Interventions
Early Stage Misbehavior
Planned Discussion
• Before we go any further with Planned
Discussion, let’s cover some prerequisite (got
to have them!) skills for getting act together.
• Describing behavior
• Categorizing behavior
• Teaching replacement behaviors
• Doing these well will make Planned Discussion
go better—got to do these at Step 1 before
you talk with the student. Will also enhance
how all the Early-Stage Interventions perform.
Heard these statements before?
What Do They Mean?
• Michael is just impossible!
• Jennifer is so scattered!
• Charlie is so immature!
• Gary is hyperactive!
• Eric is disruptive—driving me crazy!
4
Does This Help?
• Impossible= Stuck his foot out and tripped a student 5
times in one day.
• Scattered= Did not hand in homework for 3 of 5 days
this week.
• Immature= Won’t share things in center and cries
when he doesn’t get his way.
• Hyperactivity= Ran to pencil sharpener 3 times during a
5-minute period.
• Disruptive= Throws paper wads and sings during story
time.
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For example . . .
General Category
Specific Behaviors
Non-Compliance
Head down, refuses to
work, makes excuses,
argues with teachers
Disruption
Blurting out, throwing small
objects at peers, teasing
peers
Verbal Aggression
Profanity, yelling at
peers and staff,
making threats
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Teaching Replacement Behaviors
(The Behaviors You Want!)
• Many students haven’t learned the appropriate behaviors and
need lessons to learn what appropriate behavior looks like and
sounds like.
• Your goal is to identify positive opposites of the identified
misbehaviors. Will want to teach new behaviors, replacement
behaviors or strategies.
• Will need to describe, model, role-play, and coach—not just tell
the student what to do.
• Just like a good coach in athletics, the purpose here is to teach
and practice essential behaviors (skills) until they become
automatic while providing lots of feedack.
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For example, if blurting out is one of the misbehaviors that concerns you,
perhaps your replacement behaviors might look like this.
Specific
Misbehavior
•Blurting out
Replacement Behaviors
•Quietly raise hand
without waving it
•Don’t talk until called
upon
•Stay in your seat
•Your answer needs to
connect or relate to the
teacher’s question
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Summary of Intervention
Steps
Prepare to meet
with Student
• Identify the Central
Concern
• Establish a focus
• Determine who should
participate in the
discussion
• Schedule the discussion
• Make and appointment
• Keep a written record.
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Summary of Intervention
Steps
Meet with
Student
• Work with student to define
concern
• Brainstorm actions that each
participant in the discussion
can take to help the student
resolve the concern
• Set up an informal action plan
by selecting a couple of ideas
• Schedule a follow-up meeting
within one to two weeks
• Leave with words of
encouragement
Summary of Intervention
Steps
Follow up with
Student
• Encourage effort and
follow-up with positive
verbal feedback
• Meet with student weekly
and revise the plan when
necessary
• Determine whether more
structured interventions
are necessary
Activity
• Choose a partner at your table.
• Brainstorm a list of potential behaviors that
you would consider using planned discussion
as an intervention
• Identify what barriers you see in
implementing this strategies
• Be prepared to report out in five minutes
Academic Assistance
Types of behavior that may be positively
affected by academic interventions:
Incomplete or late work
Shy or withdrawn behaviors
Disruptive behavior
Lying
Poor self concept
Class clown behaviors
Cheating
Tantrums
Lack of energy
Complaints about health
Attention problems
Poor motivation
Anger or hostility
Stealing
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“The simplest way to ensure that
students expect success is to make
sure they achieve it consistently.
Brophy, 1987
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BIG PICTURE for Academic Assistance
• Written by Marilyn Sprick.
• 50% to 70% of behavioral problems have a
contributing, but often hidden, academic
problem(s).
• May be dealing with student’s negative selfperception and lack of motivation (i.e., doesn’t
expect to be successful academically and,
therefore, misbehaves).
• Has the most content and forms of all 18
interventions in book!
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Page 6
Rationale:
• Behavior and academic success are interwoven
• Academic problems are not always obvious.
Expectancy X Value = Motivation
Expectancy: The degree to which one expects to be
successful at the task.
Value: The degree to which one values the rewards
that accompany task success.
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Motivation and Adolescence
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Motivating Students
What Principal Once Told Me . . .
You can lead a horse to water, but you
can’t make him drink . . .
However, you can salt
his
oats. . .
which will encourage
the
horse to drink!
The same principle applies to
motivating students!
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Why you should never stop working to
motivate students. . .
“People often say that motivation
doesn’t last. Well, neither does
bathing.
That’s why we recommend
doing both daily.”
Zig Ziglar
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Summary of 11 Adaptation Strategies
1. Focus assignments on essential course content
and skills.
2. Focus test items on essential course content
and skills.
3. Build cumulative review of essential objectives
into subsequent units of instruction.
4. Construct and use framed outlines.
5. Design and use interactive graphic organizers.
6. Identify and preteach essential vocabulary
words.
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Summary of 11 Adaptation Strategies
7. Highlight textbooks and printed materials.
8. Transcribe or summarize highlighted text.
9. Provide two-column study guides.
10. Provide framed writing assignments.
11. Teach the students to manage their homework.
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Activity
• Choose a different partner
• Identify early warning system you can
implement to monitor students need for
academic assistance.
• What if any universal screeners are you using
to assess students current skills
• Be willing to share with the group in 8 minutes
Goal Setting
Purpose:
To assist any student who has difficulty with
motivation and may not understand how to reach a
goal. Goal setting helps students identify what they
hope to accomplish and actions they can take to
reach their goals.
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Types of behavior that may be positively affected:
Goal Setting assists students in achieving shortand long-range goals with just about any behavior
or motivation-related problem. These problems
may include:
Minor misbehavior Annoying habits
Conduct problems
Negative attitude
Lack or organization
Neglect/deprivation
Although goal setting is especially effective with atrisk students, the process can benefit all children.
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Rationale:
• Some students lack direction.
• Students who have experienced repeated failure
have difficulty setting realistic goals.
• Goal setting:
– Increases clarity of expectations
– Helps set attainable goals
– Can increase motivation.
• Learning to set and achieve realistic goals is a
lifelong skill that allows students to develop
purpose and control.
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Insights and Tips for Goal Setting
• SHORT-TERM Goal Setting
– Help student achieve specific goals (such as improving
grades, or it can help the student to develop positive
traits) within the year.
– Sets up what the student and teacher do as well as
how to deliver reinforcers, evaluate, and support.
• LONG-TERM Goal Setting
– Designed for students lacking life goals and/or don’t
see the value in school.
– Works better with older students (grades >4).
– Can tie into short-term goals.
• Book has 6 different versions of forms to help the teacher
in setting goals.
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Goal Setting
Step 1: Develop a plan (a.k.a. Get Your Act Together)
– Review the problem and overall student goals by
identifying strengths, desired outcomes, collected
information, focus on short-range or long-range goals,
include corrective consequences and rewards.
– Decide if the goals will be developed collaboratively with
the student or unilaterally by the teacher.
– Select the goal-setting format: formal vs. informal, shortrange vs. long-range, use one of forms in book or develop
your own.
– Determine who will meet with the student.
– Set-up the goal-setting conference.
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Goal Setting
Step 2: Meet with the student
– Help the student establish long-range goals if needed.
Identify specific actions he or she is willing to take to
reach his or her goals.
• What kind of life he or she would like to have in
the future. What kind of residence, car, job
and/or family can the student envision?
• Help the student determine qualifications for
the types of jobs that may be of interest.
• Identify immediate actions the student can take
to move toward this goal by building a
“backward plan” that identifies what the
student will have to do to reach that goal.
Brainstorm actions to avoid and actions to take.
• Summarize the information and complete the
appropriate long-range form.
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Goal Setting
Step 2: Meet with the student
– Help the student establish short-range goals.
– Brainstorm actions to avoid and actions to take—what the
student can do to find greater success in school.
– Help the student identify specific actions he is willing to take
ot reach his short-term goals.
– Identify ways that adults might be able to help the student
reach goals.
– If using rewards, a structured reinforcement system, or
corrective consequences, make sure the student understands
all of the contingencies.
– Set up regular times for follow-up and to discuss progress.
– Review responsibilities, summarize the information developed
in the conference, and sign the appropriate goal setting form.
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Goal Setting
Step 3: Provide ongoing support and encouragement.
– Provide frequent positive feedback when the goal
behaviors are shown, linking them to the broad label or
trait.
– When student is not successful, correct calmly. Avoid
sounding disappointed or reproachful.
– Evaluate the impact of the intervention, making revisions
and adjustments when necessary.
– Encourage the student to keep striving toward his goals.
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Activity
• Choose a different partner
• Discuss with your partner your own
professional goals for the upcoming year
• Brainstorm your list
• Identify one or two goals that you are most
committed to working on during the year
• Create your plan
• Share your goal with the group
• You have 20 minutes to complete this activity
Data Collection and Debriefing
Rationale:
• Gathering data often solves the problem all by itself. Why?
– Placebo or Hawthorne Effect
– Addresses “awareness” problems
– Tells the student you are
– Conveys you care and you are serious!
• Data will form the basis for any subsequent intervention
planning (e.g., later highly structured interventions by school
team).
• Use of data is the only way to determine objectively whether
your interventions are working.
• There are many different forms for collecting data in the book
that cover different ages and types of problems. Completed
samples are included in book.
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The measure of success is not whether you
have a tough problem to deal with, but
whether it’s the same problem you had last
year (or in this case, last week!).
John Foster Dulles
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BIG PICTURE for Data Collection and
Debriefing
• Teachers not be experienced at collecting behavior data.
• The more comfortable teachers become at collecting and
looking at data, the more objective and confident they will
be.
• This is the “O” in STOIC!
• It is an effective consequence because it is brief, easy to do,
and not emotional. Plus, other kids see you doing it!
• You will also be less inclined to go with subjective
perceptions and impressions.
• Probably wouldn’t want to start with this. Go with Planned
Discussion, Academic Assistance and maybe Goal Setting
first.
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BIG PICTURE for Data Collection and
Debriefing
• Need to make sure the teacher nails down the behavior for
which data is being collected (a.k.a., target behavior) and
that it is measurable. That is, something that you can:
–
–
–
–
See
Hear
Smell?
Feel?
• Keep the data collection simple!
• What you are seeking when establishing the baseline of the
target behavior:
–
–
–
–
When
Where
How often (frequency)
Duration
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Summary of Intervention Steps
Step 1: Choose an objective data collection method. Data can be
collected using any of the following methods:
– Weekly Misbehavior Recording Sheet
– Basic frequency count
– Advanced frequency count
– Duration recording (i.e., how long did it last?)
– Latency recording (how long before the student
complied?)
– Rating scale (e.g., teacher rates the intensity, disruption
or disturbance on a rating of 1 to 5).
As I show you different SIMPLE observation methods, think
which method might work best for your selected student
for the Planned Discussion and his/her behavior concerns.
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42
43
Frequency Count
Blurting Out in Class
Teacher Directed Instruction
IIII IIII IIII IIII III
Cooperative Groups
IIII IIII
Independent Work
I
What does this simple frequency count data say about when
this student blurts out in class. Care to speculate why he
blurts out?
Must interpret the data within the context of your knowledge
about the student’s needs, class situations, etc. Could be due
44
to awareness, ability, attention, control, etc. More later.
Other Data Collection OPTIONS:
• Could video tape. Students get used to the camera.
Need a wide angle and sound.
• Could have another teacher observe. Select time where
misbehavior is an issue.
• If it’s difficult to nail down or even count the behavior,
keep a daily anecdotal log in which you note what
occurred on that day. Usually, anecdotal notes will help
you define the nature of the problem in a more
objective manner. See next slide for sample.
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46
Activity
• Watch the following clip. Please record the
number of attention seeking comments
Penelope makes during the therapy session.
http://www.nbc.com/Saturday_Night_Live/vid
eo/clips/penelope-therapy/926141/
Increasing Positive Interactions
BIG PICTURE for E: Increasing Positive
Interactions
• Can be a tough skill for teachers to master due to the research
about many teachers having a 3:1 to 15:1 ratio in favor of
negative interactions over positive.
• School in Lexington (KY) started tracking positive notes home
and comparing them to office referrals. Found as the number
of notes sent home increased, office referrals dropped.
• It isn’t your tone (how nice you are)—it is to what behavior
you attend to. What was the student doing when you
interacted with him/her?
• Provides a 3-step process for teacher to increase ratio of
POSITIVE interactions (RPI).
49
Purpose:
• Simple but very powerful intervention.
• To increase the number of positive interactions so
that the student is receiving at least a ratio of 3:1
positive interactions over negative interactions.
• Outcomes should be:
– Improved student behavior and motivation
– Improved student self-esteem
– More time to teach and less time correcting
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Types of behavior that may be positively
affected:
Increasing positive interactions may be effective with
any chronic misbehavior, such as:
Disruptive behavior
Creating excuses
Off-task behavior
Helplessness
Arguing
Teasing
Distractibility
Tattling
Negotiating
The clingy child
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Some tough students learn this about
their teacher . . .
• Work hard and she/he will ignore you.
• Screw up and she/he will be there for
you every 2-3 minutes.
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Positive Interactions Ratio (RPI)
We know that responding to appropriate student behavior is a very
POWERFUL tool in motivating students to choose appropriate
behavior.
Research over the years has shown clear evidence that:
– Most teachers pay attention more often to negative behavior
than positive behavior—anywhere from a ratio of 3:1 to 15:1
negative over positive.
– Yet, highly effective teachers do the opposite as they interact
with students more often when they are behaving appropriately
(positively) than when they misbehave. Their ratio is at least 3:1
positive over negative.
– In fact, recent research shows that a ratio of 5:1 or 10:1 is
considered optimal for establishing a positive relationship with a
student.
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Positive and Negative
Interactions
Just want do we mean by interaction?
Positive Interaction
– positive feedback in response to appropriate academic or
social behavior and
– non-contingent attention
Negative Interactions
– when teachers respond to a student’s academic or social
misbehavior (even if it is done in a nice way!).
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RPI Is the Interest on Your
Behavior Account!
 Think of ratio of positive interactions as being your
interest rate for putting money into the bank:
 If more is going out (negative interactions), you aren’t earning
any “interest” and may actually run out of money (e.g.,
student less likely to comply). Being bankrupt with your
RPI is not good!
 If you are putting more in via positive interactions, you will
earn some interest (more positive behavior from the student).
 If you put lots more in (5x’s to 10x’s more than you take out),
there will be a big payoff!
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Summary of Intervention Steps
Step 1: Plan more positive interactions
• Review the problem and identify your overall goal for the
student.
• Examine your ratio of positive to negative interactions
(RPI) with the student. Yikes!
• Tape (audio or video) or have another staff member
observe during times when the student is most likely to
misbehave in order to assess the ratio of interactions, not
to evaluate the teacher. More on this in a minute.
• There is a form in the book or you can simply record
frequency under “+” and “-”.
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Non-Contingent Attention
• Non-contingent attention is giving the
student attention that is not
contingent or dependent on any
special accomplishment.
• When a student feels noticed and
valued, he/she is more likely to engage
in appropriate behavior.
• Caution: don’t try to be the student’s
best friend/buddy. You’re still the
teacher. Goal is to establish and
maintain a positive relationship with
the student.
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Positive Feedback Must Be Accurate
1. Positive feedback and praise must be
accurate/credible (behavior must have
actually happened!).
It is more effective when initiated by the
teacher.
Providing positive feedback in private is more
effective than feedback given in front of
others. Can be distracting and/or
embarrassing if done during class discussions,
especially for older students.
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Positive Feedback Must
Be Specific and Descriptive
2. Got to be specific and descriptive:
 Be sure to tell them what they are doing
right!
 Just telling the student the response is correct
(or providing the correct answer if incorrect)
can have a positive impact on achievement,
but the more you can describe, the greater
the positive impact.
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Positive Feedback Must
Be Specific and Descriptive
2. Got to be specific and descriptive:
 When giving feedback, what you say should be
loaded with information about:
o What was done correctly
o What was useful or important
 Instead of saying “good paper,” say “excellent
organization of thought, use of vocabulary, and use of
figurative language.”
 Instead of saying “good behavior,” say “you stayed in
your seat, raised your hand to ask for help, and read a
book when you finished the assignment.”
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Positive Feedback Must Be Given
For Something Important
3. Making a big deal out of something routine or not
important is ineffective. There are 3 situations where
positive feedback needs to be given:
•
a skill or behavior that is new for student—
needs to hear what was done correctly because
he/she is less likely to evaluate him/herself.
•
a skill or behavior that remains difficult for student
and requires lots of effort—without positive
feedback, the student is more likely to give up.
•
anything the student is proud of and shares with
you—student values your attention and feedback
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Positive Feedback Needs
to be Age-Appropriate & Fit Your Style
4. It must be age-appropriate and given in a manner
that fits your personal style.
Plus you want to deliver positive to older students in
such a way as to avoid embarrassing them.
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Positive Feedback Needs
to be Age-Appropriate
How to give positive feedback:
• Use a quiet voice (being loud could embarrass)
• Be brief
• Be business-like and avoid being overly excited
• Avoid pausing afterwards—a pause implies you
expect a reply like “Thank You.” For older students,
saying thank you is social suicide.
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They may forget what
you said but they will
never forget how you
made them feel.
Anonymous
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Activity
• Find a partner you have not worked with
before.
• Take 2 minutes to brainstorm list of ways to
provide non contingent attention
• Share the list with your partner
• Write down any ideas that your partner may
have generated that you did not.
• Pick your best 2 ideas to share with the group
STOIC Analysis and Intervention
Purpose:
To assist with any student with chronic misbehaviors that has
not responded to simple interventions.
Types of behavior positively affected:
This intervention may be of benefit with any behavior
problem that has been resistant to other early-stage
interventions.
Uses the STOIC acronym to develop a behavior
improvement plan to improve the behavior of one
student.
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Rationale:
Although effective classroom management is a
lifelong learning task, understanding the 5
variables (STOIC) over which you have control
takes comparatively little time.
This intervention requires more planning and
forethought than previous interventions because
the problem is chronic and resistant to easy
interventions.
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Remember STOIC?
S
T
0
I
C
Structure for Success
Set physical arrangements, scheduling, and
expectations for activities and transitions.
Teach expectations to the student for all
classroom situations.
Observe and monitor the student and his/her
behavior.
Interact positively with the student.
Correct misbehavior fluently—calmly,
consistently, immediately and respectfully.
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Possible functions of behavior and
intervention considerations
• Identify what function the behavior serves—why
might the behavior be occurring on such a chronic
basis?
• What is the student achieving or avoiding by
exhibiting this misbehavior?
• Interventions that address the function of a
behavior have a much higher chance of success
than interventions that do not. The function of
every problem behavior fits within one of these
three broad categories:
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Reasons/Functions for Misbehavior
Why is misbehavior occuring? There are 8 reasons within 3
broad categories.
Lack of . . .
• Ability—physical, neurological, or simply not taught
• Awareness—no idea
Trying to get something
• Adult attention—often the case
• Peer attention—frequently chosen by teachers
• Power and control—harder to address
• Competing reinforcer—harder to address
Trying to escape or avoid something
• Work too hard/too easy—sometimes hard to see
• Feel uncomfortable or embarrassed—can’t stand success
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“I’m recommending that you have
your son tested for AD/HD.”
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The student lacks the ability or
awareness to meet target
expectations.
Ability-type problems
Some students act out because they are
incapable of exhibiting the expected behavior.
Lack of ability should always be considered and
ruled out before proceeding with an intervention.
Intervention will involve accommodating the
situation, not expecting immediate or complete
behavior change. Could include teaching
replacement behaviors over 2 weeks plus
implementing a concrete incentive plan.
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“Mom, I think I’m the
teacher’s pet. She
keeps telling me I’m in
her doghouse.”
He has NO idea that he is a pain in the . . . !
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The student lacks the ability or
awareness to meet target
expectations.
Awareness-type
Students, like anyone, may exhibit patterns of
behavior about which they are almost completely
unaware. Bringing the student to a conscious
awareness of the problem behavior will make
subsequent steps much more successful.
Intervention may involve accommodation but
should also involve strategies to help the
behavior improve over time (for example, selfmonitoring or self-evaluation over 2 weeks).
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He does it because he just loves all the attention he gets. For
him, the consequences are actually rewards!
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You know the student . . .
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The student is trying to "get"
something.
Adult attention
Students may seek to get attention from an adult
in inappropriate ways. A student may do the
"right" thing in the wrong way, at the wrong time,
or way too much, or the student may try to get
negative attention.
Intervention will involve giving far less attention
to the misbehavior while increasing the attention
the student receives for positive and appropriate
behavior.
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The class was quietly doing its lesson when Russell, suffering
from problems at home, prepared to deploy an attention79
getting device.
The student is trying to "get"
something.
Peer attention
Some students will seek attention from peers by
playing the "class clown," the show-off, or by
annoying, arguing, bullying, or positioning
themselves as the victims of bullying.
Intervention will involve trying to increase the
amount of attention the student receives in
prosocial ways.
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“Mrs. Jennings, I have asked you
here today so we could discuss
Arnold’s aggressive behavior.”
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The student is trying to "get"
something.
Power and control
This is an extreme form of attention-getting
behavior in which the student truly seems to
want to get adults angry. Teacher’s emotional
reactions are very highly reinforcing.
Intervention will often involve giving the
student control over certain aspects when he
or she exhibits positive behaviors, while
reducing the control the student elicits from
adults for misbehavior.
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“Billy, that’s
enough talking in
class!”
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The student is trying to "get"
something.
Competing reinforcers
Misbehavior may occur because a student
would rather do something other than the
assigned task or activity.
Intervention will involve reducing access to
ouside reinforces, so that the reinforcers
inherent to the desired activity are the best and
most accessible.
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85
The student is trying to avoid or escape
something.
Overly difficult or overly simple work
Some students act out to avoid assigned work
because it is beyond their current ability or
because they find the assignment dull.
Intervention will involve adapting instruction to
fit the student's academic abilities and needs.
See Intervention B and/or talk to specialists in
your building or district.
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“Can I come back
here, Miss. Lewis?
I don’t like second
grade.”
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The student is trying to avoid or
escape something.
Discomfort
Many students go to some length to avoid
negative, harsh, or embarrassing
situations. Some students avoid interactions
with adults who are overly harsh, caustic, or
critical.
Intervention will include restructuring the
student's environment so that exposure to
the anxiety-producing stimuli is
minimized, while reducing the ways the
student can easily escape unpleasant but
necessary situations.
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Structure for Success
•
Change assigned seating. (Awareness or AttentionAdult or Peer)
•
Change the work requirements. (Ability or Overly
Difficult or Too Easy Work)
•
Change the schedule. (Ability or Competing
Reinforcer)
•
Change expectations or procedures. (Awareness,
Ability or Overly Difficult/Easy Work)
•
•
Assign a duty or responsibility. (Adult attention)
Give the student viable choices. (Power & Control)
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Teach Expectations
•
•
•
•
Reteach classroom expectations. (Awareness or
Ability)
Teach the "positive opposite” of a problem
behavior (replacement behavior). (Awareness,
ability or attention, uncomfortable/avoidance)
Teach a particular skill. (Ability, awareness,
attention, overly difficult/easy, uncomfortable)
Teach social skills (hook up with counselor).
(Ability, awareness, control/power, and
attention, uncomfortable)
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Observe
• Circulate frequently. (Attention, competing
reinforcer, overly difficult/easy work,
avoidance or uncomfortable)
• Increase frequency of scanning and
monitoring his/her behaviors—catch him/her
being good. (Attention, overly difficult/easy
work, avoidance or uncomfortable)
• Collect data and debrief with student.
(Awareness, ability, attention)
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Interact Positively
•
•
•
Increase frequency of noncontingent attention.
(Attention, overly difficult/easy work, avoidance,
uncomfortable)
Increase frequency of specific praise.
(Attention, overly difficult/easy work, avoidance)
Maintain >3:1 ratio of attention to
positive:negative behavior (RPI). (Attention,
overly difficult/easy work, avoidance,
uncomfortable)
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Correct Fluently
•
•
Preplan responses so your reaction does not
interrupt the flow of instruction. (Attention, overly
difficult work, avoidance, uncomfortable)
Be sure your correction eliminates or reduces any
potential reinforcement of the misbehavior (e.g.,
giving attention to the misbehavior of a student
who thrives on adult attention). (Attention, overly
difficult work, avoidance, power/control)
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Activity
• As a campus team please discuss the most
problematic behavior that occurred on your
campus last year.
• Prioritize them listing the top three.
• What is the perceived motivation for these
behaviors?
• What one variable do you need to consider as
the new year begins?
• Please take 15 minutes to discuss this activity
Teaching Interventions
• As a team what is your plan for sharing these
interventions with the rest of your staff?
• Please develop a plan for sharing these
interventions with colleagues
Ticket Out the Door
• Please share your plan with the rest of the
room.
• If someone suggest an idea you have not
come up with copy, steal or otherwise
plagiarize.