focus the attention & channel the energy: strategies for

Response to Intervention

Focus the Attention & Channel the Energy: Strategies for Managing the g gStudent With ADHD: Classroom First Responder Series

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Access workshop materials at:http://www.interventioncentral.org/adhd



www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


Workshop Topics1. Understanding ADHD. What is ADHD and how does it impact

behavior?

2. Supporting ADHD Through Classroom Management. What group management practices are helpful with ADHD students?

3. Creating Individual Behavior Plans. What are ideas to positively shape the behaviors of the oppositional or ADHD student?

4. Reinforcing the Student. How can teachers use reinforcers to motivate students with ADHD to increase academic engagement?

5. Measuring Behavior. How can teachers conveniently track ADHD behaviors?


6. Promoting Self-Management Skills. What are tools that can encourage ADHD students to better manage their own learning?


Understanding ADHD. What is ADHD and how does it impact ADHD and how does it impact behavior?

www.interventioncentral.org 5


ADHD D fi iti ADHD: Definition

“a neurological condition that involves problems with a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child [This developmentally inconsistent with the age of the child. [This condition] is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss circuitry that monitors inhibition and self control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to g g ydefer immediate rewards for later gain...”


Source: Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home (2003). U.S. Department of Education.


ADHD 3 S b T f th Di d ADHD: 3 Sub-Types of the Disorder

• Predominantly inattentive presentation“ ”• Predominantly inattentive presentation• Predominantly hyperactive-impulsive presentation• Combined presentation


Source: Centers for Disease Control & Prevention (2013). ADHD: Symptoms & diagnosis. Retrieved from http://www.cdc.gov/ncbddd/adhd/diagnosis.html


ADHD: Symptoms InattentionSix or more of the following symptoms of inattention have “ ”been present for at least 6 months to a point that is

inappropriate for developmental level Often does not give close attention to details or makes Often does not give close attention to details or makes

careless mistakes in schoolwork, work, or other activities. Often has trouble keeping attention on tasks or play

activities. Often does not seem to listen when spoken to directly. Often does not follow through on instructions and fails to Often does not follow through on instructions and fails to

finish schoolwork, chores, or duties in the workplace (loses focus, gets sidetracked).




ADHD: Symptoms Inattention (Cont.)Six or more of the following symptoms of inattention have been “ ”present for at least 6 months to a point that is inappropriate

for developmental level Often has trouble organizing activities Often has trouble organizing activities. Often avoids, dislikes, or doesn't want to do things that take a

lot of mental effort for a long period of time (such as schoolwork or homework).

Often loses things needed for tasks and activities (e.g. toys, school assignments pencils books or tools)school assignments, pencils, books, or tools).

Is often easily distracted. Is often forgetful in daily activities.


g y



ADHD: Symptoms HyperactivitySix or more of the following symptoms of hyperactivity-impulsivity “ ”have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level

Often fidgets with hands or feet or squirms in seat when sitting still Often fidgets with hands or feet or squirms in seat when sitting still is expected.

Often gets up from seat when remaining in seat is expected. Often excessively runs about or climbs when and where it is not

appropriate (adolescents or adults may feel very restless). Often has trouble playing or doing leisure activities quietly Often has trouble playing or doing leisure activities quietly. Is often "on the go" or often acts as if "driven by a motor".




ADHD: Symptoms Hyperactivity (Cont.)Six or more of the following symptoms of hyperactivity-impulsivity “ ”have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level

Often talks excessively Often talks excessively. Often blurts out answers before questions have been finished. Often has trouble waiting one's turn.g Often interrupts or intrudes on others (e.g., butts into

conversations or games).




ADHD: Symptoms Other Diagnostic Requirements:In addition, the following conditions must be met:“ ”• Several inattentive or hyperactive-impulsive symptoms were

present before age 12 years.• Several symptoms are present in two or more setting (e g at • Several symptoms are present in two or more setting, (e.g., at

home, school or work; with friends or relatives; in other activities).

• There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

• The symptoms do not happen only during the course of • The symptoms do not happen only during the course of schizophrenia or another psychotic disorder. The symptoms are not better explained by another mental disorder (e.g. Mood


Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).



ADHDADHD: Common Comorbid Disorders (40-60% Affected)

Mood

Disorders (40 60% Affected)

Mood Disorders(18%)

LearningDisabilities

C d t O iti l

(18%)Disabilities20-30%

Conduct Disorder20-40%

OppositionalDefiant Disorder30-50% 20-40%30-50%

Sources:


Strock, M. (2003) . Attention Deficit Hyperactivity Disorder. National Institute of Mental Health; American Academy of Pediatrics Website: http://www.aap.org/


ADHD I t St d tADHD: Impact on Students• The student’s ADHD symptoms may differ across settings • The student s ADHD symptoms may differ across settings

and situations. On tasks or situations that demand impulse control and focused attention, ADHD symptoms are most , y plikely to appear.


Source: Strock, M. (2003) . Attention Deficit Hyperactivity Disorder. National Institute of Mental Health (NIMH)


ADHD I t St d tADHD: Impact on StudentsTeachers may misjudge the ADHD student’s Teachers may misjudge the ADHD student s • inattention as willful ignoring of adults (inattention) or

daydreamingdaydreaming• impulsive behavior as purposeful ‘acting out’ or

attention-seeking. attention seeking.



Domains of ADHD

Attention/FocusLower Than Age-Peers Age Appropriate

Impulse ControlLower Than Age-Peers Age Appropriate

Level of Activity/Motor Behaviors


yHigher Than Age-Peers Age Appropriate

Response to InterventionExample: Two Students Identified

With ADHDWith ADHD

• STUDENT A-Angela: Quiet student. Not a behavior bl S id b h t h t b ‘l t i f ’ tproblem. Said by her teacher to be ‘lost in a fog’ most

of the time. Has low grades.(Predominantly Inattentive Presentation)

• STUDENT B-Benny: Is always the center of attention. Will blurt out answers in class without raising his handWill blurt out answers in class without raising his hand, whether he knows the correct answer or not! Fidgets, squirms, and taps his pencil loud enough to distract students around him. When the teacher assesses Benny one-on-one, he shows that he can do grade-level work.


(Predominantly Hyperactive-Impulsive Presentation)


Domains of ADHD

Attention/FocusA B

Lower Than Age-Peers Age Appropriate

ABImpulse Control

ABLower Than Age-Peers Age Appropriate

Level of Activity/Motor BehaviorsAB


yHigher Than Age-Peers Age Appropriate


ADHD & Medication

• Stimulants are most widely prescribed treatment• Generally, stimulants are safe for children• The most common side effects of stimulants are The most common side effects of stimulants are

loss of appetite, insomnia, increased anxiety, or irritability irritability

• About 1 in 10 children does not respond to medication for ADHDmedication for ADHD


Source: Strock, M. (2003) . Attention Deficit Hyperactivity Disorder. National Institute of Mental Health (NIMH)


ADHD & Medication (cont.)

• Stimulant medication can be very effective but does not typically result in ‘fully normal behavior’ (e.g., only 38% of children in one large stimulant study had behaviors in typical range after one year)


Source: American Academy of Pediatrics (2001) Clinical Practice Guideline: Treatment of the school-age child with Attention-Deficit/Hyperactivity Disorder


ADHD M th Ab t It C ADHD: Myths About Its Cause…

R h ff id th t ADHD i d Research offers no evidence that ADHD is caused by the following:• Eating too much sugar • Food additives • Allergies • Immunizations • Immunizations


Source: American Academy of Pediatrics Website: http://www.aap.org/


ADHD P t ti l C ADHD: Potential Causes…

Whil th f ADHD i t hild i While the reason for ADHD in most children is unknown, here are some known risk factors:• Brain injury• Environmental exposures (e.g., lead)p ( g , )• Alcohol and tobacco use during pregnancy• Premature delivery• Premature delivery• Low birth weight


Source: Centers for Disease Control & Prevention (2013). Facts about ADHD. Retrieved from http://www.cdc.gov/ncbddd/adhd/facts.html


Facts About ADHD: From CDC Parent Surveyy• Approximately 11% of children 4-17 years of age (6.4

million) have been diagnosed with ADHD as of 2011“ ”million) have been diagnosed with ADHD as of 2011.• The percentage of children with an ADHD diagnosis

continues to increase from 7 8% in 2003 to 9 5% in 2007 continues to increase, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011.

• Boys (13 2%) were more likely than girls (5 6%) to have • Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD.

• Prevalence of ADHD diagnosis varied substantially by Prevalence of ADHD diagnosis varied substantially by state, from a low of 5.6% in Nevada to a high of 18.7% in Kentucky.


Source: Centers for Disease Control & Prevention (2013) Attention Deficit/Hyperactivity Disorder (ADHD). Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html


American Academy of Pediatrics (2000) ADHD Clinical Practice Guideline

RECOMMENDATION 2: The treating clinician parents RECOMMENDATION 2: The treating clinician, parents, and the child, in collaboration with school personnel, should specify appropriate target outcomes to guide p y pp p g gmanagement…

The process of developing target outcomes requires input from parents, children, and teachers, as well as other

h l l h il bl d i tschool personnel where available and appropriate.


Source: American Academy of Pediatrics. (2000). Clinical practice guideline: diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. Pediatrics, 105, 1158–70. p. 1036-7.


American Academy of Pediatrics (2000) ADHD Clinical Practice Guideline

RECOMMENDATION 3: The clinician should recommend RECOMMENDATION 3: The clinician should recommend stimulant medication and/or behavior therapy, as appropriate, to improve target outcomes in children with ADHD.p g…For most children, stimulant medication is highly effective in the management of the core symptoms of ADHD. For many children, behavioral interventions are valuable as primary treatment or as an adjunct in the management of ADHD, based

th t f i ti diti ifi t t t on the nature of coexisting conditions, specific target outcomes, and family circumstances.


Source: American Academy of Pediatrics. (2000). Clinical practice guideline: diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. Pediatrics, 105, 1158–70. p. 1037.


ADHD: Appropriate Target Outcomes ADHD: Appropriate Target Outcomes

• Improvements in relationships with parents, p p psiblings, teachers, and peers

• Decreased disruptive behaviorsDecreased disruptive behaviors• Improved academic performance (volume of work,

efficiency completion accuracy)efficiency, completion, accuracy)• Increased independence in self-care or homework• Enhanced safety in the community (e.g.,

skateboarding, bicycle-riding)


Source: American Academy of Pediatrics. (2000). Clinical practice guideline: diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. Pediatrics, 105, 1158–70. p. 1036-7.


Small-Group Activity: ADHD ‘Look-fors’

• As a team, create a list of ‘look-fors’ (behaviors or other fors (behaviors or other evidence) that suggest that a student may have student may have Attention-Deficit Hyperactivity Disorder.

• Be prepared to share your fi di ith th l findings with the larger group.



Supporting ADHD Through Supporting ADHD Through Strong Classroom Management. What management practices at the What management practices at the group level can help the behaviors

f ADHD t d t ?of ADHD students?



RTI & Group Behavior: Classwide Management Classwide Management Checklist. Teachers can

thi h kli t t t use this checklist to set up effective behavior management in their classrooms.(Online)( )



RTI for Behavior & Social-RTI for Behavior & Social-Emotional Concerns:

'Critical Elements' Ch kli t Ti 1 Cl id Checklist: Tier 1: Classwide

Management



RTI for Behavior & Social-Emotional Concerns: 'Critical Elements' Checklist: Tier

1: Classwide ManagementgThe 'Critical Elements' Checklist: Tier 1: Classwide Management (posted online) allows the teacher or an outside observer to evaluate whether key principles of strong behavior are being used consistently throughout the classclass.

An observer employing this checklist can use teacher interviews, direct observation, and/or examination of artifacts such as lesson plans and student work, as evidence to verify that a key classwide behavior


evidence to verify that a key classwide behavior-management element is present or missing.

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RTI: Classwide Management: Critical Elements Checklist

• Teaching Behavioral Expectations Students have

High Expectations for Behavior…• Teaching Behavioral Expectations. Students have

been explicitly taught classroom behavioral expectations. Those positive behaviors are p packnowledged and reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007).

Behavioral expectations are selected and framed in a th t k l d th di it f lt manner that acknowledges the diversity of cultures

within the school community and recognizes the need for students to be active rather than passive learners 11


for students to be active rather than passive learners (Bal, Thorius, & Kozleski, 2012).

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• Training the Class in Basic Classroom Routines.High Expectations for Behavior…

The teacher has established routines to deal with common classroom activities (Fairbanks, Sugai, Guardino & Lathrop 2007; Marzano Marzano & Guardino, & Lathrop, 2007; Marzano, Marzano, & Pickering, 2003). Examples of classroom routines include:include:– engaging students in meaningful academic activities at the

start of class (e.g., using bell-ringer activities)– assigning and collecting homework and classwork– transitioning students efficiently between activities

i d d t t k d ti l i 22www.interventioncentral.org

– independent seatwork and cooperative learning groups– dismissing students at the end of the period

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• Posting Positive Classroom Rules The classroom

High Expectations for Behavior…• Posting Positive Classroom Rules. The classroom

has a set of 3-8 rules or behavioral expectations posted. When possible, those rules are stated in positive terms p , pas ‘goal’ behaviors (e.g. ‘Students participate in learning activities without distracting others from learning’). The

f (Srules are frequently reviewed (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).

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High Expectations for Behavior:

Self-Check Behavior Checklist Maker. This online tool

Additional ResourcesSelf Check Behavior Checklist Maker. This online tool allows teachers to define student behavior during classroom routines and transitions – a great way to clearly define behavioral expectations.




• Ensuring Instructional Match Lesson content is

Instruction That Motivates…

• Ensuring Instructional Match. Lesson content is appropriately matched to students' abilities (Burns, VanDerHeyden, & Boice, 2008).y , , )


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• Providing Explicit Instruction When teaching new


• Providing Explicit Instruction. When teaching new material, the teacher delivers instruction in a manner that maximizes student understanding: starting with (1) g g ( )modeling and demonstration, moving to (2) supervised practice with performance feedback, and concluding

( ) fwith (3) opportunities for independent practice with feedback (Rosenshine, 2008).


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• Promoting Active Engagement The teacher inserts


• Promoting Active Engagement. The teacher inserts activities at key points throughout the lesson to ensure that learners are engaged in ‘active accurate g gresponding’ (Skinner, Pappas & Davis, 2005) at rates sufficient to hold attention and optimize learning.


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• Providing a Brisk Rate of Instruction The teacher


• Providing a Brisk Rate of Instruction. The teacher presents an organized lesson, with instruction moving briskly. There are no significant periods of ‘dead time’ y g p(e.g., drawn-out transitions between activities) when misbehavior can start (Carnine, 1976; Gettinger & Ball,

)2008).


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• Offering Choice Opportunities The teacher provides


• Offering Choice Opportunities. The teacher provides the class with appropriate opportunities for choice when completing in-class academic tasks (Jolivette, Wehby, p g ( , y,Canale, & Massey, 2001) Offering choice options can increase academic motivation and focus while reducing problem behaviors. Examples include allowing students to choose (1) an assignment from among two or more alternative equivalent offerings; (2) what books or other alternative, equivalent offerings; (2) what books or other materials to select for an assignment; (3) whom to work with on a collaborative task. 88


with on a collaborative task.

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Instruction That Motivates:

Direct Instruction

Additional ResourcesDirect Instruction Checklist. Teachers can use this checklist to evaluate lesson plans to ensure that they provide appropriate direct instr ction s pport for direct-instruction support for struggling learners.




• Scanning the Class Frequently The teacher ‘scans’

Managing the Classroom…

• Scanning the Class Frequently. The teacher scans the classroom frequently—during whole-group instruction, cooperative learning activities, and , p g ,independent seatwork. The teacher strategically and proactively recognizes positive behaviors while

ff (Sredirecting students who are off-task (Sprick, Borgmeier, & Nolet, 2002).


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• Employing Effective Verbal Commands The teacher


• Employing Effective Verbal Commands. The teacher delivers clear directives to students that are (1) spoken calmly, (2) brief, (3) stated when possible as DO y, ( ) , ( ) pstatements rather than as DON'T statements, (4) framed in clear, simple language, and (5) delivered one directive at a time and appropriately paced to avoid confusing or overloading students (Kern & Clemens, 2007; Matheson & Shriver 2005) 2007; Matheson & Shriver, 2005).

These directives are brief and positive or neutral in 1010www.interventioncentral.org

These directives are brief and positive or neutral in tone.

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• Providing Active Supervision The teacher frequently


• Providing Active Supervision. The teacher frequently moves through the classroom--strategically recognizing positive behaviors while redirecting students who are p goff-task (De Pry & Sugai, 2002). As needed, the instructor gives behavioral reminders or prompts, teaches or reteaches expected behaviors , and praises examples of appropriate student behavior.


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• Shaping Behavior Through Praise To increase


• Shaping Behavior Through Praise. To increase desired behaviors, the teacher praises students when they engage in those targeted behaviors (Kern & y g g g (Clemens, 2007). Effective teacher praise consists of two elements: (1) a description of noteworthy student

f ( )academic performance or general behavior, and (2) a signal of teacher approval (Brophy, 1981; Burnett, 2001) The teacher uses praise at a rate sufficient to 2001). The teacher uses praise at a rate sufficient to motivate and guide students toward the behavioral goal and maintains an average of 4 praise statements for 1212


and maintains an average of 4 praise statements for every disciplinary statement (Villeda et al. 2014).

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• Establishing a Range of Consequences for


• Establishing a Range of Consequences for Misbehavior. The teacher has a continuum of classroom-based consequences for misbehavior (e.g., q ( g ,redirect the student; have a brief private conference with the student; temporarily suspend classroom

fprivileges; send the student to another classroom for a brief reflection period) that can be used before the teacher considers administrative removal of any learner teacher considers administrative removal of any learner from the classroom (Sprick, Borgmeier, & Nolet, 2002).


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Group Behavior Management:

Assorted Classroom

Additional ResourcesAssorted Classroom Management ‘Packages’. Teachers can assert classroom control using one or more of these classwide packages Zone Defense packages: Zone Defense System, Good Behavior Game Color Wheel and Game, Color Wheel, and Defense Management.


Response to InterventionRTI for Behavior: 'Critical Elements' Checklist: Tier 1: ClasswideManagement1. HIGH EXPECTATIONS FOR

BEHAVIOR3. MANAGING THE CLASSROOM

• Teaching Behavioral Expectations • Scanning the Class Frequently

Activity: RTI-Behavior: ClasswideManagement

• Teaching Behavioral Expectations. • Scanning the Class Frequently

• Training the Class in Basic Routines • Employing Effective Verbal Commands• Review these critical items for classroom

management.S l t th t 1 2 it th t ld • Posting Positive Classroom Rules • Providing Active Supervision

2. INSTRUCTION THAT MOTIVATES • Shaping Behavior Through Praise.

• Select the top 1-2 items that you would find MOST challenging to implement with YOUR students

• Ensuring Instructional Match • Establishing a Range of Consequences for Misbehavior

YOUR students. • Brainstorm at your table about ways to

overcome these identified challenges• Providing Explicit Instruction

• Promoting Active Engagement

overcome these identified challenges.


• Providing a Brisk Rate of Instruction• Offering Choice Opportunities


Creating Individual Behavior Plans. What are ideas to positively shape the What are ideas to positively shape the behaviors of the oppositional or ADHD student? student?



ADHD & Non-ComplianceADHD & Non ComplianceThere is substantial overlap (co-morbidity) among children with ADHD and Oppositional Defiant Disorder children with ADHD and Oppositional Defiant Disorder (Strock, 2003).

Therefore, teachers who want to manage ADHD effectively should also have a range of strategies to y g gaddress incidents on non-compliant and defiant behavior.

www.interventioncentral.org 50Source: Strock, M. (2003) . Attention Deficit Hyperactivity Disorder. National Institute of Mental Health.


Antecedents, Positive Consequences, and Extinction P d A B l d B h i I t ti Pl 4 12Procedures: A Balanced Behavior Intervention Plan pp. 4-12

ADHD (Attention Deficit/Hyperactivity Disorder)• ADHD (Attention-Deficit/Hyperactivity Disorder)• ODD (Oppositional Defiant Disorder)

GAD (G li d A i t Di d )• GAD (Generalized Anxiety Disorder)

www.interventioncentral.org1


Activity: Antecedents, Positive Consequences, E ti ti T h i Extinction Techniques

As a large group, count off by 3’s.Move to the table(s) designated with your number.Appoint a recorder.pp




Group 1: Antecedents: Strategies to Prevent Misbehavior Look over Group 1: Antecedents: Strategies to Prevent Misbehavior. Look over the strategies from the top of page 4 through the middle of page 5 in handout 1. Discuss the strategies and the rationale for their use.

Group 2: Antecedents That Encourage Goal Behaviors. Look over the strategies that appear on at the bottom of page 4 to the middle of page 7 strategies that appear on at the bottom of page 4 to the middle of page 7. Discuss the strategies and the rationale for their use.

Group 3: Extinction Procedures: Responses That Reduce or Eliminate Problem Behaviors. Look over the strategies that appear on at the middle of page 8 through page10. Discuss the strategies and the


at the middle of page 8 through page10. Discuss the strategies and the rationale for their use.

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R t t i i l t blReturn to your original table.Representatives at your table from the breakout groups 1, 2, and 3 are to take turns presenting on:

o (1) antecedents to prevent misbehavioro (2) antecedents to promote positive behavioro (3) extinction procedures to reduce or eliminate problem

behaviors.



ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 5555

A CB

Response to InterventionAntecedents, Positive Consequences, and Extinction

Procedures: A Balanced Behavior Intervention Plan pp 4 12Procedures: A Balanced Behavior Intervention Plan pp. 4-12Behavior intervention plans are highly individualized—as

t d t di l i fil f b h i every student displays a unique profile of behaviors. Teachers increase the odds of helping a student to engage in positive behaviors increase when they include these 3 in positive behaviors increase when they include these 3 elements in their classroom behavior intervention plans: – Antecedents: Strategies to promote positive behaviors Antecedents: Strategies to promote positive behaviors

and prevent misbehavior– Positive consequences: Responses that increase Positive consequences: Responses that increase

positive/goal behaviors– Extinction procedures: Responses that extinguish


t ct o p ocedu es espo ses a e gu sproblem behaviors

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Response to InterventionAntecedents, Positive Consequences, and Extinction Procedures: A Balanced Behavior Intervention PlanProcedures: A Balanced Behavior Intervention PlanEach element plays a crucial role in promoting the success of

b h i l a behavior plan. – Antecedent strategies prevent the student from engaging in

problem behaviors in the first place problem behaviors in the first place. – Positive consequences motivate the student to show

desired behaviors such as academic engagement desired behaviors, such as academic engagement. – Extinction procedures remove the 'pay-off' to the student

for engaging in problem behaviors for engaging in problem behaviors. While any one of the elements might be inadequate to change the student's behavior their combination can result in a


the student s behavior, their combination can result in a strong, flexible plan and successful intervention outcome.


1. Antecedents: Strategies to Prevent MisbehaviorTeachers have the greatest array of options to influence a student to engage in positive behaviors when they focus on antecedents: actions they take before the student behavior occurs. Proactive antecedent actions to encourage desired behaviors are often quick-acting, can prevent misbehavior and attendant interruption of instruction, and usually require less teacher effort th idi ti ft than providing corrective consequences after problem behaviors have occurred.



B h i T h E t ti (F i b k S i Antecedents: Strategies to PREVENT Misbehavior

Behaviors: Teach Expectations (Fairbanks, Sugai, Guardino, & Lathrop, 2007). Students must be explicitly taught behavioral expectations before they can be held taught behavioral expectations before they can be held accountable for those behaviors.

The teacher should model positive behaviors, give students examples and non-examples of appropriate behaviors to clarify understanding, have students practice those behaviors with instructor feedback; and consistently acknowledge and praise students for successfully displaying positive behaviorspraise students for successfully displaying positive behaviors.

ADHD


ADHDODDGAD


I t ti l M t h E th St d t C D th Antecedents: Strategies to PREVENT Misbehavior

Instructional Match: Ensure the Student Can Do the Work (Burns, VanDerHeyden, & Boice, 2008). Student misbehavior frequently arises from an inability to do the misbehavior frequently arises from an inability to do the academic task.

When the student lacks skills necessary for the academic task, the instructor teaches the necessary skill(s). Additional strategies include adjusting the immediate task to the student's current skill(s) and pairing the student with a helping peerhelping peer.

ADHD


ADHDODDGAD


‘ N ’ S b tit t P f d Alt ti (M P tt P & Antecedents: Strategies to PREVENT Misbehavior

‘ No’: Substitute a Preferred Alternative (Mace, Pratt, Prager, & Pritchard, 2011). This strategy is useful if the student has a pattern of misbehaving when told that he or she cannot access a pattern of misbehaving when told that he or she cannot access a desired item or engage in a preferred activity.

Th t h k li t f ti iti it f d b th The teacher makes a list of activities or items preferred by the student that are allowed during the academic situation or setting where problems arise. Then, whenever the student requests an where problems arise. Then, whenever the student requests an item or activity that is not allowed, the teacher (1) tells the student that he or she cannot access the desired activity or item; (2)

id b i f l i f h h d i i i provides a brief explanation of why the requested item or activity is off-limits; and (3) immediately offers the student one or more items or activities from the prepared list that are allowable in


items or activities from the prepared list that are allowable in the current situation or setting.

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ODD


R l t th St d t R F T t ti (US Antecedents: Strategies to PREVENT Misbehavior

Relocate the Student: Remove From Temptation (US Department of Education, 2004). When the student's problem behaviors are triggered or supported by factors in the behaviors are triggered or supported by factors in the environment--such as a talkative peer or difficulty hearing or seeing the instructor--the teacher may choose to move the g ystudent to another, less-distracting location in the classroom.

A good option is to seat the student within the teacher's 'action zone', close to the instructor and in the region of the room toward which that educator directs most instructionroom toward which that educator directs most instruction.

ADHD


ADHDODD


S h d l I P di t bilit (K & Cl 2007) Antecedents: Strategies to PREVENT Misbehavior

Schedule: Increase Predictability (Kern & Clemens, 2007). When students know the “content, duration, and/or consequences of future events” their level of engagement consequences of future events , their level of engagement rises and problem behaviors decline—a good definition of motivation.

To increase the predictability of events for individual students or an entire classroom, post or provide a schedule outlining the day's activities. In simplest form, the schedule lists a title and brief description for each activity along with start and and brief description for each activity, along with start and end times for that activity. Teachers may wish to add information to the schedule, such as reminders of what ADHD


information to the schedule, such as reminders of what work materials a student might need for each event.

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ADHDODDGAD


W k B k M k It A il bl R t (M j ik t l Antecedents: Strategies to PREVENT Misbehavior

Work Break: Make It Available on Request (Majeika et al., 2011). Sometimes misbehavior is an attempt by the student to engineer a break from an academic task to engineer a break from an academic task.

The teacher can choose an alternative method for the student to use to communicate that he or she would like a brief break, such as requesting that break verbally or pulling out a color-coded break card.

Of course the student will also require clear guidelines on Of course, the student will also require clear guidelines on how long the requested break will last and what activities are acceptable for the student to engage in during that


acceptable for the student to engage in during that break.

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Ch kli t f A d i Skill M k th C li t d Antecedents: Strategies That ENCOURAGE Goal Behaviors

Checklist for Academic Skills: Make the Complicated Simple (Alter, Wyrick, Brown, & Lingo, 2008). When the student must apply several steps to complete a complex student must apply several steps to complete a complex academic task, the teacher can give the student a checklist detailing each step and instructions for completing it. g p p g

Before the activity, the student is prompted to preview the checklist; after the activity, the student uses the checklist to review the work.

ADHD


ADHDODDGAD


Behavioral Checklist: Academic Example: C iti St tCognitive Strategy

www.interventioncentral.org 66SOURCE: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.


Ch kli t f Ch ll i Sit ti S i t T iti Antecedents: Strategies That ENCOURAGE Goal Behaviors

Checklist for Challenging Situations: Script Transition Times (McCoy, Mathur, & Czoka, 2010). Students often struggle with the complexity of managing multi-step routines struggle with the complexity of managing multi-step routines such as transitioning between classroom activities or moving to different locations within the school.

Teachers can assist by making up step-by-step checklists that 'walk' the student incrementally through the routine. Instructors can use these checklists as guides to teach and measure student success in navigating transitions Just as measure student success in navigating transitions. Just as important, the student can use the checklist as a prompt and guide to follow the expected steps. ADHD


guide to follow the expected steps.

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Behavioral Checklist: General Behavior E l R ti /T itiExample: Routine/Transition



Self-Check Behavior Checklist Maker. This online tool allows teachers t d fi t d t b h i to define student behavior during classroom routines and transitions – a great and transitions a great way to clearly define behavioral expectations.



Ch i M ki All f St d t P f (G Antecedents: Strategies That ENCOURAGE Goal Behaviors

Choice-Making: Allow for Student Preference (Green, Mays, & Jolivette, 2011). Students find it motivating to have opportunities to choose how they structure or carry out their opportunities to choose how they structure or carry out their academic tasks. Teachers can allow choice on any of a variety of dimensions of a classroom activity, such as:y y,– where the activity takes place; – who the child works with; who the child works with; – what materials to work with (e.g., choosing a book from

several options); p );– when to begin or end the activity; – how long to engage in the activity. ADHD


how long to engage in the activity.

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Fi U Skill F t W k I d d (R hi Antecedents: Strategies That ENCOURAGE Goal Behaviors

Fix-Up Skills: Foster Work Independence (Rosenshine, 2008). During independent work, the student should know procedures to follow if stuck (e g cannot complete an item; procedures to follow if stuck (e.g., cannot complete an item; does not understand a word in a reading passage).

The teacher creates a routine for the student in how to apply 'fix-up' skills for independent assignments: e.g.,

"If I don't understand what I have read, I should (1) reread the paragraph; (2) slow my reading;(3) focus my full attention on paragraph; (2) slow my reading;(3) focus my full attention on what I am reading; (4) underline any words that I do not know and try to figure them out from the reading." ADHD


and try to figure them out from the reading. (McCallum et al., 2010).

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G l S tti G t C it t (M ti t l 2003) O Antecedents: Strategies That ENCOURAGE Goal Behaviors

Goal-Setting: Get a Commitment (Martin et al., 2003). One tool to increase student motivation to perform an academic task is to have that student choose a specific measurable task is to have that student choose a specific, measurable outcome goal before starting that task. At the end of the work session, the student compares the actual outcome to the , ppreviously selected goal to judge success.

For example, a student about to begin a writing task may choose the goal of finding 3 primary sources for a term paper.

Or a student starting an in-class reading assignment might develop two questions that he would like to have ADHD


develop two questions that he would like to have answered from the reading.

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Hi h P f R t B ild B h i l M tAntecedents: Strategies That ENCOURAGE Goal Behaviors

High-Preference Requests: Build Behavioral Momentum(Kern & Clemens, 2007). Use 'behavioral momentum' to increase compliance by first directing the student or class to increase compliance by first directing the student or class to complete several short, simple, high-preference directives that they readily complete (e.g., "Take out a sheet of paper", y y p ( g , p p ,"write your name on the paper", "copy the assignment from the board") before presenting the student or class with a low-preference directive that they typically balk at (e.g., "Open your books and begin the assignment").

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Behavior Management Strategies: Non-ComplianceHIGH-PROBABILITY REQUESTS: TO START AN ASSIGNMENT. The teacher identifies brief actions associated with the ‘low-probability’ assignment that the student is likely to complete. The instructor delivers a sequence (e.g., 3) of these hi h b bili d ifi li b f high-probability requests and verifies compliance before delivering the low-probability request.

SHi-Prob Requests: To Start AssignmentEasy ‘Take out a piece of paper.’Easy ‘Write your name on your paper.’Easy ‘Copy the topic description that you see on the


y py p p yboard.’

Challenge ‘Write an introductory paragraph on this topic.’


Behavior Management Strategies: Non-ComplianceHIGH-PROBABILITY REQUESTS: WITHIN AN ASSIGNMENT. The teacher selects a ratio of ‘easy-to-ychallenge’ problems or items (e.g., 3: 1). The instructor then formats the assignment or worksheet according to the ‘easy-

h ll ’ ito-challenge’ ratio.

Hi-Prob Requests: Within AssignmentHi Prob Requests: Within AssignmentEasy 12 + 14 =?Easy 21 + 8 = ?Easy 21 + 8 = ?Easy 3 + 14 = ?Ch ll 9 7 ?


Challenge 9 x 7 = ?


O t iti t R d L t F db k B It O Antecedents: Strategies That ENCOURAGE Goal Behaviors

Opportunities to Respond: Let Feedback Be Its Own Reward (Partin et al., 2010). Student academic engagement is incompatible with misbehavior is incompatible with misbehavior.

The teacher's goal is to capture positive student behaviors by str ct ring lessons and ork assignments to req ire a high structuring lessons and work assignments to require a high rate of opportunities to respond (OTRs). In a complete OTR cycle the student has an opportunity to respond (e g the cycle, the student has an opportunity to respond (e.g., the teacher asks a question, or the student encounters an item on independent work), produces a response (e.g., the p ) p p ( gstudent responds to the teacher question or answers the work item); and receives timely performance feedback (e.g., th t h "Ri ht !" th t d t ADHD


the teacher says, "Right answer!", or the student uses an answer key to check a response).

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P iti T h R t It' H Y S ItAntecedents: Strategies That ENCOURAGE Goal Behaviors

Positive Teacher Requests: It's How You Say It(Braithwaite, 2000). Non-compliant students have a pattern of ignoring or defying teacher requests of ignoring or defying teacher requests.

However, instructors can increase the likelihood of student ,compliance by stating their requests in positive terms (e.g., "John, I can help you just as soon as you are back in your seat") rather than in negative terms (e.g., "John, I can't help you unless you are sitting in your seat").

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P C ti Pl t P iti Th ht (D P & S i Antecedents: Strategies That ENCOURAGE Goal Behaviors

Pre-Correction: Plant a Positive Thought (De Pry & Sugai, 2002). Some students need a timely reminder of expected behaviors just before they transition into situations or settings behaviors just before they transition into situations or settings in which problem behaviors tend to occur.

At this 'point of performance', the teacher gives the student a timely reminder of goal behaviors, using such prompting strategies as stating goal behaviors, having the student preview a checklist of goal behaviors, asking the student to describe goal behaviors; or praising another student for describe goal behaviors; or praising another student for demonstrating goal behaviors.

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R Eff t R d T k Diffi lt (F i & Antecedents: Strategies That ENCOURAGE Goal Behaviors

Response Effort: Reduce Task Difficulty (Friman & Poling, 1995; Skinner, Pappas & Davis, 2005). The teacher increases student engagement through any method that increases student engagement through any method that reduces the apparent difficulty (‘response effort’) of an academic task - so long as that method does not hold the gstudent to a lesser academic standard than classmates.

Examples of strategies that lower response effort include:– having students pair off to start homework in class;– breaking larger academic tasks into smaller, more

manageable 'chunks'.ADHD


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R d Ch Th i Ad (D P & S i Antecedents: Strategies That ENCOURAGE Goal Behaviors

Rewards: Choose Them in Advance (De Pry & Sugai, 2002). Just as the student is about to enter a challenging situation or setting in which he or she will need to show situation or setting in which he or she will need to show appropriate behaviors, the instructor reminds the student of the behavioral expectations and has the student select a ppossible reward from a menu.

The student is later given that reward if behaviors were appropriate.

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V b l C d K Th B i f d P f l Antecedents: Strategies That ENCOURAGE Goal Behaviors

Verbal Commands: Keep Them Brief and Powerful (Matheson & Shriver, 2005; Walker & Walker, 1991). Teacher commands are most likely to elicit student compliance when commands are most likely to elicit student compliance when they:1. are delivered calmly,1. are delivered calmly,2. are brief, 3. are stated when possible as DO statements rather than as p

DON'T statements,4. use clear, simple language, and 5. are delivered one command at a time and appropriately paced

to avoid confusing or overloading students. ADHD


Effective commands also avoid sarcasm or hostility and lengthy explanations that distract or confuse students.

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Response to Intervention2. Positive Consequences: Responses That Increase

Positive/Goal BehaviorsPositive/Goal BehaviorsWhen positive consequences follow a behavior, they increase the probability that the behavior will be repeated.



P f F db k I f ti i R diPositive Consequences: INCREASE Positive/Goal Behaviors

Performance Feedback: Information is Rewarding(Conroy et al., 2009). When students receive timely feedback about their academic performance this information can about their academic performance, this information can reinforce academic behavior and reduce misbehavior.

Instructional feedback comes in many forms: e.g., teacher oral or written feedback; class discussion and review of an assignment; oral feedback from class peers; student self-directed completion of a rubric or problem-solving checklist during an independent assignmentduring an independent assignment.

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P i C t h Th B i G d (K & Cl 2007) Positive Consequences: INCREASE Positive/Goal Behaviors

Praise: Catch Them Being Good (Kern & Clemens, 2007). Research suggests that teacher praise is one of the most powerful--yet underused-- of classroom management tools powerful--yet underused-- of classroom management tools.

When a student, group, or class displays an appropriate pro-, g p, p y pp p psocial or pro-academic behavior, the teacher reinforces that behavior with a targeted praise statement containing two elements: (1) a specific description of the praiseworthy behavior, and (2) an expression of teacher approval (e.g., "You worked for the full independent work period Nice job!"; You worked for the full independent-work period. Nice job! ; "I really appreciate the way that our student groups stayed on-task and completed their entire assignment."). ADHD


on task and completed their entire assignment. ).

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S h d l d Att ti R h l Ad lt I t tiPositive Consequences: INCREASE Positive/Goal Behaviors

Scheduled Attention: Rechannel Adult Interactions(Austin & Soeda, 2008). A strategy to increase positive behaviors is to 'catch the student being good' with regular behaviors is to catch the student being good with regular doses of 'scheduled attention': (1) The teacher decides on a fixed-interval schedule to provide attention (e.g., every 8 p ( g , yminutes); (2) At each interval, the teacher observes the student; (3) If the student is engaged in appropriate behaviors at that moment, the teacher provides a dose of positive attention (e.g., verbal praise; non-verbal praise such as thumbs up; brief positive conversation; encouragement) If as thumbs-up; brief positive conversation; encouragement). If off-task or not behaving appropriately, the teacher briefly redirects the student to task and returns immediately to ADHD


redirects the student to task and returns immediately to instruction until the next scheduled-attention interval.

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Response to Intervention3. Extinction Procedures: Responses That Reduce or

Eliminate Problem BehaviorsEliminate Problem BehaviorsExtinction means discontinuing the reinforcing consequences

f b h i t i di id l' ti ti t i of behaviors to erase an individual's motivation to engage in those behaviors. In effect, extinction procedures 'cut off the oxygen' to problem behaviors That is explicit directions oxygen to problem behaviors. That is, explicit directions should be written into a behavior intervention plan to guide those working with the student to alter their responses to g pproblem behaviors in a manner designed to remove reinforcement for the misbehavior (Hester et al., 2009). Without extinction procedures, educators are far too likely accidentally to continue reinforcing the very behaviors they


are trying to eliminate.

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E B k P t E S h d l (W ll & Extinction Procedures: REDUCE or ELIMINATE BehaviorsEscape Breaks: Put Escape on a Schedule (Waller & Higbee, 2010). One way to manage disruptive behaviors to escape or avoid academic work is by scheduling 'non-escape or avoid academic work is by scheduling non-contingent escape breaks'. The teacher:1 selects a reasonable work interval for the student-- this 1. selects a reasonable work interval for the student this

should be an interval slightly shorter than the average amount of time that student currently will work before misbehaving (e.g. 5 minutes).

2. decides how long the brief 'escape break' will last (e.g., two minutes).

3. identifies motivating activities that the student can


engage in during escape breaks (e.g., coloring; playing a math application on a computer tablet).

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E B k P t E S h d l ( t ) (W ll Extinction Procedures: REDUCE or ELIMINATE BehaviorsEscape Breaks: Put Escape on a Schedule (cont.) (Waller & Higbee, 2010). When the intervention is in effect:1 the teacher directs the student to begin work and starts a 1. the teacher directs the student to begin work and starts a

timer. 2 When the student's work interval is done the teacher 2. When the student s work interval is done, the teacher

directs the student to take a break and again starts the timer.

3. When the break is up, the student is directed to resume work.

This process repeats until the work period is over. As behaviors improve, the teacher can gradually lengthen

k i d til th t d t i d i ll


work periods until the student can remain academically engaged for as long as typical peers.

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Ch i St t t i 2 P t F th Alt ti Extinction Procedures: REDUCE or ELIMINATE BehaviorsChoice Statements in 2 Parts: Frame the Alternative Consequences (Walker, 1997). The teacher frames a request to an uncooperative student as a two-part 'choice' request to an uncooperative student as a two-part choice statement:

(1) The teacher presents the negative, or non-compliant, choice and its consequence (e.g., "John, you can choose to stay after school today to finish this in-class assignment."); (2) The teacher next states the positive behavioral choice that the student is encouraged to select (e g "Or you can that the student is encouraged to select (e.g., Or you can finish your work now and not stay after school. It's your choice."). If the student fails to comply, the teacher ADHD


choice. ). If the student fails to comply, the teacher imposes the negative consequence.

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C ti t I t ti M f 'St ' t 'St t' Extinction Procedures: REDUCE or ELIMINATE BehaviorsContingent Instructions: Move from 'Stop' to 'Start' (Curran, 2006; Gable. Hester, Rock, & Hughes, 2009). When the instructor observes that a student is engaging in problem the instructor observes that a student is engaging in problem behavior requiring a response, the teacher delivers contingent instructions in a 3-part format.g p1. STOP statement. The teacher directs the student to

STOP a specific problem behavior, e.g., "Joshua, put away the magazine."; "Annabelle, return to your seat.“

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C ti t I t ti M f 'St ' t 'St t' Extinction Procedures: REDUCE or ELIMINATE BehaviorsContingent Instructions: Move from 'Stop' to 'Start' (Cont.)

2. START statement. After a brief (1-2 second) pause, the instruction describes the appropriate replacement instruction describes the appropriate replacement behavior that the student should START, e.g., "Open your book to page 28 and begin the end-of-chapter your book to page 28 and begin the end of chapter questions."; "Work with your partner to solve the math problem on the board."

3. PRAISE for compliance. As the student begins to engage in the desired behavior, the teacher concludes by PRAISING the student for compliance. e.g., "Thank you for starting your book assignment, Joshua.", "I see that you and your partner are solving the math


that you and your partner are solving the math problem, Annabelle. Good!"


If/Th St t t S t th C diti (M j ik t l Extinction Procedures: REDUCE or ELIMINATE BehaviorsIf/Then Statements: Set the Conditions (Majeika et al., 2011). When the student is engaging in a problem behavior, the teacher can use an 'if/then' statement to prompt that the teacher can use an if/then statement to prompt that student to engage in the appropriate replacement behavior.

For example, if a student is out of seat without permission, the teacher says, "Shelly, if you return to your seat, then I will come over and answer your question." Of course, when the student responds by displaying the positive behavior, the teacher follows through with the promised action and praises teacher follows through with the promised action and praises that student for compliance.

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Pl d I i T Off th Att ti (C l i 2009) Extinction Procedures: REDUCE or ELIMINATE BehaviorsPlanned Ignoring: Turn Off the Attention (Colvin, 2009). In planned ignoring, the instructor withholds attention when the student engages in the problem behavior Ignoring the student engages in the problem behavior. Ignoring problem behavior can remove the source of its reinforcement and thus help to extinguish it. p gTeachers should remember, though, that planned ignoring alone is seldom successful. Instead, planned ignoring becomes much more powerful when, at the same time, the teacher provides regular attention whenever the student

i iti l t b h i engages in positive, replacement behaviors.

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P i P Sh B h i Th h Vi i Extinction Procedures: REDUCE or ELIMINATE BehaviorsPraise Peers: Shape Behavior Through Vicarious Reinforcement (Majeika et al., 2011). Teacher approval can be a powerful motivator be a powerful motivator . The teacher can capitalize on this fact by publicly praising on-task peers sitting near the target (misbehaving) student on task peers sitting near the target (misbehaving) student. When the target student then engages in academic work, the teacher makes sure to praise that student as well.

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P i i R t M k Di ti d C Extinction Procedures: REDUCE or ELIMINATE BehaviorsPrecision Requests: Make Directives and Consequences Clear (De Martini-Scully, Bray, & Kehle, 2000; Musser, Bray, Kehle & Jenson 2001) The precision request structures Kehle, & Jenson, 2001). The precision request structures communication with the student in a concise, respectful format that preserves adult authority and increases the p ylikelihood of student compliance. In preparation, the teacher decides on appropriate consequences for non-compliance.

Examples of suitable consequences include loss of free time, phone call to a parent, loss of a point or token, or restriction of activities at recess. When making a precision request, the teacher follows these 3 steps: ADHD


teacher follows these 3 steps:

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P i i R t M k Di ti d C Extinction Procedures: REDUCE or ELIMINATE BehaviorsPrecision Requests: Make Directives and Consequences Clear (cont.)

1 Make first request: "Please " The teacher states a brief 1. Make first request: "Please...". The teacher states a brief request that starts with the word 'Please' and -- whenever possible--frames the request as a goal behavior rather than possible frames the request as a goal behavior rather than as a behavior to stop (e.g., "Rick, please open your math book and begin the assignment written on the board").

The teacher then waits 5 seconds for the student to comply. If th t d t li th t h i th t d t If the student complies, the teacher praises the student (e.g., "Thank you for starting your math assignment") .




2 Make second request: "I Need " If the student fails to 2. Make second request: "I Need...". If the student fails to comply with the first request within 5 seconds, the teacher repeats that request This time the teacher starts the repeats that request. This time, the teacher starts the request with the phrase "I need..." (e.g., "Rick, I need you to open your math book and begin the assignment written on the board").

A i th t h it 5 d f th t d t t Again, the teacher waits 5 seconds for the student to comply. If the student complies, the teacher verbally reinforces the student (e g "Thank you for starting


reinforces the student (e.g., Thank you for starting your math assignment") .



3 Deliver consequence for non compliance If the student fails 3. Deliver consequence for non-compliance. If the student fails to comply to the second request within 5 seconds, the teacher follows through in delivering the pre-determined teacher follows through in delivering the pre determined consequence for non-compliance.



R di t th St d t G t Th B k T k (Dh Extinction Procedures: REDUCE or ELIMINATE BehaviorsRedirect the Student: Get Them Back on Track (Dhaem, 2012; Simonsen et al., 2008). When the teacher observes the student begin to engage in problem behaviors the the student begin to engage in problem behaviors, the instructor redirects that student back to task, either verbally (e.g., "Tom, stop talking and start your assignment") or non-( g , , p g y g )verbally (e.g., giving that student a significant look and negative head shake).

Redirects should be brief and calm in tone. NOTE: Teachers can also redirect without distracting the class by using can also redirect without distracting the class by using 'tweets'--brief behavioral reminders written on post-it notes and placed on the student's desk. ADHD


and placed on the student s desk.

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R C t D d t f Mi b h i (D P l & Extinction Procedures: REDUCE or ELIMINATE BehaviorsResponse Cost: Deduct for Misbehavior (DuPaul & Stoner, 2002). Response cost is a strategy in which the teacher assigns an incentive (e g points tokens or teacher assigns an incentive (e.g., points, tokens, or classroom privileges such as free time) to the student at the start of the session.

Each time that the student misbehaves during the session, that student loses a point, token, or increment of privilege (e.g., losing 5 minutes of free time). At the end of the session the student is awarded any points tokens or session, the student is awarded any points, tokens, or privileges that remain.

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R C t D d t f Mi b h i ( t ) I Extinction Procedures: REDUCE or ELIMINATE BehaviorsResponse Cost: Deduct for Misbehavior (cont.) In preparation for response cost, the teacher must establish incentives that the student(s) would value--either setting up a incentives that the student(s) would value--either setting up a classwide or individual point/token system tied to rewards or making available classroom privileges. g p g

The student(s) must also be trained in how the response cost system operates, including a clear understanding of what problem behaviors will result in response-cost deductions and what positive replacement behaviors they are expected and what positive, replacement behaviors they are expected to display.




Consult the handout Antecedents Positive Antecedents, Positive Consequences, and Extinction Procedures (pp 4-12)Procedures (pp. 4 12).Select and record at least 1 antecedent strategy, positive antecedent strategy, positive consequence, or extinction procedure that you would like to try out in your classroom or school.


Be prepared to report out.

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Promoting Self-Management Skills. What are tools that can encourage What are tools that can encourage ADHD students to better manage their own learning? own learning?



Self-Regulation: Motivation With a Plan Self Regulation: Motivation…With a Plan “Self-regulation of learning involves g glearners setting goals, selecting appropriate learning strategies maintaining motivation learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their own academic progress ” p 451their own academic progress. p. 451

www.interventioncentral.org 104Source: Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22, 448-473.


How to Promote: Reading ComprehensionHow to…Promote: Reading Comprehension



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



Reading Comprehension: Self-Management Strategies• CREATE A PLAN FOR ASSIGNED READINGS (ART). A means to develop

self-monitoring skills in comprehension is to teach students a cognitive strategy : ART: Ask Read Tell (McCallum et al 2010) For challenging strategy : ART: Ask-Read-Tell (McCallum et al., 2010). For challenging passages, the student is trained to apply a 3-step ART sequence, which maps to the pre-reading/reading/post-reading timeline:

1. ASK: Before reading the text, the student looks over the title of the passage, asks what the topic is likely to be, considers what he or she already knows about that topic and generates 2 questions that the student hopes to about that topic, and generates 2 questions that the student hopes to answer through reading.

2. READ: While reading, the student stops after each paragraph to query whether he or she has adequately understood that section of the passage and, if necessary, applies comprehension fix-up skills.

3 TELL: After reading the student attempts to answer the 2 questions posed


3. TELL: After reading, the student attempts to answer the 2 questions posed earlier based on the content just read.

Source: McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M. Waller, S., & Polite, F. (2010). Improving reading comprehension of at-risk high-school students: The art of reading program. Psychology in the Schools, 48(1), 78-86.


ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



H T P t A d i S lfHow To…Promote Academic Self-Management: Work Planning Skills


Response to InterventionTUTORIAL: How To…Help the Student Develop

Work Planning Skills: Plan Evaluate AdjustThe student is trained to follow a plan>work>self-

evaluate>adjust sequence in work planning:

Work-Planning Skills: Plan, Evaluate, Adjust

evaluate>adjust sequence in work-planning:• Plan. The student creates a work plan: inventorying a

collection of related tasks to be done setting specific collection of related tasks to be done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task.allocating time sufficient to carry out each task.

• Work. The student completes the work.• Self-Evaluate. The student compares actual work Self Evaluate. The student compares actual work

performance to the outcome goals to evaluate success.• Adjust. The student determines what to do differently in


Adjust. The student determines what to do differently in the future to improve performance and outcomes.

111Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.

Response to InterventionRussell Smith Mrs. Lampe 11 04 15

Select Topic

11 10 15 Locate Sources

Create Notes from

Find at least 3reputable sources

2 hours Found 3 sources

SourcesOrganize Notes into Paper Outline

2 Schedule at least 3 hours to find source material on next assignment

www.interventioncentral.org 112Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


H T P t A d i S lfHow To…Promote Academic Self-Management: The Learning Contract



Learning Contracts: Put Student Promises in Writing…• Description. A learning contract is a voluntary,

student-completed document that outlines student completed document that outlines actions the learner promises to take in a course to achieve academic success. to achieve academic success.

Thi t t i i d b th t d t th • This contract is signed by the student, the instructor, and (optionally) the parent.


Sources: Frank, T., & Scharff, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academicperformance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Greenwood, S. C., & McCabe, P. P. (2008). How learning contracts motivate students. Middle School Journal, 39(5), 13-22.


L i C t t Learning Contract: Example:

Negotiable and Non-Negotiable

Elements



Learning Contracts: Put Student Promises in Writing…Benefits. Learning contracts:• provide academic structure and support • provide academic structure and support, • motivate struggling learners by having them

l d bli l t i ifi iti pledge publicly to engage in specific, positive study and learning behaviors, and

• serve as a vehicle to bring teachers and students to agreement on what course goals are important and how to achieve them.


Sources: Frank, T., & Scharff, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academicperformance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Greenwood, S. C., & McCabe, P. P. (2008). How learning contracts motivate students. Middle School Journal, 39(5), 13-22.




Elements



Statement of Purpose. The contract opens with a statement presenting a statement presenting a rationale for why the contract is being implemented.





Elements



Student Actions. The contract lists any actions that the student is pledging to complete to ensure complete to ensure success in the course. This example divides

ti i t 2 actions into 2 groups: ‘Negotiable’ & ‘Non-Negotiable’.





Elements



Teacher Actions Listing teacher Teacher Actions. Listing teacher responsibilities on the contract emphasizes that success in the course is a shared endeavor and can prod the student to take advantage of instructor supports that advantage of instructor supports that might otherwise be overlooked.





Elements



Sign-Off. Both student and teacher Sign Off. Both student and teacher (and, optionally, the parent) sign the learning contract. The student signature in particular indicates a signature in particular indicates a voluntary acceptance of the learning contract and a public pledge to follow through on its terms.





Elements



Activity: Tools for

S f

ySelf-Management

Self-Management Tools• Read-Ask-Paraphrase

(C h i )

In your groups:• Review the academic self-

t t l t d i (Comprehension)• Ask-Read-Tell

(Comprehension)

management tools presented in this workshop.

(Comprehension)• Work Planning Skills &

Form

• Discuss how you might use any of these tools to motivate

Form• Learning Contracts

students by giving them the skills to break down and complete complex tasks


complex tasks.


Reinforcing the Student. How can teachers use reinforcers to motivate teachers use reinforcers to motivate students with ADHD to increase academic engagement? academic engagement?



Jackpot! Reward Finderhtt // i t ti t l /http://www.interventioncentral.org/tools/jackpot-reward-finder

The Jackpot Reward Finder is a The Jackpot Reward Finder is a collection of ideas for classroom rewards for both elementary and secondary levels. Teachers can put secondary levels. Teachers can put together their own individualized menus of rewards and even create reinforcer/reward surveys to review ywith students.



Reinforcer Survey: Reinforcer Survey: Secondary Level: Created Using Jackpot! Reward Finder



Finding Rewards that Motivate: Other StrategiesFinding Rewards that Motivate: Other Strategies• Observe the student. Note what activities or

i h h t d t k texperiences he or she tends to seek out.• Ask others who know the student (previous

teacher, parent, etc.) what rewards that student finds motivating.

• Direct the student to draft a list of rewards that he or she would be willing to work for. Screen gthat list to identify those reinforcers that are acceptable in your classroom.


p y

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Measuring Behavior. How can teachers conveniently track ADHD behaviors?



The Problem That This Tool Addresses: B h i R t C dBehavior Report Card

Most traditional methods of behavioral data collection are time-consuming to collect and difficult to juggle for a classroom teacher.

What is needed is a simple behavior-collection method that can be completed quickly and on a daily basis.



Behavior Report Card: What It Is…Behavior Report Card: What It Is…• A behavior report card is a customized rating

l t d b th t h t t i scale created by the teacher to rate various target student behaviors on a daily basis.

• If a teacher can describe and observe a student behavior, it can be tracked using a behavior report card.

• Examples of behaviors to track using a behavior p greport card include: Hyperactivity, work completion, organizational skills, and compliance


p , g , pwith teacher requests.

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Behavior Report Card MakerBehavior Report Card Maker• Helps teachers to define student problem(s) more

clearlyclearly.• Reframes student concern(s) as replacement

behaviors to increase the likelihood for success with behaviors, to increase the likelihood for success with the academic or behavioral intervention.

• Provides a fixed response format each day to increase Provides a fixed response format each day to increase the consistency of feedback about the teacher’s concern(s).( )

• Can serve as a vehicle to engage other important players (student and parent) in defining the problem(s),


monitoring progress, and implementing interventions.

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Behavior Report Card MakerMaker

www.interventioncentral.orgExample: Daily Report Card



B h i R t C d Behavior Report Card Maker

Generate teacher-created behavior rating scales for daily scales for daily behavioral assessment.


URL: http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker


Behavior Progress-Monitoring Tools: Daily Report CardsThe Individualized Target Behavior Evaluation (ITBE) is a simple Daily Report Card that is structured as follows (Pelham, 2005):– Rating items are worded to target specific behaviors.– A criterion for success is set for each rating item (e.g.,

“Follows class rules with no more than 2 rule violations per period.")

– The response format for each rating item is YES/NO– [Optional but recommended] The ITBE includes

columns to track the student across several periods or locations through the day


locations through the day.

137Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.

Response to InterventionSample ITBE



Behavior Progress-Monitoring Tools: Daily Report CardsThe Individualized Target Behavior Evaluation is:

– easy to complete– a valid and reliable behavior measurea valid and reliable behavior measure– sensitive to the short-term effects of behavioral

interventions and medicationinterventions and medication

www.interventioncentral.org 139Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.


Activity: Workshop ‘Next Steps’ Planning

• Review the key points discussed in this workshop (next screen).screen).

• Each participant should choose 2-3 ‘next steps’ to use information from the training back at your school.

• Be prepared to report out!



Workshop Topics1. Understanding ADHD. What is ADHD

and how does it impact behavior?

2. Supporting ADHD Through Classroom Management. What group management practices are helpful with ADHD students?g p g p p

3. Creating Individual Behavior Plans. What are ideas to positively h th b h i f th iti l ADHD t d t? shape the behaviors of the oppositional or ADHD student?

4 Measuring Behavior How can teachers conveniently track ADHD 4. Measuring Behavior. How can teachers conveniently track ADHD behaviors?


5. Promoting Self-Management Skills. What are tools that can encourage ADHD students to better manage their own learning?

focus the attention & channel the energy: strategies for

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