Review of Key Practices of Behavioral RTI

Clayton R. Cook, PhD, LP

School Mental Health Assessment, Research, and Training (SMART) Center

College of Education

University of Washington, Seattle

Ingredients to Promoting Student Social, Emotional, and Academic

Success

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Ingredients to Promoting Student Social, Emotional, and Academic Success

Establish positive relationships so all students feel sense of trust, connection, and belonging to school

Create a positive and structured environment

Teach students skills to manage stress/emotions, have a sense of purpose in life, and get along well with others

Make sure all students receive the supports they need to be successful (needs-driven model)

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(SOME At-risk Students)

Small Group & Individual Strategies

(10-25% of students)

Universal(All Students)

School/classwide, Culturally Relevant Systems of Support (75-90% of students)

Tier 3 Menu of Individual Supports for a FEW:• FBA-based Behavior Intervention Plan• Replacement Behavior Training• Cognitive Behavior Therapy • Home and Community Supports

Tier 2 Menu of Default Supports for SOME:• Behavioral contracting• Self monitoring• School-home note• Mentor-based program• Class pass intervention• Positive peer reporting

Tier I Menu of Supports for ALL:• + relationships w/ ALL • School-wide PBIS• SEL curriculum• Progressive system of

responding to pb. beh.• 16 proactive classroom

management strategies

NEEDS-DRIVEN MODELIn

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Positive Relationships are Necessary to be an Effective Educator

Strong teacher-student relationships is necessary condition to help students optimize their learning and behavior:

Greater motivationHigher rates of student engagement Increased cooperation and

complianceLower rates of problem behavior

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Strategically Establishing, Maintaining, and Restoring Positive Relationships with ALL Students:Relationships are a precondition to being effective with this population. Most work to establish and maintain relationships with all students.

Strategically and intentionally ESTABLISHING positive relationships with ALL students

Basics of building a relationship (trust, understanding, & connection):

Spending individual ‘child time’ Child guided activity, open-ended question, validation/empathy, and

reflective listening

Gather, review, and remember to reference important information about a student

Special occasions, pets, family members, hobbies, likes/dislikes

Positive greetings Become an expert about what the kid culture (what it

means to be a kid these days)

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MAINTAINING the Relationship:Not Taken Students for Granted

The 5 to 1 ratio of positive to negative interactions with students (the “Magic Ratio”)

Paying attention to behavior to positively Positive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered in response to desirable behavior

Positive notes home Second-hand compliments

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5:1 Gets the job done!!!

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R3 Reconnect, Repair, & Restore: Schedule time to reconnect with the studentCommunicate effectively to repair

Letting go of the previous interaction -‘do-over’(fresh start) Ownership for the problem (admitting one’s own mistake) Statement indicating care for the student Forgive the student and/or ask for forgiveness

Work to restore the relationship with student

RESTORING & Repairing the Relationship After Harm has Been Done

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Steps to Implementing EMR Procedure

What specific practices will all staff engage in with each student to establish a relationship with each student

Individual ‘child time’ with each student Gathering information to reference about students in the context

Sentence completion forms Surveys completed by parents about interests, pets, family,

Home visitations

What specific practices will staff implement during the maintenance phase to sustain the quality of the relationship

5 to 1 ratio of positive to negative interactions Positive greetings at the door Random, special activities with each student that occur periodically

What specific methods will staff use intentionally to reconnect, repair, and restore when harm has occurred to the relationship

Meet with the student privately Engage in effective communication

Take ownership for the situation Apologize Discuss how you will let the previous incident go Tell the student you care for them and know they can be successful

All Humans Thrive within Positive Environments—Climate

Critical Attention to negative Reactive, punitive Rejecting students Unstructured Can’t you do better “You’re not doing it right!” “You better or else!”

Compassionate Attention to positive Proactive, supportive Structured, organized Encouraging “You’re doing great!” “You’re a great kid!”

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School-wide PBIS:Teaching, Modeling, Cueing and Reinforcing Common Behavioral Expectations to Create Positive School Culture & Climate

Spare the rod…spoil the child

Don’t smile until Christmas!

He doesn‘t respect me so I don’t

have to show respect towards him

It’s not my job to teach and manage his behavior

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Establish 3 to 5 behavioral expectations (e.g., safe, respect, responsible)

TeachablePositively stated (Dos not Don’ts)

Memorable

School-Wide PBS:Step 1: Establish Common Expectations

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School-Wide PBS:Step 2: Create a Behavioral Expectation by Setting Matrix

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Teaching expectations on a regular basis in all settings (small group, recess, lunch, etc.)

Model (i.e., show) examples and non-examples of behavioral expectations

Showing students what to do and what not to do

Practice and feedback (i.e., role play)

Create situations and allow students to practice the behavioral expectations

School-Wide PBIS:Teach, model, cue, and reinforce

behavioral expectations

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Cue expectations by providing visual signals or nonverbal prompts

Everyone can benefit from a prompt or a cue now and then to remind them of the expected behavior

Helps bring the expectations to the forefront of the students mind during a particular activity

School-Wide PBS:Teach, model, cue, and reinforce behavioral

expectations

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Reinforcement of students when they exhibit behavioral expectations (catch students behaving good)

Praise & positive recognition Earn rewards (stickers, pencils, toys) Privileges (first in line, extra free time, class

helper, preferred seat, etc.) Obtain currency that can be exchanged for

desirable experiences

Class-Wide PBS:Teach, model, cue, and reinforce

behavioral expectations

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Steps to Implementing PBIS

Identify 3 to 5 behavioral expectations (positively stated, teachable behaviors that fall under each behavioral expectation, and memorable by students)

For example, Safe, Respectful and Responsible

Develop a schedule for teaching and reviewing the behavioral expectation Assembly to teach the expectations to all students, quarterly rotational teaching, and

weekly/monthly classroom teaching of expectations

Creating an effective cueing system Develop posters, identify signals that prompt students

Staff model the expected behaviors for the students Pay close attention to students exhibiting the behavioral expectations and reinforce

them for doing so Specific contingent praise Delivery of class-based currency

Integrate into the points and levels system Points become the currency to reinforce the desired behavior

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#5Proactive Classroom Management Strategies:A host of proactive strategies that teachers can implement to prevent the occurrence of problem behaviors and create a classroom environment that is conducive to learning

16 Proactive Classroom Management Strategies

1. Strategically and intentionally establishing positive relationships with all students in the class

2. 5 to 1 ratio of positive to negative interactions (Magic ratio)

3. Smiling and being nice4. Positive greetings at the door to

precorrect and establish a positive climate

5. Communicating competently w/ students

6. Organizing a productive classroom7. Providing numerous opportunities to respond8. Classroom rules/expectations and procedures

are visible and known by every student9. Teach, model, and reinforce social-emotional

skills10. Transitions are managed well11. Independent seatwork is managed and used

when needed12. Teacher proximity and mobility13. Motivation system to reward desirable behavior14. Goal setting and performance feedback15. Visual schedule of classroom activities16. Effective cuing systems to release and regain

attention

Relationship Strategies Procedural Strategies

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Steps to Implementing PCM

Identify approximately 5 to 7 school-wide non-negotiable (1) Opportunities to respond, (2) positive greetings at the door, (3) cueing system to

gain attention from students, (4) smiling/being nice, (5) 5 to 1 ratio of positive to negative, (6) motivation system to reward, and (7) organizing a productive classroom

Have teachers create a proactive classroom management plan that articulates how they will implement these strategies

Pair teachers together and have them perform observations on one another to look for the implementation of the PCM

Hold a feedback session once completed

PLC discussion regarding proactive versus reactive classroom management

Structured discussion exchanging ideas about how to implement evidence-based PCM strategies

Administrative walk-throughs to reinforce teachers who are doing well and coach teachers who need assistance

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Progressive Method of Responding to Problem Behavior:Method of systematically responding to problem behavior that corrects behavior yet preserves relationship with the child

The Foundation:• Strong Positive Relationships

• Proactive Classroom Management• Communicating effectively

• Cultural Competence

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Proximity control Proximity control

Redirection strategyRedirection strategy

Ongoing MonitoringOngoing Monitoring

Prompt expected behaviorPrompt expected behavior

Teaching interactionTeaching interaction

#1 warning of consequence with “Think Time’#1 warning of consequence with “Think Time’

#2 delivery in-class disciplinary consequence#2 delivery in-class disciplinary consequence

#3 request for officel support process#3 request for officel support process

Reconnect, Repair, & Restore

Relationship

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7 STEP TEACHING INTERACTION

1. Empathy statement “Seems like you’re bored out of your mind. I’d hate to feel that way. Here’s the

deal…”

2. Label the inappropriate behavior “Right now you are talking out loud and distracting other students.”

3. Describe the appropriate alternative behavior “Instead of talking out loud, you should be working quietly on the assigned work.”

4. Provide a rationale for appropriate behavior “When you work quietly on your work, you and the other students can get your

work done, which will help you get a better grade.”

5. Check for understanding “Do you understand what you are supposed to do.”

6. Deliver consequence “Because you needed a few reminders to work quietly, you do not get to have

lunch on your own.”

7. Deliver feedback or praise “Since you accepted your consequence without arguing or getting upset, you

only have to spend half of your lunch with the supervisor.”

Social Emotional Learning

Curriculum devoted to teach children and adolescents how to be engaged life-long learners who are self-aware, emotionally in control, caring and connected to others, and responsible in their decision-making

SEL skills taught include:

• Recognize and manage emotions• Care about and respect others• Develop positive relationships• Make good decisions• Develop optimistic thinking • Future orientation

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Small Group or Individual Strategies

(10-25% of students)

Universal(All Students)

School/classwide, Culturally Relevant Systems of Support (75-90% of students)

Tier 2 Menu:• Behavioral contract• Self monitoring• School-home note• Mentor-based program• Class Pass Intervention• Small group social-emotional skiills

MENU of Evidence-based Supports

AIM2

Tier 2 Process from Beginning to End

Assess to select intervention & establish baseline

Implement intervention with fidelity Monitor progress and fidelity Meet to review and make a data-based decision

Assess to Select the Intervention

Student Intervention Matching Form

Assess to Establish BaselineSelecting the Progress Monitoring

Tool Existing data behavioral data (class

removals, office referral, suspension, attendance record, etc.)

Direct behavior rating

Point sheet

Brief behavior rating scale

Implementation the Intervention

Active Ingredients Just like a good cooking recipe, Tier

2 interventions involve certain ingredients that must be present in order to achieve successful behavior change

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Monitor Progress and Fidelity

1. Gather data on a weekly basis and input it into a data management system

2. Collect data for at-least 4 weeks and a minimum of 3 to 4 data points while the intervention was implemented

3. Prepare graph of the data for the next step to enable a data-based decision

Meet to Make a Data-based Decision

Increase Fidelity of Implementation

Maintain Current Supports (the intervention is not broken so don’t fix it)

Modify Current Supports (intervention isn’t working so modify or alter

intervention within current tier)

Lessen Supports or Lower Down

(student responded well to the intervention and has sustained the progress)

Intensify Supports or Bump Up

(student was non-responsive to intervention and modifications were unsuccessful)

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Thank You!

Feel free to email me:

Clayton R. Cook cook2142@uw.edu