Tools+for+Intervention+Planning

=Tools for Intervention Planning:=

** PBS Classroom Management Strategies ** Mrs. Lisa Tuttle [|www.fwisd.org/guidance/Documents/] The Fort Worth Independent School District in Fort Worth, Texas created a list of Positive Behavior Support (PBS) Classroom Management Strategies. For educational professionals who are looking for a quick referencing tool that indicates effective strategies for managing student behaviors, as well as a tool for recognizing and categorizing student behaviors, look no further! This invaluable tool is only four pages and thoroughly discusses a plethora of educational situations and what behaviors “look like [and how they] sound like [in conversation]” to further assist educational professionals in identifying the behavior, the name of an effective strategy for decreasing such behaviors and categorizes the behavior into headings of classroom management situations “(i.e., establishing a positive relationship with the student, reviewing activity behavioral expectations, creating a “family feel” for the classroom, student peer support, class-wide and individual incentives, kinesthetic, physical/mental removal from situation, establishing positive relationships with family, modeling positive communication and behavior management).” (PBS Classroom Management Strategies, 2011) This educational resource will be particularly useful for teachers who are planning and/or implementing tiered interventions, such as PBS; offering support teams with evidence-based interventions in a list format for quick and easy use. It should be noted that educational professionals should individualize these recommendations to best fit the students in their classes.

Reference

PBS Classroom Management Strategies. (2011). Fort Worth Independent School District. Retrieved April 1, 2011, from [|www.fwisd.org/guidance/Documents/] ** PBS ** %20 ** Classroom ** %20 ** Management ** %20 ** Strategies ** .pdf

**Positive Behavioral Support: Strategies for Teachers** Mrs. Lisa Tuttle Positive Behavior Support (PBS) is “broad term that describes a comprehensive, research-based, proactive approach to behavioral support aimed at producing comprehensive change for students with challenging behavior.” ( Ruef, M. B., Higgins, C., Glaeser, B. J. C., & Patnode, M., 1998, p. 21) This particular article acts as an invaluable resource for educational professionals who are planning and/or implementing tiered interventions, such as PBS. Its contents discuss a plethora of effective strategies for identifying, assessing and/or evaluating students with behavioral deficits. In particular, it verifies, in-depth, the three levels of conducting a Functional Behavioral Assessment (FBA), offers extensive reviews of six effective strategies (i.e., “altering the environment, increasing predictability and scheduling, increasing choice making, making curricular adaptations, how to appreciate positive behaviors and teaching replacement skills)” that decrease negatively exhibited behaviors in the educational setting, as well as offering additional resources (i.e., charts, rubrics, tables, etc.) for ensuring successful outcomes when implementing such strategies. ( Ruef, M. B., Higgins, C., Glaeser, B. J. C., & Patnode, M., 1998, p. 24-29) One re.commendation for educational professionals utilizing this resource for planning for PBS would be to acknowledge the “true” reason for negatively exhibited behaviors in your classroom, prior to utilizing this resource; only then can you efficiently locate an effective positive behavioral support that can be individualized for your classroom.

Reference

Ruef, M. B., Higgins, C., Glaeser, B. J. C., & Patnode, M,. (1998). Positive Behavioral Support:Strategies for Teachers. // Intervention in School & Clinic, 34 // (1), 21-32

**SWPBS Implementation Blueprint Version September 25, 2010** Mrs. Lisa Tuttle [] The Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Support article is an extensive tool for educational professionals who are looking for a thorough explanation of School-Wide Positive Behavioral Supports (SWPBS) and how it can effectively be implemented within the educational environment. This article also contains research-based data that supports PBS implementation, the varying components of SWPBS, how Response to Intervention (RTI) is supported throughout PBS, as well as how districts and individual campuses can implement PBS approaches. This is an invaluable tool for educational professionals because it also includes varying sources with data-driven guidelines; guidelines for formulating a leadership team, gaining training, establishing funding, and evaluation guidelines for SWPBS implementation. This article also provides concrete examples of SWPBS “questionnaires (p. 53-54), charts that indicate facilitated questions of identifying purposes of PBS (p. 56-57), a generic action plan template (p. 58), a general planning worksheet (p.59), a implementation and planning self-assessment (p. 98), an implementation self-assessment and planning tool (p.99-105), as well as offers a sample state/district leadership SWPBS action planning template (p. 106-108).”( SWPBS Implementation Blueprint Version September 25, 2010, 2010) This source, alone acts as a resource for establishing recommendations for how not only teachers, but also administrators can effectively implement and plan for tiered interventions that support SWPBS. Educational professionals can review its contents and gain a better understanding of the purposes and focuses of positive behavioral supports at the school-wide level, as well as utilize its resources to effectively begin and/or create successful outcomes for implementation of SWPBS.

Reference

SWPBS Implementation Blueprint Version September 25, 2010. (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Technical Assistance Center on Positive Behavioral Interventions and Supports and the U. S. Department of Education: Office of Special Education Programs. Retrieved April 1, 2011, from []

**Special Connections: Behavior Plans** Kristy Bell

[] This section of the Special Connections website caters specifically to implementing Functional Behavior Assessments (FBA), Positive Behavior Support Planning, Positive Behavior Support Interventions, and Classroom and Group Support. Under each of these headings are useful and easy to use tools that teachers can modify to meet their needs in the classroom. The tools will also assist teachers in implementing research based practices in their classroom. Some tools that are very useful when conducting an FBA are a Functional Assessment Checklist, pre-made Scatter Plot, a pre-made Antecedent-Behavior-Consequence (ABC) Chart, and tips on measuring behavior. Within Positive Behavior Support Planning there are tips on how to create an implementation plan as well as a PBS self-assessment checklist to ensure that the teacher understands how to implement PBS in the classroom. Some tools that are provided for Positive Behavior Support Interventions are tips on how to address the antecedent as well as the consequence in a problem behavior. In the Classroom and Group Support section, tips are provided on how to take a proactive approach to prevent problem behaviors in the classroom. Various interventions are provided and how to successfully implement them in the classroom. This section of the Special Connections website allows teachers easy access to many tools they may need when planning and preparing for evidence based practices.

Reference:

University of Kansas. (2005). Special connections: Teacher tools. Retrieved from []

**Direct Behavior Rating as an Intervention Tool: Self Management Systems** Robert Cowan []

Much of my classroom focus is on behavior management skills. The above link will take you to a page that gives an overview of self-management systems. The authors begin by explaining self-management systems and their benefits, and giving rationales for their usage. Page two has three headings; incentives, teaching students to self manage, and steps for implementing self-management systems. This is an effective checklist that can be used when planning, implementing and monitoring a behavior management system.

**Evidence Based Intervention Network** Robert Cowan

[] [] I chose this website because it contains a wealth of evidence based interventions for both academic and behavioral outcomes. The first link is to the homepage describing methods. The second is to the behavioral intervention section, which is my focus. Many of the headings match our current text. Each item contains videos demonstrating application of concepts. For example, the lead topic is - student has not learned the behavior. Activities are sit and watch, active teaching of rules, say show check, and classwide antecedent modifications. This website is a visual resource for applying evidence based interventions and would fit well into our PBS modeled environment.

**Home-Based Contracts ** LaSheba Woodall 



Home-based contract is an excellent way to strengthen a contingency contract (Kerr & Nelson, pg 244, 2010). At the bottom of the home-based contract is an important feature: review date. This frequent review allows everyone involved to offer suggestions for how the procedure can be improve before major problems arise (Kerr & Nelson, pg 244, 2010). Home-based contract is an important tool to utilize for behavior intervention at home and at school. This tool helps promote parents to get involve with their child’s education, and most of all to monitor behavior. This contract also could help the student monitor his own behavior problem. In the article //Home-Based Reinforcement and the Modification of Pre-delinquents’ Classroom Behavior,// it had so much information on conducting a home-based contract. Experiment I ( Exp. I), five pre-delinquents from Achievement Place attended a special summer school math class where study behavior and rule violations were measured daily for each boy. The boys were required to take a "report card" for the teacher to mark. The teacher simply marked yes or no whether a boy had “studied the whole period" and "obeyed the class rules." All yeses earned privileges in the home that day but a no lost all the privileges. Using a reversal design, it was shown that privileges dispensed remotely could significantly improve classroom performance. In Exp. II and III, home-based reinforcement was also shown to be effective in improving the study behavior of two youths in public school classrooms. In addition, data from Exp. III suggest that the daily feedback and reinforcement may be faded without much loss in study behavior. Home-based reinforcement was demonstrated to be a very effective and practical classroom behavior modification technique.

References: Kerr, M., & Nelson, C. M. (2010). //Strategies for addressing behavior problems in the classroom// (6th ed.). Upper Saddle River, NJ: Pearson. []

SOCIAL SKILLS TRAINING Zakiyyah Watts

Intervention of the Effectiveness of Social Skills Training Program Prepared Through Drama Technique for Mentally Disabled Students Muzeyyen Eldenniz Cetin and Hasan Avcioglu International Online Journal of Educational Sciences, 2010, 2(3), 792-817

Education Research Complete []

Misbehavior can be counteracted by teaching students good social skills. Therefore, behavior should be viewed as an academic subject that needs to be taught. Cetin & Avcioglu conducted a study to determine the effectiveness of social skills training through drama technique to teach following directions and interacting appropriately with peers (2010). Modeling through role playing is an engaging activity. By doing this, students have an opportunity to use their artistic talent to convey their understanding of a concept. This study revealed that students with and without intellectual disabilities were successful at learning adequate social, emotional, self control, and communication skills (Cetin & Avcioglu, 2010).

One reason for the success rate was that students were able to witness their peers delivering a lesson. Physical environment, materials, and student motivation were also key factors (Cetin & Avcioglu, 2010). Teachers are encouraged to use this method to reduce undesirable student behavior.

Reference:

Cetin, M., & Avcioglu, H. (2010). Investigation of the effectiveness of social skills training

program prepared through drama technique for mentally disabled students.

//International Online Journal of Educational Sciences//, 2(3), 792-817.