Secondary Behavioral Interventions What do we do if universal supports aren’t enough!
-
Upload
theresa-taylor -
Category
Documents
-
view
217 -
download
0
Transcript of Secondary Behavioral Interventions What do we do if universal supports aren’t enough!
Universal
(All Students)
School-Wide Systems of Support
80% - 90% of Students
Targeted(At-Risk Students)Individual & Small Group Strategies
5% - 10% of Students
Intensive(High Risk Students)
Individual Interventions
1% - 5% of Students
•Individualized, Function-Based Behavior Support Plans•Intensive Academic Support•School-based Adult Mentors•Intensive Social Skills Training•Parent Training and Collaboration•Multi-Agency Collaboration (Wrap-Around)•Alternatives to Suspension and Expulsion
•School-Based Adult Mentors (Check-In)•Intensive Social Skills Training and Support•Self-Management Programs•Increased Academic Support and Practice•Alternatives to School Suspension
•Effective Academic Support•Teaching School-Wide • Expectations•Teaching Social Skills•Effective Classroom Management•Active Supervision & Monitoring in Common Areas•Positive Reinforcement for All•Firm, Fair, Corrective Discipline
What if Universal Supports aren’t Enough?
Keep The Emphasis on
PreventionPrimary
Reduce new cases of problem behavior
Secondary Reduce current cases of problem
behavior
TertiaryReduce complications, intensity,
severity of current cases
What it looks like… At Risk:
Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language Tardy Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat Aggressive Not dangerous or violent May have low academic
achievement
Serious/Chronic:
Danger to self and/or others Destructive
At-Risk StudentsIn general…
Poor peer relations
Low academic achievement
Difficulty adjusting to school environment
Don’t earn many SW rewards
Chaotic home environments
Low self-esteem
Early Identification / Intervention:
Who needs targeted interventions?
At Monthly Meetings, EBIS Teams Review:
Office Discipline Referrals- If 3 or more, provide intervention
Teacher or Parent Request for AssistanceAbsences – If More than 5, provide interventionVisits to Health Room – If pattern, plan
intervention
Targeted Interventions: Critical Features
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Flexible intervention that is function-based
Adequate resources (admin, team)
Student chooses to participate
Continuous monitoring for decision-making
Examples of Targeted Interventions
Behavioral Contracting
Positive Referrals
Adult or Peer Mentoring
Advisory Classes
Targeted Social/Emotional Curriculum Follow-Up (e.g., Second Steps with small group of struggling students)
Check and Connect
Check-in/Check-Out Programs such as The Behavior Education Program (BEP) or H. U. G
Check-In/Check-Out ProgramsWork Best For Students Who:
Have more than a minimum number of referrals
Have referrals across several different settings
Are not dangerous to self/others
Are Motivated by Adult attention
Overview: Check-in/Check-out
Empirically supported strategy for reducing problem behavior
Quick & easy
Before school, before dismissal
Regular setting and format (predictable)
Positive contact
Prompts, reminders, supports
Overview: Behavior Education
Clearly defined expectations/goals
Daily prompts from positive adult
Daily prompts at each class/activity
Daily feedback from teachers and parents
Additional support available on a daily and as-needed basis
Daily Progress Report
Increased opportunities for reinforcement and learning
Overview: All School Settings
Daily Progress Report (DPR)
All of student’s teachers/supervisors involved
Need for staff buy-in, training
Overview: Home-School Partnership
Parents meet with BEP team and student
Parents sign behavior contract
Parents review, comment and sign DPR
Overview: Positive Adult Contact
Powerful protective factor for at-risk students
First thing in morning, last thing before going home
Encourage, motivate and help support student
School Readiness for BEPSW PBS in place
Administrative support
Faculty/staff buy-in
BEP one of top 3 priorities for school year
Stable school characteristics/environment
Establish the Referral Process
What, Where, How long?
Maximum capacity, wait listNo more than 30 studentsOnly 15-20 for elementary schools
System for prioritizing studentsProcess for graduating from program
BEP CycleBEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Crone, Horner & Hawken (2004)
Check inCentral location
Greet students
Collect yesterday’s signed DPR
Check bags/backpacks
Provide supplies
Record names, preparedness, yesterday’s DPR
Reward for completing requirements
Prompt to have a good day
What each student experiences at start of his or her school day:
• Greeted (positive, personal, glad to see you)
• Scanned (ready to go to class?)
• Readiness check (books, pencils, etc?)
• Gets BEP form (prompt for positive interaction)
CICO Record
Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
Period 1 2 1 0 2 1 0 2 1 0
Period 2 2 1 0 2 1 0 2 1 0
Period 3 2 1 0 2 1 0 2 1 0
Period 4 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
Comments:
Giving FeedbackStart each period off on a good noteDuring period, attend to appropriate
behavior (especially if it is a target behavior)Be specificDevelopmental considerations
At end of period, review and explain DPR ratings calmly and objectivelyBe specific
Do not engage student in debates over ratingsAcknowledge concerns/feelings, then re-direct to
next day’s/period’s/activity’s potential for more points.
End conversation immediately
Giving FeedbackPraise all points, even if goal was not met
Provide additional reward if student has a perfect periodSW incentive, early out, etc…
When ‘chunking’ periods…Consider age, task demands
Each period is a fresh start
Check OutMove quickly
Recognize student for choosing to come to check out
Collect a copy of the DPR
Reward if daily goal has been met
Prompt for a good day tomorrow
Hello ~ Update ~
Goodbye
A check in/check out system that provides support for students experiencing challenging behaviors
Reinforcement and positive attention from adults
A team approach connecting school and home
Putting the Plan Together...
Teacher/EBIS Team refers student to H.U.G. Coordinator
Identify previous interventions
Contact parent to share about H.U.G. Program and set team meeting
H.U.G. Team shares information about the program and the student
Identify attainable student goals
Sign H.U.G. contract and obtain pre-intervention data
• A positive, sincere greeting• A check to see if child is prepared
for the day (lunch ticket, materials, etc.)
• A check to learn how child is feeling• Collection of HUG form signed by
parents• Verbal reinforcement• A new HUG form
Morning - Hello
• Child gives HUG form to teacher
• Teacher and other staff rate student’s behavior for specified time periods
• Teacher offers brief comments to students about the ratings
During the Day -Update
• Student returns HUG form to HUG coordinator prior to last bell
• Student receives a positive, sincere greeting
• Review goal chart• Provide reward and encouragement \
problem solve any areas of concern• HUG forms go home
End of the Day - Goodbye
HUG Coordinator Signs HUG Contract Facilitates check in-
check out process Provides positive
feedback and rewards
Collects HUG forms and inputs data
Teacher Signs HUG
Contract Accepts HUG form Evaluates
students Provides positive
feedback
Roles and Responsibilities
Parents Sign HUG contract Review progress
with child daily Provide positive
feedback Share concerns
and celebrations with school
Students Sign HUG
Contract Follow all HUG
Program guidelines
GIVE IT YOUR BEST!!
More Roles and Responsibilities
What we’ve learnedData-based decision making does work
The H.U.G. philosophy has become an integral part of how all staff works with every student
With less or no dollars, it remains a priority
Students are finding success across all boundaries in their lives
Critical Elements For SuccessUse data to look at the WHOLE child
Find as many school staff as possible to celebrate ANY goal successes
The check-in person MUST be positive and consistent
Individualize plans and rewards with creativity, flexibility and authenticity
Student RewardsSmall reward for successful check-in
On timeReturned signed DPRHas all materialsFilled out new DPR
Small reward from teacher (SW currency, early out, etc…) for perfect periods
Small reward/snack for successful check-outBeing there in time to make busHaving DPRMet daily goal
Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)
Graduating from the Program80% or better for at least 4 weeks, on a
daily basis
Consult with teacher, team
Meet with student to introduce graduation processShow dataExplain how to use rating card/how to judge own
behaviorCELEBRATE!
Talk with parent about graduation, how they can continue to support their child
Graduating from the Program
Shift to self-managementTeacher ratings = Student ratingsRewards for honesty and accuracy
Rewards become contingent on good behaviorFade teacher ratings, rewards (not as much)
Fade data collection
Why does Check-in/Check-out Work?
Improved structurePrompts are provided throughout the day for correct behavior.System for linking student with at least one positive adult.Student chooses to participate.
Student is “set up for success”First contact each morning is positive.“Blow-out” days are pre-empted.First contact each class period (or activity period) is positive.
Increase in contingent feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.
Why does Check-in/Check-out Work?Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day
Linking behavior support and academic supportFor academic-based, escape-maintained problem behavior incorporate
academic support
Linking school and home supportProvide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choicesIncreased ability to self-monitor performance/progress
Big Ideas
Schools need different systems to deal with different levels of problem behavior in schools.
Targeted group interventions like the BEP are efficient systems for supporting students at-risk for more severe forms of problem behavior.
Up to 30 secondary students or 15 elementary students (depending on school size/resources) can be served using a targeted group intervention.
Some students are going to need more intensive support than targeted interventions can provide.
Responding to Problem Behavior in Schools:The Behavior Education Program
A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.
Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00
www.guilford.com
"While I believe technology is extremely cool, the most
powerful tool we have to help students realize their true
potential is love.”
Peter Reynolds, founder and CEO of FableVision
http://www.youtube.com/watch?v=vr3x_RRJdd4