Behavioral Pyramid of Interventions “A Strategy for Every Child”. Presented By: Terry Flanders. Special Services. Intensive. Strategic. Core. Pyramid of Intervention. Why are we discussing Pyramids of Interventions?.
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“A Strategy for Every Child”
Presented By: Terry Flanders
Pyramid of Intervention
Multi-tiered systems of intervention are consistent with federal legislation (Individuals with disabilities education actions IDEA 2004) and No Child Left Behind (NCLB 2001) and evidenced based research.
Challenging behavior is evident in even the youngest children served by IDEA (10 to 40%)
Approximately 48% of children with problem behaviors in kindergarten have been placed in special education by 4th grade.
Because young people between the ages of 5 and 21 spend approximately 10 of the 12 months of the year in school with both good and bad behavior being reinforced in school, do we need a more compelling reason to seriously address behavioral issues?
A Pyramid of Intervention is a framework through which school districts provide integrated academic and behavioral supports within a multi-tiered model.
Before we go on to address teaching styles and various strategies, lets take a minute to reflect…
Absolutely the most important component of establishing and maintaining class discipline is to create positive, meaningful relationships with every student.
Assertive, Non Assertive, Hostile
Teachers that averaged over 80% compliance used Alpha Commands AND had at least 3 positives for every negative (ratio of 3:1 positives to negative) had an average of 93% compliance (range 88% to 100%)
This does not cost anything and involves no additional time (no loss of instructional time).
studies were not successful because of just a more extensive menu of interventions. They were ultimately successful because someone cared.
Tier I 80-90% of students
Tier I interventions are universal, school wide, preventive and/or proactive.
The very first Tier I strategy is to establish a class-wide discipline plan which includes rules, supportive feedback and a hierarchy of consequences. Teach the plan.
1st offense= name written down
2nd offense= move to another seat (10 minutes)
4th offense= lunch detention and call parents
5th offense= severe clause-sent student to the office
Catch them being appropriate and provide specific reinforcement
Insert baseline data
Do stand at the door and greet the students as they enter. Provide constant supervision.
5 to 7% of students
Tier II interventions are easy to administer to small groups of students are typically short term, require limited time and staff involvement.
For students with marked difficulties and who have notresponded to Tier I or Tier II efforts.
Tier III interventions are generally long term in nature and require the most sophisticated levels of behavioral assessment, interventions and progress monitoring. They are typically committee driven.
Behavior contract that may include participation of SRO or probation officer and parent
Regardless if a student is deprived, depraved, dejected or decrepit he can behave in your classroom.
“ I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”
Alicia Gail Bryant
Anger is a normal human emotion. Everyone experiences anger at some time for various reasons.
Anger is part of any human relationship, even (or maybe especially) student/teacher relationships.
Anger is cumulative and transferable.
…in other words, anyone can be angry! However, some students are angrier than others.
This kind of anger can be caused by repeated abuse, either emotional or physical, often by peers. School shooters exhibit implosive anger.
Hopefully, we can stop a crisis situation before it gets to the peak phase…
As momentum increases, students may begin arguing and pushing back verbally. They will stop working and become non-compliant and defiant.
They will begin to provoke other students and adults as their anger escalates. Some kids will cry, others will also walk out to escape the situation altogether. They may threaten, intimidate, or verbally abuse others.
They may go back to the task they previously abandoned, or respond well to new directions. They generally avoid any discussion of the situation that doesn’t involve blaming others.
Since each student is different, no two students experience the phases of escalation in the same way or in the same time frame.
However, the adults working with students prone to outbursts of anger must work to identify the stages in individual students, and stop the process at the earliest possible stage.
Interventions at each of the stages of escalation are possible. The following strategies can often stop or prevent the escalation process:
Changes in the American family structure and dynamics
Increasing poverty in the U.S.
Increase in instances of child abuse and neglect
Increase in exposure to violence (media, etc.)
When anger works in concert with violence and fear, rage results. Fear is often the basis for anger…
In the middle class, verbal responses are often used, and can even be an effective way to deal with situations.
When kids are affected by poverty, effective verbal responses are often not known or respected. A physical response may be all that many kids feel they have access to, or all that is understood.
Make sure your classroom is highly structured. Kids who are angry, especially those who experience implosive anger, do not deal well with inconsistency.
Build positive relationships with students. Make sure the environment is safe, comfortable socially, and learning takes place.
Validate anger. Acknowledgement is important if anger is not to be buried.
Have a plan in place for dealing with out of control situations. What kinds of things will you do and say? Plan your responses and actions.
Model and teach positive responses to anger.
Straughn, L. (2002, July 10). Understanding and working with angry students: You must first seek to understand if you are to be understood.
Educating Kentucky’s At-Risk Kids: Best Practices for Alternative and Non-Traditional Settings. Conference at Eastern Kentucky University, Richmond, KY.
Whitaker, J. (2002, July 10). Positive behavioral support systems/Universal Tier Model. Educating Kentucky’s At-Risk Kids: Best Practices for Alternative and Non-Traditional Settings. Conference at Eastern Kentucky University, Richmond, KY.