simple, low-intensity strategies to increase engagement ......• ages 2-17 • teacher, parent,...
TRANSCRIPT
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 1
Simple, Low-Intensity Strategies to Increase Engagement and
Minimize DisruptionDavid James Royer, PhD, BCBA, University of Hawai‘i at Mānoa
Kathleen Lynne Lane, PhD, BCBA-D, CF-L1, University of KansasWendy Peia Oakes, PhD, Arizona State University
David Royer, Oʻahu
Please click the 3 dots at the top right of your video and rename yourself with your first & last name, island.
(or state)
Mahalo
IdentifyingandSupportingK-12StudentsWithintheContextofThree-TieredModelsofPreventiontoMeetStudents’MultipleNeeds
ci3t.org/pl
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 2
Agenda• Comprehensive, integrated, three-tiered models of prevention• Effective instruction• Low-intensity strategies• Next steps• Wrap up
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 3
Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula
Goal: Reduce HarmSpecialized individual systems
for students with high risk
Goal: Reverse HarmSpecialized group systems for students at risk
Goal: Prevent HarmSchool/classroom-wide systems for all students, staff, & settings
(Lane, Kalberg, & Menzies, 2009)Comprehensive, Integrated, Three-Tiered Model of Prevention
Comprehensive, Integrated,Three-Tiered (Ci3T)Models of Support
Assess, Design, Implement, andEvaluate
Basic Classroom ManagementEffective Instruction
Low-Intensity Strategies
Behavior Contracts Self-Monitoring
- -Functional Assessment-Based
Interventions
Schoolwide PositiveBehavior Support
Low-Intensity Strategies
Higher-Intensity Strategies
AssessmentAdapted from Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 4
Behavior Screening ToolsAn overview
Considerations
Psychometrically Sound
Socially Valid
If social validity is lacking, even psychometrically strong tools are likely to remain unused by educators.
Middle SchoolBehavior & Academic Characteristics of SRSS Risk GroupsVariable Risk
Low(n = 422)M (SD)
Moderate(n = 51)M (SD)
High(n = 12)M (SD)
Significance Testing
ODR1.50
(2.85)5.02
(5.32)8.42
(7.01) L
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 5
R10 Behavior Screening Tools At-a-Glance Reference Description Cost and Retrieval Information Behavior Assessment System For Children 3rd Edition: Behavioral & Emotional Screening System (BASC-3: BESS; Kamphaus & Reynolds, 2015)
• Measures behavioral and emotionalfunctioning that might negatively impact academics/social relationships
• PK-12 • 30-45 min per class • Teacher, parent, student forms • Paper or online • BASC-2 rating scales available • Intervention materials available
• About $320 for comprehensive kit (manuals; 10 web-based administration, scoring, reporting, and monitoring uses)
• About $200 for child/adolescent kit (manualand 25 teacher, parent, and student record forms) with one-year subscription to online scoring
• About $70 for a single manual • About $1.25 for individual web-based
screener reports Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; Kilgus, Chafouleas, & Riley-Tillman, 2013)
• Differentiates between students with few behavioral concerns and those with moderate/high rates
• K-12 • 1-3 min per student • 1 sheet per student
• http://ebi.missouri.edu/?p=1116 and http:www.fastbridge.org/assessments/behavior-2/
• Can be set up in a class spreadsheet with automatic reverse scoring
• $2 per student per year
Social Skills Improvement System - Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2008a)
• Assesses students in the domains of prosocial behaviors, motivation to learn, reading skills, and math skills
• PK-12 • 20 min per class • SSiS rating scales available • Intervention materials available
• About $50 per pack of 10 elementary orsecondary screeners
• About $20 per pack of 4 preschool screeners • www.pearsonclinical.com/education
Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001)
• Assess students on five domains: emotional symptoms, conduct problems, hyperactivity/ inattention, peer relationship problems, prosocial behavior
• Ages 2-17 • Teacher, parent, student paper forms
• Free-access paper versions, online scoring of paper forms, and online completion and scoring at www.sdqinfo.com
Student Risk Screening Scale (SRSS; Drummond, 1994)
• Identifies students with antisocial behavior patterns
• K-12 • 10-15 min per class • 1 sheet per class
• Free-access: miblsi.cenmi.org • Can be created in a spreadsheet with
automatic scoring
Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE; Lane, Oakes, Swogger et al., 2015)
• Extension of SRSS with additional internalizing items
• K-12 • 15-20 min per class • 1 sheet per class
• Free-access: www.ci3t.org • Can be created in a spreadsheet with
automatic scoring for externalizing and internalizing domains
Systematic Screening for Behavior Disorders - 2nd ed. (SSBD; Walker, Severson, & Feil, 2014)
• Used to identify students at risk for externalizing and internalizing problems
• PK-9 • 40 min per class, plus optional
observation time
• About $225 for the SSBD portfolio (administrator guide, technical manual, 10 screening packets grades 1-9, 2 screening packets grades PK-K)
• About $10 per additional classroom screening packet
• About $30 per 100 students for online use • www.pacificnwpublish.com
Note. PK = prekindergarten; K = kindergarten
ci3t.org/buildingBehavior
Screening Tools
At-a-Glance
Using Screening Data… implications for primary prevention efforts… implications for teachers… implications for student-based interventions
Social Skills Improvement System –Performance Screening GuideSpring 2012 – Total School
0%
20 %
40 %
60 %
80 %
10 0%
Readin g Skills Mat h Skills Prosocial Beha vio r Mot iva tion to L earn
43.35% 47.96%56.12% 55.42%
45.60%47.55%
36.73% 38.24%
11.04% 4.49% 7.14% 6.34%
Per
cent
of S
tude
nts
Subscales
Significant DifficultiesMod erate DifficultiesAdequa te pr ogress
N = 54
N = 223
N = 212
n = 489 n = 490 n = 490 n = 489
N = 22
N = 233
N = 235
N = 35
N = 180
N = 275
N = 31
N = 187
N = 271
Lane, K. L., Oakes, W. P., & Magill, L. (2013). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model?
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 6
Student Risk Screening ScaleFall 2004-2012 • Middle School
77.00 86.00 86.50 89.79 93.08 90.55 92.56 94.28 91.25
17.0011.00 11.00 7.87
6.29 7.77 6.11 3.58 6.356.00 3.00 2.50 2.34 0.63 1.68 1.34 2.15 2.40
0%
20%
40%
60%
80%
100 %
Fal l 2004 Fal l 2005 Fal l 2006 Fal l 2007 Fal l 2008 Fal l 2009 Fal l 2010 Fal l 2011 Fal l 2012
Perc
enta
ge o
f Stu
dent
s
Screening Time Point
HighMod erateLow
Source: Lane, K. L., Oakes, W. P., & Magill, L. M. (2014). Primary prevention efforts: How do we implement and monitor the Tier 1 component of our comprehensive, integrated, three-tiered model of prevention? Preventing School Failure, 58, 143-158. doi: 10.1080/1045988X.2014.893978 [Figure 4. Middle school behavior screening data over time at the fall time point. Adapted fromFigure 4.6 p. 127 Lane, K. L., Menzies, H. M, Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York, NY: Guilford Press.]
Student Risk Screening Scale
Essential Components of Classroom Management• Classroom Climate• Physical Room Arrangement• Routines and Procedures• Managing Paper Work
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 7
Instructional Considerations• How motivating is my classroom?
o Control – Challenge – Curiosity – Contextualizationo Am I using a variety of instructional strategies?o How am I differentiating instruction?
§ Content – Process – Product
Low-Intensity Strategies• Proactive, preventative• Help students avoid inappropriate behaviors• Teachers create opportunities for positive student responses• Avert problem situations before they occur
o …rather than imposing a consequence after
Comprehensive, Integrated,Three-Tiered (Ci3T)Models of Support
Assess, Design, Implement, andEvaluate
Basic Classroom ManagementEffective Instruction
Low-Intensity Strategies
Behavior Contracts Self-Monitoring
- -Functional Assessment-Based
Interventions
Schoolwide PositiveBehavior Support
Low-Intensity Strategies
Higher-Intensity Strategies
AssessmentAdapted from Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 8
Low-Intensity Strategies• Active supervision• Proximity• Overlappingness and with-it-ness• Pacing• Appropriate use of praise• Opportunities to respond• Instructive feedback• Choice
Low-Intensity Strategies
Opportunities to Respond
Behavior-Specific Praise
Active Supervision
Instructional Feedback
High-p Requests
Precorrection
Incorporating Choice
Self-Monitoring
Behavior Contracts
Proximity
Overlappingness
With-it-ness
Pacing
Low-Intensity Strategies• Which strategies have you used
with success?• Share tips!
Opportunities to Respond
Behavior-Specific Praise
Active Supervision
Instructional Feedback
High-p Requests
Precorrection
Incorporating Choice
Proximity
Overlappingness
With-it-ness
Pacing
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 9
Building Your Toolbox1. Precorrection2. Opportunities to Respond3. Your choice
Professional LearningResourcesci3t.org/pl
Precorrectionci3t.org/pl
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 10
Activity• List two scenarios where you
will use precorrection• Describe them to your
neighbor
Opportunities to Respondci3t.org/pl
ActivityDiscuss where opportunities to respond can help prevent challenging behaviors in your current teaching context
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 11
Behavior-Specific Praise
Activity for later with facultyMeet someone new in a breakout room• Read the praise
statement whenbroadcast to allrooms
• Identify if it isgeneral or specific
Stand and meet someone new• Read a praise
statementfrom a card
• Identify if it isgeneral orspecific
OR
Activity• Choose a new low-intensity strategy on ci3t.org/pl• Review the step-by-step procedures• Share the strategy with a new breakout room partner
• Discuss how you might build school capacity to use the low-intensity strategy as part of Tier 1 instruction
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 12
Theme• When low-intensity strategies are used within
a well-managed classroom with engaging instruction, most behavior problems will be prevented
• Students who still displaychallenging behaviors may requiremore intensive interventions
Opportunities to Respond
Behavior-Specific Praise
Active Supervision
Instructional Feedback
High-p Requests
Precorrection
Incorporating ChoiceSelf-Monitoring
Behavior Contracts
Proximity
Overlappingness
With-it-ness
Pacing
Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
Consider a book studyBuild school site capacity!
Instructional choice
Behavior-specific praise
Active supervision
Opportunities to respond
Low-Intensity Strategy Lincoln Elementary On-Site Expert
Behavior-Specific Praise: Identifying the specific expectation the student met.
o “Niama, great job using your graphic organizer to draftyour essay.”
o “Justice, thank you for pushing in your chair to keep thewalkway safe.”
• Eric Common, Behavior Specialist• Mark Buckman, Special Education• Grant Allen, Parent Volunteer
Opportunities to Respond: Providing 4-6 opportunities per minute for students to respond individually, choral, verbal,
written, gesture, or symbol.
o “Show me thumbs or thumbs down if...”o “Show me on your white board what…”o “Turn to your elbow partner and say…”o “All together now, what is…”
• David Royer, Administration• Emily Cantwell, 5th Grade• Scarlett Lane, 3rd Grade• Mallory Messenger, Counselor
Instructional Choice: Providing within-task or between task choices to increase academic engaged time and motivation.
o “Ronaldo, of these 3 tasks today, which would you like towork on first?”
o “Suzy, do you want to work with colored pencils, crayons,or sparkly markers?”
• Abbie Jenkins, 2nd Grade• Scarlett Lane, 3rd Grade• Bryan Simmons, PE• Liane Johl, Kindergarten
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 13
Comprehensive, Integrated,Three-Tiered (Ci3T)Models of Support
Assess, Design, Implement, andEvaluate
Basic Classroom ManagementEffective Instruction
Low-Intensity Strategies
Behavior Contracts Self-Monitoring
- -Functional Assessment-Based
Interventions
Schoolwide PositiveBehavior Support
Low-Intensity Strategies
Higher-Intensity Strategies
AssessmentAdapted from Lane, K. L., Menzies, H. M., Bruhn, A. L., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula
(Lane, Kalberg, & Menzies, 2009)Comprehensive, Integrated, Three-Tiered Model of Prevention
Secondary (Tier 2) Intervention Grids
Connect it to your Primary PlanInclude teacher-delivered strategies for teaching, reinforcing, and monitoring across academic, behavior, and social responsibilities.
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 14
Wrap up
Recommendations to Consider1. Build stakeholders’ expertise2. Develop the structures to sustain and improve practices3. Conduct screenings in a responsible fashion4. Adopt preventative classroom management strategies in your
classroom and schoolwide5. Implement low-intensity strategies in your classroom and
schoolwide
Professional Learning: A Collaborative Effort to Empower Public School Systems
Project KUALIMA 2020-2021
September 22
October27
January26
February23
April20
Five 2-hour sessions held after school: 5-7pm
Session 1:
Behavior screening
tools
Session 2:
Low-intensity strategies to
increase engagement and minimize
disruption
Session 3:
Connecting students with
Tier 2 and Tier 3
interventions
Session 4:
Supporting students
across the tiers:
Managing acting-out behavior
Session 5:
Supporting students with internalizing
behavior patterns
Next Session
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 15
Comprehensive, Integrated, Three-Tiered (Ci3T) Model of PreventionProfessional Learning SeriesEach school selects a Ci3T Leadership Team to attend the professional learning series. Only they are asked to attend.
November December January February April May1: Two-
HourAfter
School
2: Full Day
3: Two-HourAfter
School
4: Full Day
5: Two-HourAfter
School
6: Full Day
Session 1:2 hours• Ci3T model
overview
Session 2:Full day• Building
the primary prevention plan
Session 3:2 hours• How to
monitor the plan
• Student team members attend
Session 4:Full day• Building
Tier 2 supports
Session 5:2 hours• Building
Tier 3 supports
• Student team members attend
Session 6:Full day• Preparing
to implement
Ci3T Professional Learning Series
Hom
ewor
k Share overview with faculty and staff; Build reactive plan
Hom
ewor
k Finalize and share expectation matrix and teaching &reinforcing components
Hom
ewor
k Share screeners; Complete assessment schedule
Hom
ewor
k Share Ci3T plan; Complete PIRS; Complete secondary grid
Hom
ewor
k Share revised Ci3T plan; Complete Ci3T Feedback Form
Impl
emen
tatio
n
Pre-Training Activities• Team
member selection
• Schoolwide Expectations Survey forSpecific Settings (SESSS)
Please check your email tomorrow for a brief session evaluation survey link
Project KUALIMA 2020-2021 Professional Learning Series Session Evaluation
Mahalo for your time We appreciate you attending and providing feedback
Name (optional): School or Organization: Session of Attendance:
Session 1: Behavior screening tools .............................................................................................. Tuesday September 22 Session 2: Empowering educators with low-intensity strategies ..................................................... Tuesday October 27 Session 3: Supporting students who need more than Tier 1 ............................................................Tuesday January 26 Session 4: Supporting students across the tiers: Managing acting-out behavior ......................... Tuesday February 23 Session 5: Supporting students with internalizing behavior patterns ..................................................Tuesday April 20
Please rate your overall experience on the following indicators:
Unsuccessful Successful 1. The communication prior to the event by the professional 1 2 3 4 5
learning staff was sufficient. 2. The objectives of the session were addressed. 1 2 3 4 5 3. The information presented is useful to my work, 1 2 3 4 5
classroom, and/or school. 4. The format kept me engaged. 1 2 3 4 5 5. Evidence for the use of this practice/content was presented. 1 2 3 4 5 6. This session met or exceeded my expectations for 1 2 3 4 5
professional learning. 7. Overall, the communication, content, and presentation 1 2 3 4 5
met my expectations.
Not feasible Feasible 8. How feasible would it be for you to [session specific question]? 1 2 3 4 5 Session 1: implement a free-access universal behavior screener at your school? Session 2: implement at least one low-intensity strategy? Session 3: gather schoolwide data side-by-side (aka a data dashboard) for one classroom of students? Session 4: complete an individualized de-escalation plan for a student (with family permission) and share the plan with adults who support the student? Session 5: teach a student, small group, or whole class one strategy to help manage anxiety? Your feedback is critical in improving future professional learning opportunities. Please use the below space and the back to provide any additional comments, recommendations, or commendations: What additional information (topics) would be helpful in supporting your learning and/or use of this content?
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Project KUALIMA Session 2 October 27, 2020
David J Royer, PhD, BCBA 16
ci3t.org/pl
Questions:[email protected]
Mahalo!