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Arizona Response to Intervention: Behavior

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Arizona Response to Intervention: Behavior Training Module (Please View This Training Module Using the Notes View of PowerPoint) Arizona Department of Education – PowerPoint PPT presentation

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Title: Arizona Response to Intervention: Behavior


1
Arizona Response to InterventionBehavior
  • Training Module
  • (Please View This Training Module Using the
    Notes View of PowerPoint)
  • Arizona Department of Education

2
RTI for Behavior
3
2009 Youth Risk Behavior Survey
  •  12 of high school students never or rarely feel
    safe at school
  • 9 of high school student have been threatened or
    injured with a weapon at school in the last year
  • 16 of high school students have been in a fight
    on campus in the last year
  • 35 of high school students have been offered,
    sold or given drugs at school in the last year
  • 20 of high school students have attended school
    under the influence of alcohol or an illegal drug

4
(No Transcript)
5
What is AZ RTI ?
  • Improving student academic and behavior outcomes
    is about ensuring all students have access to the
    most effective and accurately implemented
    instructional and behavioral practices, and
    interventions possible.
  • AZ RTI for behavior provides an operational
    framework for achieving these outcomes.
  • NOT a curriculum, intervention, or practice
  • IS a decision making framework that guides
    selection, integration, and implementation of the
    best evidence-based academic and behavioral
    practices for improving important academic and
    behavior outcomes for all students.

6
Schools That Use AZ RTI
  • Are Less reactive, aversive and dangerous
  • Are More engaging, responsive, and productive.
  • Address classroom management.
  • Improve supports for students.
  • Maximize academic engagement and achievement.

7
Why PBIS?Why not whip them into shape?
  • Punishing problem behaviors (without a proactive
    support system) is associated with increases in
  • aggression,
  • vandalism,
  • truancy, and
  • dropping out.
  • (Mayer 1995, Skiba and Peterson 1999 and March
    Homer 2002.)

8
Why PBIS?Why not whip them into shape?
  • Typically, schools wait for a problem to occur
    then punish for it.
  • Reactive strategies rarely work.
  • Research shows that
  • Punishment alone will not lead to durable change
    in behavior. (Braaten, 1994)
  • Reactive strategies that rely primarily on
    punishment assume that individuals know what is
    expected, know how to do it, and are properly
    motivated.
  • Unfortunately, it often fails to teach the
    expected behavior. (Horner Sugai 1999)

9
Why PBIS?Why not whip them into shape?
  • Some forms of punishment may actually be
    rewarding, thus maintaining problem behaviors.
    (Gresham, 1991 March Horner, 2002)

10
Components of Arizonas RTI Plan of the Arizona
Plan
  • Three-tiered model
  • Data Screening
  • Data decision points for whole class and
    individual student interventions
  • Team process for helping children who fall below
    the decision points or established benchmarks

11
RTI Components Continued
  • Scientifically-based interventions with at-risk
    students
  • Supports for the general education teacher
  • System of checking the integrity (quality) of the
    intervention delivery
  • Parents involved at each tier.

12
What comprises AZ RTI?
  • PBIS is comprised of six basic elements
  • Setting and defining expectations routines
  • Teaching behavior routines in all settings
    using multiple tiers of instruction.
  • Actively monitoring behaviors
  • Acknowledging appropriate behavior
  • Reviewing data to make decisions
  • Correcting behavioral errors

13
Setting Expectations
  • Staff should define 3-5 positive student
    expectations for behavior in all of the school.
  • These will be the foundation for all behaviors.
  • Many schools have chosen Safe, Respectful and
    Responsible,
  • but any group of positive, behavior-defining
    words are acceptable.

14
Setting Expectations
  • Once the expectations are established, the group
    needs to prescribe what appropriate behavior
    looks like in light of these expectations.
  • i.e. what are the observable behaviors in the
    halls, cafeteria, playground?
  • Behaviors are expressed in positive terms.
  • Imperative that all staff be knowledgeable of the
    expectations

15
Setting Expectations
  • Lastly, the staff establishes the consequences
    for inappropriate behavior, including
  • what behaviors should be handled on the spot
  • which ones require an office referral.

16
REMEMBER
  • Students must be taught good behavior.
  • We can never have enough enforcement to make them
    be good.
  • Removing students, sending into the community
    (suspension/expulsion), creates a larger problem.

17
Staff Training
  • ALL staff are trained in the entire schools
    behavioral expectations.

18
Teaching Behaviors in All Settings
  • Time needs to be set aside to teach all students,
    all behaviors, in all areas.
  • The adults responsible for supervising an area
    should teach the rules for that area.
  • For example
  • classroom teachers teach classroom expectations
  • playground assistants teach playground
    expectations
  • lunchroom monitors teach appropriate lunchroom
    behaviors.

19
Teaching Behaviors in All Settings
  • Students may need to be reminded of the
    expectations throughout the year.
  • New students need orientation to the
    expectations.
  • Classroom discussions or student leadership
    groups may facilitate this ongoing education
    regarding the rules.

20
Actively Monitoring Behavior
  • The effective monitoring of behavior using
    language consistent with the expectations is
    essential with a PBIS approach.
  • Some elements of good behavior monitoring are
  • Adult moves about the supervised area having
    personal interaction with students
  • Adult does not ignore inappropriate behavior.
  • Adult uses the words the students have been
    taught, i.e., John, remember we swing straight
    because it is safe.
  • Adult informally acknowledges appropriate
    behavior and establishes a positive relationship
    with students.

21
Why Reward Positive Behaviors?
  • You get more of what you focus on.
  • Reinforcement works.

22
Acknowledging Appropriate Behavior
  • The staff establishes a school-wide and classroom
    process for positive recognition.
  • This can be any thing that has value to the
    students and will reinforce positive behaviors.

23
Reviewing Data
  • It is important to set up a means to track
    behavior data.
  • In Arizona, the Safe Schools Data Base
    facilitates record keeping. http//www.ade.state.a
    z.us/sa/health/AZSafe.asp
  • Requires someone in the school be assigned to
    input behavior data on a daily basis.

24
Reviewing Data
  • The behavior team (or total staff) should meet
    regularly to review this data.
  • Adjust school procedures to help establish
    appropriate behaviors.
  • When a problem area is found, this team should
  • formulate a theory about the cause
  • form a plan to address the issue.
  • New expectations will be established and taught
    to the staff and students

25
Activities at Tier 1
  • Universal social skills training
  • School behavior expectations instruction
  • Active supervision and monitoring
  • Positive reinforcement systems
  • Firm, Fair, Corrective Discipline
  • Effective Classroom Management
  • Improved Environmental Arrangements
  • Family Involvement

26
Activities at Tier 2
  • Mentoring programs
  • Alternatives to suspensions and expulsions
  • Community and service learning
  • Increased academic support
  • Increased and targeted social skills teaching
  • Increased monitoring and reinforcement systems
  • Self management techniques
  • Family involvement

27
Activities at Tier 3
  • Intensive academic support.
  • Multi-agency collaboration (wrap-around)services
  • Alternatives to suspensions and expulsions
  • Community and service learning
  • Intensive social skills teaching
  • Individual behavior management plans
  • Family involvement

28
Possible Tier 2 and Tier 3 Interventions
  • Student Behavior contract.
  • Student tracking sheet.
  • Teacher rating scale.
  • Student checks in or out with staff member.
  • Behavior instruction/counseling.
  • Group behavior training.
  • Daily/weekly progress report to parents.

29
Interventions
  • Functional Behavioral Assessment What is the
    purpose of the behavior?
  • Behavior Intervention Plan How do we intervene?
  • Modified daily schedule.
  • Removal to an alternate setting.

30
Appropriate student behavior needs to be taught
and practiced.
31
More Information
  • See the PBIS Technical Assistance Paper on the AZ
    RTI website.

32
Resources
  • AZ PBIS http//www.pbisaz.org/
  • OSEP Technical Assistance Center
    http//www.pbis.org/school/what_is_swpbs.aspx
  • Minnesota PBIS http//www.pbisaz.org/
  • Kansas PBS http//pbskansas.org/htdocs/external_l
    inks/default.html
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