Using Assistive and Performance Technology to Support Positive Behaviors in a Multi-tiered System of Supports

1. USING ASSISTIVE AND
PERFORMANCE TECHNOLOGIES
TO SUPPORT POSITIVE
BEHAVIORS IN A MULTI-TIERED
SYSTEM OF SUPPORTS
David Davis
PS/RtI - Technology

2. Goals & Objectives
• This presentation will include:
– An overview of the multi-tiered system of
supports model
– Demonstrations of assistive and performance
technologies
– Ideas on how to work with educators to
provide universal scaffolds in Tier 1
– Ideas for problem solving behavioral barriers
to instructional engagement in Tier 3
Online Resources –
TSBA2015.wikispaces.com

4. MTSS Tenets
• The integrated instruction and intervention is
delivered to students in varying intensities
(multiple tiers) based on student need.
– Tiers of instruction are predicated on solid core
instruction
• “Need-driven” decision-making seeks to ensure
that district resources reach the appropriate
students (schools) at the appropriate levels to
accelerate the performance of all students to
achieve and/or exceed proficiency.
• Progress monitoring/program evaluation
conducted to provide data on effectiveness of
interventions

5. Critical Components of MTSS
Data
Evaluation
Problem
Solving
ProcessMultiple Tiers
of Instruction &
Intervention
Leadership
Capacity
Building
Infrastructure
Communication
& Collaboration

6. Multi-Tier Model of Service Delivery
• Standards Based Instruction
• Assessments to inform instruction
• Enables efficient use of school resources
• Evidence-based programs and practice
• Focus on integration & alignment with core
(Academic & Behavior)
• Frequency & intensity of
instruct/intervention match to student need

7. Problem-Solving
• Consistent 4-step PS process
– The 4-step problem-solving model involves:
• Step 1: Define, in objective and measurable terms, the goal(s) to be
attained
• Step 2: Identify possible reasons why the desired goal(s) is not being
attained.
• Step 3: Develop & implement a well-supported plan involving evidence-
based strategies to attain the goal(s)
• Step 4: Evaluate the effectiveness of the plan in relation to stated goals.
• Education decisions (e.g. intervention effectiveness) are
measured by student growth
• Collaborative Team-based
• Decision protocols; decision-rules
• Frequency & intensity of assessment & problem solving
match to student need

8. Data Evaluation
• Integrated data system
• Comprehensive efficient and user-friendly
data system for decision-making
• Evaluation of effectiveness of interventions
and fidelity of implementation
• Use of valid and reliable assessments
from a variety of sources
• Ongoing assessment of student learning

9. Leadership
• Principal actively involved in MTSS
implementation
• Strategic MTSS Implementation Plan
developed
• Cross-disciplinary Leadership Team is
responsible for MTSS implementation
• Leadership Team organizes professional
development and coaching supports for
MTSS implementation

10. Building Capacity & Infrastructure
• Ongoing data-driven Professional
Development and Coaching
• Professional Development aligned with
expected responsibilities of trainees
• Schedules allow for multiple tiers of
instruction and intervention, along with
collaborative, data-based problem-solving
• Establish written practices, policies, and
implementation plans

11. Communication & Collaboration
• Staff have consensus about and engage in
MTSS implementation
• Family and community engagement
• Staff are provided data on MTSS
implementation fidelity and student
outcomes

12. What Elements MUST Be Present to
Have an Integrated MTSS Model?
• Academic Skills and Academic Behaviors are
identified for all students (Skill Integration)
• The data are presented in a way that reflects the
relationship between academic skills and
behaviors (Data Integration)
• The instruction provided in Tier 1 integrates the
effective instructional strategies and performance
expectations from Tiers 2 and 3 (Tier Integration)
• The instruction provided in Tiers 2 and 3 integrates
Tier 1 instruction (materials, performance
expectations.) (Tier Integration)

13. What Elements MUST Be Present to
Have an Integrated MTSS Model?

15. Tier 1 Scaffolding
• Performance Technology
• Assistive Technology
• Engagement
• Universal Design for Learning

16. Performance Technology

17. Assistive Technology

18. Support Areas
• Sensory
• Physical
• Cognitive
• Communication
• Behavioral
• Social
The term `assistive
technology device'
means any item,
piece of equipment,
or product system,
whether acquired
commercially off the
shelf, modified, or
customized, that is
used to increase,
maintain, or improve
functional capabilities
of a child with a
disability.

19. Assistive Technology Continuum

20. Assistive Technology Examples

21. Engagement

22. Academic Engagement
• Curricular
– Reading
– Writing
– Mathematics
– Scientific/Analytical Thinking & Reasoning
• Digital Literacy
– Research/Information Literacy
– Effective Use of Digital Tools
• Productivity
– Prioritizing, Planning, Management
– Quality Product Development

23. Psychological Engagement
• Self Awareness
– Self confidence
– Self efficacy
• Self Management
– Impulse control
– Stress management
– Self discipline
– Organization
• Decision Making
– Planning and problem solving
– Goal setting
– Progress monitoring

24. Social Engagement
• Social Awareness
– Perspective taking
– Appreciating diversity
• Relationship Skills
– Interactive communication
– Cooperation
– Conflict resolution
– Seeking and providing help

25. Universal Design for Learning

26. Universal Design for Learning
• The Myth of Average

27. Universal Design for Learning
• Options for Engagement
– Affective Network
• Options for Representation
– Recognition Network
• Options for Expression
– Strategic Network
National Center on UDL

28. Tier 3 Problem Solving
• Engagement / Disengagement
• Cognitive Processing
– Input
– Integration
– Memory
– Output

29. Engagement / Disengagement
• Self-efficacy | the confidence that we can
learn
• Self-handicapping | choosing obstacles to
avoid failure
• Self-motivation | ratio of intrinsic and
extrinsic motivation
• Self-goals | master, performance, and
social goals

30. Engagement / Disengagement
• Self-dependence | being dependent on
adults for directions, goals, help, etc.
• Self-discounting | believing positive
feedback is invalid
• Hopelessness | feeling like there is no
point in trying
• Social Comparison | self-image is based
on a comparison with others

31. Engagement / Disengagement
• Resources
– Motivation and Engagement Wheel
– HSSSE for Research
– 21 Ways to Engage Students
– Engagement Scales Review

32. Cognition & Neurology
• Neurological, or cognitive, processes
(such as memory) can impact
engagement, learning, and achievement.
Students differ widely in their cognitive
processing skills.

33. Can This Make a Difference?

34. Cognition – Input (visual/auditory)
• Recognizing size, shape, and placement
of text
• Recognizing line and paragraph
typography
• Distinguishing subtle differences in sounds
• Distinguishing figure and background
sounds

35. Cognition – Input (visual/auditory)
• Demo – Readability (Chrome)

36. Instructional Scaffolds
• Input
– Reading/focus guides
– Fonts and font sizes
– Spacing between words, lines and
paragraphs
– Visually organizing text with highlighters,
comments, and stamps
– Graph paper
– Text-to-speech
– Personal FM systems

37. Cognition – Integration
• Sequencing
– Ordering and sequencing information
– Organizing and relating information
• Abstraction
– Inferring meaning
– Generalizing a text

38. Cognition – Integration
• Externalized thinking
•
•
•
•
•
•

39. Cognition – Integration
• Demo - Rationale

40. Instructional Scaffolds
• Integration
– Graphic organizers
– Concept maps
– Mind maps
– Timelines
– Outlines

41. Cognition – Memory
– Short-term memory
– Long-term memory
– Engrams
– Long-term potentiation
– Long-term depression

42. Cognition – Engram

43. Long Term Potentiation

44. Long Term Potentiation

45. Long Term Potentiation

46. Long Term Depression

47. Long Term Depression

48. Long Term Depression

49. Cognition – Memory
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50. Instructional Scaffolds
• Memory
– Multiple text processing
– Comparing/contrasting
– Spread information across multiple media
– Self-selecting icons or graphics (and sharing)
– Notebooks / Journals
– Review schedules

51. Cognition – Output
• Spontaneous language
– Self-selecting subject and related information
– Organizing information and thoughts
• Demand language
– Selecting related information
– Organizing information and thoughts

52. Cognition – Output
• Demo – Speech Organizer

53. Instructional Scaffolds
• Output
– Guided discussion questions
– Cue cards
– Graphic organizers
– Written notes with main points highlighted
– Extra time to prepare responses (with specific
strategies)

54. Scaffold Integration
• All of these types of scaffolds are most
effective when used in conjunction with each
other. For example, a student may be taught
a strategy or system for highlighting and
visually marking complex text. The text that
was highlighted and marked may then be
used to fill out a graphic organizer, concept
map, timeline, etc. Further processing could
include illustrating some of the information on
the graphic organizer. That graphic organizer
could then become a discussion support tool.

55. Generalizing Tier 3 to Tier 1

56. USING ASSISTIVE AND
PERFORMANCE TECHNOLOGIES
TO SUPPORT POSITIVE
BEHAVIORS IN A MULTI-TIERED
SYSTEM OF SUPPORTS
David Davis
PS/RtI - Technology