Building Effective Integrated Systems: A Model for Behavior and Academic Support
Steve Goodman sgoodman@oaisd.org
miblsi.cenmi.org
Missouri SW-PBS Summer Institute
June 19, 2012

Problem solving from an individual student level to systems level

End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
As an educator, do you have a concern about this
What does this information tell you about Julia child s progress on the end of year goal/skill? s
(remember she is only in Kindergarten)

End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
Now that you see Julia in the context of the whole
And now… the rest of the class.
’ s class, how does this information change supports needs and the needs of her classmates?
for Julia? Her classmates?

Same building, same grade, different teacher
Does this information change how you might support Julia? Her classmates?

Major discipline referrals per student per class
Does this information change how you might support Julia? Her classmates?
What does this information tell you about Julia ’ s needs and the needs of her classmates?
11
10
9
8
7
6
5
4
3
2
1
0
7
6
5
4
3
2
1
0
11
10
9
8
6
6
3
6
8
3
4
3
2
4
8
0
2
2
3
4
8
7
9
8
3
4
1
8
7
9
6
2
Students
1
2
1
8
Julia ’ s class
6
9
7
9
2
4
8
7
8
7
5
2
5
2
6
6
3
4
6
3
Same building, same grade, different teacher
5
6
2
4
8
7
6
1
1
5
9
4
2
1
8
1
2
3
1
3
Students
7
8
7
7
7
8
0
5
6
8
4
8

Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
5-10%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Academic Systems
80-90%
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Behavioral Systems
Cir. 2003

Universal Intervention
Core Instruction, all students
Preventive
Intensive Intervention
Individualized, functional assessment, highly specific
1-5%
7-15%
Targeted Intervention
Supplemental, some students, reduce risk
80%
Behavior Reading
Cir. 2006

Parallel Systems to Integrated Systems of Academic and Behavior Supports
Academic Supports Educational Supports
Cir. 2011
Behavior Supports

Examples of Behavior and Reading Practices
Universal Prevention
Behavior
•Identify expectations
•Teach
•Monitor
•Acknowledge
•Correct
Reading
•Evidence based curriculum focused on:
• Phonemic Awareness
• Alphabetic Principal
• Fluency
• Vocabulary
• Comprehension
•Adequate teaching time
•Trained instructors
•Progress monitoring
•Active participation with frequent feedback
Intensive Intervention
Behavior
• Individualized, functional assessment based behavior support plan
Reading
• Scott Foresman Early Reading
Intervention
• Reading Mastery
• Corrective Reading
Targeted Intervention
Behavior
• Check-in, Checkout
• Social skills training
• Mentoring
• Organizational skills
• Self-monitoring
Reading
• Teacher-Directed PALS
• K PALS
• First Grade PALS
• Road to the Code
• REWARDS
• Peer Assisted Learning Strategies
• Read Naturally
Continuum of Supports

“Schoolwide Behavior Support ” and
“ Schoolwide Reading Support ”
• Both are critical for school success
• Share critical feature of data-based decision making
• Both utilize three tiered prevention model
• Both incorporate a team approach at school level, grade level, and individual level
• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model
– (Stewart, Benner, Martella, & Marchand-
Martella, 2007)

Integrated Functions Across All Tiers of Support
Team approach
Universal
Screening
Evidence-based practices
Progress monitoring
Data-based decisions

Possibilities of Behavior/Academic Concerns around function of problem
Behavior
Problems
Interrelated
Behavior and
Academic
Problems
Academic
Problems
Nonrelated Behavior and Academic Problems

Students are doing the best they can given their skills/abilities and the quality of their environment
Teach Prevent
Encourage adapted from Durand 1990

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior
(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker,
2009, Sanford, 2006)

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen,
Steele, & Sailor, 2006)

Proficiency on 4 th Grade and Percent of
Major Discipline Referrals from Classroom:
132 Elementary Schools
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Schools with <50% Major
Discipline Referrals from
Classroom
Schools with >50% Major
Discipline Referrals from
Classroom

Median Proficiency on Reading MEAP for schools that met and have not met Criteria on Benchmark of Quality for Positive Behavior Support
State Average
N = 29 elementary schools

Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School
“ We have more time to discuss academic concerns and we are getting a lot more accomplished.
”
Johanna Toth,
6th grade teacher
“I see a definite difference! …
I am able to spend more time visiting classrooms.
”
Celeste Shelton-Harris,
Principal

Have You Filled a Bucket Today by Carol
McCloud
Odd Boy Out: Young Albert Einstein by
Don Brown
Regina ’s Big Mistake by Marissa Moss
Just Kidding illustrated by Adam Gusavson
Respect and Take Care of Things
Cheri J. Meiner by
What is the Zebras Lost Their Stripes?
By John Reitano and illustrated by William
Haines by Trudy Ludwig and
Enemy Pie by Derek Munson and illustrated by Bryan Collier
The Dog Poop Initiative: A True Story by
Kirk Weisler compiled by Susan Bogart and Jen Orton
It Wasn ’t Me!
by Udo Weigelt and illustrated by Julia Gukova
When Santa Turned Green by Victoria
Perla
Thank You, Mr. Falkner by Patricia
Polacco
I Like Your Buttons by Sarah Marwil
Lamstein and illustrated by Nancy Cote
Carla ’s Sandwich by Debbie Herman and illustrated by Sheila Bailey
Rosa by Nikki Giovanni and illustrated by
Bryan Collier
Stick and Stones: A Social Skills
Lesson by Carol Cummings

Some schools create behavior expectation books

Possibilities of Behavior/Academic Concerns around function of problem
Behavior
Problems
Interrelated
Behavior and
Academic
Problems
Academic
Problems
Nonrelated Behavior and Academic Problems

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing
(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

(McIntosh, 2008)
Teacher presents student with grade
So, which is it…
Student ’ s academic skills do not improve problems?
or
Student engages
Probably a combination of both behavior
Behavior problems lead to academic problems?
Student escapes Teacher removes academic task academic task or removes student

Relationship between behavior and reading
Children of the Code: A Social Education Project http://www.childrenofthecode.org/

Classroom management to address problem behavior related to academic problems
You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate

• “ Good Instruction ” is an appropriate academic
AND behavior intervention
– Emphasis is placed on academic support in deficit area
• Two main strategies
– Improve opportunities for responding, more practice with feedback
– Provide access to evidence-based supplemental interventions

More practice
• Choral responses
• Partner responses
• Written responses
• “ Randomly ” call on students
Supplemental interventions that focus on specific skill deficit
• Teacher-Directed PALS
• Road to the Code
• REWARDS
• Peer Assisted Learning Strategies
• Read Naturally

Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)
(n = 4074)
(n = 201)
24%
56%
33%
43%
24%
20%

• A process for identifying the conditions that reliably contribute to behavior and/or academic problem.
– Use of existing data
• SWIS
• DIBELS/AIMSWeb
– Teacher Interview
– Student Interview
– Observation
• This information is then linked to a support plan

Behavior
To obtain
• Objects/activities
• Attention from peers
• Attention from adults
To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults
Academic
Can ’ t do
• Accuracy deficit
– Deficit in targeted skills
– Deficit in prerequisite skills
– Application of misrules
• Fluency deficit (not enough time doing it)
• Generalization deficit
• Mismatch between skill level and task difficulty (too hard)
Won ’ t do
• Motivational deficit

Process: Referral for behavior problems
Student is referred for behavior concern
Universal Supports implemented with fidelity?
No
Improve fidelity of
Universal Supports
Yes
Document previous strategies implemented to address problem
Conduct behavior functional assessment
Does behavior serve to escape/avoid academic task?
Yes
Conduct academic functional assessment
No
Develop behavior support plan
Develop integrated academic and behavior support plan

Process: Referral for academic problems
Student is referred for
Academic concern
Conduct academic and behavior functional assessment
Universal Supports implemented with fidelity?
No
Improve fidelity of
Universal Supports
Yes
Document previous strategies implemented to address problem
Develop integrated academic and behavior support plan
Does student ’ s behavior interfere with learning opportunities
No
Yes
Conduct academic functional assessment
Develop academic support plan

• 3 rd Grade Student
• Problem: Disruptive and argumentative
*fictional student with fictional data for illustration of process

Student Profile Example:
Reading
Eddie
Social
Behavior
Social
Studies
Science
Math
Art
Phys. Ed.
Interaction of behavior and academics

Demonstration Behavior Data from
School-Wide Information System: Eddie
Problems in
Classroom

Demonstration Behavior Data from
School-Wide Information System: Eddie

Demonstration Behavior Data from
School-Wide Information System: Eddie
Avoid Adult
Avoid Task

Demonstration Behavior Data from
School-Wide Information System: Eddie
Reading
Social
Studies

Demonstration Reading Data: DIBELS Class Progress Report
Eddie

I saw company pressed
It was a pretty good composition. I felt proud knowing
I
I four tims it was the best one at my school. After I ’ d read it five times, important
I was impatient to start reading it out loud.
I followed the book ’ s directions again. First I read the company long book doctor some important composition out loud without trying to sound impressive, just that work to hear what the words sounded like. I did that a couple of.
10
2 4
33
43
52
65 times. Then I moved over to my full-length mirror and read the composition out loud in front of it a few times. At first I just read it. Then I practiced looking up and making eye contact.
Of course I was making eye contact with myself, and that felt pretty silly, but that was what the book said to do.
78
92
103
115
126

Example:
Individual Student
Report for Eddie
Deficit in Prerequisite
Skills (below goal)
Eddie
Williams
Phonemic Awareness
Alphabetic Principal
Vocabulary
Deficit in Target
Skills (below goal)
Fluency and Comprehension
48

The Competing
Pathways chart for our friend Eddie
What we want
Desired
Alternative
Do work successfully w/o complaints
Strengthened through Core
Program
Typical
Consequence
Told “good job”
Grades
Consequences strengthened through
Universal
Supports

The Competing
Pathways chart for our friend Eddie
Desired
Alternative
Do work successfully w/o complaints
Typical
Consequence
Told “good job”
Grades
What we got
Setting Events
Reading curriculum that is at frustration level
Triggering
Antecedents
Asked to complete reading assignment
Problem
Behavior
Argues, threatens uses profanity
Maintaining
Consequences
Remove from class
Function
Avoid task

The Competing
Pathways chart for our friend Eddie
Desired
Alternative
Do work successfully w/o complaints
Typical
Consequence
Told “good job”
Grades
Setting Events
Reading curriculum that is at frustration level
Triggering
Antecedents
Asked to complete reading assignment
What we could put up with (for now)
Problem
Behavior
Argues, threatens uses profanity
Acceptable
Alternative
Ask for break, ask for help
Maintaining
Consequences
Remove from class
Function
Avoid task

The Competing
Pathways chart for our friend Eddie
What we need to do
Setting Events
Reading curriculum that is at frustration level
Triggering
Antecedents
Asked to complete reading assignment
Desired
Alternative
Do work successfully w/o complaints
Academic Skill
Development
Reading: decoding skills
Typical
Consequence
Told “good job”
Grades
Problem
Behavior
Argues, threatens uses profanity
Acceptable
Alternative
Ask for break, ask for help
Maintaining
Consequences
Remove from class
Function
Avoid task

The Competing
Pathways chart for our friend Eddie
Setting Events
Reading curriculum that is at frustration level
Triggering
Antecedents
Asked to complete reading assignment
Desired
Alternative
Do work successfully w/o complaints
Academic Skill
Development
Reading: decoding skills
Typical
Consequence
Told “good job”
Grades
Problem
Behavior
Argues, threatens uses profanity
Acceptable
Alternative
Ask for break, ask for help
Maintaining
Consequences
Remove from class
Function
Avoid task

Brainstorm Possible Interventions for Eddie
Setting Event
Strategies
Assess if reading curriculum is at appropriate levelplace in appropriate level
Use an intensive
–evidence-based reading program
(e.g. ,Reading
Mastery,
Corrective
Reading)
Remove peer audience during reading time
Antecedent
Strategies
Prompt task completion
Make task less difficult
Do first activity together
Provide different tasks
Present
“forced” choice of which reading items to complete on worksheet
Teaching Strategies
Behavior Skills
Strategies
Teach alternatives to problem behavior:
1. Ask for break
2. Ask for help
Consequence
Strategies
Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help when requested
Academic Skills
Strategies
Teach general academic skill development
Teach problemsolving skills
Minimize rewards for problem behavior (don ’t remove to a nicer area)
Reward expectations

When we try to pick out anything by itself, we find that it is hitched to everything else in the universe
- John Muir