Transcript Addressing Individual Challenging Behavior through Function-based Support: Tiers 2 and 3 George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 6

Addressing Individual
Challenging Behavior through
Function-based Support:
Tiers 2 and 3
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April 6 2010
www.pbis.org www.cber.org www.swis.org
[email protected]
• Prerequisites review
• FBA basics
• Tier 2 & 3 audit & planning
SWPBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable,
salable, & logical for all students
(Zins & Ponti, 1990)
Host Environment Features
Effective
• Achieve desired outcome?
Efficient
• Doable by real implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Anger man.
Prob Sol.
Continuum of
Support for
ALL
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
District-Region
School
SWPBS
Leadership
Team
Specialized Behavior
Support Team
SWPBS Tier 1
T1 Systems
T1 Practices
Group-based Tier 2
T2 Systems
T2 Practices
Individual Tier 3
T3 Systems
T3 Practices
District/Region
School
School-wideT1 Systems
School-wide T1 Practices
SW Group-based T2 Systems
SW Group-based T2 Practices
Individual T3 Systems
Individual T3 Practices
Non-validated Interventions for
Students with EBD
•
•
•
•
•
EXAMPLES
Sensory re-integration or
stimulation
Facilitated
communication
Introspective
psychoanalytic therapies
Rebirthing therapies
CONCERNS
• Poor ecological (school)
validity
• Redirected specification of
actual causal factors
• Adverse side effects
• False hopes & expectations
• Inefficient use of resources &
opportunities
• Lack of empirical support
•
Outcomes (“Answers”)
• Supporting context
– Effective SWPBS
• Features & requirements of function-based
approach to behavior support
– Process
• Behavioral description of “function”
– Get or escape/avoid
• Steps in function-based approach to behavior
intervention planning
– Behaviorally competent team
*Response class
*Routine analysis
*Hypothesis statement
*Function
Problem
Behavior
Functional
Assessment
Behavior Support Elements
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Intervention
& Support
Plan
• Team-based
*Implementation support
*Data plan
*Continuous improvement
*Sustainability plan
Fidelity of
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
Function-based support is all
about…
Re-design & improvement of
learning & teaching environments
– Attention to environment & function
– Not re-design of individuals
– Change in behavior of plan
implementers
What is function based support?
• Foundations in behavioral theory,
applied behavior analysis, & pbs
• Attention to environmental context
• Emphasis on “purpose” or function of
behavior
• Focus on teaching behaviors
• Attention to implementers (adult
behaviors) & redesign of teaching &
learning environments.
SWPBS Conceptual Foundations
Behaviorism
ABA
Laws of Behavior
Applied Behavioral Technology
PBS
Social Validity
SWPBS
All Students
Only 2 Basic Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Non-examples of Function-Based
approach
“Function” = outcome, result, purpose,
consequence
• “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
attention,…let’s take a walk down to the office
& have a little chat with the Principal.”
% Intervals w/ P.B. for Bryce
% Intervals w/ P.B.
Baseline
100
90
80
70
60
ContraIndicated
Indicated
ContraIndicated
Indicated
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions*
*Data points with arrows indicate no medication
Ingram, Lewis-Palmer, & Sugai, 2005
% Intervals w/ P.B. for Carter
100
Baseline
Indicated
90
ContraIndicated
Contrandicated
Indicated
Indicated
Modified
% Intervals w/ P.B.
80
70
60
50
40
30
20
10
0
1
3
5
7
9
11
13
15
Sessions
17
19
21
23
25
27
Defining behavior
Must result in clear, measurable, & objective
descriptions of individual, groups, or
sequences of related behaviors
• Any observable or measurable action or act.
• Observable beginning & end
• Has measurable dimension(s)
•
Frequency, duration, latency, force, topography, locus
Consider behavior dimensions:
– Topography/shape
– Frequency
– Duration
– Latency,
– Intensity or force
– Locus
Non- v. Observable
(-)
hyperactivity
(+) initiates 5 different tasks within 2
minutes
(+) leaves room at least 3 times during
a 30 minute lesson
(+)….
Which is described in
observable terms?
Hits with his fist
OR
Aggressive
Which is described in
observable terms?
Hits with his fist
OR
Aggressive
Delinquent
OR
Takes money from peers
Delinquent
OR
Takes money from peers
Psychotic
OR
Says she hears voices
Arrives 10 minutes late
OR
Irresponsible
Arrives 10 minutes late
OR
Irresponsible
Out of seat 55% of time
OR
Hyperactive
Out of seat 55% of time
OR
Hyperactive
Consider response class
Set of topographically different
behaviors with similar or related
purpose or function
– Hit, spit, runaway, yell…
• Escape difficult task request
– Cry, hit, whine, raise hand, spit…..
• Obtain adult attention
Consider response chains
• Predictable sequence of
behaviors
• Possibly different functions at
beginning & end of chains
Ex1. Behavior Chain
Given doable task, student…
1.
2.
3.
4.
5.
Whispers that work is stupid,
Writes on papers,
Says work is stupid,
Throws paper in waste basket, &
Leaves room.
What is function of behavior? (Test)
Ex2.
Given difficult task, student…
1.
2.
3.
4.
5.
6.
Says this work is stupid,
Pokes student at next table,
Argues with student,
Tells teacher to butt out,
Threatens teacher
Runs away from teacher who chases.
What is function of behavior? (Test)
What is FBA?
A systematic process for
developing statements about
factors that
– contribute to occurrence & maintenance
of problem behavior, &
– more importantly, serve as basis for
developing proactive & comprehensive
behavior support plans.
When has FBA been done?
1.
Clear & measurable definition of problem
behaviors.
2.
Complete testable hypothesis or summary
statement is provided.
•
Statement of function (purpose) of behavior
3.
Data (direct observation) to confirm
testable hypothesis.
4.
Behavior intervention plan based on
testable hypothesis
•
Contextually appropriate supports for
accurate implementation
Testable Hypothesis
“Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Class
• “Best guess” about behavior & conditions
under which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP
Maintaining
Consequences
Testable Hypothesis
“Basic Unit”
Setting Events
Infrequent
events that
affect value
of maint.
conseq.
Triggering
Antecedents
Preceding
events that
trigger or
occasion
Problem
Behavior
Class
Set of
related
behaviors
of concern
Maintaining
Consequences
Following
events that
maintain
behaviors
of concern
When Sequoia misses her 12:30 medication &
teachers present multiple task demands, she
makes negative self-statements & writes profane
language on her assignments. Teaching staff
typically send her to the office with a discipline
referral for being disrespectful.
What
function?
Avoid
difficult
tasks
Setting event
Misses 12:30
medication
Antecedent
Response
Consequence
Teachers
make
multiple
task demands
Sequoia makes
negative selfstatements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
Caesar has dyed his hair three colors & is teased
several times by his friends before class. When he
enters the class, his teacher stares at his hair.
Caesar immediately says “what are you staring
at?” His teacher immediately sends him to inschool detention.
Escape
adult &
What
function?
peer attention
Setting event
Caesar is
teased several
times about his
hair by his
friends before
class
Antecedent
Response
Consequence
His teacher
stares at his
hair in class
Caesar asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention
Cleo is new to the 6th grade, & English is her
second language. When another student
approaches & says something to her in
English, Cleo turns away. The other student
walks away. This happens several times during
the day.
Whatpeer
function?
Escape
attention
Setting event
Antecedent
New student
Student
approaches &
speaks in
English
Response
Cleo turns
away
Consequence
Other
student walks
away
When his teacher asks him what the capitol city
of a country is, Napoleon gives the correct
answers. His teacher praises his correct answer,
& tells him he may work by himself or a friend
on the rest of the assignment.
Setting event
Antecedent
Response
None
Teacher asks
what capitol
city of country
is
Napoleon
give correct
answer
Accessfunction?
peer &
What
adult
attention
Consequence
Teacher gives
verbal praise
& time to work
with a friend
As Veloce is walking, other kids look at him &
say “what’s up?” He looks back and says:
“Who ya lookin’ at?!” “Ya want some of this?!”
“Ya talkin’ to me?!” Kids shake their heads &
all him “weirdo.”
Access OR escape
What function?
peer attention?
Setting event
??
Antecedent
Look at him.
“What’s up!”
Response
Consequence
How do
do you
you know?
know?
How
“Who ya
Kids shake
Assess?
lookin’ at?”
heads
&
“Ya want
Some?” “Ya
talkin’ to me?
call him
“weirdo”
WRITE TESTABLE HYPOTHESIS: As
Veloce is walking, other kids look at him &
say “what’s up?” He looks back and says:
“Who ya lookin’ at?!” “Ya want some of
this?!” “Ya talkin’ to me?!” Kids shake their
heads & all him “weirdo.”
Setting event
??
Antecedent
Response
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Consequence
Kids shake
heads &
call him
“weirdo”
Example 1: Different behaviors
with different functions
• Kirsten’s teachers agree that she
has two behaviors that interfere
with her social success at school, &
develop two testable hypotheses:
Setting
Event
Antecedent
Event

None
Teacher
presents
multiple
step
request.
Setting
Event
Antecedent
Event

None
Peers play
game &
have
conflict.
Consequence
Event
Behavior

Verbal
protest,
noncompliance,
foot
stomping.

Consequence
Event
Behavior

Pushes
peers away,
uses
profanity,
throws
rocks.
Teacher
repeats
request 4 to
5 times &
threatens
after school
suspension.

Peers stop
playing with
Kirsten.
Example 2: Same behaviors with
different functions
• Amy teachers have noticed two
different conditions when Amy
displays same problem behaviors.
They developed following two
testable hypotheses:
Setting
Event
Antecedent
Event

None
Peers try to
engage Amy
in conversations.
Setting
Event
Antecedent
Event

None
Teachers
give Amy
corrective
feedback
about her
work.
Consequence
Event
Behavior

Turns eyes
away, does
not comply
verbally,
pulls
sweater
over his
head.

Peers move
away.
Consequence
Event
Behavior

Turns eyes
away, does
not comply
verbally,
pulls
sweater
over his
head.

Teachers sit
down next to
her, rub her
shoulders, &
say comforting
words.
25
Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____
Date: ____January
11___________
Interviewer: ___________Sugai________
Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the
student brings to school.
C. has leadership potential. Peers listened to him, and he can be very convincing and
sincere. He’s academically competent and seems to be moving smoothly and
successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors
___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX
Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__
Verbal Harassment____Work not done___ Other __________ ____X _ Verbally
Inappropriate___ Self-injury
Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little
tease by a peer, and he quickly and predictably escalates through a behavioral
sequence that begins with passive in subordination (non response), moves to a mild
protest, shifts to harassment and name calling, increases to property damage and
even to physical aggression. Its interesting that he seems to “enjoy” the reactions he
gets from peers that he aggresses toward, and from peers who look up to him for his
aggressiveness.
STEP 4: Routine Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior
8:00
Waiting to enter building
Low
1
2
High
5
6
See escalation described
above
3
4
8:15
Advisory & Planning
1
2
3
4
5
6
Mostly teasing and touching
property of others.
Doesn’t escalate much
further
9:15
Language Arts
1
2
3
4
5
6
Occasional name
calling/teasing
10:15
Recess
1
2
3
4
5
6
See escalation described
above
11:30
Math
1
2
3
4
5
6
Occasional teasing
12:00
Lunch
1
2
3
4
5
6
See escalation described
above
12:35
Earth Science
1
2
3
4
5
6
Minor verbal harassment
1:15
Art or Phy Ed
1
2
3
4
5
6
See escalation described
above
2:00
Reading
1
2
3
4
5
6
Rarely a problem
2:50
Waiting for bus
1
2
3
4
5
6
See escalation described
above
Fundamental Rule!
“You should not propose to
reduce a problem behavior
without also identifying
alternative, desired behaviors
person should perform instead of
problem behavior” (O’Neill et al., 1997, p.
71).
Summary Statement
Setting Events
Triggering
Antecedents
Desired
Alternative
Typical
Consequence
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Summary Statement
Desired
Alternative
Typical
Consequence
Do work
w/o
complaints.
Points,
grades,
questions,
more work.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Lack of peer
contact in 30
minutes.
Do difficult
math
assignment.
Noncompliance,
profanity,
physical
aggression,
Avoid task,
remove from
class.
Why is function important?
Because consequences
compete!!
Acceptable
Alternative
Ask for
break,
ask for
help.
Function
Summary Statement
Setting Events
Triggering
Antecedents
Desired
Alternative
Typical
Consequence
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
Summary Statement
Desired
Alternative
Typical
Consequence
Do work
w/o
complaints.
Points,
grades,
questions,
more work.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Lack of peer
contact in 30
minutes.
Do difficult
math
assignment.
Noncompliance,
profanity,
physical
aggression,
Avoid task,
remove from
class.
Why is function important?
Because consequences
compete!!
Acceptable
Alternative
Ask for
break,
ask for
help.
Function
Setting Event
Manipulations
Antecedent
Manipulations
Arrange for peer
interaction
before math
class
Introduce review
type problem
before difficult
tasks
Provide positive
adult contact
Remind of
alternative
behaviors
Sit with
preferred peer
Do first problem
together
Behavior
Manipulations
Teach options to
problem behavior:
1. Ask for break
2. Ask for help
3. Turn in
assignment as is.
Teach missing
math skills
Consequence
Manipulations
Immediately
reinforce
entering class.
Provide
reinforcer w/in 1
min. of starting
task (3 min., 5
min., 10
minutes)
Give break &
help
Sit with
preferred peer
when done
Summary Statement
Desired
Alternative
Ignore &
problem
solve
later
Setting Events
Rides city
bus
Triggering
Antecedents
Teacher
corrects
peers
Problem
Behavior
Profanity
Verbal
protests
Typical
Consequence
Delayed
teacher
attention.
Maintaining
Consequences
Teacher
attention
Function
Why is function important?
Because consequences
compete!!
Acceptable
Alternative
Discuss
in
private
Setting Event
Manipulations
On days city bus
ridden, check in
with counselor
to review days
schedule & walk
with counselor
to classroom
Antecedent
Manipulations
Behavior
Manipulations
Give >3 positive
acknowledgements per
min. to peers
during
transitions.
Teach J. how,
when, & where to
express verbal
protest, & how to
walk away from
problem situations
in transitions.
Give private &
quiet corrections
to peers.
Remind J. of
acceptable &
desired
replacement
behaviors
Consequence
Manipulations
When J. engages
in problem
behavior
immediately
disengage from
him, & engage
peers.
When J. engages
in replacement
behaviors
provide adult
attention
(discussion)
BIP Guidelines
1. Design antecedent strategies to make
triggering antecedents irrelevant….so
they no longer serve as triggers.
2. Design behavior teaching strategies to
make problem behaviors
inefficient….so more acceptable
behaviors are easier to do.
3. Design consequence strategies to
make maintaining consequences
ineffective…so they no longer are
present or are less reinforcing.
4. Design setting event strategies to
eliminate or neutralize effects of setting
events…so they have less impact on
routines & reinforcers.
Process Guidelines
1. Conducted by team
•
Behaviorally competent
•
Student-knowledgeable
2. Led by behavior specialist
3. Link behavioral strategies to summary
statement
4. Ensure that implementers are fluent
5. Monitor continuously & evaluate early
FBA Team Process Steps
1.
2.
3.
4.
5.
6.
7.
Collect information.
Develop testable hypothesis or summary
statement.
Collect direct observation data to confirm summary
statement.
Develop “competing pathways” summary
statement.
Develop BIP.
Develop details & routines for full implementation of
BSP.
Develop strategies for monitoring & evaluating
implementation of BSP.
Common Secondary
Intervention Features
• Regular function-based screening
• Direct student orientation, training,
practice, & review
• Link to SW expectations, routines,
etc.
• Link to academic programming &
expectations
Secondary – cont.
• Daily-weekly monitoring, review, &
evaluations with adult
• Regular, overt, & frequent
opportunities for positive
reinforcement
• Individualized academic &
behavioral targets, &
accommodations
Secondary – cont.
• Daily-weekly home-school
communications
• Behavioral contracting
• Self-management strategies
Examples…
 “Behavior Education Program”
– Fern Ridge Middle School, OR
 “Check-in Check-out”
– Bethel School District, OR
 “H.U.G.”
– Tualatin Elementary School, OR
• “Social Skills Club”
– Missouri
• “Think Time”
– University of Nebraska
Example: FRMS Behavior
Education Plan (BEP)
• SW system of behavior support in
place
• Relatively small # (~10-20%)
students not responding to SW
• Need for efficient specialized
support system
Referral,
Assessment,
& Orientation
FRMS Behavior Education
Plan (BEP)
(Hawkin, Horner, & March, 2002)
BEP Plan
Morning
Check-In
Weekly BEP Meeting
9 Week Graph Sent
Daily Teacher
Evaluation
Home
Check-In
Afternoon
Check-In
Program
Update
EXIT
Behavior Education Plan
Daily Progress Report
Goals
1/5
2/6
3/7
HR
4/8
Be respectful
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be responsible
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Keep Hand &
Feet to Self
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Follow Directions 2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be There –
Be Ready
1
0
2
1
0
2
1
0
2
1
0 2
1
0
TOTAL POINTS
2
HUG: Hello, Update, Goodbye
Pam Hallvik, Nancy Ferguson, &
Sally Helton
Tigard-Tualatin Schools
H.U.G.
(Hello, Update, Goodbye)
Name: ____________________________
Date: ________________
Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts
So, so = 1 point
Doesn’t meet = 0 pts
HUG Daily Goal
_____/_____
HUG Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
AM to
Recess
AM
Recess
Be Safe
J K L
J K L
J K L
J
K
L J K L
Be Kind
J K L
J K L
J K L
J
K
L J K L
Be Responsible
J K L
J K L
J K L
J
K
L J K L
Goals
AM Recess
to Lunch
Lunch
Recess
PM
Total Points
Teacher Initials
Parent’s Signature ___________________________________
Parent’s Comments _________________________________________________________
__________________________________________________________________________
H.U.G. Program
•
•
WHAT AND WHY?
The H.U.G. Program is a means to respond
positively to students who need extra support
with their behavior. On a daily basis, staff can
teach them appropriate behaviors and provide
them with opportunities to practice as they
move from activity to activity. Additionally, the
H.U.G. Program provides for reinforcement
and positive attention from adults. The H.U.G.
Program also provides for daily
communication between a student and his/her
teacher and between the school and parents.
Additionally, data is collected to determine
whether the program is successful or whether
changes need to be made.
The H.U.G. Program was designed to facilitate
positive interactions between at-risk students
and significant adults, teach good behavior
skills, and provide a means for home-school
communication. The H.U.G. check-in creates
a safe space for these students; they come to
trust and respect the adults who are
consistently there for them. The program
does not include negative consequences or
punishment, just encouragement and positive
attention. Parents are asked to provide
reinforcement at home when the H.U.G. goal
is met and consistently offer feedback and
encouragement to their sons or daughters.
•
•
•
•
•
•
•
HOW?
The H.U.G. Program consists of a plan
and process that allow students to:
Check-in with a significant adult before
school
Carry a tracking form
Ask their teacher to rate their behavior
Check-out at the end of each day
Take the form home to parents
Return the H.U.G. form the next morning
“Hello” - Morning
•
•
•
•
•
•
All H.U.G. students will check in at counselor’s office
between 8:00 & 8:30 each morning. At that time they
will receive following:
Positive, sincere greeting
Check to see if they are prepared for day (lunch ticket,
materials, etc.)
Check to learn how they are feeling (any morning
conflicts?)
Collection of returned H.U.G. form signed by parents
Verbal reinforcement for returning signed form
possibly accompanied by sticker or small reward
New H.U.G. form
“Update” - During Day
Student: give H.U.G. form to his or her
teacher on arrival to class
Teacher will rate student’s behavior at
times indicated on form & offer brief,
positive comment to student about
rating.
Adults in other setting, such as PE, Music,
& recess, etc., will complete ratings for
time period they have students.
“Goodbye” - End of Day
• Students will return with their H.U.G. forms to
counselor’s room at 2:25 each day:
• Students will again receive positive, sincere greeting
• Counselor or H.U.G. assistant will check to see whether
student met his/her goal.
– If so, student will receive small reward.
– If not, student will receive encouragement to try again tomorrow
along with problem-solving discussion of what they might do
differently.
• Students will put their H.U.G. forms into their backpacks
to take home to share with their parents.
• Parents are asked to also give positive feedback to their
children. Parents then sign form & put it in student’s
backpack for return to school.
H.U.G. Participant Responsibilities
H.U.G. Coordinator
Teachers
• Sign H.U.G. Contract Agreement.
• Sign H.U.G. Contract Agreement.
• Facilitate the check-in and check-out
process.
• Accept H.U.G. Report Form daily from
students.
• Provide H.U.G. participants with positive,
constructive feedback and small tangible
rewards.
• Evaluate student behaviors and complete
the form.
• Instruct involved staff members on the
use of the HUG form.
• Offer constructive and positive feedback
to students.
• Collect, summarize, and report H.U.G. data
each week.
Parents of H.U.G. Participants
H.U.G. Student Participants
• Sign H.U.G. Contract Agreement.
• Follow all H.U.G. Program Guidelines.
• Review H.U.G. Progress Report with child
daily.
• Sign H.U.G. Contract Agreement.
• Provide positive and constructive
feedback.
• Communicate with the school when there
are concerns or celebrations regarding the
student’s behavior.
• GIVE IT YOUR BEST!!!!
H.U.G Program Contract Agreement
I have read the H.U.G. Team Members’ Responsibilities Form. I
understand that my signature indicates that I am willing to
participate in the H.U.G. Program and fulfill all my
responsibilities.
•
•
•
•
•
Student signature: ___________________ Date ______
Parent(s) signature(s): _________________ Date ______
Teacher signature: ____________________ Date ______
Administrator signature: ________________ Date ______
H.U.G. Coordinator signature: _____________Date ______
Copies will be given to all H.U.G. participants. Thank you for
your participation and support!!!
RTI & Secondary Intervention
in classroom
Fairbanks, Sugai, Guardino, &
Lathrop
(2007, EC)
Check In/Out Pt Card
Name____________________ Date ____________
GOALS:
8:30
9:30
10:30
11:30
12:30
1:30
1. RESPECT OTHERS
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2. MANAGE SELF
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
3. SOLVE PROBLEMS
RESPONSIBLY
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N
-O
ct
3N
o
16 v
-N
o
30 v
-N
ov
7D
ec
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
e
17 b
-F
eb
25
-F
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
13 r
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
26
Percent of Intervals Engaged in Problem Behavior
100
90
10
0
BL
CI/
CO
CI/CO
+75%
CI/CO
+80%
80
80
90
School Days
CI/CO
+90%
70
Helena
60
50
40
30
20
10
100
0
90
70
Jade
60
50
40
30
20
10
0
100
80
Farrell
70
60
50
40
30
20
Began
meds.
Class B
Results
Class B
Results +
Composite
Peers
100
BL
CI/
CO
90
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
80
Helena
70
60
Peer
40
30
20
10
0
100
90
Jade
80
70
60
Peer
50
40
30
20
10
0
100
90
Farrell
80
70
Peer
60
50
40
30
20
School Days
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
pr
29
-A
p
10 r
-M
a
19 y
-M
ay
-F
25
17
-F
eb
eb
Began
meds.
8F
-O
ct
3N
ov
16
-N
ov
30
-N
ov
7D
ec
0
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
10
26
Percent of Intervals Engaged in Problem Behavior
50
100
BL
90
Study 2
Results
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
50
40
30
20
10
0
100
80
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
50
40
30
20
10
0
100
90
80
Oliv ia
70
60
50
40
30
20
10
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
e
b
8F
e
b
17
-F
e
b
25
-F
e
b
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
90
School Days
Summary Statement of Problem Behavior Contingencies across Students
Setting
Events
Antecedents
Behavior(s) of
Interest
Consequences
Marcellus
N/A
(a) Easy
unstructured
activities
(b) Difficult math
and writing tasks
(a) Out of seat &
making faces
(b) Talk outs, out
of seat, &work
not completed
(a) Peer
attention
(b) Escape
work
Blair
N/A
Independent work
time
Out of seat &
talking to peers
Peer & adult
attention
Ben
N/A
Teacher-led
instruction
When given
direction.
Non-compliance, Peer & adult
talk outs, making attention
jokes
Olivia
Thinking
During teacher- led Playing with
about the loss instruction
things, not
of her sibling
looking at
teacher, & not
following
directions
Teacher
attention
Study 2
Results +
Composite
Peer
100
BL
90
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
Peer
50
40
30
20
10
0
100
90
80
Peer
60
50
40
30
20
10
0
100
90
80
Be n
70
60
Peer
50
40
30
20
10
0
100
90
80
70
Peer
Oliv ia
60
50
40
30
20
10
School Days
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
eb
17
-F
e
25 b
-F
eb
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
Blair
70