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BookStudyPreparedbythe

KansasMulti-TierSystemofSupports(MTSS)Project

ManagingChallengingBehaviorsinSchools

KathleenLane,HollyMenzies,AllisonBruhn,andMaryCrnobori(TheGuilfordPress,2011)BookDescription:Theinformationprovidedinthisbookdescribesbothproactiveandreactiveapproachestosupportingstudentacademicsandbehavior.Proactively,PartIfocusesonpreventingthedevelopmentoflearningandbehaviorproblems.Thisincludesinformationaboutclassroommanagementpractices,instructionaldelivery,andlow-intensitystrategiesforredirectingandminimizingbehaviorsofstudentswhoneedadditionalsupport.Reactively,PartIIfocusesonrespondingefficientlyandeffectivelytoproblembehaviorsthatdooccur.Thisincludesinformationaboutbehaviorcontracts,self-monitoringstrategies,andfunctionalassessment-basedinterventions.Finally,thebookincludesaseriesofassessmentsandformstosupportteachersinbeginningtoimplementtheseproactiveandreactivestrategiesandpracticesintheclassroomsetting.

TargetAudience:ImplementingteamsBehaviorBuildingLeadershipTeamsTier3teachersElementaryTeamSecondaryTeam

PARTI:PREVENTINGBEHAVIORPROBLEMS

The contents of this resource were developed under an agreement from the Federal Department of Education to the Kansas State Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and endorsement by the Kansas State Department of Education or the Federal Government should not be assumed. Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s Early Childhood, Special Education and Title Services. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in this program and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Keystone Learning Services Executive Director, 500 E. Sunflower Blvd, Ozawkie, KS 66070, 785-876-2214.

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-Chapter1:PreventingandManagingLearningandBehaviorProblems—AnOverview-

BriefOverview:Thischapterprovidesanoverviewofthebook,describingathree-tieredmodelofprevention.PartI’sfocusisonclassroommanagementandotherpreventativestrategies,includinginstructionalpractices.Thischapteralsodescribesthebenefitsofathree-tieredmodelofpreventionforstudentsatriskforemotionalandbehavioraldifficulties.DiscussionQuestions:1. Whyisitimportantthatteachershavebothknowledgeofandconfidenceinclassroom

managementskills?2. Whatarethedifferencesamongprimary,secondary,andtertiarylevelsofprevention?

3. Whatistreatmentintegrity?Whyisitimportant?

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-Chapter2:ClassroomManagement-BriefOverview:Thischapterdiscussesfiveessentialcomponentsofclassroommanagement:classroomclimate,physicalroomarrangement,approachtodiscipline,routinesandprocedures,andmanagingpaperwork.Italsoincludesaclassroommanagementresourceguide(Table2.2)thatprovidesinformationaboutselectedbooks,articles,andwebsiteshelpfulforimprovingskillsinclassroommanagement.DiscussionQuestions:1. Whyisclassroomclimateimportant?Whatarethevariablesofclassroomclimate?2. Whyisphysicalroomarrangementimportant?Whataretheaspectsofroomarrangement

thataclassroomteachershouldconsider?3. Howdotheauthorsdefinediscipline?Whyisateacher’sapproachtodisciplineimportant?4. Whatareproceduresandroutines?Describeproceduresandroutinesthatyouhaveputin

placeinyourclassroom.Aretheysimilartothosedescribedinthischapter?5. Whyismanagingpaperworkanimportantpartofclassroommanagement?Howmightthe

strategiesforteachingproceduresandroutinesandmanagingpaperworkoverlap?6. DiscusstheexampleinBox2.2(pg.33).WhatdoyouthinkofMs.Flor’sclassroom

managementpractices?

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-Chapter3:InstructionalDelivery-BriefOverview:Thischapterfocusesonteachingcurricularcontentinawaythatmaximizesstudentengagement.Italsooutlinescurriculardecision-making,utilizingeffectiveinstructionalmethods,andimplementingself-regulatedstrategydevelopment.Includedisaninstructionaldeliveryresourceguide(Table3.6)thatprovidesinformationaboutselectedbooks,articles,andwebsitesusefulforrefiningknowledgeofinstructionalpractices.DiscussionQuestions:1. Whatisthezoneofproximaldevelopment?Howdoesitrelatetopreventingbehavior

problems?2. DiscusstheconceptsanddefinitionsinTable3.2(pg.41).Provideanexamplefromyour

owninstructionalpracticeofhowyouhaveusedoneoftheconcepts.3. ConsiderthequestionsinTable3.3(pg.45).Aretheyusefulforplanninginstruction?What

doyoulikeandnotlikeaboutthequestions?4. Howdoyouthinkyoucoulddifferentiatecontent?Process?Product?5. Whataretheelementsofexplicitinstruction?Whydoyouthinktheyareimportant?6. ReviewthetypesofcooperativelearningactivitiesinTable3.5(pg.56)anddescribehow

youhaveusedoneinyourownclassroom.Thinkabouthowyoumightuseoneyouhaven’ttriedbefore.

7. Whatarethestagesofstrategyinstruction?

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-Chapter4:Low-IntensityStrategies-BriefOverview:Thischapterbeginswithadiscussionoftheimportanceofdevelopingintrinsicmotivation,anddescribesmultipleresearchandevidence-basedlow-intensitystrategiesthatarehelpfulinmaintainingaproactiveapproachtobehaviormanagement.Thechapterincludesalow-intensitystrategyresourceguide(Table4.5)thatprovidesinformationaboutselectedbooks,articles,andwebsiteshelpfulforimprovingskillsinimplementinglow-intensitystrategies.DiscussionQuestions:1. Whataretheelementsofinstructionthatpromoteintrinsicmotivation?Discusshowyou

thinkeachisrelatedtodevelopingintrinsicmotivation.2. Discussthelow-intensitystrategieslistedinTable4.2(pg.76)anddescribedinthischapter.

Haveeveryoneinthestudygroupselectadifferentstrategyanddescribehowtheyhaveuseditintheirownclassroom.

3. ConsidertheteacheractionsthatslowinstructionalpacinginTable4.3(pg.79).Analyze

whetheryouhaveeverengagedinanyoftheseactions.Considerhavingacolleagueobserveyourclassroomtolookfortheseactions,aswellasyouruseofpositivelow-intensitystrategies.

4. Whyisincorporatingchoiceandpreferredactivitiesintoyourclassroomimportant?5. Whatisatokeneconomy?Haveyoueverusedoneinyourclassroom?6. Whyisthedirectteachingofsocialskillsimportant?Doesyourschooluseanyofthe

curricularpackagesdescribedinthischapter?Ifso,howdoyoudeterminewhichstudentsreceivedthistypeofsocialskillsinstruction?

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PARTII:RESPONDINGTOPROBLEMBEHAVIORS

-Chapter5:BehaviorContracts-BriefOverview:Thischapterdescribesthelow-intensity,secondarypreventionstrategyofbehaviorcontracting.Itincludesanoverviewofbehaviorcontracts,adefinitionofthestrategy,adescriptionofdifferenttypesofcontracts,anddirectionsonhowtodevelopandimplementbehaviorcontractsintheclassroom.Thechapteralsoincludesabehaviorcontractingresourceguide(Table5.2)thatprovidesinformationaboutselectedbooks,articles,andwebsiteshelpfulforimprovingskillsindevelopingandimplementingbehaviorcontracts.DiscussionQuestions:1. Whatisabehaviorcontract?Whatarethethreecorecomponents?2. Whatarethetypesofbehaviorcontracts?Haveyoueverusedoneofthesetypesof

contractsinyourclassroom?Ifso,describethecontracttoyourbookstudygroup.3. Whatarethesimilaritiesanddifferencesbetweenaquidproquocontractandaparallel

contract?4. Whatarethedeficitsforwhichabehaviorcontractisappropriate?5. Discussthesupportingresearchfortheagelevelofstudentswithwhomyouwork.6. Whatarethestepsforimplementingbehaviorcontractsintheclassroom?Discusseither

theelementaryorthehighschoolexample.Doestheexampleadequatelyfollowallsteps?

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-Chapter6:Self-Monitoring-BriefOverview:Thischapterfocusesonthelow-intensity,secondarypreventionstrategyofself-monitoring,whichisonetypeofself-managementstrategy.Thechapterincludesaself-monitoringresourceguide(Table6.2)thatprovidesinformationaboutselectedbooks,articles,andwebsiteshelpfulforimprovingskillsindevelopingandimplementingself-monitoringforstudents.DiscussionQuestions:1. Whatarethefourtypesofself-managementstrategiesbrieflydescribedintheoverview?2. Whataretheprerequisitecomponentsforusingself-managementstrategiesinthe

classroom?3. Discussthebenefitsandchallengesofusingtheself-monitoringstrategy.4. Discussthesupportingresearchfortheagelevelofstudentswithwhomyouwork.5. Whatarethestepsforimplementingself-monitoringinterventionsinyourclassroom?6. Whatisfading?Whyisitimportant?7. Discusstheself-monitoringillustrationinBox6.1.Doestheexampleadequatelyfollowall

thesteps?Doyouseeanypotentialproblemswiththeexample?

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-Chapter7:FunctionalAssessment-BasedInterventions-BriefOverview:Thischapterfocusesonfunctionalassessment-basedinterventions,whichareatypeoftertiarypreventionthatconsidersthecommunicativeintentofbehavior,orthereasonswhyproblembehaviorsoccur.Thechapterincludesafunctionalassessment–basedinterventionresourceguide(Table7.2)thatprovidesinformationaboutselectedbooks,articles,andwebsiteshelpfulforimprovingskillsinconductingfunctionalassessmentsandimplementingtertiarysupports.DiscussionQuestions:1. Whoinyourbuildingusuallyconductsafunctionalassessmentwhenoneisneeded?

Discusswhetheritmightbehelpfulforthebookstudygrouptoaskthatpersontocometothediscussionofthischapter.

2. Whenlookingatwhythestudentengagesinthetargetbehavior,weknowthatbehavioris

ameansofseekingoravoiding.Whataresomethingsstudentsmightbeseekingoravoiding?

3. ReviewthefunctionmatrixinFigure7.2.HowmighttheABCcardsillustratedinFigure7.3

helpcompleteafunctionmatrixforastudent?4. ReviewFigure7.4(pg.164).Describethethreemethodslistedinthatfigure.5. Whatarethebenefitsandchallengesofusingfunctionalassessment-basedinterventions?6. Discussthesupportingresearchfortheagelevelofstudentswithwhomyouwork.7. Discussthefunctionalassessment-basedinterventionillustrationinBox7.1(startingonpg.

178).Considerhowtheillustrationfollowsthe10stepslistedonpage173andpage177.Doyouthinkyouwouldhavedoneanythingdifferentlyforthisstudent?

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PARTIII:GETTINGSTARTED

-Chapter8:GettingStartedinYourClassroom-BriefOverview:Thischapterprovidesasequenceofself-assessmentforms,assessmentforms,andtreatmentintegritychecklistsalignedtothepriorchapters.Theseassessmentsareprovidedtoencourageteacherstobegintoimplementthepreviouslydiscussedpracticesforsupportingstudentswithchallengingbehavior.Whiletheauthorswouldpreferthatthepracticesbeimplementedwithinthecontextofathree-tieredmodelofprevention,thesepracticesareperhapsevenmoreimportantforteachersworkinginbuildingswithoutaschool-widetieredmodelinplace.DiscussionQuestions:1. Completetheself-assessmentinFigure8.1(startingonpage186).Discusstheschool-wide

questionsasagroup.Dothequestionsleadyourgrouptoidentifysomesystemicneedsforyourdistrictorbuilding?

2. Selectatleastoneoftheself-assessmentsinFigures8.2–8.5(pgs.190-92).Sharethe

outcomeofyourself-assessmentwithacolleague.Whatwereyourstrengths?Whatwereyourweaknesses?

3. Completetheself-assessmentinFigure8.6(pg.193)orFigure8.7(pg.194).Shareareasof

weaknesswithyourbookstudygroup.Didgroupmembershaveareasofweaknessincommon?Ifso,couldyouarrangeforsomeprofessionaldevelopmentforyourbuildinginthoseareas?

4. Asagroup,reviewthetreatmentintegritychecklistforbehaviorcontractsinFigure8.10

(pg.199),orthetreatmentintegritychecklistforself-monitoringinFigure8.13(pg.202).Doyouthinkeachofthecomponentslistedarepartoftreatmentintegrity?Whyorwhynot?

5. Askthepersonsinyourbuildingthatconductfunctional-basedassessments(FBAs)to

reviewFigure8.15,thefunctionalassessment-basedbehaviorinterventionplanningform.HowisitsimilartotheFBAproceduretheyuse?Howisitdifferent?Howisfunctionalassessmentinformationusedinyourbuilding?

6. Whyarebehavioralscreeningtoolsimportant?Whyareacademicscreeningandprogress

monitoringtoolsimportant?