Cost Benefit Analysis of
Utilizing Three Tiers in Your
School
Laura A. Riffel, Ph.D.
Return on Investment (ROI)
Ten Rules of Behavior (handout)
•Behavior is learned and serves a specific purpose (Bandura)
•Behavior is related to the context within which it occurs (Bambara & Knoster)
• For every year a behavior has been in place, we need to expect one month of consistent and
appropriate intervention to see a change (Atchison)
•We can improve behavior by 80% just by pointing out what one person is doing correctly (Shores,
Gunter, Jack)
•We use positive behavior specific praise about 6.25% of the time (Haydon, et al.)
•When we want compliance in our students we should whisper in their right ear (Live Science)
•All behavior has function and falls into two categories: To gain access to or to Escape from
(Alberto & Troutman)
•To Gain Access- see chart below
•To Escape From- see chart below
•Your reaction determines whether a behavior will occur again. We have to change our behavior
(Alberto & Troutman).
To Gain
Attention:

Peers

Adults
Access to preferred items or environmental
controls
Sensory Integration (Input)
To Escape
Work/Tasks/chores
People

Adults

Peers (Think bullying)
Pain

Emotional

Physical
Sensory (Overload)
Sine Qua Non
138-139
TUMS at the Door
•
•
•
•
Touch them
Use their name in a positive way
Make eye contact
Smile
A study found if teachers greeted their students
at the door, it increased on-task behavior from
45-72% (Allday & Pakurar, 2007).
We stopped touching kids• https://www.youtube.com/watch?v=fXRZcJI9yx8
Use their name in a positive way
• Bhaerman and Kopp (1988) found that teachers who are
flexible, positive, creative, and person-centered rather than
rule oriented result in students who are less likely to drop
out of school.
– One adult, other than their parent knowing and using their name
in a positive way helps a student be successful and less likely to
drop out of school.
– Building a relationship with a child is one of the most important
factors in a student’s success.
– Every child is one caring adult away from being a success.
•
•
•
•
Corwin, A. (2012)
NCCA (2009)
Nelsen (2006)
Shipp (2013)
Climate & Engagement
Make Eye Contact
• We’ve decreased face-to-face interactions dramatically
since the 1950’s
– This decreases a student’s ability to decode facial emotions and
other nonverbal cues (UCLA, 2014)
Climate & Engagement
Smile
• https://www.youtube.com/watch?v=U9cGdRNMdQQ
Climate & Engagement
TUMS YOUR NEIGHBOR
•
•
•
•
Touch them
Use their name in a positive way
Make eye contact
Smile
A study found if teachers greeted their students
at the door, it increased on-task behavior from
45-72% (Allday & Pakurar, 2007).
Relationship Building
• Fundamental I- Core Curriculum and Instruction
• Proactive Interventions can be Delivered at the Door
Before Class Starts (prompts- signals-reminders)
Relationship Building
• Fundamental II- Inclusive Practice
• Students who are Struggling will Stand Back and Share
Individual Struggles Outside the Door as they Enter
Touch Induces Compliance
• Fundamental III- Climate and Engagement
• Positive Relationships are Built with All Students
Smile + Frown= Smile
• Fundamental IV- MTSS
• Each student can receive what they need from you to start
the day on the right foot
Jen- Ratio
• Numerator = Positives
• Denominator = Negatives
5
----1
Energy Flows Where Attention Goes
You attract what you pay attention to
Climate & Engagement
72 %
Targeted Group
Inclusive Practices
Touch-Use Name PositivelyMake eye contact- Smile
57
Target the Behavior-Not the Student
Staff Expectation
Chapters
9-14
You can’t send a student to the office until you have
implemented a three strand intervention for an appropriate
amount of time (exceptions- danger to self or others)
AntecedentTrigger
Environmental Change to
Set the Student up for
Success
Behavior- Target
ConsequenceimpacT
Replacement Behavior
Ensure staff are feeding
Taught-Imprinted-Practiced replacement behavior and
and Praised (BSP)
extinguishing target
behavior.
To be a good intervention:
• The intervention has to:
–
–
–
–
Stop the Behavior
Be Proactive- not Reactive
Include antecedent manipulations to set the student up for success
Include replacement behavior strategies that are
•
•
•
•
Taught
Imprinted by Modeling
Practiced
Praised (Behavior Specific Praise)
– Include consequence modifications
– Match the function of the target behavior
Environmental Change
• Setting the student up for success might include any of the
following:
–
–
–
–
–
–
–
–
–
–
–
–
–
Check-in/Check-out
Pre-teaching anticipatory set of lesson
Calming Area (Sofa /beanbag in the room)
Pre-labeled homework assignment labels to put in agenda book
Lesson plans sent home for study over the weekend
Fill in the blank notes- versus taking full notes
Outline given on paper of what is presented on the board
Token Economy with Behavior Specific Praise
Student/Teacher Behavior Rating Sheet
Peer Mentoring
Philanthropy Opportunities
QR Codes with hints about today’s lessons
Seat cushions that provide sensory input
We want to set up the environment for
Replacement Behavior Might Include:
•
•
•
•
•
•
•
•
•
•
•
•
Video Modeling
Video Self-Modeling
Lunch Buddies
Social Stories
Breathing Techniques
Counseling
PowerPoints
Social Autopsies
Positive Contact Home
Behavior Specific Praise
Heart Monitor Watch to cue HR above 80bpm
Vibrating Watch to cue self-regulation
Replacement Behavior-Head- Heart- Hands
What do you want
Them to think?
What do you want
Them to feel?
What do you want
Them to do with their hands
And feet?
Consequence Modifications
• We have to change how we react to two things:
1.
2.
The Target Behavior
The Replacement behavior
In order to do this:
Trigger Patterns
Behaviors (Targets)
Consequences (impacT)
Time of day
Measurable
What is the student getting?
Day of the week
Observable
What is student escaping?
Certain Subjects
Clearly defined
• Attention (adult or peer)
Certain Tasks
Inter-observer agreement
• Tasks
Certain People (absent or
present)
At least 10 incidents- more
preferred (unless crisis)
• Sensory (input or
overload)
Certain Sensory (absent or
present)
Certain setting events (things
that happened in the near
distant past
• Pain (emotional or
physical)
We have to have a plan for these students
• https://www.youtube.com/watch?v=fXRZcJI9yx8
MTSS
Staff will say: “That’s Not Fair”
Inclusive Practice
ADHD and Sensory Issues
CDC reports 11% (2011) ADHD
(13.2 males) and (5.6% females)
Sensory Processing Disorder (83.6% ASD) (3.2% NT)
(Tomchek & Dunn, 2007)
Inclusive Practice
ADHD
Inclusive Practice
Center of Gravity is different
• Females- the center of gravity on females is around the
hips
• Males- the center of gravity is in the chest-
Challenge your friends
• https://www.youtube.com/watch?v=MW0ZTvRCS1o
Cushion the chair-
Standing work Station
Overhead Sensory Issue
• Fluorescent light bulbs are 100 Hertz.
• This means the gas in the light bulb flickers 100 times per
second.
• The flicker is imperceptible to most people; however, some
of our students with sensory issues have behaviors because
they are reacting to the flicker in the lights.
• 25% of the population suffers from negative physical
effects (Irlen, 2014)
– Let’s just shoot for 6% of the students who are really impacted in
learning and behavior (for math purposes)
Inclusive Practice
www.huelight.net
My version of Check-in/Check-out
• Student/Teacher Rating Sheet114-115
Chapter
7
MTSS
Student-Teacher Rating Form
Date:
Student
Hour One
Hour Two
Hour Three
Hour Four
Hour Five
Hour Six
Keep hands
and feet to
self
Respect
other
people’s
space
Start work
within two
minutes
Total
Points
3= Great Hour- No or very few behavioral learning opportunities occurred
2= Pretty Good Hour- few behavioral learning opportunities occurred
1= This Hour could have been better- more than a few behavioral learning opportunities
occurred
Student Signature: _________________________________________________
Teacher Signature: _________________________________________________
Parents' Signature: _________________________________________________
For younger students use smiling faces:
Core Curriculum (Behavior) and Instruction (Behavior)
Visible Learning: A Synthesis of Over 800
Meta-Analyses Relating to AchievementAvailable at www.amazon.com
Found that students recording their own
success had the highest impact.
John Hattie
When paired with a relationship building activity it becomes an even
stronger intervention.
Dr. Ann Corvin says these 3 things are essential to
building a relationship:
– Eye contact
– Touching
– Talking
Bhaerman, R.D. & Kopp, K.A. (1988) says:
–
A student is less likely to drop out of school if one adult
other than their teacher knows and uses their name.
Climate and Engagement
By tying in Dr. Leanne Hawken’s Behavior
Education Program (Check-in/Check-out a school
can use both components of monitoring their own
progress and tying in Dr. Ann Corvin’s research and
Drs. Bhaerman and Kopp’s research with her unique
way of checking in on a student on an hourly and
daily basis.
To read more about the Behavior Education
Program check out this article:
http://www.calstat.org/textAlt/SpEDge_eng/fall05edg
e.html
Check in-Check out
6,36,68,76,88-91,109-110, 179
Earned
reward
54-55
Home
check-in
Morning
check-in
with
preferred
adult
End of day
check-out
with
preferred
adult
Hourly
teacher
evaluation
Graph points
Review points
Graph
points
Hourly
teacher
evaluation
Mid-day
check in
with
preferred
adult
Adapted from
Hawken 2008
I tie my student/teacher rating sheet into
the home
The parents reinforce the students at home for good behavior at school.
This does several things:
– Connects home and school in a positive way instead of
an adversarial way.
– Sends message to student that home and school are
working together.
– Student gets rewarded and recognized for good behavior
which encourages good behavior
– Parents are happy to comply with something so simple
– reinforcements are attention and recognition- not prizes.
Climate and Engagement
Relationship Building
• Fundamental I- Core Curriculum and Instruction
• CICO- lets students receive academic and social strategies
in privacy- allows them to be successful in front of peers
Relationship Building
• Fundamental II- Inclusive Practice
• All teachers have ownership for helping this student be
successful by evaluating how the hour or subject went
Focus is on the Positive
• Fundamental III- Climate and Engagement
• This strategy reinforces positive behaviors and does not
rely on ODR for changing behavior
Hourly Check-In/Check-Out
• Fundamental IV- MTSS
• This tool can be used to monitor the success of
interventions that being put in place for the student
Oppositional Students
47-49
• Use equal choices.
•
(Motivation to Learn: Transforming Classroom Culture to Support Student
Achievement, Middleton & Perks; 2014)
• Speak on the student’s right side.
•
(http://exploringthemind.com/the-mind/if-you-want-something-talk-to-the-right-ear)
105
Learning Struggles
• Check-in/Check-out
– Pre-teach upcoming anticipatory set and outcome goal to students
who struggle (Priming the Pump)
• Secret Signals
– F.A.T. City, Dr. Rick Lavoie- teaching students who process
language slowly that you will not call on them unless you are
standing directly in front of them. Let’s them put all their energy in
to comprehending and not worrying about being called on in front
of peers.
• Use a second signal- if student looks up at you, that means they know
the answer. If they look down at the desk or the wall, it means they do
not know the answer. Let’s the teacher go on to another student and
help this student save face.
Sensory Issues
• Important to realize the
gravity of:
–
–
–
–
–
–
Hyperacusis
Tactile Defensiveness
Olfactory Sensitivity
Visual Distractions
Gustatory Defensiveness
Proprioceptive and
Vestibular Input
45,47-48,
128-129
72 %
20%
Intensive (Tier Three)
• 12-20 y.o. make up 13% of the US population but are
responsible for 28% of the single-offender and 41% of the
multiple offender violent crimes (Princeton, 2015)
• What do we see at school?
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
Chapter 7
What is a trigger for
the student?
What are they trying to get or get out
of by having this behavior- where is it
coming from?
Verbal or Physical
Aggression
Environmental Change to Set the Student up for success
1. Place where they can calm down- not a
punishment.
2. Bean bag chair (prefer blue and
pleather)- absorbs coolness and is a
calming color.
3. Nature pictures on the wall near this
area.
4. Powercard or Poster on how to calm
self down with breathing
5. Headphones for listening to 60 bpm
music
Replacement Behavior
1. Teach student different methods for
calming self down and help them
choose the one that is best for them:
1.
2.
3.
4.
5.
Walking and talk
Sitting in bean bag
Breathing technique
1. 4-6-7 technique
2. 4 in- 4 out technique
Writing about what is
upsetting
Drawing pictures about
what is upsetting
Change the adult=change
the student
1. Feed the replacement
behavior- with
maintaining
consequence
2. Extinguish the target
behavior with
reminders or ignoring
depending on
maintaining
consequence
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
FBA DATA TOOL (FREE)
We look at the behavior in conjunction with the
time of day that it occurs- were there patterns to
time of day? If there ere- what is that telling us?
We look at day of the week
data – if we collected enough
days of data.
BASELINE DATA
We look at the percent of time
each behavior occurred.
BASELINE DATA
Did staff behavior stop student
behavior?
What context showed up the
most with each behavior?
What antecedents paired up
with each behavior? This helps
you be proactive in your
planning.
What consequences paired up
with each behavior- this helps
you determine what the
functioning reinforcer was behind
the behavior.
Secondly, how effective was the
consequence that occurred at
stopping the behavior right
away?
What is the goal
behavior?
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Start with the first behavior
on your sheet. For this
student it is disruptive
outburst
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Using the Antecedent,
Contexts, time of day, and day
of the week determine what you
think the main trigger is for this
behavior- For this student it was
waiting or down time in class.
Competing Pathway Chart:
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Next, we determine the
maintaining consequence. What
is feeding this behavior. For this
student it is peer attention.
Competing Pathway Chart:
Pages 34-36 blanks for you to use
What is the goal
behavior?
What adult or peer behaviors will
“feed” this goal behavior?
YOUR TOPIC GOES HERE
When there
is a transition
Scout has a
disruptive
outburst
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
To get adult
attention
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
You now have your summary statement- for this student it is:
When there is down time in class, Peter has a verbal outburst, to get peer attention.
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Competing Pathway Chart:
What event or setting
takes place prior to
the target behavior?
(Antecedent)
What is the goal
behavior?
What behavior are you
targeting to change?
(Behavior)
What settings/contexts/antecedents can you
modify to make proactive changes in the
environment to make the target behavior
unnecessary?
What adult or peer behaviors will
“feed” this goal behavior?
What adult or peer behaviors are
reinforcing this behavior? (negative or
positive reinforcement)
(Consequences)
What new behaviors might you teach to
the student to replace the current target
behaviors?
How might you change the
adult behavior regarding
the original target behavior
and the new replacement
behaviors?
Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R.,
Storey, K., & Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Data don’t lie
• Fundamental I- Core Curriculum and Instruction
• Data can be paired with anecdotal notes and grades to
determine the effectiveness of the interventions developed
Data don’t lie
• Fundamental II- Inclusive Practice
• This allows the staff to implement interventions that
are based on data not opinions.
Data don’t lie
• Fundamental III- Climate and Engagement
• Competing Pathway Charts allow teachers to compare
associations between behavioral indicators and academic
achievement
Data don’t lie
• Fundamental IV- MTSS
• Multiple sources of data are used to monitor student
progress and to determine the effectiveness of
instruction and interventions.
72 %
20%
8%
100%
Fundamental I: Core Curriculum and Instruction
Position Statement: All students are provided Tier I core instruction as aligned to the
Nevada Academic Content Standards (NVACS).
Expectations:
The Core Actions are evident in planning throughout the PLC process and
observable in instruction. Schools use primary and supplementary curricular
materials, horizontally and vertically articulated, and documented.
ALL intervention time is scheduled outside Tier I core instruction periods.
Students receiving intervention are provided equitable access/opportunities
for non-core and elective instruction.
School leaders monitor and support the improvement of culturally
responsive instructional practices of teachers to ensure student success.
Fundamental II: Inclusive Practice
Position Statement: Through collaboration among general education, special education, and ELL
staff, ALL students will be provided Tier I core instruction in the general education classroom
environment.
ALL instructional staff embrace and demonstrate ownership for ALL
All resource teachers (special education, ELL, GATE, etc.) are included in PLCs and unit/lesson
planning.
–
All students are held to grade level expectations and beyond.
–
Scaffolding is a key component of differentiated classrooms.
–
All staff participate in professional learning to develop crucial cultural
–
competency to enhance understandings and practices with diverse students
–
–
–
Time is reserved in each teacher’s schedule for collaborative planning that
enhances inclusive practice.
Student centered scheduling is in place and monitored.
Fundamental III: Climate and Engagement
Position Statement: School staff use relevant student behavior and school
climate data when making decisions within the continuum of service.
• Positive relationships are built with ALL students.
• Knowledge of student backgrounds and interests drives positive engagement strategies and relevance of
class work and homework assignments.
• Within the PLC structure, teachers will explore the associations between behavioral indicators and
academic achievement.
• Reinforcing positive behavior is exhausted before the use of office referrals and other disciplinary
strategies that limit access to instruction.
• Schools implement PBIS and SEL framework, and monitor effectiveness through MTSS process.
• Schools track and monitor student behavior data through IC.
• Teachers intentionally work toward developing common cultural connections around language for more
effective instructional and learning opportunities in and outside of the classroom.
Foundation IV: Multi-tiered Systems of Support
Position Statement: ALL students are provided Tier I core instruction in the general education classroom
environment and their individual needs are addressed through collaboration between general education staff,
special education staff, and ELL staff.
Expectations:
• The MTSS process aligns with PLCs and school leadership team functions.
• The ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are
ruled out as “causal” factors before attributions to learners requiring interventions are made.
• Local and district level measures are used to monitor student responsiveness to core instructional practice
and response to intervention as necessary.
• Multiple sources of data are used to monitor student progress and to determine the effectiveness of
instruction and interventions.
• Functioning PLCs and MTSS teams meet on a regular basis to review student outcomes and determine
needed supports.
• Documentation of student interventions and outcomes are maintained in the MTSS tab of IC.
• A special education referral is only considered after interventions at all tiers have been implemented with
fidelity and student outcomes are insufficient.
(MTSS is the evaluation strategy for determining specific learning disability.)