Teacher Developed Supports for
At-risk Students
Tim Lewis, Ph.D.
Barbara Mitchell
University of Missouri
pbis.org
Starting Point
• We can’t “make” students learn or behave
• We can create environments to increase the
likelihood students learn and behave
• Environments that increase the likelihood
are guided by a core curriculum and
implemented with consistency and fidelity
Big Ideas
• Using data at each step of the process
• Intervention selected based on presenting
behavior pattern
• Modify environment (classroom) to
promote practice opportunities & meet
“function”
Essential Features
Understand interaction between behavior and the
teaching environment
Behavior is functionally related to the
teaching environment
• Build Positive Behavior Support Plans that teach
pro-social “replacement” behaviors
• Create environments to support the use of prosocial behaviors (practice, practice, practice)
– Around individual student need / self-management
– Classroom
– School-wide
Basic Steps in FBA-BIP Process
1. Conduct functional behavioral assessment
2. Create plan based on functional
assessment outcome
1. Develop infra-structure to support
behavior change (system change)
Positive Behavior Support Plan

Teach replacement behavior(s) that result in
same/similar outcome
 Environment
should not allow problem
behavior to result in previous outcomes

Ideally replacement behavior should be more
efficient than problem behavior
How do schools get there?
Build parallel systemic processes
• Provide school/district teams with a process
to address the presenting challenge
• Develop a parallel process for
districts/states to support school
implementation and continue to expand
with integrity
Are School Teams Ready?
•
•
•
•
•
80% or better on SET
Action plan to maintain Universals
Use data in team meetings
Create a decision rule to identify students in need
Assessment to identify what supports students
need
• Strategy to implement classroom-based supports
• Equal emphasis on systems, data and practice
supports
Classroom Systems of Support
within SW-PBS:
Universals & Targeted
Classroom Challenges
• Students spend majority of their school day in the
classroom
• Majority of “discipline problems” originate in the
classroom and often result in removal from
instruction
• Remaining engaged in instruction essential to
student academic and social success
• “Culture” of education often reinforces ineffective
practices and creates barriers to implementing
effective practices
Universals: Classroom
• Behavior management
– Teaching routines
– Positive student-adult interactions
• Instructional management
– Curriculum & Instructional design
• Environmental management
• Student Self-Management
Universals: Classroom
1.
2.
3.
4.
5.
6.
7.
8.
Classroom expectations/rules defined and taught
Classroom routines defined and taught
“4:1” positive feedback
Active supervision
Students actively engaged
Multiple opportunities to respond
Minors addressed quickly and quietly/privately
School wide procedures for majors are followed
Connecting Classrooms
to SW-PBS Efforts
• Tie academic and social behavior prevention efforts
•
Maximize time student spends in instruction & learning (i.e.,
keeping in class vs. sending them out)
• Build expertise within the school via the PBS team
• Focused professional development
– Brief in-service, multiple practice opportunities, structured feedback
• Move to collaborative problem solving
– Peer coaching, model/demonstrations
Structural Analysis
Setting Factors Assessment Tool
• Level 1: Classroom Set-up and Structure
• Level 2: Context Specific Activities
• Level 3: Instructional Delivery and Tasks
• Level 4: Student Behavior
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the
merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.
100
90
M ean Percent of Teacher Behavior
80
70
60
50
40
30
20
10
0
Baseline
High Structure
Level 1
Materials Accessiblity
Level 1 & 2
Rules Visible
Level 1, 2 & 3
Assistance Consistent
Follow-Up
Answering Consistent
Applied Work in Progress
A Systematic Process to Implement
Individual Plans
Background and Context
• PBS in Columbia Public Schools
–
–
–
–
–
18 elementary buildings
3 middle schools
3 junior highs
3 high school programs
17,000 students
Gentry Middle School
• Three core teams per grade level
– Five general education teachers
– One special education
•
•
•
•
Elective team
Literacy support center
Self-contained/Special education
Administrative team
PBS at Gentry
Year 1-6
• Universal Features
–
–
–
–
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–
–
PBS team
Building wide expectations (RRKS) & Matrix
Lesson plans and teaching schedule
Track discipline data
System for acknowledging (RRKS Ribbon)
Continuum of response
Document minors (RRKS TOC)
Building a System to Implement
Individual Plans
SAT-STAT-RRKS
Method for Communicating Practice
SAT Process
•Teacher Assistance and Support
•Targeted/Small Group Interventions
•Individual Student Plans
Core Team/Classrooms
•Implement AIS
•Monitor Progress
•Evaluate Outcomes
School-Wide Systems
•Matrix
•Lesson Plans
•School-Wide Data
•Acknowledgement
•Communication
SAT Team
Counselors,
Administrators,
School Psych, &
Behavior Specialist
* Meets Weekly
STAT Team
Core Team Facilitator,
SAT Partner, &
Core Team Teachers
* Meets Weekly
RRKS Team
Core Team Representative
District PBS Support
Building Administrator and Counselors
* Meets Monthly
Provide Ongoing Support
• Periodic, intensive, with follow-up
•
•
•
•
Classroom/team universals
AIS process
Follow-up AIS
Feedback and systems maintenance
• Weekly, skills-based, with modeling and
feedback
Designing a Process for
Implementing Individual Plans
Gentry AIS and FBA Matrix
Intervention Strategy Process
1. Assemble data
2. Complete a student
interview
3. Define the problem
behavior
4. Complete a student
schedule
5. Develop hypothesis
6. Identify replacement
behavior (s)
7. Construct environmental
supports
8. Delineate positive and
response outcomes
9. Communicate action to
others involved
10. Implement strategies
11. Monitor and document
progress
Intervention Strategy Process
1. Assemble data
2. Complete a student
interview
3. Define the problem
behavior
4. Complete a student
schedule
5. Develop hypothesis
6. Identify replacement
behavior (s)
7. Construct environmental
supports
8. Delineate positive and
response outcomes
9. Communicate action to
others involved
10. Implement strategies
11. Monitor and document
progress
Intervention Strategy Process
1. Assemble data
2. Complete a student
interview
3. Define the problem
behavior
4. Complete a student
schedule
5. Develop hypothesis
6. Identify replacement
behavior (s)
7. Construct environmental
supports
8. Delineate positive and
response outcomes
9. Communicate action to
others involved
10. Implement strategies
11. Monitor and document
progress
Gentry FBA Matrix
Problem Behavior
Off-task, Nondisruptive
Function
Peer Attention
Replacement
Behavior
On-task, work
completion
Intervention





Off-task, Disruptive
Peer Attention
On-task, respectful
responses, work
completion






Off-task, Nondisruptive, work
completion
Escape (avoids
teacher and peers
during instruction)
On-task, work
completion




Off-task, Nondisruptive, work
completion
Attention (responds to On-task, work
teacher directions,
completion
engages peers)





RRKS lesson – “on-task”
Pre-correct @ start of class
Self-monitor: on-task
Periodic praise by teacher
for on-task
Quick de-brief at end of
class on self-monitoring
RRKS lesson – “on-task”
RRKS lesson – “conflict
management/respect”
Pre-correct @ start of class
Self-monitor: on-task &
RRKS
Periodic praise by teacher
for on-task
Quick de-brief at end of
class on self-monitoring
RRKS lesson – “on-task”
Pre-correct @ start of class
Self-monitor: on-task +
work completion
Quick de-brief at end of
class on self-monitoring
RRKS lesson – “on-task”
Pre-correct @ start of class
Self-monitor: on-task +
work completion
Periodic praise by teacher
for on-task +work
completion
Quick de-brief at end of
class on self-monitoring
Outcome for Replacement
Behavior
Earn time with peers for meeting
self-management goals
Earn time with peers for meeting
self-management goals
Earn a ‘skip a homework’ pass
Earn other preferred activity for
meeting self-management and work
completion goals
Earn “a work with peer” activity
Earn other preferred activity for
meeting self-management and work
completion goals
Lewis, 2008
Outcomes and Results
Student Data
ODR-RRKS TOC-Attendance-Grades
Intervention Strategies Implemented
• Targeted Classroom Intervention
– Increase precorrects & feedback
• Small Group Intervention
– Check-in/Check-out
• Individualized Intervention
– CICO with modified course schedule
Monitor Progress
Week 9
3/3/08
3/4/08
3/5/08
3/6/08
3/7/08
Weekly
Average
Student 1
94%
94%
95%
97%
No School
95%
Percen tag e o f Po ints
KK 1
Student
100
90
80
70
60
50
40
30
20
10
0
3/3/2008
3/4/2008
3/5/2008
3/6/2008
3/7/2008
Evaluate Outcomes
• Questions to Consider…
– Is intervention being implemented with
integrity?
– Does intervention match the function of student
behavior?
– Does the student need more intensive,
individualized support?
Office Discipline Referrals
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
Pre
post
Time Out of Class
3
2.5
2
1.5
1
0.5
0
Pre
Post
Attendance
100
80
60
Pre
40
20
0
Post
Grade Point Average
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Pre
post
Lessons Learned
Use data
Select intervention
Modify environment
Build Buy-In
• Start small
• Training on function based intervention
• Same things we do for students…
–
–
–
–
Teach expected behavior
Provide support
Reinforce reasonable approximation
Acknowledge success
• Outcome data
Big Ideas
• Using data at each step of the process
• Intervention selected based on presenting
behavior pattern
• Modify environment (classroom) to
promote practice opportunities & meet
“function”
Teacher Developed Supports for
At-risk Students
Tim Lewis, Ph.D.
Barbara Mitchell
University of Missouri
Method for Communicating Practice
SAT Process
•Teacher Assistance and Support
•Targeted/Small Group Interventions
•Individual Student Plans
Core Team/Classrooms
•Implement AIS
•Monitor Progress
•Evaluate Outcomes
School-Wide Systems
•Matrix
•Lesson Plans
•School-Wide Data
•Acknowledgement
•Communication
SAT Team
Counselors,
Administrators,
School Psych, &
Behavior Specialist
* Meets Weekly
STAT Team
Core Team Facilitator,
SAT Partner, &
Core Team Teachers
* Meets Weekly
RRKS Team
Core Team Representative
District PBS Support
Building Administrator and Counselors
* Meets Monthly