Class‐wideInterventionsfor
MiddleandHighSchoolStudents
DEBRA KAMPS, HOWARD WILLS
BEN MASON& WENDY IWASZUK
JUNIPER GARDENS CHILDREN’S PROJECT
UNIVERSITY OF KANSAS
CONTACT: [email protected]
GroupContingency+
Self‐MonitoringinMiddle
SchoolReadingClasses
SylviaMaackTrevino
ParticipantsandProcedures
 One female teacher with 7 years experience
 Three remedial reading classes n=22
 N=15 with consent; 11 with learning disabilities; 4 at risk
 High school with 26% minority, 38% free/reduced lunch
Procedures:
 Group contingency for behaviors (points)
 Self-monitoring of behaviors
 Self-monitoring of writing during independent reading
ComponentA:Class‐wide
GroupContingencyProcedures
Students earn points for 5 behaviors in class.
The students records one point for each behavior in the Weekly Ticket Sheet. The
teacher confirms agreement for the point and awards a ticket.
1. Student collects binder and fills out planner within the first few minutes of class.
2. Student completes notes in the first half of class (can use sticky notes).
3. Student completes notes in second half of class (can use sticky notes).
4. Student reads for 20 minutes during independent silent reading and completes the
reading log.
5. Student gives teacher the completed weekly reading log (teacher verifies points,
awards tickets, and gives prize if student meets goal.
Weekly Ticket Sheet
Expectation
I grabbed my binder and filled out
my planner the first 3 minutes in
class. 1X=1 ticket
I completed notes during the first
half of the class (including sticky
notes). 1 X= 1 ticket
I completed notes during the second
half of the class (including sticky
notes). 1 X= 1 ticket
I completed a reading log row while
in class (read for 20 minutes, used
reading strategy). 1 X= 1 ticket
I turned in a completed reading log.
1 X = 2 tickets
Day 1
Day 2
Day 3
Day 4
ComponentB:Self‐monitoringofReadingLogs
 Students use self-monitoring and visualization strategies.
 Students use reading logs to write information about the
story passages. During independent reading, students
complete one row of the new reading log.
 After a silent timer vibrates, students write in one of the
reading log sections: “Stop time 1”, “Stop time 2”, or “End”
during independent work time. The silent timer is set to
vibrate every 6 minutes for a total of 3 times (18 minutes).
 Students give themselves a point in the Weekly Ticket Sheet
for completing a reading log row (# 4 above).
 Students give themselves a point in the Weekly Ticket Sheet
for turning in the completed weekly reading log at the end of
the week (# 5 above).
SampleReadingLog
Date
3/11
/11
Title
Author Pages
From
___ to
___
“My
life”
24-78
Response Guides:
I’m wondering about _____. I think that . . .
I remember a time _____. This tells me . . .
I feel sorry for _____ because . . .
I think _____ will happen because . . .
Stop 1: I’m wondering if Steve is innocent. I think
that he is because he kept saying how he wanted
nothing to do with their plans. I don’t think he was
the lookout.
Stop 2: I remember a time when some girl kept
trying to talk to me even though I was dating M****.
This shows me that his girlfriend is going to get
really mad when she finds out.
End: I think his girlfriend is going to be very upset
and decide to break up with him because he does
not act like he cares about her feelings and keeps
flirting with other girls while his girlfriend watches
from inside the room.
ResultsGC+Self‐monitoring
 Class-wide active engagement increased.
 Students nearly doubled the rate at of written words
produced compared to baseline.
 There was a significant difference between the mean
written words for students during the baseline
(M=24.15, SD=6.39) and during CW-FIT (M=55.30,
SD=11.92) conditions; t(14)=17.76, p < 0.001.
Class‐wide Function Related Interventions Teams “CW‐FIT” in High School
Wendy Iwaszuk
ParticipantsandProcedures
 Two female teachers with Masters degrees and
over 3 years experience
 SPED class n=10 students with LD/EBD
 Biology class n=22 students
 Urban school, 87% minority status, 89% free and
reduced lunch
Procedures:
Skill Teaching + Group Contingency
CW‐FITMainComponents
13
Group Contingency:
Lessons (Teaching Component)
Teams
Goals & Points
Incentives and Consequences
CW-FIT 2013-2014
ScriptedLessons/Skills
Skills for Biology Class:
1. Arrive on time
2. Be prepared for classroom learning
3. Complete assignments in class
Skills for SPED Class:
1. Following directions
2. Getting the teacher’s attention appropriately
3. Ignoring inappropriate peer behavior
References: Tough Kid Social Skills; Utah State BEST Practices;
Skillstreaming Curricula
CW‐FITGroupContingency– SPEDClass
15
 Group Contingency
Class Teams of 2-5 Students
Teams of 1 – Self-monitoring
 Token Economy
Daily point goal set
Points awarded every 2-5 minutes to groups in
which all students are displaying behavioral skills
at the beep
Reward given at end of class to all groups who
met goal
 Teacher Praise
CW-FIT 2013-2014
ModifiedCW‐FIT
GroupContingency– BiologyClass
 Teams earned points for task completion
 Team leader recorded points for the group
 Timed intervals (5-15 minutes)
Estimated time needed for specific tasks
within class period (e.g. reading a paragraph
and answering comprehension questions;
completing a group activity, completing quiz,
etc.)
 Teams who met the point goal for points
earned rewards
Goals&Points
17
Each day, a point chart is displayed where
everyone can see it and the teacher can easily
access it. The point chart has separate columns for
each team and is used to record points.
CW-FIT GAME POINTS
DATE:
TEAMS:
REWARD:
Timer
Beeps:
1
2
GOAL:
3
POINTS:
1. How to Get the Teacher’s Attention
2. Follow Directions the First Time
3. Ignore Inappropriate Behavior
CW-FIT 2013-2014
4
5
6
7
ResultsCW‐FITinHighSchool
 Class-wide on-task behavior increased in both
classes.
 Teacher attention to positive behaviors increased in
both classes, more so in
SPED class.
 Effect sizes strong for on task; variable for praise
(Tau-U on task = .944 to.971; praise = .143 to .760)
CW-TEAMS Group On-Task:
High School Special Education Study Skills
100
Group's Time On-Task
90
80
70
60
50
40
Baseline
30
Intervention
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19 20 21 22 23 24 25
CW-TEAMS Group On-Task:
High School Biology Class
100
Group's Percent of Time On-Task
90
80
70
60
50
Baseline
40
Intervention
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
MiddleSchoolClass‐wide
PeerTutoring+
Self‐MonitoringinMiddle
SchoolReadingClasses
DebraKampsetal
CWPTReadingProcedures
1. Vocabulary – 5 minutes (Spanish & English for ESL)
2. Flashcards with vocabulary words/definitions: tutee reads vocabulary word/says definition ‐ 5min
3. Oral Reading (1‐2 pages): 2-3 pages read by teacher or
audiotape; tutee reads same passage - 8 min
4. Comprehension questions: questions written out for both tutor/tutee, answers provided for tutor ‐ 3‐5 min
Scoring: 2 points for correct answers, 1 point for error correction.
3 middle schools, 27 classes, 11 teachers, 540 students
CWPTSocialStudiesProcedures
1. Vocabulary (5 ‐ 8 min)
2. Oral Reading (Teacher or students read material aloud)
3. Study Guides‐written questions & answers (8‐12 min)
 Tutor reads question aloud
 Tutee answers the question aloud or looks in the book for answer and tells tutor the answer aloud
4. Same point system for correct answers and error corrections & Citizenship self‐monitoring as for Reading CWPT.
10 classes, 4 teachers, 239 general educ students/24 SPED
CWPTCitizenshipRules:Tutor/tuteeself‐monitoring*
 Have all CWPT materials ready. Put materials away clean
and neatly.
 Raise your hand or help card for teacher assistance or permission to
leave your seat. No talk outs.
 Listen carefully to the teacher. Everyone gets quiet and looks at the
teacher when the timer rings.
 Pay attention to your CWPT work for the entire period. Try hard to
tutor your partner to learn. Be actively engaged.
 Only talk to your partner. Work hard to be a good reader. Work
quietly on seatwork.
 Look up answers in the book. Follow CWPT procedures.
* Young, West et al. Teaching Self-management to Adolescents
CitizenshipPoints/self‐monitoringcont.
 H = Honors
40 points
The student followed all of the classroom rules.
 S = Satisfactory 30 points
The student had a minor infraction of the classroom rules.
 N = Needs improvement
20 points
The student did not follow the classroom rules.
 U = Unsatisfactory
10 points
The student engaged in inappropriate behavior during most of
the period.
CWPT+LotteryTickets
• Teacher passed out slips of paper for: Students on-
task and actively engaged.
• Students wrote their names on the slips.
• Slips placed in bag at end of tutoring.
• On Fridays: teacher drew 4 or 5 names.
• Winners: grab bag (candy bars, pencils, pens, key
chains, etc.)
** Occasional surprise drawing.
Mrs. I's - Special Education/ Behavior Disorders Classroom
100%
BSL
CWPT
BSL
CWPT
BSL
CWPT
BSL
CWPT
Mean Percent Correct
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1
2
3
4
5
6
7
8
Tests
9
10
11
12
13
14
Pretest
3rd Hour Reading-Ms. N
Baseline
CWPT
M ean P ercen t C o rrect
100
CWPT/Lottery
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
Test
11
12
13
14
15
16
17
18
19
2nd Hour Social Studies - Mr. H
Pretest
Baseline
100
CWPT
CWPT/Lottery
Mean Percent Correct
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
Test
7
8
9
10
11
Conclusions
 Group contingencies (CW-FIT and modifications), goal setting,
teams and points, lottery tickets effectively increase on-task
behaviors in middle schools and high school.
 Group contingencies improve student academic performance
(quizzes, written words).
 Class-wide peer tutoring increases academic performance
(quizzes).
 Teacher praise and attention to appropriate behaviors generally
increases using group contingencies.
Classroom / Instructional
Interventions
www.ies-cars.org
HS Classroom Challenges
 Lack of effective differentiated instruction and
classroom management found in many classrooms
 Wide range of instructional delivery set-ups driven
largely by curriculum and credit requirements
HS Classroom Challenges
 Embedding classroom/instructional strategies
within current “system”
 Accountability for student with EBD success (sped?
Gen ed?)
 Incentive to change instructional environments and
practices to increase the likelihood of student success
A Peek Into High School Core Classrooms
 74% of teacher time was coded as “non-teaching”
 Teacher Feedback:



Positive 0.16 per hour
Correction 0.16 per hour
Negative 0.44 per hour
 Opportunities to Respond


Group 2.5 per hour
Individual 0.4 per hour
 Student Engagement:




Active 18%
Passive 12%
Off Task 14%
Down Time 57%
Basic Logic
 All students enrolled in “check & connect”
 Organization
 Progress Monitoring
 Mentoring / problem solving
 Classrooms targeted for intervention based on
combination of student failure and evidence of
problem behavior
 Classroom Assessment – interventions tailored to
address weaknesses /missing components &
reinforce strengths
Classroom Assessment Targets
 Classroom Structure
 Rules and routines
 Improving Teacher-Student Interactions
 Evidence-Based Academic Instruction
 Opportunities to Respond (OTR)
 Incorporating students’ choice and interests
 Accommodations
 Responding to problem behavior
Rules & Routines
 Provide structure and increase predictability of classroom
environment.
 Same instructional procedures used to teach academics:






Present the rule or routine. Post in prominent positions in the
classroom at student eye level.
Discuss why the rule or routine is important.
Ask for student demonstrations of examples and non-examples of
the desired behavior.
Provide opportunities for practice with feedback.
Explain what will happen when the rule or routine is followed and
what will happen if not followed.
Once taught, provide frequent and consistent acknowledgement
for compliance.
Teacher-Student Interactions
 Increase ratio of positive to negative interactions
(4:1)
 Provide instruction that involves frequent
opportunities to actively respond to academic
requests (OTR):




Response Cards (RC)
Computer Assisted Instruction (CAI)
Class-wide Peer Tutoring (CWPT)
Guided Notes
Expectations
Post, Teach, Review & Reinforce a few
positively stated classroom expectations
that are:
•
•
•
•
Stated in positive terms
Observable & measurable
Simply stated and age appropriate
Kept to a minimum of 3-5
Organizational Skills
Intervention requires consistent
monitoring and routine check-ups
• Daily Planner
• Missing Assignment tracker
• Organization Checklist
Curriculum-based Interventions
 Incorporate choice and preference in
classroom activities
 Design relevant activities that will incorporate
the students’ interests:






Assess the content for importance or relevance.
Point out to students the importance and worth of information.
Select topics that reflect students’ interests.
Relate content to local issues or problems that are important or
familiar to students.
Begin and conclude classes with statements such as “This is an
important topic/skill because…,” and “Why was this important for
us to learn about?”
Allow students to select from a list of options.
Responding to Problem Behaviors
1. Identify triggers and intervene early in the
chain.
2.Set up environment to reduce “triggers” and
teach students skills to handle those that
cannot be controlled.
3.Create “new chains” and reinforce student
use.
5. Peak
4. Acceleration
6. De‐escalation
3. Agitation
2. Trigger
1. Calm
Time
7. Recovery
Check & Connect
 Developed for high-risk urban students at the
secondary level (Anderson, Christenson, Sinclair, Lehr, 2004; Evelo, Sinclair, Hurley,
Christenson, Thurlow, 1996)
 Utilizes a monitoring system with two
components

Check


Systematically assess the extent to which students are
engaged in school.
Connect

Respond on a regular basis to students’ educational needs
according to their type and level of risk for disengagement
from school.
 Establish an adult mentor at school to enhance
school engagement
CHECK
M Tu W Th F
M Tu W Th F
M Tu W Th F
M Tu W Th F
M Tu W Th F
Tardy
Skip
Absent
Behavior referral
Detention
In‐school suspension
Out‐of‐school suspension
Failing classes/Behind in credits
BASIC Shared general information
Provided regular feedback
Discussed staying in school
Problem‐solved about risk
INTENSIVE
Arranged for alternative to suspension
Contracted for behavior or grades
Communicated with parents
Made special accommodations
Participated in community service
Participated in social skills group
Worked with tutor or mentor
Other_____________________
< High risk for month
CONNECT _____ D’s _____ F’s _____ Classes passed out of _____ total ____Credits earned out of _____ total