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Positive Behavior Support: The relationship between
student behavior & literacy
Chris Borgmeier, Ph.D.Portland State [email protected]/~cborgmei/
http://www.alsig.org/images/trianglechart_
Relationship between Behavior & Academics
Students with severe problem behavior experienced large academic deficits as compared to typical peers.
In most areas these deficits remained stable over time, however, in the case of mathematics the deficits actually broaden over time.
Externalizing behaviors were more strongly related to academic performance deficits as compared to internalizing behaviors.
(Nelson, Benner, Lane, & Smith, 2004)
Differences in mean ODRs per year for students scoring above (n = 152) and below (n = 68) the DIBELS PSF benchmark, as assessed in spring of kindergarten
(McIntosh, Horner, et al., 2006)
Conditional Probability of Multiple Discipline Referrals in Grade 5
Kindergarten Predictor Variable
Value
Conditional Probability
ODR 0 20%
1+ 33%
Spring DIBELS PSF score
≥35 (benchmark)
18%
10-34 (targeted) 25%
<10 (intensive) 33%
Results indicated that both literacy and behavior variables significantly predicted the number of discipline referrals received in fifth grade.
In kindergarten, DIBELS PSF in spring of kindergarten significantly
predicted the presence of two or more ODRs 5 years later.
For the students in this sample, an actual skill difference (PSF) played a stronger role in predicting future problem behavior than a school readiness (Letter Naming) difference.
Note that measure at the end of kindergarten was a more significant predictor than at the beginning of kindergarten.
Potentially suggesting that how a child has responded to kindergarten literacy instruction, is more predictive of later outcomes than reading skill at the beginning of kindergarten.
At 5th grade Students with high levels of escape-maintained
problem behavior were likely to have significantly lower literacy skills (low DIBELS scores) than their peers
Students with high levels of peer-attention maintained problem behavior were likely to have literacy skills that matched their peers without problem behavior.
Relationship between Academics & Problem Behavior in Transition from MS to HS
McIntosh, Chard, et al., 2006
Number (and %) of Grade 9 students with challenges in academics, behavior or both
No Academic Challenges
(GPA > 1.0)
Academic Challenges
(GPA ≤ 1.0)
No Behavior Challenges
(0-1 ODRs)213 (65%) 59 (18%)
Behavior Challenges
(2+ ODRs)16 (5%) 38 (12%)
High Schools
From the prevalence data, the percentage of students with challenges in
academics but not behavior (18%) was almost four times the percentage of students with challenges in behavior but not academics (5%).
In other words, students with behavior problems were more likely to have problems in both areas than students with academic problems.
Percent of 9th Grade ODRs x Score on 8th Grade OSA Reading Test8% 3% 1%
21%
71%
OSA - Did Not Meet OSA – Met OSA- Exceeded
Expectations Expectations Expectations
13%
84% 91%
8%
Differences in GPA in 9th grade based on ODRs received in 8th grade
0-1 ODRs (n=259) 2-5 ODRs (n=49) 6+ ODRs (n=23)
How PBS impacts Academic Achievement
Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980).
If acceptable instruction is in place, then improving the behavioral climate of the school will allow that instruction to be more effective.
Schools that deliver poor academic opportunities, create academic failure – increasing problem behavior related to task avoidance, ODRs & missed inst’l time
Simply providing a research-based curriculum may not provide all students access, particularly if the learning environment is chaotic and unsafe.
And implementing School-Wide PBS may not reduce problem behavior if students have such low skills that classroom instruction is aversive.
Academic and behavioral success may be symbiotic, as an effective behavior system allows effective academic instruction to take place.
Conditions of Full implementation of SW-PBS
a) Classroom management and curriculum variables would be adapted so academic tasks become less aversive
b) reduction in ODRs would mean more minutes spent in academic instruction
c) the minutes spent in academic instruction would be more effective
d) there would be less peer support for academic failure, and e) there would be an increase in the structured prompts,
contingent feedback and support for academic behavior.
We might hypothesize that with these conditions in place a school could affect the academic gains of students.
(Putnam, Horner & Algozzine, 2006)
Effective direct instruction in academic skills is critical to improving academic skills. Students will not learn academic skills without effective instruction and a good curriculum. They will not learn to read just being taught social skills.
Of course, these same students will not learn to read in a school or classroom that is behaviorally chaotic.
In order to have students receive an effective education we need effective behavior support interventions, an empirically validated curriculum as well as effective instruction.
Function-Based Support for Students with Reading Difficulties
Amanda Sanford
Jorge Preciado
Ineffective Instructional Design and Delivery
Frustration-level task presented
Punishment/ extinction of academic
responding
Incorrect academic
responding
Decreased academic
engagement
Failure to acquire literacy
skills
Ineffective Instructional Design and Delivery
Frustration-level task presented
Punishment/ extinction of academic
responding
Incorrect academic
responding
Decreased academic
engagement
Failure to acquire literacy
skills
Frustration-level task presented
More severe problem behavior
Escape or avoid academic
task
Decreased academic
engagement
Failure to acquire literacy
skills
Inability to Read
Ineffective Instructional Design and Delivery
Frustration-level task presented
Punishment/ extinction of academic
responding
Incorrect academic
responding
Decreased academic
engagement
Failure to acquire literacy
skills
Instruction-level task presented
Correct academic
responding
Reinforcement for academic responding
Increased academic
engagement
Successful acquisition of literacy skills
Effective Instructional Design and Delivery:
•Explicit Teaching
•Frequent Opportunities to Respond
•Appropriate Placement
Function-Based Literacy Instruction Is designed to
Avoid presentation of aversive tasks through providing students with pre-skills needed to be successful in tasks by using effective instruction
Maintain high levels of reinforcement for academic engagement by being at the students appropriate instruction level
Includes the following critical elements: Explicit instruction Frequent opportunities to respond Appropriate placement (95% correct in text)
Intervention – Sanford
Language Matched Instructional Priming (LMIP) Intervention - Preciado Teaching decoding skills (Reading Mastery
Program) Review/Preview of grade level story basal
reader (Story being read in class) Review 2-3 key vocabulary words in the story Review directions and help student complete the
next day’s reading independent task Teach student how to ask for a break from task Teach student how to ask for peer or adult
assistance to complete a reading task
% Intervals with Problem Behavior and Peer Data
Implications for Teaching Prevention
Have prevention-oriented system for reading instruction that Matches instruction to student skills Is engaging and fast paced Is intensive enough to prevent reading difficulties
Intervention Screen students for reading problems to identify the possible
function of the problem behavior Include academic component to an intervention when
necessary Pre teaching Matching instruction to skill level of student
Research on implementation of SW PBS & Academic outcomes
Class-wide behavior support increased the time students receive academic instruction. Putnam, Handler and O’Leary-Zonarich (2003) Putnam, Handler, Rey and O’Leary-
Zonarich (2002)
Inner City Middle School
Findings after 3 years of implementing SW-PBS reductions in ODRs and suspensions increases in mathematics test scores from baseline to
year three. reading scores did not increase from baseline to year
1, but positive changes were documented from year one to year three.
(Larsen, Steele, and Sailor, 2006)
Improved Scores on Standardized tests following SW-PBS Urban Elementary School increased reading and
math scores on standardized tests(Putnam, Handler, & O’Leary-Zonarich, 2003)
Urban Middle School reading comprehension and mathematics percentile ranks on standardized tests improved from the first (pre-intervention) to the second (intervention) test dates, increasing 18 and 25 percentage points respectively
(Luiselli, Putnam, Handler, and Feinberg, 2005)
Illinois
Schools Achieving 80/80 on the SET -- 62% of 3rd grade students met the Illinois State Achievement Test Reading Standard (n=52)
School Not achieving 80/80 on the SET -- 47% of 3rd grade students met the Illinois State Achievement Reading Test Standard (n=69)
(Horner, Sugai, Eber, & Lewandowski, 2004)
Level of Improvement PBS v. Non-PBS schools in 1 District
Bethel Grade 3 Reading & ODR's
0
10
20
30
40
50
60
70
80
90
100
2000-01 2001-02 2002-03 2003-04
Years
% of Students Meeting Standards
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Behavior Referrals per 100 students
Reading
ODR/100
Grade 5 Reading and ODR's
0
10
20
30
40
50
60
70
80
90
100
2000-01 2001-02 2002-03 2003-04
Years
% of Students Meeting Standards
0
10
20
30
40
50
60
70
80
90
100
ODR's per 100 students
Reading
ODR/100
Grade 8 Reading & Mid School ODRs
0
10
20
30
40
50
60
70
80
90
100
2000-01 2001-02 2002-03 2003-04
Years
% of Students Meeting Standards
0
50
100
150
200
250
Behavior Referrals per 100 students
Reading
ODR/100
Bethel 10th Grade Reading & High School ODR's
0
10
20
30
40
50
60
70
80
90
100
2001-02 2002-03 2003-04
Years
% of Students Meeting Standard
0
10
20
30
40
50
60
70
80
90
100
Behavior Referrals per 100 students
Reading
ODR/100
Westview HS
Intervening to Improve Disproportionality
McIntosh, Chard, Boland & Horner
District implementing both SW-PBS & SW Reading model
Three-tiered Intervention Model
Reading & Behavior
School-wide approaches
School-wide Approach“Working Smarter”
3-Tier Intervention model Different students have different needs
How can schools work more effectively and efficiently to maximize resources?
Making the whole better than the sum of it’s parts
What is RtI?EVIDENCE-BASEDINTERVENTIONS
STUDENTPERFORMANCE
CONTINUOUSPROGRESS MONITORING
DATA-BASEDDECISION MAKING &PROBLEM SOLVING
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
1-5%
5-10%
80-90%
Designing School-Wide Systems for Student Success – Primary Prevention
Primary Prevention:School/Classroom-Wide Systems for
All Students, proactive, preventive
Universal Screening/ Early ID of Students At-Risk
Research Based Curriculum & Intervention for ALL
Using Data to Match Student to Appropriate Level of Support
Effective Teaming
Academic Systems Behavioral Systems
1-5%
5-10%
Designing School-Wide Systems for Student Success – Secondary Prevention
Research-Based Intervention Options (Group Based)
Assessment-Based Intervention Selection
Continuous Progress Monitoring of At-Risk Student
Effective Teaming Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Data-Based Decision Making
Ongoing ID of Student & Rapid Response
Academic Systems Behavioral Systems
1-5%
5-10%
80-90%
Designing School-Wide Systems for Student Success – Tertiary Systems
Research-Based Intervention (Individualized)
Focused Individualized Assessment
Continuous Progress Monitoring of Intensive Student
Effective Teaming & Resources for Individualized Intervention
Assessment-Based, Data-Based Intervention Selection
Tertiary Prevention:Intensive, Individualized,
Assessment-Based Intervention
Academic-Behavior Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
References Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide
positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146-154.
McIntosh, K., Flannery, K.B., Sugai, G, Braun, D., & Cochrane, K.L. (in press). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions.
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to School-Wide Positive Behavior Support: A longitudinal analysis. School Psychology Review, 35, 275-291.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (in press). Reading skills and function of problem behavior in typical school settings. Journal of Special Education.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
Putnam, Horner & Algozzine (2006). Academic Achievement and the Implementation of School-wide Positive Behavior Support, Positive Behavioral Interventions and Supports Newsletter, 3.
