A Secondary School/Home A Secondary School/Home Intervention for Young Students: Intervention for Young Students:

First Step to Success First Step to Success

Annemieke Golly , Ph. D.,Annemieke Golly , Ph. D.,agolly@uoregon.eduagolly@uoregon.edu

Institute on Violence and Destructive BehaviorInstitute on Violence and Destructive Behavior

University of OregonUniversity of Oregon

&&

Oregon Research InstituteOregon Research Institute

AgendaAgenda

• IntroductionIntroduction• Background and rationaleBackground and rationale• Overview of First Step to Overview of First Step to

SuccessSuccess– ScreeningScreening– Class componentClass component– homeBase componenthomeBase component

7-10%SOME

(At-Risk Students)Classroom and Small

Group Strategies

3-5%FEW

(High Risk)Individual

Interventions

85-90% ALL

(All Students) School-Wide Systems of Support

• Functional Assessment• Individual Behavior Management Plans• Parent Training and Collaboration• Multi-agency collaboration (wrap-around)•PMTO

• Increased academic support• Intensive social skills teaching• First Step to Success• Adult mentors (Check in – Check out)

• Social skills teaching• Positive, proactive discipline• Teaching social behavior expectations• Active supervision and monitoring• Positive reinforcement systems• Firm, fair, and corrective discipline• Data-based decision making

Five Universal Principles Five Universal Principles

1.1. Have Very Clear ExpectationsHave Very Clear Expectations2.2. Teach those expectations Teach those expectations

Use examples and non-examplesUse examples and non-examples

3.3. Reinforce the expectationsReinforce the expectations4.4. Minimize a lot of attention for minor Minimize a lot of attention for minor

inappropriate behaviorsinappropriate behaviors (Don’t make mountains out of mole (Don’t make mountains out of mole

hills)hills)

5.5. Have clear consequences for Have clear consequences for unacceptable behaviorunacceptable behavior

Selected Intervention - First Selected Intervention - First Step – Principles:Step – Principles:

• Home/School collaborationHome/School collaboration• Explicitly teach expected behaviors (role-play 1-Explicitly teach expected behaviors (role-play 1-

1)1)• Provide consistent feedback (Provide consistent feedback (GreenGreen//RedRed card)card)• Positive Peer involvementPositive Peer involvement• Focus on positive behaviorsFocus on positive behaviors• Minimize attention for minor problem behaviorsMinimize attention for minor problem behaviors• Parents spend positive time with the childParents spend positive time with the child• Parents practice “parent tips”Parents practice “parent tips”

Why would you want to Why would you want to participate in First Step?participate in First Step?• It’s fun.It’s fun.

• We would like for every child to have the We would like for every child to have the opportunity to play the opportunity to play the “Green/“Green/RedRed card game.” card game.”

• It has helped many children get off to a great It has helped many children get off to a great start at school.start at school.

• It is research based, positive and uses best It is research based, positive and uses best practices.practices.

Characteristics of the Characteristics of the ChildChild

• TemperamentalTemperamental

• OppositionalOppositional

• ImpulsiveImpulsive

• Attention Deficit ProblemsAttention Deficit Problems

Characteristics of Characteristics of Problem BehaviorsProblem Behaviors

• Less “time-on-task”Less “time-on-task”

• More negative interactions with More negative interactions with parents, siblings, teachers, and peersparents, siblings, teachers, and peers

• Peer rejectionPeer rejection

Typical Problem Typical Problem BehaviorsBehaviors

Off TaskOff Task

AggressiveAggressive

Does not follow Does not follow directionsdirections

ArguesArgues

Poor social skillsPoor social skills

TantrumsTantrums

Pesters othersPesters others

Transition problemsTransition problems

BulliesBullies

Characteristics of Characteristics of Problem BehaviorsProblem Behaviors

• Antisocial behavior is part of normal Antisocial behavior is part of normal developmentdevelopment

• Crucial features are the Crucial features are the FREQUENCYFREQUENCYandand INTENSITY INTENSITYof behaviorsof behaviors

Facts on Challenging Facts on Challenging BehaviorBehavior

• If chronic problem behavior has not If chronic problem behavior has not changed by grade 4, it should be changed by grade 4, it should be treated as chronic condition like treated as chronic condition like diabetes diabetes (not cured but managed)(not cured but managed)

• Early intervention in school, home, Early intervention in school, home, and community is best hope for and community is best hope for getting kids on successful pathgetting kids on successful path

Why do most children Why do most children misbehave?misbehave?

•AttentionAttention (adult, peer) (adult, peer)

•AvoidanceAvoidance (Task too hard, (Task too hard, too easy, boring)too easy, boring)

Universal ScreeningUniversal ScreeningLetter home to all parentsLetter home to all parents

If parent does not want child screened they If parent does not want child screened they return signed formreturn signed form

Teacher meets with Coach: Teacher meets with Coach:

Externalizing students identified and teacher Externalizing students identified and teacher completes Early Screening Project scales completes Early Screening Project scales

(ESP)(ESP)

Early Screening Project (ESP)Early Screening Project (ESP)

Adaptive Behavior ScaleAdaptive Behavior Scale(No risk, At risk, High risk, Extreme risk)(No risk, At risk, High risk, Extreme risk)

Maladaptive Behavior ScaleMaladaptive Behavior Scale((No risk, At risk, High risk, Extreme risk)No risk, At risk, High risk, Extreme risk)

Social Skills ScaleSocial Skills Scale( No risk, At risk)( No risk, At risk)

Aggression ScaleAggression Scale(No risk, At risk, High risk, Extreme risk)(No risk, At risk, High risk, Extreme risk)

Classroom ObservationsClassroom Observations

• Three Classroom observationsThree Classroom observations

• AAET (Appropriate Activity AAET (Appropriate Activity Engaged Time)Engaged Time)

• Less than 75% is considered Less than 75% is considered “At Risk”“At Risk”

StressorsStressorsFrequently cited reasons:Frequently cited reasons:

Low IncomeLow IncomeUnemploymentUnemployment

Marital ProblemsMarital Problems

Emotional/Physical AbuseEmotional/Physical Abuse

Parents/Caregivers/Parents/Caregivers/TeachersTeachers

• Ineffective (inconsistent) disciplineIneffective (inconsistent) discipline

• Harsh disciplineHarsh discipline

• Lack of positive interactionsLack of positive interactions

• Lack of monitoringLack of monitoring

CLASS INTERVENTION:CLASS INTERVENTION:

• Positive behavior management programPositive behavior management program

• Children learn how to:Children learn how to:

– Attend to the teacherAttend to the teacher

– Get along with othersGet along with others

– Participate in activitiesParticipate in activities

CLASSThe Green Card/Red Card Game

• Entire Class Plays “the Game”

• Target Child Is the “Special Volunteer”

• The Green/Red Card Provides Feedback; Green = GO! Red = STOP!

• Child Earns Points on Green Side

CLASSCLASS• Class Earns Reward If Goal Is MetClass Earns Reward If Goal Is Met

• Time Gradually Increases While Formal Time Gradually Increases While Formal

Rewards Gradually Fade…Rewards Gradually Fade…

• Cards Go Home Each Day & Cards Go Home Each Day &

•Brought Back Signed the Next Day…Brought Back Signed the Next Day…

•Parents Reward Child at HomeParents Reward Child at Home

CLASSCLASSCoach Phase: Days 1-6Coach Phase: Days 1-6

– Role-play 1-1 with childRole-play 1-1 with child

– Engage entire classEngage entire class

– Provide feedback & points with Provide feedback & points with Green /Green /RedRed cardcard

– Monitor class rewardMonitor class reward

– Contact parents each dayContact parents each day

Examples of Examples of privilegesprivileges

• Extra storyExtra story• Nature walkNature walk• Animal visitAnimal visit• Sitting where they Sitting where they

wantwant• Art projectArt project• Snacks / treatsSnacks / treats• Bubble wrap stompBubble wrap stomp• Hidden picture Hidden picture

pagespages• Paper airplane partyPaper airplane party• Freeze DanceFreeze Dance

• Free timeFree time• Hand StampsHand Stamps• Extra recessExtra recess• Computer timeComputer time• P.E. / MusicP.E. / Music• Blowing bubblesBlowing bubbles• VideosVideos• Shaving cream artShaving cream art• GameGame• Lunch with teacherLunch with teacher

POSITIVE ATTENTIONPOSITIVE ATTENTIONGestures & Proximity & Interest:Gestures & Proximity & Interest: Smiles, eye contact, thumbs up, pat on shoulder, wink, Smiles, eye contact, thumbs up, pat on shoulder, wink,

looking at students work, calling on student, asking looking at students work, calling on student, asking questions…questions…

Specific Praise:Specific Praise:

Great when teaching new or infrequent behaviors! “Thank Great when teaching new or infrequent behaviors! “Thank

you for you for raising your hand!raising your hand!””

General Praise:General Praise: Enthusiastic but not specific. “Good work”, “Wow!”Enthusiastic but not specific. “Good work”, “Wow!”

Character Praise:Character Praise: Builds Self esteem and positive self image. “You are Builds Self esteem and positive self image. “You are

working quietly, that’s very responsible ” or “That was a working quietly, that’s very responsible ” or “That was a very kind thing to do”.very kind thing to do”.

REINFORCEMENT SCHEDULES

When teaching a new behavior it must be reinforced every time.

After a behavior is established it needs to be randomly reinforced.

“You never know when you’re going to get a surprise.”

Reinforcement

Want a minimum of a 3:1 ratio of positive attention to negative consequence.

5:1 is better!

CLASS Procedures:CLASS Procedures:• One student at a time plays the One student at a time plays the GREENGREEN//REDRED

card gamecard game

• GREENGREEN//REDRED card provides feedback card provides feedback

• Points on Points on GREEN GREEN side earn surprise side earn surprise for the classfor the class

PLAYING THE PLAYING THE GREEN/GREEN/RED RED CARD GAMECARD GAME

Child is shown the Child is shown the GREEN GREEN side when side when following directions following directions

REDRED side is shown when child needs to side is shown when child needs to stop and thinkstop and think

COACH’S ROLE:COACH’S ROLE:

• Observes the target studentObserves the target student

• Meets with caregiver and teacherMeets with caregiver and teacher

• Provides materialsProvides materials

• Teaches acceptable behavior 1-1Teaches acceptable behavior 1-1

COACH’S ROLE (cont.)COACH’S ROLE (cont.)• Introduces game to Introduces game to

the classthe class

• Operates the Operates the GREENGREEN//REDRED card first card first 5 days5 days

• Announces surprise Announces surprise to the classto the class

• Sends Sends GREENGREEN//REDRED card homecard home

Contacts parents each day Contacts parents each day first 5 daysfirst 5 days

Supports teacherSupports teacher

Starts homeBase after day Starts homeBase after day 1010

Conducts homeBase 6 Conducts homeBase 6 weeks for 1 hourweeks for 1 hour

TEACHER’S ROLE:TEACHER’S ROLE:

•Teaches clear expectations to entire classTeaches clear expectations to entire class

•Provides immediate delivery of class Provides immediate delivery of class privilege when earnedprivilege when earned

•Monitors student behaviorMonitors student behavior

•Provides child & parent with encouragement Provides child & parent with encouragement and supportand support

Pro-active/Reinforcing Pro-active/Reinforcing words:words:

“ “ I noticed……”I noticed……”

““I saw…..”I saw…..”

““You are being You are being responsible, respectful, responsible, respectful, safe when you…….”safe when you…….”

TEACHER’S ROLE TEACHER’S ROLE (Continued)(Continued)

• Communicates with coachCommunicates with coach

• Communicates with caregiver at least Communicates with caregiver at least once a weekonce a week

• Catches the child Catches the child ”doing the right thing””doing the right thing” for remainder of the year for remainder of the year

• Avoids power struggleAvoids power struggle

Avoid Power Struggles

Use the words:

“Regardless” & “Never The Less”

PEERS’ ROLE:PEERS’ ROLE:

•Follow teacher directionsFollow teacher directions

•Do own workDo own work

•Ignore minor misbehaviorsIgnore minor misbehaviors

•Encourage target student for playing Encourage target student for playing GREENGREEN//REDRED•card game wellcard game well

•Thank target student for earning a surprise for the classThank target student for earning a surprise for the class

CHILD’S ROLE:CHILD’S ROLE:

•Agrees to participateAgrees to participate

•Brings home Brings home GREENGREEN//REDRED card card

•Chooses “surprises” for the classChooses “surprises” for the class

•Participates in homeBase activitiesParticipates in homeBase activities

CARETAKER’S ROLE:CARETAKER’S ROLE:

• Provides encouragement and Provides encouragement and surprises/activitiessurprises/activities

• Signs Signs GREEN/GREEN/REDRED card every day card every day

• Participates in weekly homeBase Participates in weekly homeBase meetingsmeetings

Role of Role of Parent/CaregiverParent/Caregiver

Each day when the child brings the Each day when the child brings the card home:card home:

• Give at least 3 positive statements Give at least 3 positive statements about school.about school.

• Do something fun with the child for 5 Do something fun with the child for 5 or 10 minutes.or 10 minutes.

Home Reward ActivitiesHome Reward Activities• Extra storyExtra story

• 10 min. walk or 10 min. walk or bike ride alone bike ride alone with parentwith parent

• 10 min. extra 10 min. extra playing time with playing time with parent.parent.

• Board game with Board game with parent.parent.

• Help mom or dad Help mom or dad with special project with special project (e.g., baking, working (e.g., baking, working in garage or yard)in garage or yard)

• Special snack/desertSpecial snack/desert

• Drawing time with Drawing time with parent.parent.

• Blowing Blowing bubbles/play ball bubbles/play ball with parent.with parent.

homeBasehomeBaseSkills Building for ChildrenSkills Building for Children

• Communicating/Sharing AboutCommunicating/Sharing About SchoolSchool• CooperationCooperation• Understanding & Accepting LimitsUnderstanding & Accepting Limits• Problem SolvingProblem Solving• Friendship SkillsFriendship Skills• Building Self ConfidenceBuilding Self Confidence

hOMEBASEhOMEBASE

• Commitment for parents/caregivers:Commitment for parents/caregivers:

– Weekly meetings with First Step coach: 30-45 minutesWeekly meetings with First Step coach: 30-45 minutes

• Complete Check-up lists (How well do you know your child?).Complete Check-up lists (How well do you know your child?).

• Discuss Parent Tips (Do’s and don’ts of good parenting).Discuss Parent Tips (Do’s and don’ts of good parenting).

• Practice Games to play with child (Focussed on school Practice Games to play with child (Focussed on school success).success).

– Daily practice and activities with child: 5-10 minutesDaily practice and activities with child: 5-10 minutes

For more information:For more information:For more information:For more information:

Annemieke Golly, Ph.D.Annemieke Golly, Ph.D.

Oregon Research InstituteOregon Research Institute

1715 Franklin Blvd.1715 Franklin Blvd.

Eugene, OR 97403Eugene, OR 97403

(541) 344-7784(541) 344-7784

agolly@uoregon.eduagolly@uoregon.edu

Annemieke Golly, Ph.D.Annemieke Golly, Ph.D.

Oregon Research InstituteOregon Research Institute

1715 Franklin Blvd.1715 Franklin Blvd.

Eugene, OR 97403Eugene, OR 97403

(541) 344-7784(541) 344-7784

agolly@uoregon.eduagolly@uoregon.edu

Resources:Resources:• Golly, A. (2006). Five Universal Principles of Positive Golly, A. (2006). Five Universal Principles of Positive

Behavior Support and the Story of My Life.Behavior Support and the Story of My Life.www.AttainmentCompany.comwww.AttainmentCompany.com

• Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave : Twenty Tips and Measurable BIPs: Twenty Tips and Measurable BIPswww.AttainmentCompany.comwww.AttainmentCompany.com

• Golly, A., & Sprague, J. (2005). BEST Behavior: Building Golly, A., & Sprague, J. (2005). BEST Behavior: Building Positive Behavior Supports in Schools.Positive Behavior Supports in Schools.

www.Sopriswest.comwww.Sopriswest.com

• First Step to Success ProgramFirst Step to Success Program www.Sopriswest.comwww.Sopriswest.com

• Music Wand: Music Wand: www.twww.treeblocks.comreeblocks.com

• www.firststeptosuccess.orgwww.firststeptosuccess.org