Comprehensive, Integrated, Three-tiered Models of Prevention: Teaching Positive Social Behavior in...

Comprehensive, Integrated, Three-tiered Models of Prevention:

Teaching Positive Social Behavior in a Three-Tiered System of Support

Kathleen Lane, Ph.D., BCBA-DVanderbilt University

Agenda An Overview of Comprehensive,

Integrated, Three-tiered Models of Prevention

The Importance of Data-based Decision Making

A Focus on Social Skills Instruction Question

Goal: Reduce HarmSpecialized Individual Systems for Students with High-Risk

Goal: Reverse Harm Specialized Group Systems for Students At-Risk

Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3)

Secondary Prevention (Tier 2)

Primary Prevention (Tier 1)

≈

≈

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PBIS Framework

Social Skills Improvement System (SSiS) - Classwide Intervention Program

WHAT DO WE EXPECT AS A SCHOOL FROM OUR

STUDENTS ACADEMICALLY?

5

Primary Intervention PlanStatement

Purpose Statement

School-Wide Expectations

1. 2. 3. *see Expectation Matrix

Area I: AcademicsResponsibilities

Students will:

Area II: BehaviorResponsibilities

Students will:

Area III: Social Skills Responsibilities

Students will:

Faculty and Staff will: Faculty and Staff will: Faculty and Staff will:

Parents will: Parents will: Parents will:

Administrators will: Administrators will: Administrators will:

HO 2, pg. 1-2

State of Tennessee Technical Assistance Grant IRB # 100756

Orange Elementary School’s Primary Intervention PlanStatement The mission of is to facilitate the learning experience while

developing a kind and caring environment to build character.

Purpose Statement All of the Orange Elementary community, including administrators, faculty, staff, parents, and students, will work together to design and implement a variety of programs that support the specific academic, behavioral, and social needs of the students served.

School-Wide Expectations 1. Show respect.2. Be responsible.3. Give best effort.*see Expectation Matrix


Students will:Meet school-wide expectations stated in the expectation matrixArrive on time and stay all dayParticipate in class activitiesComplete all work to the best of their abilityBring all materials, including daily planners


Students will:


Students will:

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ACADEMIC CO

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Faculty and Staff will:Provide engaging lessons, linked to the district standardsDifferentiate instructionInclude starter and closing activities as part of lesson planSupport students that miss instructionEngage in positive teacher-teacher and teacher-student interactionsEncourage the use of daily planners

Faculty and Staff will: Faculty and Staff will:

Parents will: Provide a place, materials, and assistance to completed homework Sign daily plannerFollow attendance policiesCommunicate with schools as requested (e.g., review progress notes and return to school)Encourage students to give their best effort

Parents will: Parents will:

Administrators will: Provide faculty and staff with materials to facilitate instruction

Administrators will: Administrators will:

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WHAT DO WE EXPECT AS A SCHOOL FROM OUR STUDENTS SOCIALLY?

MAKIN

G THE CON

NECTIO

N BETW

EEN ACADEM

ICS, BEHAVIOR AN

D SOCIAL SKILLS

Social Skills Expectations

9

•What do we expect from our students socially? • Cooperation • Taking turns • Playing by the rules • Self-control

Academic

Social SkillsBehavior

School-based programs designed to promote character development of students (Person, Moiduddin, Angus, & Malone, 2009)

The goal is to raise children to become morally responsible, self-disciplined citizens (Berkowitz & Bier, 2005).

Social Skills programs will help teach children about basic human values including honesty, kindness, courage, equality, and respect

Considerations: Evidence-based program Selected according to the 11 principles of effective character

education (Lickona, Schaps, & Lewis, 2007) Implemented throughout the county to facilitate consistency

10

SOCIAL SKILLS (OR CHARACTER EDUCATION) COMPONENT

SOCIAL SKILLS AN

D CHARACTER EDUCATIO

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Social Skills (or Character Education) Component: Example Programs

11

Bully

ing The Bully Prevention

Program• Olweus, 2000• $200 per school, $65 per

teacher for materialsBully-Proofing Your School• www.sopriswest.com• Garrity, Jens, Porter,

Sager, and Short-Camilli, 1994

• $449.49 for entire program, additional materials $20 +

Viol

ence

Pre

venti

on Second Step Violence

Prevention Program• Committee for Children,

1992• $159 per grade

(Elementary, Middle, High School, Families, Spanish)

SOCIAL SKILLS AN


N CO

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Social Skills (or Character Education) Component: Example Programs

12

Char

acte

r Edu

catio

n

Soci

al S

killsSocial Skills

Improvement System (SSiS) • Elliott and Gresham, 1991• www.pearsonassessments

.com• SSiS is an evidence-based

tool for assessing and teaching social skills that lead to social and academic success

SOCIAL SKILLS AN


N CO

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Positive Action• www.positiveaction.net• Positive Action is an

evidence-based program that improves academics, behavior, and character. Positive Action uses a curriculum-based approach to effectively increase positive behaviors and decrease negative behaviors.

• Behavior• Academic Achievement• Character• Attendance• Health• Family Literacy

Improves

(Positive Action, 2008)

Reduces• Disciplinary problems• Absenteeism, suspensions,

and truancies• Dropping out• Drug, alcohol, and tobacco use• Violence• Obesity

Positive Action: a K-12 program which aims to promote character development, academic achievement, and social-emotional skills and to reduce disruptive, problem behavior.

CHARACTER EDUCATION COMPONENT: POSITIVE ACTION Philosophy addresses the core

of each person: “You feel good about yourself when you think and do positive actions, and there is always a positive way to do everything” (Positive Action, 2008).

13

•Positive effects on elementary school students’ behavior and academic achievement (IES, 2007)

•Statistically significant lower suspension rates, use of alcohol, being drunk, use of tobacco and illegal drugs (Flay, Acock, Vuchinich, & Beets, 2006)

•Statistically significant lower rates of violent behavior and suspension (Flay & Allred, 2003)

Behavior Academic AchievementRating of Effectiveness Positive Effects Positive EffectsImprovement Index Average: +19 percentile points

Range: -12 to +36 percentile points

Average: +14 percentile pointsRange: +8 to +36 percentile points

SOCIAL SKILLS CO

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CHARACTER EDUCATION COMPONENT: WHAT CAN WE CONCLUDE ABOUT POSITIVE ACTION?

WHAT ROLE DO STUDENTS, TEACHERS, ADMINISTRATORS

AND PARENTS PLAY IN PROMOTING SOCIAL SKILLS

AND/ OR CHARACTER DEVELOPMENT?






1. Show respect.2. Be responsible.3. Give best effort.*see Expectation Matrix




Students will:Meet school-wide expectations stated in the expectation matrixTake responsibility for own actions and the affect on othersTell an adult about any unsafe behaviors


Students will:Meet school-wide expectations stated in the expectation matrixParticipate in monthly social skills lessonsParticipate in the anti-bullying program

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Faculty and Staff will:Teach social skills curriculum: Character Under Construction/ Positive Action/ Bullying ProgramModel social skills in the school-wide plan Provide praise and reinforcement to students that demonstrate social skills Teach and support anti-bullying program

Parents will: Post expectation matrix at homeSupport social skills programSupport anti-bullying program

Administrators will: Implement social skills and anti-bullying programs consistently

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Contra Costa High School’s Primary Intervention Plan

Mission StatementThe mission of to provide a safe and secure learning environment that allows students to engage in academics and act respectful and responsibly to both peers and adults,.

Purpose StatementAll of the Contra Costa community will work together to design and implement a variety of programs that include primary, secondary, and tertiary levels of prevention to support the specific academic, behavioral, and social needs of all students.


Arrive on time and ready to learn Be respectful to both peers and adults Show school pride*see Expectation Matrix


Students will:Arrive and leave school on time Participate in starting and closing activitiesProduce quality workComplete all workBring all materials, including daily planners to class


Students will:Meet school-wide expectations stated in the expectation matrixFollow the reactive and proactive components of the behavior plan


Students will:Meet school-wide expectations stated in the expectation matrixParticipate in monthly social skills lesson plans

18

Social Skills COM

PON

ENT

Faculty and Staff will:Teach social skills curriculumModel social skills in the school-wide plan Provide praise and reinforcement to students that demonstrate social taught

Parents will: Enforce expectations consistentlySupport social skills program

Administrators will: Implement social skills consistently Offer professional development to learn newly introduced programsEnsure materials are available to teach the chosen curricula

19

Social Skills COM

PON

ENT

20


Purpose Statement




Students will:


Students will:


Students will:




HO 2, pg. 1-2

WHAT DO WE EXPECT AS A SCHOOL FROM OUR

STUDENTS IN TERMS OF BEHAVIORAL

PERFORMANCE?

AREA II: BEHAVIOR

22

BEHAVIOR COMPONENT

Two-Fold1. Reactive

• Schoolwide consequences for inappropriate behaviors

2. Proactive• Clearly stated expectations• Explicitly teach expectations• Model expectations• Give students opportunities to display

expectations• Provide feedback and reinforcement• Monitor behavior

BEHAVIOR CO

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•Common approach to discipline•Clear set of positive behavioral expectations•Procedures for teaching expected behavior•Continuum of procedures for encouraging expected behavior•Continuum of procedures for discouraging inappropriate behavior•Procedures for on-going monitoring and evaluation

23

BEHAVIOR CO

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BEHAVIOR COMPONENT

HOW

CAN W

E HELP ALL STUDEN

TS MEET O

UR EXPECTATIO

NS?

School Expectations

24

HO 4

•3-5 Expectations• Clearly stated• Taught• Reinforced

•Expectations should be explicitly defined for each school setting.•Use your Schoolwide Expectations Survey for Specific School Settings results to establish school priorities.

WHAT DO

YOU

R TEACHERS EXPECT?The Schoolwide Expectation Survey for Specific Settings

25

Respect

• Follow Directions 0 1 2

• Use kind words 0 1 2

• Control your temper 0 1 2

• Cooperate with others 0 1 2

• Use an inside voice 0 1 2

Responsibility

Best Effort

Classroom

• Arrive to class on time 0 1 2• Remain in school for the whole day 0 1 2• Bring your required materials 0 1 2• Turn in finished work 0 1 2• Exercise self-control 0 1 2

• Participate in class activities 0 1 2• Complete work with best effort 0 1 2• Ask for help politely 0 1 2

26East Elementary School

ELEMENTARY SettingsClassroom Hallway Cafeteria Playground Bathroom Bus

Respect - Follow directions-Use kind words and actions- Control your temper - Cooperate with others - Use an inside voice

- Use a quiet voice- Walk on the right side of the hallway- Keep hands to yourself

- Use an inside voice- Use manners- Listen to and follow adult requests

- Respect other peoples’ personal space- Follow the rules of the game

- Use the restroom and then return to class - Stay in your own bathroom stall- Little talking

- Use kind words towards the bus driver and other students- Listen to and follow the bus drivers’ rules

Responsibility - Arrive to class on time- Remain in school for the whole day- Bring your required materials- Turn in finished work- Exercise self-control

- Keep hands to yourself- Walk in the hallway- Stay in line with your class

- Make your choices quickly- Eat your own food- Choose a seat and stick with it- Clean up after yourself

- Play approved games- Use equipment appropriately- Return equipment when you are done- Line up when the bell rings

- Flush toilet- Wash hands with soap- Throw away any trash properly- Report any problems to your teacher

- Talk quietly with others- Listen to and follow the bus drivers’ rules- Remain in seat after you enter the bus- Use self-control

Best Effort - Participate in class activities- Complete work with best effort- Ask for help politely

- Walk quietly - Walk directly to next location

- Use your table manners- Use an inside voice

- Include others in your games- Be active- Follow the rules of the game

- Take care of your business quickly- Keep bathroom tidy

- Listen to and follow the bus drivers’ rules- Keep hands and feet to self

27

WHAT ROLE DO STUDENTS, TEACHERS, ADMINISTRATORS

AND PARENTS PLAY IN MAINTAINING DESIRED

BEHAVIOR?






1. Show respect.2. Be responsible.3. Give best effort.*see Expectation Matrix




Students will:Meet school-wide expectations stated in the expectation matrixTake responsibility for own actions and the affect on othersTell an adult about any unsafe behaviors

29

BEHAVIOR CO

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Faculty and Staff will:Display school-wide expectationsModel school-wide expectationsTeach school-wide expectationsProvide praise and reinforcement to students that display school-wide expectations Follow the reactive (consequence-based) discipline plan consistently when infractions of expectations occurFoster a safe environment for all students

Parents will:Post expectation matrix at homeCommunicate with teachers and administrators when necessaryReview and support proactive and reactive disciplinary components

Administrators will: Implement the proactive and reactive behavioral components of the school-wide plan

30

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Contra Costa High School’s Primary Intervention Plan

Mission StatementThe mission of to provide a safe and secure learning environment that allows students to engage in academics and act respectful and responsibly to both peers and adults,.

Purpose StatementAll of the Contra Costa community will work together to design and implement a variety of programs that include primary, secondary, and tertiary levels of prevention to support the specific academic, behavioral, and social needs of all students.


Arrive on time and ready to learn Be respectful to both peers and adults Show school pride*see Expectation Matrix


Students will:Arrive and leave school on time Participate in starting and closing activitiesProduce quality workComplete all workBring all materials, including daily planners to class


Students will:Meet school-wide expectations stated in the expectation matrixFollow the reactive and proactive components of the behavior plan


BEHAVIOR CO

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31


Faculty and Staff will:Display posters of school-wide expectationsModel school-wide expectationsTeach school-wide expectationsProvide praise and reinforcement to students that display school-wide expectations Follow the reactive (consequence-based) discipline plan consistently when infractions of expectations occurFoster a safe environment for all students

Parents will:Be familiar with and post school-wide expectations Communicate with teachers and administrators when necessaryReview and support proactive and reactive disciplinary componentsSupport students in problem solving by discussing issues as home in a positive manner

Administrators will: Implement the proactive and reactive behavioral components of the school-wide plan consistently

32

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Purpose Statement




Students will:


Students will:


Students will:




HO 2, pg. 1-2

HOW CAN WE HELP ALL STUDENTS MEET OUR

EXPECTATIONS?

Teaching

Faculty and StaffStudentsParents and Community

36

Procedures for TeachingFaculty and Staff:

Students:

Parents/ Community:

HO 2, pg. 3

How will the school-wide expectations be taught to all stakeholders?

• Faculty and Staff• Implementation Manual• Expectation Matrix• Bookmarks• Team Planning Meetings• Posters• Ticket Tip Sheet

• Students• Lessons (Monthly and Settings)• Posters (Setting, Expectation, Tickets)• Videos

• Parents and Community• Letters to Parents• Home Expectation Matrix• Contacts with community businesses

37

PROCEDU

RES FOR TEACHIN

G

Elementary: Positive Behavior SupportBus Driver Bookmark

What is a Comprehensive Model of Prevention:It is a multi-level strategic intervention system that includes academic, social, and behavior support to all students. Based on the three school wide rules – Be Responsible, Be Respectful and Be Ready –the program outlines behavior expectations in a variety of school settings.

Purpose:X’s program is focused on teaching and modeling, through positive reinforcement, the following traits:1. Respect2. Responsibility3. Readiness

How do I participate?A packet of Bear Bucks can be found attached to the bookmark. Please complete a Bear Buck for each of the appropriate student behaviors you observe throughout the day.Responsible, Respectful, Ready!

Be Respectful Be Responsible Be Ready

Expectation

Setting

- Follow directions- Listen attentively- Participate- Positive attitude- Control temper- Use kind words

and actions

- Use an inside voice

- Bring supplies - Ignore peer distractions- Attend to instruction- Accept consequences- Complete and turn-in assignments- Keep area clean- Use your best effort while working- Report problems to teacher

- Have your necessary supplies/material- Be in seat ready to learn

Classroom

- Carry backpacks- Walk to your classroom

- Arrive on time- Go straight to class- Report problems to teacher

- In the classroom, seated, prepared to learn when the bell rings

Arrival/Dismissal

- Zone 1- Walk- Eat only your food- Listen to and follow adult request- Use manners

-Clean your area- Put trash in appropriate place- Report problems to teacher

-Get materials the first time you go through line- Line up quietly with your hands to yourself and stay in your space

Cafeteria

38

1. When giving a ticket for positive behavior, always pair behavior specific praise. Example, “Lori, thank you for walking down the hallway with a quiet voice and your hands at your side. For showing responsibility, you have earned a PAWS ticket.”

2. In the first days and weeks of implementing a Positive Behavior Support system, flood students with tickets to increase effectiveness. Overtime fade tickets and provide intermittent reinforcement.

3. School staff should try to be consistent with ticket distribution. Portions of staff meetings can be used to discuss ticket distribution.

4. To ensure student buy-in, survey students to gain an understanding of what reinforcements are desired.

5. Explicitly teach students how tickets can be earned and what tickets can be used for once they are received.

6. Explain to students that they need to fill out all of the required information on the ticket in order for it to be used.

7. Once a student has earned a ticket, never take the ticket back!

8. Students should be able to earn tickets for appropriate behavior (meeting the school expectations) in various settings such as: arrival/dismissal, bus, cafeteria, hallway, playground, library, office, classroom, and specials (PE, art, etc.)

9. School-wide staff (teachers, administrators, bus drivers, custodial and culinary staff, librarians, nurse, etc.) should distribute tickets intermittently when appropriate behavior is displayed.

10. Tickets can also be used to reinforce appropriate behavior displayed in some while decreasing inappropriate behavior in others (you see a group of students walking down the hall, the first four students are talking and laughing and the others are quiet so you give the students in the back tickets and thank them for walking down the hall quietly).

Ticket Tip Sheet

39

Weekly Emails

TEACHING STUDENTS

•First day of school Kick-off Assemblies•Teach setting expectations in the first two weeks of school – one lesson per setting•Videos (during school and on website)•Modeling•Posters of expectations •Posters detailing the expected behavior in each setting•Using Behavior Specific Praise•Student handbook•Back to school boot camp•Student Ambassadors for students new to the school during the year•Expectation-themed contests: Poster, Oratorical, Art

40

PROCEDURES FO

R TEACHING:

STUDENTS

41East Elementary School

Positive Behavior Support at Elementary SchoolCafeteria Expectations Lesson PlanObjective: The student will demonstrate the ES cafeteria expectations (show respect to all, own my own behavior, always follow instructions, and ready to do my best)

Show Respect to All includes:1. Use an inside voice.2. Use manners.3. Listen to and follow adult directions.

Own My Behavior includes:4. Make your choices quickly.5. Eat your own food.6. Do not exchange food or money.7. Choose a seat and stay with it.8. Clean up after yourself.

Always Follow Instructions includes:9. Follow cafeteria procedures10.Follow the table sign.

Ready to do My Best includes:11.Get all necessary items before sitting down.12.Follow the table sign.

42State of Tennessee Technical Assistance Grant IRB # 100756

Tell 1. Introduce the cafeteria expectations and ask questions about them.Today we’re going to talk about ways you can show SOAR characteristics in the cafeteria.• What are some things that happen in the cafeteria

that cause problems for you and for others?• How do you usually react in these situations?• What are some good ways to act in order to keep

these things from happening?2. Define the skill and discuss the key terms.• Showing respect to all in the cafeteria means:

using an inside voice, using manners, and listening to and following adult directions.

• Own my behavior in the cafeteria means: Making your choices quickly, eating your own food, not exchanging food or money, choosing a seat and staying with it, and cleaning up after yourself.

An Instructional Approach

• Always follow instructions in the cafeteria means: Following cafeteria procedures and following the table sign.• Ready to do my best in the cafeteria means: Getting all necessary items before sitting down and following the table sign. 3. Discuss why this is important.• You, your friends, or adults can get hurt if we are not respectful and responsible.• If you show respect to others, they are more likely to show respect to you.• The cafeteria needs to be a place where we feel safe and enjoy time away from class.

Show/Discuss Using one of the following situations, model, role-play, or discuss the following situations. For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on. For positive modeling, respond by engaging in one of the expectations above (e.g., using positive and supportive language) and encouraging other to do so as well.Situations• An adult in the cafeteria asks you to pick up a wrapper on the floor. But you didn’t drop the wrapper, and the wrapper isn’t yours.

What should you do?• You forgot to do your homework last night and had planned to do it during lunch. Unfortunately, you are the last one in the lunch

line. You are in a big hurry. What should you do?• You forgot your lunch money and you are so hungry! Your “friend” says that he steals food all of the time. “It’s no big deal,” he

says. You are feeling really pressured to steal, especially because you are so hungry. What should you do?

DoAsk students to: • State the expectations.• Tell why the expectations are important.• Think of ways to help them remember the expectations when they are in the cafeteria.

Follow Through and Practice1. Generate and Role-Play or Discussion SituationsInvite students to generate additional situations that result in problems in the cafeteria. Role-play or discuss several of these. You may want to go into the cafeteria and re-enact some situations. 2. Use Incidental TeachingWhenever a conflict situation arises in the cafeteria, use that situation to review the skill.

Positive Behavior Support at Elementary SchoolCafeteria Expectations Lesson Plan continued…

43

Tell, Show, Do

Cafeteria Expectations

elementary school

Show Respect to all

• Use an inside voice• Use manners• Listen to and follow adult directions

44

TEACHING PARENTS and COMMUNITY

45

PROCEDU

RES FOR TEACHIN

G: PARENTS AN

D CO

MM

UN

ITY

• Back to School Night• Parent Handbook with Expectation Matrix• Email or phone call blasts• Monthly Calendar or Newsletter Updates• Character Fair (demonstration of student made projects)• Host pot-luck or community discussion groups • Thank you posters for community sponsors• Refrigerator Magnets (with Expectations)• Parenting Seminars (how to tie the school expectations to

home)

PROCEDU

RES FOR TEACHIN

G: PARENTS AN

D COM

MU

NITY

46

A Parent Letter

47State of Tennessee Technical Assistance Grant IRB # 100756

TEACHING PAREN

TS AND CO

MM

UN

ITY

Thank you for helping to make Our

Middle School’s Positive Behavior

Support Plan a Success!

48

Thank you posters hanging in local businesses build

community awareness!

49

Procedures for TeachingFaculty and Staff:

Students:

Parents/ Community:

HO 2, pg. 3

HOW DO WE REINFORCE OUR PLAN?

Procedures for Reinforcing

PROCEDURES FOR REINFORCING

How will you reinforce? • Students for:

• Demonstrating the expectations across Academic, Behavioral and Social Skill Domains

• Faculty and Staff for:• Participation and support• Modeling the school expectations• Taking an instructional approach to behavior

• Parents and Community for:• Supporting Students• Reinforcing Expectations

51

Procedures for Reinforcing REIN

FORCIN

G

Preferred Seating at Lunch

Classroom Helper

Movie Tickets


• Tickets• Determining Appropriate Reinforcers

• Tangibles and Non-Tangibles• Tips for Reinforcing• Think about: What, How, Who, When?

52

Procedures for Reinforcing StudentsREIN

FORCIN

G STUDEN

TS

Greenfield ElementaryStudent Name: _______________________________Teacher Name: _________________ Date: ________Location: □ Classroom □ Bathroom □Hallway □ Cafeteria □ Office □ Other

Mark the Skill That Was Observed

EXPECTATIONS□ Be Respectful□ Be Responsible□ Best Effort

REINFO

RCING STU

DENTS

53


• Tangible reinforcers: Items worth monetary value such as school supplies, toys, comic books, coloring books, or gift cards

• Non-tangible reinforcers: Non-material items such as: lunch with the principal, a homework pass, or front of the lunch line pass

54

Procedures for Reinforcing Students: Determining Appropriate Reinforcers

REINFO

RCING STU

DENTS

While tangible reinforcers are typically desired by young students, it is important to begin to pair non-tangible reinforcement with tangible reinforcement and decrease the use of tangible reinforcers over time.



55

REINFO

RCING STU

DENTS

• Seeking: Positive Reinforcement • Avoiding: Negative Reinforcement

• Consider: • What is rewarding to the student? • Is the student seeking attention or trying to avoid it? • Is the student seeking to participate in something or

trying to avoid it?

Ask your students! (HO 6)

Procedures for Reinforcing Students: Determining Appropriate Reinforcers

State of Tennessee Technical Assistance Grant IRB # 100756 56

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

1 2 3 4 5 6Assembly @ 2:50

7

8 9 10Monthly Meeting

11 12Teach Social Skills Lesson

13 14

15 16 6th Grade Prize Drawing

17 18 19 20 21

22 23 24 25 26 Teach Social Skills Lesson

27 28 Fundraiser Lock-in

Implementation Calendar

• Who will be in charge of ticket distribution? • Where will tickets be kept?

• By teachers • By staff • By team

• What will students do with tickets? • How often will prizes be awarded?

57

REINFO

RCING STU

DENTS

Procedures for Reinforcing Students: Ticket Logistics

•Reinforce Parents and Community for:• Supporting Students• Reinforcing Expectations

• Consider the following reinforcements: • Postcards home • Recognition of donations or volunteers in school

newsletter • Thank you posters in school and community

58

REINFO

RCING FACU

LTY AND STAFF

Procedures for Reinforcing Parents and Community

59

REINFO

RCING FACU

LTY AND STAFF

Procedures for Reinforcing Parents and Community

Thank you for helping to make Eastland School’s

Positive Behavior Support Plan a success!

Gigi’s Flowers

Eastland School Faculty and Staff

HOW DO WE MONITOR OUR PLAN?

Procedures for Monitoring

Purpose Many school systems are adopting three-

tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai & Horner, 2002).

A central feature of these models is that data are monitored to determine responsiveness.

We offer this session as a guide for using multiple sources of data to support students with reading and behavioral challenges.

Academic Screening Tools

DIBELSAIMSwebEdusoft Benchmark Assessment System STAR

Curriculum-based Measurement (CBM)

Allows teachers to identify students who may need to be monitored closely to be sure they are benefitting from instruction

Should be: Brief and easy to administer Standardized Reliable


Examples of commercially available data management tools include: DIBELS (Good & Kaminski, 2002) AIMSweb (Pearson) Edusoft (Houghton-Mifflin) Benchmark Assessment System (Fountas

and Pinnell; Heinemann Publishers) STAR (Renaissance Learning)

AIMSweb (Pearson)

AIMSweb (Pearson)

AIMSweb was designed for use within a Response to Intervention model.

Web-based benchmarking and

progress monitoring system

Measures available in language arts, reading, mathematics, and behavior.

AIMSweb (Pearson)

Provides: Benchmark assessments (screenings) Progress monitoring assessments for

frequent and continuous student assessment

Results can be reported to students, parents, teachers, and administrators using its web-based data management and reporting system.

Screenshot of AIMSWEB Graph: Words Read Correctly Per Minute

Math Concepts and Applications 5th Grade Probe

Data Management Systems for Screening and Progress Monitoring: Academic Outcomes

Heinemann The Fountas & Pinnell Benchmark Assessment System Serieshttp://www.heinemann.com/series/90.aspx

Houghton Mifflin Edusoft©http://www.edusoft.com/corporate/products.html

Pearson AIMSwebhttp://www.aimsweb.com

University of Oregon Dynamic Indicators of Basic Early Literacy Skillshttps://dibels.uoregon.edu

Renaissance Learning, Inc.

STARhttp://www.renlearn.com/STARproducts.aspx


Whether you use a commercial product or design your own assessment tools, the goal is to carefully evaluate student progress related to both academics and behavior to: Monitor the level of risk in the school

overtime, Determine which students may need

additional supports or instruction (Tier 2 or Tier 3)

Behavior Screening Tools

Serve as a screening practice for identifying students who may require additional supports. Early Screening Project (ESP; Walker, Severson, &

Feil,1994) Social Skills Improvement System: Performance

Screening Guide (SSiS; Elliott & Gresham, 2007) BASC2 Behavioral and Emotional Screening System

(BESS; Kamphaus & Reynolds, 2007) Strengths and Difficulties Questionnaire (SDQ;

Goodman, 1997) Student Risk Screening Scale (SRSS;

Drummond,1994) Systematic Screener for Behavior Disorders (SSBD;

Walker & Severson, 1992)

Behavior Screening Tools: A Closer LookElementary School Screening Tools

SSBD; Walker & Severson (1992)SRSS; Drummond (1994)SSiS; Elliott & Gresham, (2007)SDQ; Goodman (1997)BESS; Kamphaus & Reynolds (2007)

Systematic Screener for Behavior Disorders (SSBD, Walker & Severson,1992) Teacher completed Validated for the Elementary School Three Stage screening process

Teacher nomination and ranking Rating scales (6 students: 3 with internalizing and 3

with externalizing) Direct Observation

Students who meet the specified criteria for each stage move to the next stage.

SSBD Screening ProcessPool of Regular Classroom Students

TEACHER SCREENINGon Internalizing and Externalizing

Behavioral Dimensions3 Highest Ranked Pupils on

Externalizing and on Internalizing Behavior Criteria

TEACHER RATINGon Critical Events Index and Combined Frequency Index

Exceed Normative Criteria on CEI of CFI

DIRECT OBSERVATIONof Process Selected Pupils in Classroom and on Playground

Exceed Normative Criteria on AET and PSB

PASS GATE 1

PASS GATE 2

PASS GATE 3

Pre-referral Intervention(s)

Child may be referred to Child Study Team

Stage 1: Rank order students who most closely match the description of each behavior pattern.

Mutually Exclusive Lists

Stage 2: Externalizing - Teacher rating for high intensity low frequency behavior

Critical Events Index completed for students ranked 1, 2, and 3 on Stage 1 for Externalizing

So, 3 students per class

33 items mark as presence for absence

And lower intensity, high frequency behaviors

Combined Frequency Index for Adaptive and Maladaptive Behavior

12 items – Adaptive 11 items – Maladaptive 5-point Likert-type

scale 1 = Never to 5 =

Frequently

Stage 2: Internalizing -Teacher rating for high intensity low frequency behavior

Critical Events Index completed for students ranked 1, 2, and 3 on Stage 1 for Externalizing

So, 3 students per class

33 items mark as presence for absence

And lower intensity, high frequency behaviors

Combined Frequency Index for Adaptive and Maladaptive Behavior

12 items – Adaptive 11 items – Maladaptive 5-point Likert-type

scale 1 = Never to 5 =

Frequently

SSBD: Risk Status for Nominated Students: Externalizing and Internalizing Winter 2007 - 2009

47

1363

7

46

17

55 13

6.8%

1.5%

2.78%

Winter 2007

Winter 2008

Externalizing Internalizing

60 6

57

92.17% 1.44%

4.4%

Winter 2009 Winter

2007Winter 2008

Winter 2009

Note. The numbers represent totals for the students for whom the SSBD was completed.

Winter 2009-2010 Critical Need Comparison by Grade Level

Grade Level

Total Number of Students Screened

Students Nominated

Studentsw/ Critical

NeedCritical

InternalizingCritical

Externalizing

K 72*5

244

(5.56%)1

(1.39%)3

(4.17%)

1st 66*9E/ 8I

241

(1.54%)0

(0.00%)1

(1.54%)

2nd 60*10

183

(5.00%)2

(3.33%)1

(1.67%)* Students missing

Winter 2009-2010 Critical Need Comparison by Grade Level

Grade Level

Total Number of Students Screened

Students Nominated

Studentsw/ Critical

NeedCritical

InternalizingCritical

Externalizing

3rd 80*6

242

(2.50%)1

(1.25%)1

(1.25%)

4th 78*17

243

(3.84%)1

(1.28%)2

(2.56%)

5th 60*17

182

(3.34%)1

(1.67%)1

(1.67%)

* Students missing

Student Risk Screening Scale(Drummond, 1994)

No-cost, brief systematic screening tool originally designed to identify K-6 elementary-age students at risk for antisocial behavior

Teachers use a one-page instrument to evaluate students on 7 items using a 4 point Likert-type scale:- Steals - Low Academic Achievement- Lies, Cheats, Sneaks - Negative Attitude- Behavior Problems - Aggressive Behavior- Peer Rejection

Student Risk is divided into 3 categories: Low 0 – 3 Moderate 4 – 8 High 9 - 21

SRSS Fall 2007 to Fall 2010

n=636 n=654 n=7142 Students were not rated

Perc

enta

ge o

f Stu

dent

s Sc

reen

ed

n=675

SRSS By Grade LevelFall 2010Grade Level

Number of

Students Screened Low Moderate High

K N=93 84(90.32%)

6(6.45%)

3(3.23%)

1 N=108 100(92.59%)

8(7.41%)

0(0.00%)

2 N=98 94(95.92%)

3(3.06%)

1(1.02%)

SRSS By Grade LevelFall 2010Grade Level

Number of

Students Screened Low Moderate High

3 N=125 109(87.20%)

14(11.20%)

2(1.60%)

4 N=119 98(82.35%)

13(10.92%)

8(6.72%)

5 N=132 127(96.21%)

5(3.79%)

0(0.00%)


How reliable and valid is the SRSS for use at the elementary school?

Elementary Level Results: ROC Curves

Externalizing.952

1 - Specificity

0.0 0.2 0.4 0.6 0.8 1.0

Sen

sitiv

ity

0.0

0.2

0.4

0.6

0.8

1.0

Chance = 50%

AUC = 0.952

Elementary Level Results: ROC Curves

Internalizing.802

1 - Specificity

0.0 0.2 0.4 0.6 0.8 1.0

Sen

sitiv

ity

0.0

0.2

0.4

0.6

0.8

1.0

Chance = 50%

AUC = .802

Behavior Screening Tools: A Closer LookMiddle School Screening Tools

SRSS; Drummond (1994)SDQ; Goodman (1997)SSiS; Elliott & Gresham, (2007)BESS; Kamphaus & Reynolds (2007)


No-cost, brief systematic screening tool originally designed to identify K-6 elementary-age students at risk for antisocial behavior

Teachers use a one-page instrument to evaluate students on 7 items using a 4 point Likert-type scale:- Steals - Low Academic Achievement- Lies, Cheats, Sneaks - Negative Attitude- Behavior Problems - Aggressive Behavior- Peer Rejection

Student Risk is divided into 3 categories: Low 0 – 3 Moderate 4 – 8 High 9 - 21

SRSS Behavior Screeners Over TimeMiddle School: Fall 2004 through Fall 2009

Screening Time point

n = 8

n = 37

n = 431

INCREDIBLE!PBIS –

That’s the ticket!

Per

cent

age

of S

tude

nts

n=534 n=502 n=454 n=476n=477n=470

SRSS By Grade LevelFall 2009

Grade Level

Number of

Students Screened

Low Moderate High

6 163 149(91.41%)

12(7.36%)

2(1.23%)

7 159 144(90.57%)

10(6.29%)

5(3.14%)

8 154 138(89.61%)

15(9.74%)

1(0.65%)


How reliable and valid is the SRSS for use at the middle school?

Middle School Study 1: Behavioral & Academic Characteristics of SRSS Risk Groups

Variable RiskLow

(n = 422)M (SD)

Moderate(n = 51)M (SD)

High(n = 12)M (SD)

Significance Testing

ODR 1.50 (2.85)

5.02 (5.32)

8.42 (7.01)

L<M<H

In-School Suspensions

0.08 (0.38)

0.35 (1.04)

1.71 (2.26)

L<M<H

GPA 3.35 (0.52)

2.63 (0.65)

2.32 (0.59)

L>M, HM=H

Course Failures

0.68 (1.50)

2.78 (3.46)

4.17 (3.49)

L<M, HM=H

(Lane, Parks, Kalberg, & Carter, 2007)

Strengths and Difficulties Questionnaire

(Goodman, 1997)

More information can be found at:

www.SDQinfo.com

Middle School: Two RatersCore and Related Arts TeachersTotal Difficulties

n =15

n= 285

n = 23

n= 318

n = 23

n = 20

n = 361 n = 308

Winter 2009 Core Winter 2009 RA

Scale Number of

Students

Screened

Normal Borderline

Abnormal

Core

RA Core

RA Core

RA Core

RA

Total Difficulties

N=95 N=77 N=86 (90.53%)

N=68 (88.31%)

N=5 (5.26%)

N=2 (2.60%)

N=4 (4.21%)

N=7 (9.09%)

Emotional Symptoms

N=95 N=77 N=94 (98.95%)

N=71 (92.21%)

N=1 (1.05%)

N=3 (3.90%)

N=0 (0.00%)

N=3 (3.90%)

Conduct Problems

N=95 N=77 N=89 (93.68%)

N=70 (90.91%)

N=0 (0.00%)

N=2 (2.60%)

N=6 (6.32%)

N=5 (6.49%)

Hyperactivity N=95 N=77 N=83 (87.37%)

N=69 (89.61%)

N=5 (5.26%)

N=0 (0.00%)

N=7 (7.37%)

N=8 (10.39%)

Peer Problems N=95 N=77 N=86 (90.53%)

N=69 (89.61%)

N=4 (4.21%)

N=4 (5.19%)

N=5 (5.26%)

N=4 (5.19%)

Prosocial Behavior

N=94 N=77 N=86 (91.49%)

N=70 (90.91%)

N=6 (6.38%)

N=4 (5.19%)

N=2 (2.13%)

N=3 (3.90%)

SDQ Results: 5th Grade

Behavior Screening Tools: A Closer Look

High School Screening ToolsSRSS; Drummond (1994)SSiS; Elliott & Gresham, (2007)SDQ; Goodman (1987)BESS; Kamphaus & Reynolds

(2007)

SRSS Winter 2008 to Winter 2009 (2nd period Raters)

*These numbers and percentages are representative of the students rated.

1667 (93.34%)

99 (5.54%)

20 (1.12%)

1492 (87.76%)

169 (9.94%)

39(2.29%)

SRSS Winter 2008 to Winter 2009 (7th period Raters)

60 (3.41%)

159 (9.04%)

1539 (87.54%) 1703 (94.77%)

75 (4.17%)

19 (1.06%)


How reliable and valid is the SRSS for use at the high school?

High School: Behavioral & Academic Characteristics of SRSS Risk Groups Using SRSS Time 1 to Year 2 Instructional RaterVariable Risk

Low(n = 348)M (SD)


High(n = 19)M (SD)


ODR 3.87 (6.27)

6.89(6.34)

9.89(8.23)

L < M, HM = H

GPA 3.10(0.86)

2.51 (0.80)

2.16 (0.83)

L > M, HM = H

(Lane, Kalberg, Parks, & Carter, 2008)

High School: Behavioral & Academic Characteristics of SRSS Risk Groups Using SRSS Time 1 to Year 2 Non-Instructional Rater

Variable RiskLow

(n = 328)M (SD)


High(n = 35)M (SD)


ODR 3.53(5.53)

8.27(7.72)

8.97(9.39)

L < M, HM = H

GPA 3.10(0.82)

2.45(0.84)

2.38(0.88)

L > M, HM = H

(Lane, Kalberg, Parks, & Carter, 2008)

Measure Authors Ordering InformationEarly Screening Project

Walker, Severson, & Feil (1994)

Available for purchase from Sopris West

Systematic Screening for Behavior Disorders

Walker & Severson (1992)

Available for purchase from Cambium Learning/ Sopris West

Student Risk Screening Scale

Drummond (1994) Free

Strengths and Difficulties Questionnaire

Goodman (1991) Free online at http://www.sdqinfo.com/

Behavior and Emotional Screening System

Kamphaus & Reynolds (2007)

Available for purchase from Pearson/ PsychCorp

Social Skills Improvement System: Performance Screening Guide

Elliott & Gresham, (2007)

Available for purchase from Pearson/ PsychCorp

Behavior and Emotional Screening System

(Kamphaus & Reynolds, 2007; Pearson)

Behavioral and Emotional Screening System

Features Systematic Comprehensive

Identifies strengths in addition to weaknesses

Grades preK-12 Reliable Quick and easy to complete

Rating forms range from 25-30 items Takes about 5 minutes to rate each

student 45 min- 1 hr per class

(Kamphaus & Reynolds, 2007; Pearson)

Behavioral and Emotional Screening System

Screening Indicates overall risk level Normal Elevated Extremely elevated

The BASC-2 Rating Scales can then be used for students above Normal Risk to further determine areas of need. Internalizing problems Externalizing problems School problems Adaptive skills

Reported results include a single total score Reliable and accurate predictor of a broad range of

problems(Kamphaus & Reynolds, 2007; Pearson)

Source: Neithercott & Hanken (2008). Behavioral and Emotional Screening System a Tier 1 Solution. Presented at the Kansas Association of School Psychologists/ Council for Exceptional Children Conference.

Social Skills Improvement System

(Gresham & Elliott, 2007; Pearson)

SOCIAL SKILLS IMPROVEMENT SYSTEM

The SSiS is a comprehensive, multi-tiered program for improving social behavior.

The SSiS consists of: Primary Level SSiS: Performance Screening Guides for Class-

wide Screening (Elliott & Gresham, 2007) SSiS: Class-wide Intervention Program (Elliott &

Gresham, 2007)Secondary or Tertiary Level SSiS: Rating Scales (Gresham & Elliott, 2008) SSiS: Intervention Guide for targeted supports

(Elliott & Gresham, 2008)

Three levels are available (ages 3-18 yrs): Preschool Elementary Secondary

Focus on keystone classroom behaviors and skills

Four key areas are assessed: Prosocial Behavior Motivation to Learn Reading Skills Math Skills

(Elliott & Gresham, 2007; Pearson)

SSiS: PERFORMANCE SCREENING GUIDE

EXAMPLE: Performance Screening Guide

(Elliott & Gresham, 2007; Pearson)

Example: Performance screening guide results

Students Scoring a 1 in any area

& Suggested

Action

Students Scoring a 2 or 3 in any

area & Suggested

ActionColumns to

evaluate each skill area

Class roster of student names(Elliott & Gresham, 2007; Pearson)

Illustration of schoolwide data displaySSiS: Performance Screening Guide

Source: Lane, Menzies, Oakes, & Kalberg (in preparation). Systematic screenings of behavior to support instruction: From preschool to high school.

SSIS: Peformance Screening GuideData: Jamison Middle School (N=880)

Fall 2009

84.7% (745)

72.7% (640)

79.7% (701)

81.0% (713)

10.1% (89) 21.5% (189)

12.7% (112)

12.8% (113)

5.2% (46) 5.8% (51) 7.6% (67) 6.2% (54)

0

100

200

300

400

500

600

700

800

900

Math Reading Prosocial Behavior Motivation to Learn

Domain

Num

ber o

f Stu

dent

s

Meets or Exceeds Expectations Caution Action Needed

In need of additional

instruction, teacher

attention, monitoring(Kettler, Elliott,

Davies, & Griffin, 2009)

In need of direct

instructional actions

(Kettler, Elliott, Davies, & Griffin,

2009)

SSiS Products

1. •SSiS Performance Screening Guide

2. •Classwide Intervention Program

3. •Social Skills Improvement System Rating Scales

4. •Social Skills Intervention Guide

SSiS Intervention Guide

(Small Group)

SSiS Rating

Scales & Other

Assessments

SSiS Rating

Scales & Other

Assessments

Individual Interventions (SSiS Resource Guide)

Diagnostic and

Functional Behavior Assessme

nts SPED

Ref

erra

l

Exit Exit

Exit

Exit

Selected Assessment (Tier

2)

Selected Interventio

n

Targeted Assessment (Tier

2)

Targeted Interventio

n

Special Education Referral

Modified from Figure 7.1 SSiS Multitiered Assessment and Intervention Model (page 5) SSiS Rating Scales Manual (Gresham & Elliott, 2008).

Essential Components of Primary Prevention Efforts

1 •How do you monitor student performance over time?

2•How do we identify students for

secondary and tertiary supports within the context of integrated, three-tiered models of prevention?









≈

≈

≈

PBIS Framework


A Systematic Approach to Designing a Secondary Intervention Plan

Step 1: Construct your assessment schedule Step 2: Identify your secondary supports

Existing and new interventions

Step 3: Determine entry criteria Nomination, academic failure, etc.

Step 4: Identify outcome measures Pre and post tests, CBM, etc.

Step 5: Identify exit criteria Reduction of discipline contacts, academic success,

etc.

Step 6: Consider additional needs

Procedures for Monitoring: Assessment ScheduleAug Sept Oct Nov Dec Jan Feb Mar Apr May

School Demographics

*Student Demographics X X X X X X

Student Outcome Academic Measures

Report Card (MS/HS) *GPA *Course Failures

X X X X

Student Outcome Behavior Measures

*SRSS - Screener X X X

Discipline *ODR X X X X

*Attendance (Tardies/ Unexcused Absences) X X X

Referrals

SPED and S-TEAM X X X

Program Measures For Consented Teachers Only

*Social Validity (PIRS) X X X

*SET/Treatment Integrity (TI) Interval X

*TI -Observations X

A Systematic Approach to Designing a Secondary Intervention Plan






etc.


Secondary Intervention GridSupport Description School-wide

Data: Entry Criteria

Data to Monitor Progress

Exit Criteria

Meet inclusion criteria: SRSS –Behavior Problem rated as 2 or 3 and High Risk (9+).

Inclusion Criteria – Fourth Grade Class

Secondary Intervention GridSupport Description Schoolwide

Data: Entry Criteria

Data to Monitor

Progress

Exit Criteria

Reading Enrichment and Behavior Contract

Self-selection of topic or book to complete activity: presentation, song, cartoon, play, display, written response. Choice of activity selected by student. Behavior contract for activity completion and self directed behavioral expectations agreed on and signed by teacher, student, and parent when possible.

Academic: DIBELS CBMMeeting end of year benchmark goal in readingBehavior: SRSS – moderate (4 – 8) or high risk (9– 21)

Meeting Criteria in Contract; Student reports daily activities toward goal to teachers.Successful completion of class work.

Academic:Completion of contract (may enter into another contract upon successful completion)Behavior: SRSS – low risk (0 – 3)

Social Skills Intervention

Small group social skill instruction. Skills were identified using the students’ Social Skills Rating System (Elliott & Gresham, 1990)results (rated as 0 on frequency - never and 3 on importance – critical) to address specific performance deficits that were critical to success. Curriculum used – Social Skills Intervention Guide: Practical Strategies for Social Skill Training (Elliott & Gresham, 1991).30 min two times per week for 10 weeks

Behavior: SRSS: High Risk (9 – 21) ANDSRSS: Item – Problem Behavior – 2 (sometimes)or 3 (frequently)

Treatment Integrity Data (to ensure intervention is used as designed)Direct Observation: Total disruptive behaviors (TDB) and academic engaged time (AET); negative social interactions (NSI) on the playground. Academic: Oral Reading Fluency

Completion of the 10 social skills instructional intervention.

Social SkillsPurpose: To examine the effectiveness of

social skills training for elementary students at-risk for antisocial behavior who were

unresponsive to primary intervention efforts.

Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229-248.

Student CharacteristicsS1 S2 S3 S4 S5 S6 S7 S8

Gender M M M F M M F MEthnicity H H H H AA AA AA HAge 9.59 9.32 9.74 8.05 7.28 8.48 9.14 8.48Grade 4 4 3 2 2 3 4 3IQ 76.8 82.6 73.9 71.0 . 108.7 68.0 82.6SSRS: SS 80 86 68 72 77 86 72 77

PB 118 112 135 130 127 133 131 123AC 79 76 74 83 83 112 92 82

CEI 2 3 9 7 . 3 4 3

Group 1: YellowGroup 2: PurpleGroup 3: Green

Inclusion Criteria• Student Risk Screening Scale

(SRSS; Drummond, 1994) – Time 1: High (9+) Time 2: High

(9+)– Time 1: Moderate (4-8) Time 2: High

(9+)• Grades 2 - 4

Intervention: Content & Training

• Social Skills Intervention Guide: Practical strategies for Social Skills Training (Elliott & Gresham, 1990)

• Acquisition deficits rated as highly important by teachers– Frequency scores = 0– Importance scores = 2

• Intervention leaders received training on the social skills curriculum and assessment procedures prior to and during the intervention phase

• Treatment integrity was collected on 25% of the social skill lessons– mean approximately 90%– Assessed by PI and other intervention leaders

Social Skills Acquisition DeficitsRated by teacher using Social Skills Rating System

(SSRS-T; Gresham & Elliott, 1990)

• Controlling temper in conflict situations with peers & adults

• Responding appropriately to teasing, hitting, and pushing by peers

• Responds well to peer pressure• Giving compliments

• Using free time wisely

• Finishing assignments

• Transitioning• Volunteering in

classroom• Receiving criticism

well• Ignoring peer

distractions in the classroom

• Saying nice things about themselves

Intervention Logistics

• 20 lessons led by 3 graduate students• 2 times a week; 30 min. sessions (10

hrs)• Students were grouped into 3 groups

with 2-3 target children and 2 model students

• 3 review sessions (lessons #6, #12 & #20)

Outcome Variables• Collected for target

students only• Used to assess

changes in classroom and playground behavior

• Measured by a graduate student who was not the intervention group leader

• Negative Social Interaction (NSI) on the playground

• Total Disruptive Behavior (TDB) in the classroom

• Academic Engaged Time (AET) in the classroom

Children’s Intervention Rating Profile

Experimental Design and Statistical Analysis

• Multiple baseline design– Baseline– During Intervention Phase– Post Intervention Phase– Short-term Follow Up Phase– Long-term Follow Up Phase

• Statistical Analysis by:– Visual Inspection– Mean Changes by Phase– Effect Sizes

GroupPhase Measure

AETM (SD)

TDBM (SD)

NSIM (SD)

Group 1 Baseline 53.89 (16.47) 23.07 (18.62) 0.60 (0.43)Intervention 65.07 (20.18) 1.90 (3.26) 0.38 (0.50)

Post 86.83 (11.41) 0.17 (0.29) 0.00 (0.00)

Follow Up I 87.67 (13.05) 0.00 (0.00) 0.00 (0.00)

Follow Up II 97.67 (4.04) 0.50 (0.87) 0.17 (0.29)Group 2 Baseline 60.00 (19.13) 9.75 (9.31) 2.85 (2.16)

Intervention 90.20 (7.81) 0.65 (1.42) 0.45 (0.76)

Post 96.00 (6.93) 0.33 (0.58) 0.00 (0.00)

Follow Up I 23.70 (4.93) 0.00 (0.00) 0.00 (0.00)

Follow Up II 96.00 (1.73) 0.33 (0.58) 0.00 (0.00)Group 3 Baseline 65.87 (17.72) 13.23 (15.08) 1.17(1.91)

Intervention 87.85 (12.79) 10.20 (28.65) 0.45 (1.12)

Post 87.67 (7.01) 3.00 (5.20) 0.00 (0.00)

Follow Up I 93.17 (3.18) 0.00 (0.00) 0.50 (0.87)

Follow Up II 85.33 (16.07) 28.17 (1.61) 0.00 (0.00)

Effect Sizes• Effect sizes calculated by

individual and group• Formula:

Mean (TX) - Mean (BL)

____________________ SD (Pooled)

Students MeasuresAET TDB NSI

Group 1 1.13 -2.33 -0.59S1 2.31 -1.52 -0.74S2 0.46 -1.09 2.32S3 -0.26 -2.27 -3.48

Group 2 2.95 -5.87 -1.31S4 3.79 -1.72 -1.26S5 * * *S6 1.82 -1.15 -0.95

Group 3 1.72 -1.09 -1.22S7 0.86 -0.38 -0.51S8 1.62 -0.89 -1.15

-8

-6

-4

-2

0

2

4

GROUP 1 GROUP 2 GROUP 3

AM

OU

NT

OF

CH

AN

GE

AETTDBNSI

VISUAL EFFECT SIZES

Results• Students were responsive to the

secondary intervention efforts– Higher rates of academic engaged

time – Lower rates of disruptive behavior

during classroom instructional time– Lower rates of negative social

interactions on the playground

Limitations• Intervention sessions were not

conducted in the general education classroom

• Limited observation time (<1 hour)


Increase Rates of Reinforcement;

Counseling Supports

Small Group Reading Instruction with Behavioral Support (Self Monitoring)

Small Group Reading Support;Self graphing of progress

Reading Enrichment; Behavior Contract

Elementary School Example – End of Quarter 1AIMSweb

1 (at benchmark) 2 (some risk)

3 (at risk)


Counseling Supports; Check in/ Check out; Study Hall Tutoring

Social Skills Instruction; Behavior Contract

Check In Check Out (Mentoring);Study Hall Tutoring

Middle School Example – End of 1st Semester

Sample Secondary Intervention Grid: Elementary

Support

Description Schoolwide Data:

Entry Criteria


Exit Criteria

Project WRITE

Improving the writing skills of students with behavioral concerns and poor writing skills

Behavior: (SRSS: SSBD) – high or moderate riskand Academic: TOWL (<25)

Weekly Writing probes

Story elements of 5+ more (stable)

Self-monitoring

Improving the academic production (completion/ accuracy) and engagement of students with high hyperactivity (H) and conduct problems (CP) who also are not achieving academically.

Behavior: SDQ -abnormal range on Hyper. and Conduct Problem scales Academic: 1 or more course failure; or at risk on CBM (math or reading)

Work completion and accuracy of the academic area of concerns: passing grades

Passing grade on report card in the academic area of concern


Support Description Schoolwide Data:

Entry Criteria

Data to Monitor Progres

s

Exit Criteria







Support Description Schoolwide Data: Entry

Criteria


Exit Criteria






Small group Reading Intervention and Self-monitoring

Fundations (Wilson Reading); 3-4 students with classroom teacher or specialist; 30 min 4 x per wk (in addition to 90 min reading block). Self monitoring form to monitor engagement & meeting behavioral expectations. Schoolwide ticket earned at the end of each session for goal met (1) and for matching teacher rating (2). Two tickets per day possible.

Academic: DIBELS CBMAt risk at benchmarkBehavior: SRSS – moderate (4 – 8) or high risk (9– 21)

Academic: DIBELS progress monitoring probes (weekly)

Behavior: Days behavioral goals are met.

Academic: DIBELS benchmark met at next screening OR 5 weeks of at or above trend toward end of year benchmarkBehavior: SRSS - Low risk (0- 3) at next screening time point

Sample Secondary Intervention Grid: Middle School

Support

Description Schoolwide Data: Entry

Criteria


Exit Criteria

Check, Connect, and Expect

This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day.

Behavior: SRSS Moderate or High Risk on screeningAcademic: overall GPA < 2.5 or 2 or more course failures at any report card

Daily BEP Progress Reports

Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase.

Behavior Contract

A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student.

Behavior: SRSS - mod to high riskAcademic: 2 or more missing assignments with in a grading period

Work completion, or other behavior addressed in contract

Successful Completion of behavior contract

Sample Secondary Intervention Grid: High School

Support


Entry Criteria


Exit Criteria

Mentoring Program

Focus is on academic achievement, character development, problem-solving skills, improving self-esteem, relationships with adults and peers, and school attendance. Solicit teachers (volunteers) to serve as mentors.

10th/11th gradersBehavior: SRSS: High (9-21) or Moderate (4-8) by either 2nd or 7th period teacher; ODR ≥ 2Academic:GPA ≤ 2.75

Increase of GPADecrease of ODR

Yearlong supportStudents who no longer meet criteria next fall

Enrichment Clusters

Direct instruction related to specific content area with the intent being exposure, depth and performance in a specific field. Type I: Initial exposureType II: The how to of the tradeType III: Performing like a practicing professional

Student must meet criteria for fieldtrip criteria Self selected enrichment cluster (Writing, Science, et cetera)

Participation in Cluster

Self-selection

Sample Secondary Intervention Grid: High School

Support


Entry Criteria


Exit Criteria

Star Counseling

Individual or group counseling (as deemed appropriate by STARS Specialist) to focus on skills to create school success.Counseling services will be determined by STARS intake paperwork and individual specific needs.

9th -12th gradersBehavior: SRSS: High (9-21) or Moderate (4-8) by either 2nd or 7th period teacher; ODR ≥ 2Academic:GPA ≤ 2.75

Participation in interventions recommended by the STARS counselor.

STARS counselor determination

Community Talent Pool

Group of local community members facilitating individual or group relationships with students to explore professional interests, personal talent and various other opportunities relevant to student interest.

Self-selection Club/Organization involvement

Self-selection









≈

≈

≈

PBIS Framework


Sample Tertiary Intervention GridSupport Description Method Currently

Used to Identify Students

Schoolwide Data: Entry Criteria

Data to Monitor Progress: School

wide data? Other?

Exit Criteria

1:1 Peer Tutoring

Reading between younger student and older student or higher level and lower level

Based on needs represented in individual classroom DRA level reaches point of concern Benchmarks not met

Based on needs represented in individual classroom DRA level reaches point of concern Benchmarks not met

Classroom teacher progress notesSystematic Reading Recovery program testing

Passing grades in all subjects

Intensive Evidence based reading instruction

1:1 between reading specialist and individual student

IAI scoresTCAPDIBELS, DRA

IAI scoresTCAPDIBELS, DRA

IAI scores (Winter)Teacher constructed testsTeacher observations

Continual instruction throughout year.Reach mastery criteria.

Academic Homework Club

Academic support dropping recess time between teacher and student (1:1)

Missing homeworkFailure to follow behavior contract

Missing homeworkFailure to follow behavior contract

Informal observationRate of homework completion

Completion of contract successfullyTurning in all homework

FBA/ BIP Consultation with the behavior specialist to conduct a FBA, BIP and strategies

Unsuccessful with SAT interventionsPrior 504 data Data from SAT team meetings

Unsuccessful with SAT interventionsPrior 504 data Data from SAT team meetings

Data collection on replacement behavior (method to be determined based on behavior)

Consistent pro-social behavior and academic success.

State of Tennessee DOE Technical Assistance Grant IRB # 090935

Sample Tertiary Intervention GridSupport Description School-wide Data:

Entry CriteriaData to Monitor

Progress Exit Criteria

Functional Assessment-Based Intervention

Individualized interventions developed by the behavior specialist and PBS team

Students who:Behaviorscored in the high risk category on the Student Risk Screening Scale (SRSS), or scored in the clinical range on one following Strengths and Difficulties (SDQ) subscales: Emotional Symptoms, Conduct Problems, Hyperactivity, or Prosocial Behavior, earned more than 5 office discipline referrals (ODR) for major events during a grading period or Academicidentified at highest risk for school failure: recommended for retention; or scored far below basic on state-wide or district-wide assessments

Data will be collected on both the (a) target (problem) behavior and (b) replacement (desirable) behavior identified by the team on an on-going basis.

Weekly teacher report on academic status

ODR data collected weekly

The function-based intervention will be faded once a functional relation is demonstrated using a validated single case methodology design (e.g., withdrawal design) and the behavioral objectives specified in the plan are met.

157

• Designed for the prevention of chronic and severe conduct problems. It is comprised of several components, including parent training, social skills training, academic tutoring, and classroom intervention.

(Lane, Kalberg & Menzies, 2009)

• http://www.fasttrackproject.org/index.html

Fast Track

http://www.fasttrackproject.org/index.html

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• An intensive family- and community-based treatment program designed to make positive changes in the various social systems (home, school, community, peer relations) that contribute to the serious antisocial behaviors of children and adolescents who are at risk for out-of-home placement.

Multisystemic Therapy (MST)

http://www.minddisorders.com/Kau-Nu/Multisystemic-therapy.html

Henggeler, Scott W., and others. Multisystemic Treatment of Antisocial Behavior in children and Adolescents. New York: Guilford Press, 1998.

http://www.fasttrackproject.org/index.html

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• An early intervention that helps children who are at risk for developing or who demonstrate anti-social or aggressive behaviors get off to the best possible start in school.

• Incorporates the use of a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a 3-month period.

First Step to Success

https://firststeptosuccess.sri.com/

https://firststeptosuccess.sri.com/

A Systematic Approach to Designing a Tertiary Intervention Plan






etc.


Logistical Considerations for Screening

Questions to Consider When to do them? Who should prepare them? Who should administer them? Who completes them? Who should score them? When and how should the results be

shared?

Contact Information

Thank you for your time!

Questions?

Kathleen L. Lane, Ph.D., [email protected]

Wendy P. Oakes, Ph.D. [email protected]

mailto:[email protected]

mailto:[email protected]

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