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Secondary Behavioral Interventions
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Secondary Behavioral Interventions

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  1. Secondary Behavioral Interventions What do we do if universal supports aren’t enough!

  2. 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 Intensive (High Risk Students) Individual Interventions 1% - 5% of Students What if Universal Supports aren’t Enough? Targeted (At-Risk Students) Individual & Small Group Strategies 5% - 10% of Students • School-Based Adult Mentors (Check-In) • Intensive Social Skills Training and Support • Self-Management Programs • Increased Academic Support and Practice • Alternatives to School Suspension Universal (All Students) School-Wide Systems of Support 80% - 90% of Students • 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

  3. Keep The Emphasis on Prevention • Primary • Reduce new cases of problem behavior • Secondary • Reduce current cases of problem behavior • Tertiary • Reduce complications, intensity, severity of current cases

  4. 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

  5. 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

  6. 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 Assistance • Absences – If More than 5, provide intervention • Visits to Health Room – If pattern, plan intervention

  7. 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

  8. 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

  9. 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

  10. 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

  11. Overview of Behavior Education Program (BEP) Elements • Daily positive adult contact • Check-in/Check-out system • Daily report card - Increased attention to behavioral goals • For all school settings • Home-School partnership • Collaborative team-based process

  12. 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

  13. Overview: All School Settings • Daily Progress Report (DPR) • All of student’s teachers/supervisors involved • Need for staff buy-in, training

  14. Overview: Home-School Partnership • Parents meet with BEP team and student • Parents sign behavior contract • Parents review, comment and sign DPR

  15. 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

  16. School Readiness for BEP • SW PBS in place • Administrative support • Faculty/staff buy-in • BEP one of top 3 priorities for school year • Stable school characteristics/environment

  17. BEP Coordinator*”SOMEONE THE STUDENTS ENJOY AND TRUST”* • Lead check-in and check-out • Enter data daily • Process requests for assistance • Enthusiastic • Gather graphs and extra info for meetings • Lead meetings • Maintain records

  18. Establish the Referral Process • What, Where, How long? • Maximum capacity, wait list • No more than 30 students • Only 15-20 for elementary schools • System for prioritizing students • Process for graduating from program

  19. BEP Plan Morning Check-In Daily Teacher Evaluation Home Check-In Afternoon Check-In BEP Cycle Crone, Horner & Hawken (2004)

  20. Check in • Central 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

  21. 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)

  22. CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:

  23. Giving Feedback • Start each period off on a good note • During period, attend to appropriate behavior (especially if it is a target behavior) • Be specific • Developmental considerations • At end of period, review and explain DPR ratings calmly and objectively • Be specific • Do not engage student in debates over ratings • Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points. • End conversation immediately

  24. Giving Feedback • Praise all points, even if goal was not met • Provide additional reward if student has a perfect period • SW incentive, early out, etc… • When ‘chunking’ periods… • Consider age, task demands • Each period is a fresh start

  25. Check Out • Move 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

  26. 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

  27. 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 Putting the Plan Together...

  28. Morning - Hello • 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

  29. During the Day - Update • 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

  30. End of the Day - Goodbye • 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

  31. Roles and Responsibilities • 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

  32. More 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!!

  33. Desktop/HUG Program documentation.doc

  34. Review Data Regularly and Adjust Plan as Needed •

  35. What we’ve learned • Data-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

  36. Critical Elements For Success • Use 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

  37. Student Rewards • PRAISE, PRAISE, PRAISE • Positive adult contact

  38. Student Rewards • Small reward for successful check-in • On time • Returned signed DPR • Has all materials • Filled out new DPR • Small reward from teacher (SW currency, early out, etc…) for perfect periods • Small reward/snack for successful check-out • Being there in time to make bus • Having DPR • Met daily goal • Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)

  39. Graduating from the Program • 80% or better for at least 4 weeks, on a daily basis • Consult with teacher, team • Meet with student to introduce graduation process • Show data • Explain how to use rating card/how to judge own behavior • CELEBRATE! • Talk with parent about graduation, how they can continue to support their child

  40. Graduating from the Program • Shift to self-management • Teacher ratings = Student ratings • Rewards for honesty and accuracy • Rewards become contingent on good behavior • Fade teacher ratings, rewards (not as much) • Fade data collection

  41. Graduating from the Program • Monitor data CLOSELY • Communicate with student, teachers

  42. Why does Check-in/Check-out Work? • Improved structure • Prompts 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 feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

  43. 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 behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

  44. 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.

  45. 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

  46. "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 •