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Research-BasedBehavioral
Interventionspresented by
Cayce McCamish, Regional PBIS
Coordinator
Dana Rusher, Regional Behavior
Consultant
Evidence-Based Interventions Manual
East Carolina University (Fall 2007)• T. Chris Riley-Tillman• Christy Walcott• Holly Beamon• Jacqueline Carrigg• Brynn Grech• Summer Ricketts• Anastasia Scheemaker• Kathryn Weegar
Today we will discuss:
• The definition of research-based interventions and where to find them
• The importance of understanding the function of a student’s challenging behavior
• 5 common reasons for behavioral challenges• How to choose an intervention that will
successfully link to:−the function of a student’s challenging behavior−the reason for a student’s challenging behavior
Tertiary Prevention & Intervention
•Individualized,
intensive services
•Designed to meet
individual student needs
•Focus on teaching
replacement behavior
•Accomplished through
individual data
collection, FBA, BIP
Secondary Prevention•Small group social skills
instruction & support
•Mentoring
•More structured
support for academic
and behavior success
•Instruction in
monitoring and re-
directing own behavior
Whole School Effective SchoolOrganization
Positive School Climate
Effective StaffDevelopment
Data Based Decision Making
Culturally ResponsivePractices
Parent and Community Partnerships
EffectiveInstructional
Practices
Classroom
Effective InstructionalPractices
PositiveClassroomManagement
Culturally ResponsiveInstruction
Universal Design/Differentiated Instruction
OngoingScreening and Assessment
Classroom Coachingand Consultation
Struggling Students
ProgressMonitoring
Behavioral Group Strategies
Mental Health Assistance
Focused Research-based Academic Instruction
Individuals
FBA/BIP
MentalHealth Services
Consider- ation for Eligibility
EC
Specially DesignedInstruction
BehaviorInterventions
Related Services
School ImprovementSchool Improvement
Targeted Group Interventions•Small group instruction•Focused academic help sessions
Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction
Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning
Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching
Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Academic Behavior
What does “Research Based” mean?• Scientifically-based Research (from RtI
Manual Glossary)
• Education related research that meets the
following criteria:−Analyzes and presents the impact of effective
teaching on achievement of students− Includes large numbers of students in the study− Includes study and control groups−Applies a rigorous peer review process− Includes replication studies to validate results
Where do you find research based interventions?• Scholarly journals• Internet resources• Books
− Key features to look for:− Usually challenging to read (sometimes boring)− Often filled with jargon (technical terminology)− Must have results of some form of data analysis− Typically look for repeated analysis− Pick “big name” journals representing large
fields (ex. School Psych. Quarterly, Exceptional Children & Behavioral Disorders)
Selecting Interventions
How do we know what to do when
a student is experiencing social
behavior failure?
The Basics•Behavior is purposeful
•Behavior is learned
•Behavior is predictable
•Behavior is interactive
•Behavior CAN be taught!
Function …
• People behave for a reason - we call
this “function”
• Function:• Does he/she get something?
• Tangibles, attention, stimulation, people, etc.
• Does he/she avoid or escape something?• People, activities, embarrassment, tasks, etc.
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
Why look at the function?• Behavior communicates need
• Need is determined by observing
what happens prior to and
immediately after behavior
ABC Analysis
• Antecedent:o What happens immediately before a behavior
or the environmental context of the behavior?
• Behavior:o The actions of the student
• Consequence:o What happens immediately after
the behavior?
• It is not possible to determine function of
a student’s challenging behavior simply
by describing the behavior
• It is necessary to understand
antecedent/context and consequences
• It is probably more efficient for the
student to engage in the problem
behavior
Remember …
“A problem
incorrectly
defined leads us
to solutions that
may not effect
change.”
Choosing an Intervention• Connect the FUNCTION with the intervention
• Ask: Will this intervention meet the functional
need?
• Ex. If the function of the behavior is to access
adult attention:• Intervention should prevent access to adult attention for
inappropriate behaviors.• Intervention should provide access to adult attention for
appropriate behaviors.
Function of challenging behavior versus
Reasons for challenging behavior
• Function = why the student is
engaging in the behavior
• Reasons = antecedents, context,
triggers, precipitating factors
5 common REASONS students misbehave
• Doesn’t know the right skill
• Appropriate behavior is ignored
• Inappropriate behavior gets attention
• Doesn’t have to do something when
the problem behavior is present
• Requested activity is too hard (or
punishing)
The student has not learned a more appropriate behavior that provides the same consequence.• It is often assumed that at some level,
student “knows” how to behave but simply chooses to misbehave. This assumption must be tested!
• Solution: Teach the appropriate behavior
• Interventions: −Help Signal−Direct Instruction
Help Signal
• Student selects a signal
• Have alternate work folder available to
engage student while waiting for response
• Meet with student/group to explain signal
and usage
• Practice, answer questions
• Prompt as necessary
Direct Instruction
• Define skill with guided discussion
• Model correct application
• Model incorrect application
• Review
• Model 2nd example
• Model a range of examples (hypothetical)
• Model (if needed)
• Role play
• Gain agreement of student to try the skill
More appropriate behaviors are ignored.• Ignored behaviors will cease over time
• Solution: Systematically reward
appropriate behavior
• Interventions:−Catch’em−Random Positive Teacher Attention
Catch ‘em
• Establish a list of good behaviors
• Model/review good behaviors to be rewarded
• Select daily behavior to emphasize and reward each student as desired
• Create specific goals for students with problem behaviors
• Provide tokens that are redeemable for rewards
• Allow students to redeem tokens during specified time
Random Positive Teacher Attention
• Select method of positive attention
• Set frequency of positive attention
per class
• Select time and settings to give
attention
• Begin intervention
The student gets reinforced for exhibiting the problem behavior.
• This is always the case. The problem behavior
is “working” for the child in some manner.
• Solution: Minimize reinforcement for
problematic behavior while reinforcing
appropriate behavior
• Interventions:− “Critters”−Red Light- Green Light
Critters
• Define expectations• Decide on privileges• Introduce critter slips• Daily, select behavioral expectation from list• During specified time interval hand out slips• Reward behavior each time it is seen during
specific time interval• Allow students to redeem slips
Red light/Green light
• Select time of day for implementation• Post classroom rules and explain• Explain you will be observing and rating
students using stoplight• Rate behavior every 20 – 30 minutes or at
the end of an activity• Explain rating to class• If class is on green at end of rating
period, reward
The student doesn’t have to do something when they exhibit the problem behavior.
• Often called an escape behavior−A student misbehaves so they don’t have
to do (or escapes from) some task demand (academic activity)
• Solution: Remove the “escape” and increase the reinforcing value of the task demand
• Interventions:−Choice Making−Modified Curriculum or Instruction
Choice Making
• Explain choices students have during frustrated situations− Complete portion of task− Request a break− Engage in problem behavior
• Student selects and rates rewards from teacher-approved list
• Differential Reinforcement
• Reward student for gradually spending more time at the undesirable task
Modified Curriculum or Instruction
• Adjust specific content of lessons to
match student interest, OR
• Modify task demands to increase
student’s ability to successfully
complete assignment
Requested activity is too hard• Often an academic request that is to hard will
lead to a behavior problem.
• Solution: Lower the task difficulty− Consider the instructional hierarchy
• Acquisition level – Frustration− Under 85% correct response and slow
• Instructional level− Under 95% correct response and fast
• Mastery level – Automatic− Over 95% correct response and VERY FAST
• Interventions: − Say, Show, Check− Paired Reading
Say, Show, Check
Paired Reading
• Students sits in quiet location
• Both students should be able to follow the
text selected for the reading session
• The less accomplished reader reads aloud
• If a word is mispronounced the accomplished
reader points to the word and pronounces it
• The less accomplished reader repeats the
word
Where to find more interventions?• In the classroom (Riley-Tillman and
Chafouleas, 2003)−Certain treatments are more effective−Certain treatments are more relevant−Treatment integrity is key−Interventions need to be tailored−Interventions are more variable that
effective• Texts such a Rathvon’s Effective School
Interventions
Where to More Find Interventions (Wright 2007)
• Web resources for evidence-based intervention
strategies−Big Ideas in Beginning Reading (U of Oregon):
http://reading.uoregon.edu/−What Works Clearinghouse (US Dept of
Education): www.w-w-c.org−Intervention Central:
www.interventioncentral.org−Aimsweb
http://www.aimsweb.com/
All who have meditated on the art of
governing mankind have been
convinced that the fate of empires
depends on the education of youth.
Aristotle
