Preventing Problem Behaviors

Schoolwide Programs and Classroom Practices

Bob Algozzine, Ann P. Daunic, Stephen W. Smith

• Publisher: Corwin
• Year: 2010
• Print ISBN: 9781412970488
• eBook ISBN: 9781452295152
• Edition: 2
• Topic: Education
• Subtopic: Education General

"A wonderful tool for administrators and teachers that offers child-centered resources and ideas to help our learners succeed, thereby making our classrooms more effective. I especially love the sample behavior reports, progress monitoring charts, and the self-monitoring chart. Helping students see that they are responsible for their actions and making them partners in their education are effective practices."
—Megan M. Allen, Fourth-Grade Teacher
Cleveland Elementary School, Tampa, FL

Prevention is the key to a successful school behavior plan!

In today?s increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level.

Based on the premise that early response to problems can lead to better outcomes for students, the book?s content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features:

• The latest information on the science and practice of prevention
• Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention
• Effective practices for teaching social skills to young children
• Proven techniques for implementing schoolwide positive behavior support
• Tools for using individual behavior plans to prevent problems
• Ideas for home-school and community partnerships and culturally responsible teaching
• Critical strategies for monitoring student progress and evaluating prevention practices
• New, updated chapters, including information on preschool behavior support and RTI

This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.

1

Prevention Science and Practice

In this chapter, we

• provide a context for current prevention practices,

• describe and discuss links between response-to-intervention and prevention practices, and

• provide an overview of information in our book.

School personnel face daily and continuous challenges in their efforts to establish and maintain safe and orderly classroom environments where teachers can teach and students can learn. Prevention practices are preferred to other behavior management approaches because of their potential to reduce the development of new, and the severity of current, school-related problems. A well-crafted approach to prevention improves the efficiency and effectiveness of school, classroom, and individual instructional and support systems. Programs grounded in prevention science also have broad usefulness for counselors and other professionals.

WHAT WE KNOW ABOUT PREVENTION PRACTICE

Students who exhibit problem behavior are a growing concern for school and community safety, generating a continuing need for primary-, secondary-, and tertiary-level interventions (Cheney, Flower, & Templeton, 2008; Gresham, MacMillan, & Bocian, 1996; Hage et al., 2007; Kamps, Kravitz, Stolze, & Swaggart, 1999; Nelson, 1996; Romano & Netland, 2008; Rose & Gallup, 2007; Vanderstay, 2006). Challenging behavior also has a profound impact on the lives of the individuals exhibiting it. For example, it has long been known and continually demonstrated that children and young adults with behavior problems are more likely than their peers to enter special education and/or the juvenile justice system (Kamps & Tankersley, 1996; Kauffman & Landrum, 2009; Nelson, Sprague, Jolivette, Smith, & Tobin, 2009; Vanderstay, 2006; Wehby, Symons, & Hollo, 1997; Ysseldyke, Algozzine, & Thurlow, 2000). In recent years, interest in maintaining discipline and order has become more focused as a result of the concern of some school professionals about the growing numbers of students with behavior problems in general education classrooms and the increasing student diversity common in America's schools (Kauffman & Landrum).

Best practices in prevention are based on the

scientific assumption that human behavior, while affected by a complex mix of biological, societal, and learning factors, can change as a function of certain actions performed by others in a supportive, caregiving role for people of all cultures, ages, and levels of competence. (Dunlap, Sailor, Horner, & Sugai, 2009, p. 4)

The logic of prevention and its importance for children is straightforward: It is difficult to learn when you are spending more time in discipline-related interactions than in those related to learning academic content (Miles & Stipek, 2006). The significance for teachers is reflected in the belief that “behavior problems may make it difficult for practitioners to provide effective instruction” (Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008, p. 223).

The body of work directly and more distantly related to preventing problem behaviors is large and reflects a variety of perspectives. Contemporary behavior and classroom management interventions represent a broad spectrum of methods, ranging from student-centered approaches to teacher- and community-centered practices (Kauffman & Landrum, 2009). The majority of these programs focus on reducing problem behaviors while improving social-cognitive skills, peer relations, and academic skills of individual students, and many are beginning to focus on proactive, schoolwide implementations (Algozzine & Algozzine, 2009). Though not always in favor (see Cowen, 1997), programs and practices designed to prevent social behavior problems are now widely recognized as essential in improving results for all children (see Dunlap et al., 2009; Durlak, 2003; Durlak & Wells, 1997a, 1997b; Hage et al., 2007; Kamps et al., 1999; Kratochwill, 2007; Resse, 2007; Romano & Netland, 2008; Vera & Reese, 2000).

Unfortunately, many children with behavioral issues are typically identified after their problems have reached serious levels—too late to receive the full benefit of preventive interventions. This is a discouraging situation, since a substantial and compelling body of research focuses on how to assess, identify, and help children at risk for behavioral problems. For instance, research indicates that these children

• can be assessed and identified early with relative ease and accuracy.

• often fall behind because they do not receive appropriate interventions earlier.

• can make tremendous gains when provided with effective services during early childhood.

• may need individually tailored interventions because one approach may not fit all children.

• are at high risk for academic failure, exhibiting more severe discipline problems, and dropping out of school unless effective interventions are implemented.

As school administrators and other professionals face daily challenges in efforts to establish and maintain safe and orderly classroom environments, a well-crafted approach to prevention improves their efficiency and effectiveness. In this regard, efforts to improve general learning conditions revolve around preventing inappropriate behaviors and teaching more appropriate replacements. For example, Nelson, Crabtree, Marchand-Martella, and Martella (1998) argued that “students will behave according to social norms if [teachers] take the trouble to teach those students those norms and supervise them in a consistent way” (p. 4). They proposed a model that emphasized direct interventions within and across all school settings, ensuring that disruptive behavior did not occur or become entrenched (i.e., preventative focus) or was corrected (i.e., remedial focus). They argued that different types of students (i.e., typical, at-risk, target) need different types of preventive interventions according to the nature of their problems. In this context, school-wide (Tier I) interventions (e.g., effective teaching, schoolwide discipline) are most appropriate for students who are not at risk for problems. Targeted (Tier II) interventions (e.g., conflict resolution, anger management) are most appropriate for students at risk of developing disruptive behavior problems. Intensive, comprehensive (Tier III) interventions (e.g., community-based service linkages, school and community partnerships) are most appropriate for students exhibiting persistent disruptive behavior patterns.

Preventing and reducing behavior problems is not the responsibility of any one group or individual. Administrators need assistance identifying, implementing, and supporting effective interventions. Teachers need help teaching behavior and academics, and students need to be taught appropriate social, behavioral, and academic norms. Parents need assistance participating as partners in making schools safer and more positive places to send their children. Thus, preventing and reducing behavior problems requires a coordinated plan. Kamps and Tankersley (1996) delimited the following key features about the prevention of behavior problems:

• Prevention means early intervention; the most effective and efficient treatment begins with young children.

• Prevention involves parents as key interventionists; family variables are closely related to progress and problems in development.

• Prevention involves cross-setting, multiple, and proactive interventions; school interventions are critical to overall, effective treatment.

• Prevention involves administrators, teachers, peers, and others; cohesive treatment opportunities for success are maximized when key people are included in treatment.

• Prevention involves self-management; maintenance and generalization are expected within natural environments.

• Prevention involves collaboration among families, schools, and service providers; improving behavior is not the sole responsibility of any one caregiver.

Successful prevention programs are theory driven, socially and culturally relevant, and delivered across multiple contexts (e.g., individual, family, school, community) connected within systems of care. The scientific knowledge base that informs prevention practice has grown in recent years and suggests that best practice involves providing multiple levels of intervention services, including

primary prevention interventions aimed at promoting protective factors for widespread or universal populations, secondary prevention interventions focused on enhancing protective factors for selected populations that are indicated to be at risk or suffering, and tertiary preventive interventions targeted at limiting dysfunction for populations who have chronic disorders. (Hage et al., 2007, p. 522)

Evidence from outcome evaluations indicates that most “prevention programs …significantly reduced problems and significantly increased competencies, and affected functioning in multiple adjustment domains” (Durlak & Wells, 1997a, p. 137).

It is clearly understood that schools need practical, proven methods for improving academic behavior. They also need practical, proven methods for improving social behavior and providing behavior support if children are to achieve adequately in school. Prevention science and practice both indicate that it is difficult for teachers to teach and children to learn when problem behaviors interfere with instruction. This is the logic underlying “response-to-intervention” efforts designed to improve academic outcomes and reduce the numbers of children eligible for and placed in special education programs.

WHAT WE KNOW ABOUT RESPONSE TO INTERVENTION

Response to Intervention (RTI) “integrates high quality teaching and assessment methods in a systematic way so that students who are not successful when presented with one set of instructional methods can be given the chance to succeed with the use of other practices” (Brown-Chidsey & Steege, 2005, p. 3). RTI is based on the critical but simple concept that “quality instruction must be in place for all before it can be said that some have [special problems]” (Sailor, Doolittle, Bradley, & Danielson, 2009, p. 734). RTI has emerged as the new way to think about both identification and prevention for the “most vulnerable, academically [emphasis added] unresponsive children” in schools and school districts (Fuchs & Deshler, 2007, p. 131). According to Bradley, Danielson, and Doolittle (2007), the popularity of RTI is partly grounded in the promise that “teachers no longer would have to wait for students to fail before the students could receive services” (p. 8) and partly in the pledge of change at the first indication of unresponsiveness to classroom implementations of scientifically based interventions. Those who promise potential payoff from RTI see it coming from early identification of and strong preventive intervention for academic problems.

RTI is “a multitier prevention [emphasis added] model that has at least three tiers” (Bradley et al., 2007, p. 9). In this context, a “tier” refers to intervention provided in response to increasing needs of students. A three-tier prevention model is aimed at catching students early—before they fall significantly behind—and providing the supports they need throughout their early years of schooling (Vaughn, 2003). Regular benchmark assessments and progress monitoring are prominent in RTI and reflect the importance of using screening measures and cut points proactively to identify students experiencing continuing difficulties for different tiers of intervention and support (Bradley et al., 2007; Case, Speece, & Molloy, 2003; Fletcher et al., 2002; Fuchs, 2003; Fuchs & Deshler, 2007; Gresham, 2005; Kamps & Tankersley, 1996; Vaughn).

What Is Tier I Intervention?

Primary (Tier I) interventions are designed to address the majority of students’ instructional needs. Schools using RTI assume that students who are in need of additional support have received high-quality instruction that has been successful with a majority of their peers. To identify and meet the educational needs of students requiring additional support, therefore, the classroom environment itself must be addressed. As part of any prevention program, school professionals must continually look at classroom-level data to determine the overall health of the instructional setting. Classrooms where the number of students experiencing difficulties is consistently high require analysis and attention. Administrators and support teams are expected to work with those classroom teachers to pinpoint the areas in which they are most in need of professional development. Only after high-quality instruction has been provided at both the schoolwide and classroom levels can school professionals conclude that a student needs additional services.

What Is Tier II Intervention?

Once a student has been identified as needing additional support, RTI directs the use of evidence-based interventions that are easy to administer to small groups of students and require limited time and staff involvement. Secondary (Tier II) intervention is for students for whom Tier I instruction has been insufficient (i.e., students who fall behind on benchmarks skills and require additional intervention to achieve expectations). Thus, Tier II consists of small-group supplemental instruction. Although there are many instructional procedures with promise for Tier II, “widespread uncertainty” exists about what “scientifically validated” instruction means within RTI (Fuchs & Deshler, 2007, p. 131). Therefore, at the district and school levels, professionals are encouraged to monitor clos...

Table of contents

• Cover
• Title Page
• Copyright
• Contents
• Dedication
• Preface
• Acknowledgments
• About the Authors
• About the Contributors
• Introduction: Changing the Lives of Students With Problems
• 1. Prevention Science and Practice
• 2. Preschool Behavior Support
• 3. Schoolwide Positive Behavior Support
• 4. Cognitive-Behavioral Interventions in School Settings
• 5. Social Skills Instruction and Generalization Strategies
• 6. Conflict Resolution, Peer Mediation, and Bullying Prevention
• 7. Classroom Interventions and Individual Behavior Plans
• 8. Effective Home-School Partnerships
• 9. Community and Interagency Partnerships
• 10. Culturally Responsive Teaching
• 11. Monitoring Student Progress and Evaluating Prevention Practices
• 12. Building and Sustaining Effective Prevention Practices
• Postscript
• Index