognizable reward except the activity itself (e.g., reading). That is, behavior that cannot be attributed to external controls is usually attributed to intrinsic motivation.” “…an extrinsically motivated behavior refers to behavior controlled by stimuli external to the task.” p. 345 Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

  20. Intrinsic Motivation: Is There Any Utility to This Construct? By definition, intrinsic motivation is supported by the reinforcing quality of the activity alone. As a construct, ‘intrinsic motivation’ may be untestable, because the reinforcer cannot be directly observed or experimentally manipulated. Source: Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

  21. Motivation in Action: ‘Flow’

  22. Definition of the ‘Flow’ State “Being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost.” --Mihaly Csikszentmihalyi Source: Geirland, J. (Septermber, 1996). Go with the flow. Wired Magazine. Retrieved March 19, 2007, from http://www.wired.com/wired/archive/4.09/czik_pr.html

  23. Qualities of Activities that May Elicit a ‘Flow’ State • The activity is challenging and requires skill to complete • Goals are clear • Feedback is immediate • There is a ‘merging of action and awareness’. ‘All the attention is concentrated on the relevant stimuli’ so that individuals are no longer aware of themselves as ‘separate from the actions they are performing’ • The sense of time’s passing is altered: Time may seem slowed or pass very quickly • ‘Flow’ is not static. As one acquires mastery over an activity, he or she must move to more challenging experiences to continue to achieve ‘flow’ Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row

  24. Student A: Low Skills, Low Challenge • Student C: Low Skills, High Challenge • Student D: High Skills, High Challenge • Student B: High Skills, Low Challenge (High) Anxiety D Flow Channel A Boredom C B (Low) (Low) (High) Flow Channel Challenges Skills Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row

  25. Student Motivation: Two Steps to Reframing the Issue and Empowering Schools Step 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in active accurate academic responding” (Skinner, Pappas, & Davis, 2005). Step 2: Build staff support for this mission statement: “When a student appears unmotivated, it is the school’s job to figure out why the student is unmotivated and to find a way to get that student motivated.” Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.

  26. ABC: The Core of Behavior Management “....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, behavior, and consequence.” “… subsequent to some type of environmental event (i.e., an antecedent) …” “…which then may be maintained if it is followed by an event that is pleasurable or reinforcing (i.e., consequence).” “That is, most behavior is believed to occur…” A C B Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.

  27. ABC: Events as Antecedents ‘Discriminative Stimulus’: An antecedent can become associated with certain desired outcomes and thus ‘trigger’ problem behaviors. The student stares at the paper for a moment—then tears it up. If the consequence associated with the behavior is reinforcing for the student, then the antecedent or trigger can serve to signal (discriminate) that reinforcement is coming. Example: A student is given a math computation worksheet to complete. The student is sent to the office-allowing escape from the task. A C B Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.

  28. Antecedent Strategies to Manage Behavior: Proactive Changes to the Environment “Antecedent interventions typically involve some type of environmental rearrangement. ” Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.

  29. Advantages of Antecedent Strategies vs. ‘Reactive Approaches’ • Can prevent behavior problems from occurring • Are typically ‘quick acting’ • Can result in an instructional environment that better promotes student learning Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

  30. Group Activity: Big Ideas in Behavior Management Big Ideas in Behavior Management Student behaviors are not random; they have an underlying purpose Schools should explore‘ low inference’ explanations for student behavior problems before ‘high inference’ Academic problems often cause behavior problems Motivation is an interaction between the student and his or her instructional environment It is better to prevent the triggers to problem behaviors than being reactive. At your tables: • Review the big ideas in behavior management presented in this workshop. • Select the top 1-2 big ideas that you feel are most important for your teachers to understand and keep in mind.

  31. ‘Teacher’s Voice’: Behavior Management Strategies

  32. The ‘Alpha’ Command: Structuring Verbal Teacher Directives to Maximize Their Impact p. 39(Walker & Walker, 1991)

  33. The Importance of Teacher Commands • Teacher commands are a necessary classroom management tool, required to start and stop student behaviors. • However, teacher commands can lose their force if overused. • In one observational study in an elementary school, for example, researchers found that teachers in that school varied in their use of verbal commands, with rates ranging from 60 per day to 600 per day.

  34. Ineffective (‘Beta’) Teacher Commands Are Often: • Presented as questions or “Let’s” statements • Stated in vague terms • Have overly long justifications or explanations tacked on

  35. Effective (‘Alpha’) Teacher Commands: • Are brief • Are delivered one task or objective at a time • Are given in a matter-of-fact, businesslike tone • Are stated as directives rather than as questions • Avoid long explanations or justifications (and puts them at the BEGINNING of the directive if needed) • Give the student a reasonable amount of time to comply

  36. Ideas to Reduce Teacher Use of Commands • Be reflective; analyze when commands are being overused and why: find other solutions • Train students in common routines (e.g., getting help when stuck on independent seatwork) • Use classroom “memory aids” (e.g., posting of steps of multi-step assignment, daily schedule, etc.) • Give periodic rules review • Use routine prompt signals (e.g., music or chimes to signal transitions)

  37. “Thaddeus, I know that you finished the quiz early, but it is important that you not distract the other students while they are trying to work. You wouldn’t want them to do poorly on the quiz, would you?” • Effective ‘Alpha’ Teacher Commands … • Are brief • Are delivered one task or objective at a time • Are given in a matter-of-fact, businesslike tone • Are stated as directives rather than as questions • Avoid long explanations or justifications • Give the student a short but reasonable amount of time to comply

  38. Reducing Problem Behaviors Through Good AcademicManagement: 10 Strategies p. 34Jim Wrightwww.interventioncentral.org

  39. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies • Be sure that assigned work is not too easy and not too difficult • Offer frequent opportunities for choice • Select high-interest or functional learning activities • Instruct students at a brisk pace • Structure lessons to require active student involvement • Incorporate cooperative-learning opportunities into instruction • Give frequent teacher feedback and encouragement • Provide correct models during independent work • Be consistent in managing the academic setting • Target interventions to coincide closely with ‘point of performance’

  40. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies • Be sure that assigned work is not too easy and not too difficult. It is surprising how often classroom behavior problems occur simply because students find the assigned work too difficult or too easy (Gettinger & Seibert, 2002). As a significant mismatch between the assignment and the student’s abilities can trigger misbehavior, teachers should inventory each student’s academic skills and adjust assignments as needed to ensure that the student is appropriately challenged but not overwhelmed by the work. 1

  41. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Offer frequent opportunities for choice. Teachers who allow students a degree of choice in structuring their learning activities typically have fewer behavior problems in their classrooms than teachers who do not. (Kern et al., 2002). One efficient way to promote choice in the classroom is for the teacher to create a master menu of options that students can select from in various learning situations. For example, during independent assignment, students might be allowed to (1) choose from at least 2 assignment options, (2) sit where they want in the classroom, and (3) select a peer-buddy to check their work. Student choice then becomes integrated seamlessly into the classroom routine. 2

  42. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Select high-interest or functional learning activities. Kids are more motivated to learn when their instructional activities are linked to a topic of high interest (Kern et al., 2002). A teacher who discovers that her math group of 7th-graders loves NASCAR racing, for example, may be able to create engaging math problems based on car-racing statistics. Students may also be energized to participate in academic activities if they believe that these activities will give them functional skills that they value (Miller et al., 2003). 3

  43. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Instruct students at a brisk pace. A myth of remedial education is that special-needs students must be taught at a slower, less demanding pace than their general-education peers (Heward, 2003). In fact, a slow pace of instruction can actually cause significant behavior problems, because students become bored and distracted. Teacher-led instruction should be delivered at a sufficiently brisk pace to hold student attention. An important additional benefit of a brisk instructional pace is that students cover more academic material more quickly, accelerating their learning (Heward, 2003). 4

  44. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Structure lessons to require active student involvement. When teachers require that students participate in lessons rather than sit as passive listeners, they increase the odds that students will become caught up in the flow of the activity and not drift off into misbehavior (Heward, 2003). Students can be encouraged to be active learning participants in many ways. For example, a teacher might: • call out questions and has the class give the answer in unison (‘choral responding’) • pose a question • give the class ‘think time’, and then draw a name from a hat to select a student to give the answer; or • direct students working independently on a practice problem to ‘think aloud’ as they work through the steps of the problem. Students who have lots of opportunities to actively respond and receive teacher feedback also demonstrate substantial learning gains (Heward, 1994). 5

  45. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Incorporate cooperative-learning opportunities into instruction. Traditional teacher lecture is frequently associated with high rates of student misbehavior. There is evidence, though, that when students are given well-structured assignments and placed into work-pairs or cooperative learning groups, behavior problems typically diminish (Beyda et al., 2002). Even positive teacher practices can be more effective when used in cooperative-learning settings. If students are working in pairs or small groups, teacher feedback given to one group or individual does not interrupt learning for the other groups. 6

  46. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Give frequent teacher feedback and encouragement. Praise and other positive interactions between teacher and student serve an important instructional function, because these exchanges regularly remind the student of the classroom behavioral and academic expectations and give the student clear evidence that he or she is capable of achieving those expectations (Mayer, 2000). 7

  47. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Provide correct models during independent work. In virtually every classroom, students are expected to work independently on assignments. Independent seatwork can be a prime trigger, though, for serious student misbehavior (DuPaul & Stoner, 2002). One modest instructional adjustment that can significantly reduce problem behaviors is to supply students with several correctly completed models (work examples) to use as a reference (Miller et al., 2003). A math instructor teaching quadratic equations, for example, might provide 4 models in which all steps in solving the equation are solved. 8

  48. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Be consistent in managing the academic setting. Teachers can hold down the level of problem behaviors by teaching clear expectations (classroom routines) for academic behaviors and then consistently following through in enforcing those expectations (Sprick et al., 2002). Classrooms run more smoothly when students are first taught routines for common learning activities--such as participating in class discussion, turning in homework, and handing out work materials—and then the teacher consistently enforces those same routines by praising students who follow them, reviewing those routines periodically, and reteaching them as needed. Having similar behavioral expectations across classrooms can also help students to show positive behaviors. 9

  49. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies Target interventions to coincide closely with ‘point of performance’. Skilled teachers employ many strategies to shape or manage challenging student behaviors. It is generally a good idea for teachers who work with a challenging students to target their behavioral and academic intervention strategies to coincide as closely as possible with that student’s ‘point of performance’ (the time that the student engages in the behavior that the teacher is attempting to influence) (DuPaul & Stoner, 2002). For example, a student reward will have a greater impact if it is given near the time in which it was earned than if it is awarded after a one-week delay. 10

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