MTSS For Behavior: Preparing The Foundation
Response to InterventionMTSS for Behavior:Preparing the FoundationJim entral.org
Response to InterventionRTI/MTSS-Behavior: Scope of Today’s WorkUnderstanding ABCs of Behavior. What are principlesof behavior that can help schools in planning MTSS-Behavior?Understand Your School/District’s Profile. What current trends inyour system (e.g., greatest behavioral challenges; district priorities;staff readiness to embrace positive behavior management) mightimpact your roll-out of RTI/MTSS-Behavior?Work on This Year’s RTI/MTSS Roll-Out Plan. What is your building’splan to begin moving forward with MTSS-Behavior between now andthe end of the year?www.interventioncentral.org
Response to InterventionHANDOUT 1www.interventioncentral.org3
Response to InterventionWorkshop PPTs and handout available viorwww.interventioncentral.org
Response to InterventionHANDOUT 2www.interventioncentral.org5
Response to InterventionStudent Scenarios: The Power of Timely Support Independent Seatwork: Scenario 11. Jennastarts workon an inclass writingassignment.2. She getsbogged downandfrustrated.www.interventioncentral.org3. Jenna stopswork and putsher head on thedesk.
Response to InterventionStudent Scenarios: The Power of Timely Support Independent Seatwork: Scenario 21. Jennastarts workon an inclass writingassignment.2. She getsbogged downandfrustrated.4. Jenna findsthe stepsmanageable andcontinuesworking.www.interventioncentral.org3. The teacherapproaches Jennaand helps her tobreak theassignment downinto smaller steps(response effort).
Response to InterventionStudent Scenarios: The Power of Timely Support Engaging with Peers: Scenario 11. Rayshawnis directed tojoinclassmatesfor smallgroupdiscussion.2. Heinterruptsothers duringdiscussionand gets intoa minorconflict.www.interventioncentral.org3. The teacherpulls Rayshawnfrom the groupand has himwork alone onan alternateassignment.
Response to InterventionStudent Scenarios: The Power of Timely Support Engaging with Peers: Scenario 21. Rayshawnis directed tojoinclassmatesfor smallgroupdiscussion.2. Before hejoins the group,the teacher andRayshawnreview behaviorexpectations forsmall-groupwork (precorrection).www.interventioncentral.org3. Rayshawnsuccessfullyparticipates in thegroup, making acontribution andinteractingappropriately withothers.
Response to InterventionStudent Scenarios: The Power of Timely Support Complying with Adult Requests: Scenario 11. Ellis isdirected tostart his inclassassignment.2. He loudlyasserts thathe is NOTdoing thisstupidassignment.www.interventioncentral.org3. Ellis is sentto theprincipal’s officefor disrespectfulbehavior.
Response to InterventionStudent Scenarios: The Power of Timely Support Complying with Adult Requests: Scenario 21. Ellis isdirected tostart his inclassassignment.2. The teacherreminds Ellis that hecan choose to workalone or with a peeron the assignmentand also can decidewhere in the room hewants to do the work(choice-making).www.interventioncentral.org3. Ellis choosesto work with afriend. Theymove to acorner tableand completethe assignment.
Response to InterventionStudent Scenarios: The Power of Timely Support Developing Endurance: Scenario 11. Dee isworking ather desk onan in-classassignment.2. She growsfatigued. Deeengineers a‘break’ bymaking funnynoises thatcrack theclass up.www.interventioncentral.org3. The teacheris not amused.Dee gets inschoolsuspension.
Response to InterventionStudent Scenarios: The Power of Timely Support Developing Endurance: Scenario 21. Dee isworking ather desk onan in-classassignment.2. She decidesto use a breakticket providedby the teacherto request a 2minute break(break ondemand).www.interventioncentral.org3. Dee isrefocused afterthe break andcontinues herwork.
Response to InterventionHandout 1p. 40www.interventioncentral.org14
Response to InterventionActivity: What Are Your Expectationsof the Teacher as BehaviorManagement ‘First Responder’? Imagine a teacher who has a student witha recurring (but manageable) problembehavior (e.g., inattention; noncompliance; calling out). Next to each item jot down what you thinkshould be the minimum expectation forany teacher to follow when they respondto this kind of problem behavior.www.interventioncentral.orgElements of effectiveclassroom intervention1. Describe the studentproblem behavior clearlyand specifically2. Find/use effectivebehavior-managementstrategies.3. Record (write down)intervention efforts.4. Collect data on whetherthe problem behaviorimproves5. Communicate with thestudent.6. Communicate withparent(s).
Response to InterventionRTI/MTSS forBehavior: TheResearch. Why areschools adopting theRTI/MTSS model forbehavior? And whatdoes this model looklike?www.interventioncentral.org16
Response to InterventionRTI/MTSS-Behavior: 3 Opening Thoughts 1. RTI/MTSS Takes Time. Expect that RTI/MTSS-Behaviorwill take 3-5 years to fully put into place—becauseresources are always limited and because staff cannotmove forward faster than their ability to assimilate change.2. Schools Should Offer a Foundation of AcademicSupport. The RTI/MTSS-Behavior model requires thatschools also adopt an RTI/MTSS-Academic model: Afterall, many behavioral and motivation issues stem fromacademic delays.3. RTI/MTSS is a Village. RTI/MTSS-Behavior can besuccessful in your school or district—but only if every staffmember has a defined role, along with the tools andwillingness to perform that role.www.interventioncentral.org17
Response to InterventionRTI vs. MTSS: What is the Difference?Many schools use the terms Response to intervention (RTI)and Multi-Tier System of Supports (MTSS) interchangeably.However, there is a difference. RTI usually refers to a school’s academic support systemonly. MTSS is more expansive, describing the systems set up in aschool to provide coordinated support for both academic andbehavioral/social-emotional needs. However, RTI and MTSS are similar in that each offersseveral levels of intervention support, uses data to identifystudents requiring services, and employs research-basedstrategies to help at-risk learners.www.interventioncentral.org18
Response to InterventionSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning andwww.interventioncentral.orgbehaviour problems. European Journal of Special NeedsEducation, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452
Response to InterventionABA & Related Movements: A Brief History Early to mid-20th century: Behaviorism. Used humanand animal models to analyze principles of behavior,develop a methodology of ‘behavior modification’. Mid-20th century to present: Applied BehaviorAnalysis. Seeks to extend and apply knowledge of effectivebehavior-shaping practices to address social problems. 1990’s to present: Positive Behavioral Interventions &Supports (PBIS). A national movement and organizationthat helps districts to improve behavioral climate throughschool-wide teaching and reinforcement of expectedbehaviors. PBIS uses ‘positive’ ABA tools. It regards‘misbehavior’ as an opportunity to reteach andencourage the student to demonstrate goal behaviors.www.interventioncentral.org20
Response to InterventionPositive Behavior Interventions & Supports (PBIS)“[School-wide] PBS is .a prevention framework orapproach that highlights the organization ofteaching and learning environments for theeffective, efficient, and relevant adoption andsustained use of research based-behavioralinterventions for all students, especially those withserious behavior challenges.” p. 228Source: Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration ofmulti-tiered system approaches. Exceptionality, 17, 223-237.www.interventioncentral.org21
WhoOversees?to InterventionWho is theResponseWhat Supportsfor Students?Target?What SupportsNeeded for Teachers?3Intensiveinterventionteam; casemanagerIndividualstudentsFBA-BIP(Customized intervention plans)Demonstration ofstrategiesPerformance FeedbackIntervention IntegrityCheck2TIPS Team(TeamInitiatedProblemSolvingModel) PBIS Package:Groups ofstudents via PreventSWIS data Define/Teach Reward/reinforce Withhold reward/reinforcement Use corrective consequencesStandard Protocol Tier 2Behavior social-emotionalBehaviorprogramsDemonstration ofstrategiesPerformance FeedbackIntervention IntegrityCheckRTITierPBIS:1Schoolwide EntirestudentPBISimplementati populationon teamPBIS Package: Prevent Define/Teach Reward/reinforce Withhold resher on SchoolwideBehavioral expectationsStrategies to managelow-level classroomissues
Response to InterventionWhy is a RTI/MTSS-Behavior Model Needed?:Zero-Tolerance Discipline Policies: The HiddenCostSchools that adopt a 'zero-tolerance' policy for studentmisbehavior: have higher rates of school suspension and expulsion spend a "disproportionate amount of time" on discipline have lower rates of schoolwide academic achievement.Source Skiba, R. J., Reynolds, C. R., Graham, S., Shera, P., Conoley, J. C., & Garcia-Vazquez, E. (2006). Are zero tolerance policieseffective in the schools? An evidentiary review and recommendations. Report by the American Psychological Association of the ZeroTolerance Task Force. Washington, DC: American Psychological Association. Retrieved on January 18 2015 pubs/info/reports/zero-tolerance.pdf.23
Response to Intervention“Hidden curriculum refers to the unwritten, unofficial,and often unintended lessons, values, andperspectives that students learn in school. thehidden curriculum consists of the unspoken or implicitacademic, social, and cultural messages that arecommunicated to students while they are in school.”Source Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved erventioncentral.org24
Response to InterventionBehavior as the “Hidden Curriculum”: TeachingThrough Punitive ConsequencesIn traditional classrooms, behavioral expectations areoften part of the “hidden curriculum”.They are not explicitly taught but are instead conveyedindirectly through punitive disciplinary consequences, suchas:– warning– time-out– phone call home– Office Disciplinary Referral/classroom removalSource: Leach, D., & Helf, S. (2016). Using a hierarchy of supportive consequences to address problem behaviors in the classroom.Intervention in School and Clinic, 52(1), 29-33.www.interventioncentral.org25
Response to InterventionPivoting from Punishment to Positive: ThePurpose of Behavior Management “Teachers must remind themselves of thepurpose of delivering consequencesfollowing problem behaviors.”This purpose should be to redirect thestudent to desirable behavior as quickly aspossible to allow learning to continue for thestudent and other classmates.Leach & Helf, 2016; p. 30Source: Leach, D., & Helf, S. (2016). Using a hierarchy of supportive consequences to address problem behaviors in the classroom.Intervention in School and Clinic, 52(1), 29-33.www.interventioncentral.org26
Response to InterventionPBIS & Behavior as the “Open Curriculum”: TeachingThrough a Hierarchy of Positive ConsequencesPBIS classrooms with a positive behavior focus haveconsequences that quickly reengage the student in learning withthe least effort. Ideas include:– reinforcing desirable behaviors while not reinforcingproblem behaviors (“differential reinforcement of alternativebehavior”): e.g., planned ignoring/scheduled attention– giving a non-verbal reminder– giving a verbal reminder– offering assistance or modifying the task– providing a safe space for de-escalationSource: Leach, D., & Helf, S. (2016). Using a hierarchy of supportive consequences to address problem behaviors in the classroom.Intervention in School and Clinic, 52(1), 29-33.www.interventioncentral.org27
Response to InterventionRTI/MTSS-Behavior: A Shift in Orientation Schools that have made the decision to embrace RTI/MTSS forbehavior demonstrate these 6 ‘look-fors’:1.2.3.4.5.6.Behavioral expectations are taught, reviewed, and reinforced as atransparent ‘open’ curriculum.Staff actively model the behaviors expected of students.Daily classroom management is heavily weighted toward behavioralpractices/interventions that are positive, proactive, and preventative.Incidents of misbehavior are viewed as opportunities to reteach andreinforce expected behavior.Negative consequences (punishments) are used sparingly—andonly when other ‘interfering factors’ to positive behavior (e.g., skilldeficit) have first been ruled out.RTI/MTSS-Behavior intervention documentation is used to supportreferrals to the Special Education Eligibility Team (CSE).www.interventioncentral.org28
Response to InterventionRTI/MTSSfor Behavior:Tier 3:Pyramid ofIntensiveInterventionsTier 2:StrategicTier 1: ClassroomInterventionsTier 1: Class-WideManagementTier 1: School-WideBehavioral ExpectationsStaff Behavioral Beliefs & Attitudeswww.interventioncentral.org
RTI/MTSSfor Behavior:Pyramid ofInterventionsResponse to Interventionwww.interventioncentral.org
RTI/MTSSfor Behavior:Pyramid ofInterventionsResponse to InterventionTier 1: School-WideBehavioral Expectationswww.interventioncentral.orgTier 1: School-WideBehavioralExpectations. Theschool has defineduniversal behavioralexpectations for allstudents and staff—andtrained the schoolcommunity in thosebehaviors.
RTI/MTSSfor Behavior:Pyramid ofInterventionsResponse to InterventionTier 1: Class-WideManagementTier 1: School-WideBehavioral Expectationswww.interventioncentral.orgTier 1: Class-WideManagement. Wellmanaged classrooms arebuilt on a foundation thatincludes teachingbehavioral expectationsto students and usingproactive strategies tomanage groupbehaviors.
RTI/MTSSfor Behavior:Pyramid ofInterventionsResponse to InterventionTier 1: ClassroomInterventionsTier 1: Class-WideManagementTier 1: School-WideBehavioral Expectationswww.interventioncentral.orgTier 1: ClassroomInterventions. Becausethe teacher is the Tier 1(classroom) RTI/MTSS‘first responder’ who canpotentially assist anystruggling student, schoolsshould prepare necessaryresources and define clearguidelines for how toimplement Tier 1behavioral interventions.
RTI/MTSSfor Behavior:Pyramid ofInterventionsResponse to InterventionTier 2:StrategicTier 1: ClassroomInterventionsTier 1: Class-WideManagementTier 2: StrategicInterventions. Tier 2interventions targetstudents who needbehavior and/or socialemotional support (e.g.,mentoring, counseling) thatgoes beyond that whichcan be provided in theclassroom.Tier 1: School-WideBehavioral Expectationswww.interventioncentral.org
Response to InterventionRTI/MTSSTier 3: Intensive: RTI/MTSSfor Behavior:Problem-Solving Team.Tier3:Pyramid ofGeneral-education studentsIntensiveInterventionsneeding Tier 3 academic orTier 2:StrategicTier 1: ClassroomInterventionsTier 1: Class-WideManagementbehavioral services are highstakes cases that require theRTI/MTSS Problem-SolvingTeam. This team follows acustomized ‘problem-solving’approach.Tier 1: School-WideBehavioral Expectationswww.interventioncentral.org
Response to InterventionRTI/MTSSfor Behavior:Tier 3:Pyramid ofIntensiveInterventionsTier 2:StrategicTier 1: ClassroomInterventionsTier 1: Class-WideManagementTier 1: School-WideBehavioral ExpectationsStaff Behavioral Beliefs & Attitudeswww.interventioncentral.orgStaff Beliefs. Staffacross theschool/districtunderstand & accepttheir role in thepositive teachingand managing ofstudent behaviors.
Response to InterventionRTI/MTSSfor Behavior:Tier 3:Pyramid ofIntensiveInterventionsTier 2:StrategicTier 1: ClassroomInterventionsTier 1: Class-WideManagementTier 1: School-WideBehavioral ExpectationsStaff Behavioral Beliefs & Attitudeswww.interventioncentral.org
Response to InterventionStudent Behavioral-Social/Emotional Support: ExamplesLearning Contract. Russell has trouble gettingorganized and turning in work in his social studiesclass. He meets with the instructor to complete alearning contract.Shared Behavior Plan. Isabellacan be oppositional in class. Her science teacher hasfound simple, effective strategies to get her to comply.With the instructor’s permission, the counselor shares acopy of that teacher’s Classroom Support Plan withIsabella’s other teachers and volunteers to meet withthem to discuss it.www.interventioncentral.org38
Response to InterventionStudent Behavioral-Social/Emotional Support: ExamplesMentor. Jada has a sense of ‘learned helplessness’toward mathematics. She often fails to even attemptassignments. Jada is assigned for daily check-ins witha school-based mentor who providesencouragement and checks her math homeworkfor completion before she turns it in.Outside Diagnosis. Xavier’s father contacts theschool and shares an outside psychological evaluationthat diagnoses Xavier as having ADHD. The schoolschedules an after-school meeting with Xavier, hisfather, teachers, and a counselor to discuss whatclassroom supports he might need.www.interventioncentral.org39
Response to InterventionStudent Behavioral-Social/Emotional Support: ExamplesWrap-Around Meeting. Emma has a serious anxietydisorder that impacts school performance. Her schoolschedules a problem-solving meeting where Emma,her mother, and her outside therapist shareideas with teachers to help her to better manageher anxiety.www.interventioncentral.org40
Response to InterventionEmma: Wrap-Around MeetingXavier: Outside Diagnosis5 Student BehavioralSocial/EmotionalSupport: Examples:Where Do They Fallon the RTI/MTSSPyramid?Jada: MentorIsabella: SharedBehavior PlanRussell: LearningContractwww.interventioncentral.org41
Response to InterventionRTI/MTSS-BehaviorNeeds Assessment.What issue(s) relating tostudent behavior andsocial-emotional functioningpresent the greatest challenge(s) toyour school?15www.interventioncentral.org42
Response to InterventionHandout 1p. 41www.interventioncentral.org
Response to InterventionNeeds Assessment: Identify Your School orDistrict’s Greatest Behavioral Challenges Schools have limited resources to implementRTI/MTSS for behavioral and social-emotionalissues.They should, therefore, conduct an RTI-Behaviorneeds assessment to better understand whatgoals to work toward, how to allocate theirlimited resources, and how to prioritize theirefforts.www.interventioncentral.org44
Response to InterventionNeeds Assessment: Identify Your School orDistrict’s Greatest Behavioral Challenges1. Motivation. Limited student motivation interferessignificantly with academic performance and learning.2. Bullying. Bullying and related hidden ('covert') studentbehaviors create an emotionally unsafe atmospherefor substantial number of learners.3. Disruptive Classroom Behavioral Climate. Problembehaviors across classrooms commonly interfere witheffective instruction.www.interventioncentral.org45
Response to InterventionNeeds Assessment: Identify Your School orDistrict’s Greatest Behavioral Challenges (Cont.)4. 'High-Amplitude' Behaviors. A small number ofstudents with more severe behaviors ties up a largeshare of school support and intervention res5. Vague Descriptions of Student Problems.Educators find it difficult to define a student's primarybehavior problem in clear and specific terms: “If youcan't name the problem, you can't fix it."6. No Data on Behavioral Interventions. Staff lack anunderstanding of how to set goals and what data tocollect when monitoring student progress onbehavioral interventions.www.interventioncentral.org46
Response to InterventionNeeds Assessment: Identify Your School orDistrict’s Greatest Behavioral Challenges (Cont.)7. No Decision Rules for Behavioral 'NonResponders'. The district has no formal guidelines forjudging when a general-education student on abehavior-intervention plan is a 'non-responder' andmay require more intensive RTI/MTSS or specialeducation services.8. Differing Philosophies about BehaviorManagement. Staff are divided between'reactive/punitive' and 'proactive/ positive' viewpointsabout how to manage student misbehavior.www.interventioncentral.org47
Response to InterventionNeeds Assessment: Identify Your School orDistrict’s Greatest Behavioral Challenges (Cont.)9. Variability of Behavior-Management Skills.Teachers and other educators (e.g.,paraprofessionals) vary in their knowledge of--and/orwillingness to implement--positive behaviormanagement practices.10. ‘System’ Breakdowns in Supporting Students withIntensive Needs. For students with more significantchallenging behaviors, there are disconnects acrossstaff, problem-solving groups, and time. Thesedisconnects result in lack of coordination,communication, and consistent delivery of behaviorsupport services. www.interventioncentral.org48
Activity: BehaviorNeeds Assessment Review these 10items from yourschool/districtbehavioral needsassessment.Select up to 4 itemsfrom this list that youfeel MOST impactyour school or district.Rank your choices indescending order ofimportance (e.g.,greatestchallenge “1”, etc.).Response to InterventionBehavioralNeeds-Assessment Items:1.Motivation2.3.4.5.BullyingDisruptive ClassroomBehavioral ClimateHigh-Amplitude BehaviorsVague Descriptions of Student Problems6.Limited Data on Behavioral Interventions7.No Decision Rules for Behavioral ‘NonResponders'.Differing Philosophies about BehaviorManagementVariability of Behavior-Management Skills8.9.10. ‘System’ Breakdowns in Supporting Studentswith Intensive Needswww.interventioncentral.org
Response to InterventionABC/Behavior Statement. What is away to describe a student’s problembehavior that can guide the teacher tofind effective strategies to fix thatbehavior? Handout 1; pp.17-21.www.interventioncentral.org50
Response to InterventionBehavior (‘ABC’) StatementThe behavioral statement--also known as the 'ABC'(Antecedent-Behavior-Consequence) statement– isa simple template that helps teachers to betterdefine and understand a student’s behavior. Itdescribes:A. Antecedents: events that precede / trigger theproblem behavior;B. Behavior: the problem behavior itself; andC. Consequences: events occurring as a result of thebehavior that are likely to reinforce it in the future.www.interventioncentral.org51
Response to InterventionBehavior (‘ABC’) Statement: Behavior on aTime-lineThe behavioral statement places the student's behavior on atimeline (antecedent, behavior, outcome)—allowing theteacher to examine the antecedent events/conditions(‘triggers’) that may set off a problem behavior and theconsequences that typically follow the problem behavior.ABC TimelineABwww.interventioncentral.orgC52
ABC TimelineAResponse to InterventionBCBehavior (‘ABC’) Statement: ExamplesAntecedentBehaviorConsequenceDuring large-grouplectures in socialstudiesBrian talks with peers and receives positiveabout non-instructional peer attentiontopicsDuring independentAngela verballyand is sent to theseatwork assignments refuses to comply with office with ainvolving writing tasks teacher requests todisciplinary referral.start workwww.interventioncentral.org53
Response to InterventionClassroom BehavioralStatement Organizer pp. 20-21www.interventioncentral.org54
Response to InterventionTUTORIAL: How To Write a BehavioralStatement for Problem Classroom BehaviorsTime is a limited commodity in busy classrooms. Teachersneed streamlined tools to speed their understanding of mildproblem behaviors (Packenham, Shute, & Reid, 2004). TheClassroom Behavioral Statement Organizer helps instructorsto quickly write behavior statements in ABC format and to linkstudent behaviors to their underlying purpose or function.The chart is divided into four columns:1. Antecedent/Activity;2. Student Behavior3. Consequence/ Outcome; and4. Behavior Function.www.interventioncentral.org55
Response to InterventionAntecedent/Activity. The chart lists a range ofclassroom activities typically taking place when thestudent problem behavior occurs.If a teacher finds that a student behavior is displayedacross multiple classroom settings/activities, chooseonly the one or two settings/activities where thestudent's behavior is most problematic. The teacheris encouraged to write out his or her own descriptionof any activities not listed here.www.interventioncentral.org
Response to InterventionAntecedent/Activity: Examples Start of class/bell-ringer activities Independent seat work Independent computer work Large-group lecture Transitions between academic Large group teacher-ledactivitiesdiscussion Large-group: when called on by Homework collectionthe teacher In-class homework review Student work-pairs Tests and/or quizzes Student groups: cooperativelearning Class dismissal Reading activities Writing activitieswww.interventioncentral.org Math activities
Response to InterventionStudent Behavior. A listing ofcommon types of classroommisbehavior are listed here. Theinstructor identifies those problembehaviors that the student most oftendisplays during the'antecedent/activity' previouslyselected. Teachers should choose nomore than 2-3 behaviors to keep thebehavior statement (and classroomintervention) manageable. If theteacher does not see a particularbehavior listed, the instructor canwrite his or her own behaviordefinition.www.interventioncentral.org
Response to InterventionBehavior: Examples Sits inactive Puts head on desk Is inattentive (e.g., staring intospace, looking out the window) Leaves seat without permission Requests bathroom or waterbreaks Uses cell phone, music player,or other digital device againstclass rules Calls out with instructionallyrelevant comments Plays with/taps objects Throws objects Destroys work materials orinstructional materials (e.g., rippingup a worksheet, breaking a pencil) Whispers/talks to other studentsabout non-instructional topics Whispers/talks to other students Whispers/talks/mutters to self Makes loud or distracting noises about instructional/academic topics: Calls out with non-instructional e.g., seeking answers or help withwww.interventioncentral.orgdirectionscomments
Response to InterventionConsequence/Outcome. Theteacher chooses outcomes/consequences that typically follow theproblem behavior. The instructorshould try to limit the number ofconsequences/outcomes selected to3.www.interventioncentral.org
Response to InterventionConsequences/Outcomes: Examples—Student fails to complete work.—Teacher ignores the behavior('planned ignoring').—Teacher redirects the student.—Teacher reprimands the student.—Teacher conferences w/ thestudent.—Student receives positive peerattention—Student receives negative peerattention.—Student is sent from theclassroom to the office or to inschool suspension (disciplinaryreferral).—Student receives a disciplinaryconsequence outside of class time(e.g., afterschool detention).—Student is sent from theclassroom to talk with a counselor/psychologist/social worker.—Student receives a snack, nap, orother support.www.interventioncentral.org
Response to InterventionBehavior Function. The function ofthe student behavior is the need orpurpose that it fills for the student(e.g., peer attention,escape/avoidance). The function isbased on the behavior statement andessentially is the ‘best guess’(hypothesis) for why the behavior isoccurring.www.interventioncentral.org
Response to InterventionBehavior Functions (Witt, Daly, & Noell, 2000) Peer attention Acceptance/ affiliation withindividuals or peer group(s) Power/control in interactionswith peer(s) Adult attention Power/control in interactionswith adult(s) Escape or avoidance of asituation or activity (e.g.,because the student lacks theskills to do the academic work) Fulfillment of physical needs:e.g., sleep Access to preferrededibles/objects/experiencesSource: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic andbehavior problems. Longmont, CO: Sopris West.pp. 3-4.www.interventioncentral.org
Response to Intervention3.Consequence2.Behavior-Sits inactive-Puts headon desk-Student fails tocomplete workProblem: Sara will not complete inclass reading f the rventioncentral.org64
Response to InterventionCarl: Hard to Ignore: Carl is a studentwho is not easy to overlook. Mrs.Randolph, his math teacher, finds thatCarl's faces and wise-cracks can set offthe entire class. Surprisingly, Carl's peersdon't like to work with him, complaining that he distractsthem.Mrs. Randolph begins the behavior statement convincedthat Carl is motivated by peer attention-seeking. To makethe process manageable, she limits her analysis to largegroup instruction, where Carl’s behavior is most challenging.www.interventioncentral.org
Response to InterventionCarl: Hard to IgnoreBehavior (‘ABC’) Statement for CarlAntecedentBehaviorDuring largegroup lecture orteacher-ledinstructionCarl: makesdistractingnoises calls out withnon-instructionalcomments teases peers leaves his seatConsequenceand : teacher ignores thebehavior teacherredirects/prompts/remindsthe student. teacher reprimands thestudent. teacher conferences w/ thewww.interventioncentral.org student.
Response to InterventionCarl: Hard to Ignore: What is the Function? After construction a behavior statement, Mrs.Randolph is surprised to see that 3 of the 4 mostfrequent consequences of Carl’s clowning inclass are variations of teacher attention. She decides that the primary function of Carl’sbehavior is likely to be ‘adult attention’.www.interventioncentral.
and animal models to analyze principles of behavior, develop a methodology of ‘behavior modification’. 20 Mid-20th century to present: Applied Behavior Analysis. Seeks to extend and apply knowledge of effective behavior-shaping practices to address social problems. 1990’s to pres
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
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and unpack the visual. page 8 . Access additional resources to support . your planning and implementation efforts with the MTSS Clearinghouse. page 19. Your leadership team can . further build understanding and help spread the word of MTSS throughout your education community using the video facilitation guide. pages 10 - 17. Complete the MTSS .
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
