Behavior Savvy Fostering Positive Responsive Behavior Tools in

Behavior Savvy: Fostering Positive & Responsive Behavior Tools in Future Teachers

What researchers say… Ø Ø Effective classroom management is preventative rather than reactive (Emmer & Stough, 2001). Student outcomes improve when teachers take a positive, proactive approach to managing problem behavior (Tillery, Varjas, Meyers, & Collins, 2010) 2

What researchers say… SWPBS – Ø Ø Emphasis is placed on the “ongoing monitoring of student behavior and early intervention” when school-related problems are initially detected (Horner et al. , 2009, p. 134) The primary prevention tier involves teaching, monitoring, and acknowledging behavioral expectations for all children and implementing evidence-based practices (Horner et al. , 2009) 3

Teacher Behavior Ø Teachers must establish learning environments in which children are unlikely to “develop or sustain behavior problems” (Stormont & Reinke, 2009, p. 26) Ø “Inadequate teacher preparation hinders successful early intervention and response to intervention efforts. . . ” (Oliver & Reschly, 2010, p. 196) Ø Instruction in behavior management ultimately affects both teacher and student behavior (Coalition for Psychology in the Schools, 2006; Oliver & Reschly, 2010)

Successful Implementation of MTSS… … is multifaceted and involves knowledge of: ￮ evidence-based interventions ￮ multi-tiered intervention models ￮ screening, assessment, and progress monitoring ￮ administering interventions with a high degree of ￮ ￮ integrity support and coordinated efforts across all levels of staff and leadership within the school and sustaining systems of prevention grounded in an MTSS framework” - Kratochwill, Volpiansky, Clements, and Ball (p. 632, 2007)

Turning Research into Practice • Effective Interventions • Multi-tiered systems of support • Assessment, incl. • Screening • Progress monitoring Research Training • Pre-service level • Professional development for current professionals • Ongoing support • Implementation with fidelity Practice 6

Effective Training in MTSS Interdisciplinary Regular and special education, administrators, school psychologists Data-Based Decision Making Identifying students & evaluating programs Targeted Coursework & Field. Based Experiences Research-Based Interventions Progress Monitoring Selecting interventions based on student needs Changing interventions based on progress 7

Why Focus on Pre-Service and Early Career Teachers? “At this point, there has not been sufficient attention paid to the implications of MTSS for the pre-service preparation of personnel who will play critical roles in implementation (i. e. principals, general education teachers, psychologists, and special educators)” - Danielson (p. 633, 2007)

title Given the current emphasis on improving outcomes for all students, it is imperative that ALL educators receive access to methods and training materials appropriate to a wide range of student needs.

Classroom Management & Behavior Analytic Problem Solving EPSY 5616 University of Minnesota Department of Educational Psychology Amy Kunkel, Ph. D Rob Henery, Ph. D Michelle Marchant-Wood, Ph. D Special Education Program

1 AUDIENCE: Special & Elementary Education Teacher Candidates. Undergraduate & Graduate Students

Course Foci: Principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Central Purpose: Application of behavioral principles in educational settings. Complementary Issues: General classroom management strategies/tools 12

1 Course Goals & Objectives

OBJECTIVES Ø a) Understand the principles of behavior analysis and procedures used in classroom management and behavioral assessment and instruction Ø b) Apply skills in behavioral assessment and behavior analysis to classroombased and behavioral problems 14

COURSE TEXT Alberto, P. , & Troutman, A. C. (2012) Applied Behavior Analysis for Teachers. 9 th Edition Upper Saddle River, NJ: Pearson, Merrill Prentice Hall. 15

2 Course Schedule/Calendar

Sample Weekly Schedule 17

Course schedule organized to match PBS triangle Lorm ipsum congue 18

3 UNIVERSAL

Activities & Assignments In Class • • • Explore PBIS. org & MNPBIS MDE/MNPBIS Presentation IRIS Classroom Management Module Case Studies & Star Sheets Out of Class • • • SAS EBS Survey IRIS Classroom Management Module & Plan Schoology Reference File Explore IRIS Behavior Resources 20

MINNESOTA PBIS Explore PBIS. org & Minnesota PBIS • Guided notes 21

MN PBIS Presentation Minnesota PBIS Presentation • • Proceeded by KWL Followed up with Q&A 22

Iris Module IRIS Module: Classroom Management • • • Video Explore module individually Develop management plan 23

Iris Case Study IRIS: Case Studies & Star Sheets • • Encouraging Appropriate Behavior Effective Room Arrangement 24

IRIS Behavior Response IRIS: Explore Behavior Resources • • Modules Case Studies Skill Sheets Activities Info Briefs Interviews Video Vignettes Web Resource Dictionary 25

SAS EBS Survey • • Complete Survey Write Report aligned with survey outcomes 26

Schoology Reference File • • Create file Insert behavior relevant resources 27

3 Secondary & Tertiary

Activities & Assignments In Class • • • IRIS: FBA/BIP Module Operationalizing Behavior activity Videos & Data Collection practice: ABC & Baseline Out of Class • • FBAs #1 -7 IRIS Module: SOS (Selfmonitoring) Graphing activity PSU Website & activities SR+ Folders Sticky Notes Stimulus Control activity Punishment Jigsaw activity Generalization/Maintenance activity 29

FBA IRIS Module: Functional Behavioral Assessment • • Challenge video Explore page 1 -4: Overview of behavior principles & FBA process 30

FBA#1 FBA #1 • • FBA IRIS module—p. 5 Group activities Handouts Out of class assignment 31

FBA#2 FBA #2 • • FBA IRIS module—p. 6 Interview assignment 32

FBA#3 FBA #3 • • • FBA IRIS module—p. 7 Video practice ABC Observation assignment 33

FBA#4 FBA #4—Data Collection • • FBA IRIS module—p. 7 Examples/Forms Flowchart (next page) IRIS Case Studies: Measuring Behavior 34

Data Collection Flowchart 35

FBA 4 Graphing FBA #4—Graphing • • • Recording & summarizing data Graphing activity Data Collection/Graphing Assignment 36

FBA#5 FBA #5 • • FBA IRIS Module—p. 8 Matrix Hypothesis Template (PSU) FBA/BIP Form 37

FBA #5 to FBA #6 • Replacement behavior • • • Hypothesis Template (PSU) FBA/BIP Form Successive approximations worksheet IRIS FBA Module p. 9 Function-based interventions • • IRIS FBA Module p. 9 Basic FBA to BIP (PSU) 38

Behavioral Intervention Plan Ø Ø Ø Positive Reinforcement Strategies Stimulus Control Decreasing Behavior/Punishment Differential Reinforcement Generalization & Maintenance Self-monitoring Strategies 39

FBA #6 • • Function-based interventions Final project • • • FBA #1 -5 refined Hypothetical BIP & intervention data Scholarly review 40

Quote “If schools attend to the emotional and behavioral needs of students on a broad scale, it is likely that they will create the conditions necessary for social competence and academic success of students. ” Young, Marchant, & Wilder, 2003

Thanks! Any questions? You can find me, Michelle Marchant-Wood, at ￮ mmarchan@umn. edu 42