Transcript Moving Up the Continuum: Implementing Successful Small Group Supports Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports Center for PBS.

Moving Up the Continuum:
Implementing Successful Small
Group Supports
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral
Interventions and Supports
<pbis.org>
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Small Group / Targeted
Interventions
 Social
Skill Training
 Self-Management
 Mentors/Check-in
 Peer tutoring / Peer Network
 Academic support
 Individual plans (FBA)
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School-wide Positive
Behavior Support
SW-PBS is a broad range of
systemic and individualized
strategies for achieving important
social and learning outcomes
while preventing problem
behavior
OSEP Center on PBIS
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for
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Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
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Supporting
Student Behavior
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
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5-10%
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
Universal Strategies:
School-Wide
Essential Features
•
•
•
•
•
•
Statement of purpose
Clearly define expected behaviors (Rules)
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for record-keeping and decision making
(swis.org)
• Family Awareness and Involvement
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Benton Elementary
I am….
All Settings
Classroom
Hallways
Cafeteria
Bathrooms
Playground
Assemblies
Safe
•Keep bodies
calm in line
•Report any
problems
•Ask
permission to
leave any
setting
Maintain
personal
space
Walk
Stay to the
right on
stairs
Banisters
are for
hands
•Walk
•Push in
chairs
•Place trash
in trash can
Wash hands with
soap and water
Keep water in the
sink
One person per
stall
Use equipment for
intended purpose
Wood chips are for
the ground
Participate in school
approved games
only
Stay in approved
areas
Keep body to self
•Walk
•Enter and exit
gym in an
orderly manner
Respect
ful
•Treat others
the way you
want to be
treated
•Be an active
listener
•Follow adult
direction(s)
•Use polite
language
•Help keep
the school
orderly
Be honest
Take care
of yourself
Walk
quietly so
others can
continue
learning
Eat only
your food
Use a
peaceful
voice
Allow for privacy of
others
Clean up after self
•Line up at first
signal
•Invite others who
want to join in
•Enter and exit
building peacefully
•Share materials
•Use polite language
Be an active
listener
Applaud
appropriately to
show
appreciation
A
Learner
•Be an active
participant
•Give full
effort
•Be a team
player
•Do your job
•Be a risk
taker
•Be
prepared
•Make
good
choices
Return to
class
promptly
•Use proper
manners
•Leave when
adult
excuses
•Follow bathroom
procedures
•Return to class
promptly
•Be a problem solver
•Learn new games
and activities
•Raise your
hand to share
•Keep
comments and
questions on
topic
Universal Strategies:
Non-Classroom Settings
• Identify Setting Specific Behaviors
• Develop Teaching Strategies
• Develop Practice Opportunities and
Consequences
• Assess the Physical Characteristics
• Establish Setting Routines
• Identify Needed Support Structures
• Data collection strategies
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Universal Strategies:
Classroom
• Use of school-wide expectations/rules
• Effective Classroom Management
– Behavior management
– Instructional management
– Environmental management
• Support for teachers who deal with
students who display high rates of
problem behavior
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The key
BEHAVIOR is functionally
related to the TEACHING
ENVIRONMENT
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School-wide PBS Process
Analyses
applying science to create and
sustain school-wide systems
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Practices (what we do for students)
•
•
•
•
Clear Outcomes/Objectives
Research supported
Technical assistance input
Stake holder input
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Systems (how we support adults)
• Evaluate Current systems
– New system
– Modify system
•
•
•
•
•
Allocate/reallocate resources
Develop process/model and forms (adult & student)
Training / information dissemination
On-going support (adult & students)
Develop formative evaluation process (student
outcomes, adult use, success and barriers)
• Provide frequent positive & instructional feedback to staff
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Data (how we make decisions)
•
•
•
•
Student outcomes
Adult perceptions
System analyses
Cost benefit
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Policy (how to maintain change)
• Operationalize processes
• Codify within existing policy
• Dissemination to multiple audiences
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Small Group / Targeted
Interventions
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Small Group / Targeted
Interventions
• When universals not sufficient to impact
behavior
• When students display chronic patterns
• When concerns arise regarding students’
behavior
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Small Group Starting Points
1. Universals firmly in place
2. Data used consistently in team meetings
3. Data decision rules to identify students
who need secondary supports
Equal attention to practices (student
support) and systems (adult support)
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Pre-Requisites
• Universals must be well established and in-place
• Target practices that are preferred or promising
(empirically validated)
• Teach basic features of strategies first (general
case)
• Keys
– Match intervention to student need
– Staff implementing interventions have skills and
support
– ALL staff aware of interventions and their part in
promoting generalization
• Focus on the systems to support throughout
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Important Themes
• Part of a continuum – must link to schoolwide PBS system
• Efficient and effective way to identify
students
• Assessment = simple sort
• Intervention matched to presenting
problem but not highly individualized
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Small Group / Targeted
Interventions
Consider
• Not fixed group
• Student’s needs vary across continuum
over time and within academic/social
area
• Least intrusive but matched to student
need
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Targeted Interventions:
Building Blocks
• Teach/build pro-social replacement
behaviors
• Build maintenance and generalization
strategies to promote use
• Attend to possible function of the problem
behavior
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Important Themes
• Small group = all students get the same intervention
(e.g., pull out social skills)
• Targeted = altering classroom or other environment to
support a small number of students but will likely benefit
all students (e.g., classroom environment changes)
Common misperception is that these strategies will “fix” the
student and the classroom teacher does not need to be
an active participant since “specialists” or outside staff
are often involved in the intervention – Important to
stress that these interventions will require high level of
involvement among ALL staff within the school building
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Essential Features
Emphasis is on continuum and
interrelated components of data,
practices, systems
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Small Group / Targeted
Interventions
• Data
– Systematic way to identify at-risk students (e.g., office referrals,
teacher nomination, rating scales)
– Measure progress and fade support slowly
• Practices
–
–
–
–
Within class first option
Pull out programs must have generalization strategies
Link small group with school-wide rules and social skills
Academic & social strategies
• Systems
– Training for ALL staff on procedures
– Options for students who transfer in during school year
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Screening & Assessment
• Office discipline referral data-decision
rules
– 3 ODR for same offense = child study team
• Review of attendance, grades,
achievement, other archival data
• Teacher referral
– Simple form
– Quick response
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Screening & Assessment
•
•
•
•
•
Routine review of individual student data
Efficient teacher referral system
Parent referral
Screening tools (e.g. SSBD)
Look for those students who are often “under the
radar”...
– Students who change addresses frequently
– Temporary or seasonal farmers or workers in the
community
– Homeless students
– Students in foster care or juvenile service homes
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Assessment
• Focus is on sorting student for service, not
“diagnosis and placement.”
• Social-Behavioral Concerns
– Social skills
– Self-management
• Academic Concerns
– Peer Tutors
– Check in
– Homework club
• Emotional Concerns
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– Adult mentors
Small Group / Targeted
Interventions
 Social
Skill Training
 Self-Management
 Mentors/Check-in
 Peer tutoring / Peer Network
 Academic support
 Individual plans (FBA)
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Work Time
Complete the current small
group inventory for one
strategy you currently use in
your school
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Social Skills
• Identify critical skills (deficit or performance problem)
• Develop social skill lessons
– “Tell, show, practice”
– Match language to school-wide expectations
• Generalization strategies
Must provide clear & specific activities all staff
follow to promote generalization & make sure
staff using strategies
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Assessment: Skill Selection
(Data)
• Teacher Ratings
• Ratings by others
• Direct Observation
Importance of discussing cultural, language,
and other factors that impact perceptions
of “appropriate” social skills
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Planning Requirements
(practices, systems)
• Curriculum / Lesson Plans
– Adapt/adopt
• Group procedures
• Generalization strategies
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Lesson Components
(practices)
• rule for when to use the skill
• set of useful skill variations
–
–
–
–
–
teach the rule (TELL)
demonstrate the skill (SHOW)
students practice the skill (PRACTICE)
review and test the skill (PRACTICE)
assign homework (PRACTICE)
Teaching social skills follows the same format
as teaching academic skills
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Group Procedures
(practices, system)
• Who & how many in the group?
– 5-8
• When & how long meet?
– At least weekly over the school year
• Who teaches?
– Combination
• Basic behavior management
–
–
–
–
Routines
Expectations
Attention signal
Incentives
Social skill outcomes, expectations, etc. must be connected
to the school-wide PBS system
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An Example
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Social Skills Club
Student Selection
• Designed to meet the needs of repeat
offenders
• Criteria for selection: 8 or more referrals
across previous school year
Focus =
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Social Skills Club
• Parent letters to extend “invitation”
– Voluntary participation
– Presented as prevention/support
– Encouraged parent participation
Focus =
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Social Skills Club
Instructors
• Special Education teacher with fluency in
social skills instruction
• Regular class teacher
• Access to technical assistance and resources
Focus =
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Social Skills Club
Group Management
• Two adults!
• Club expectations linked to school-wide expectations
• Rules and expectations for group participation in role
play
• Planned fun
• Reinforcement system linked to school-wide system
Focus =
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Social Skills Club
Curriculum & Delivery of Instruction
• Collected and prepared materials from a variety of
sources.
• One hour per week after school for the academic
school year
• Attention to pre-requisite skills for participating in
lessons.
• Structured format: Advanced Organizer, Teach,
Model, Role play, Review, Test & Homework
Focus =
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Social Skills Club
generalization
• Posters of each lesson given to classroom teachers to
display in class and use as visual prompt.
• “Club” participants present weekly social skill lesson
to from club to their class.
• Staff instructed on how to prompt and reinforce
Focus =
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STUDENTS RECEIVING A "BEHAVIOR PLAN"
EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
AVERAGE PERCEN T D ECLIN E IN REFERRALS
20
18
50%
%
NUMBER OF REFERRALS
16
14
12
10
8
6
4
2
0
A*
B
C
D
E
F*
G
H
I
J*
K
STUDENT NAME
* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
REFERRALS 99-00
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REFERRALS 00-01
L
M
N
O
P
Self-Management
• Teach self-monitoring & targeted social skills
simultaneously
• Practice self-monitoring until students accurately
self-monitor at 80% or better
• Periodic checks on accuracy
It is not simply giving students a self-evaluation
check-list, must teach and practice to fluency
and reinforce both accurate self-evaluation and
appropriate behavior
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Check-in
• Focus is on academic & social compliance
– AM / PM
• Teach strategies to enter work /objectives to
accomplish
– Agendas
• All staff must prompt/reinforce student use
Emphasize the goal is to fade out the check-in so
the focus should be on reinforcing students for
accurately self-monitoring and work completion
across the school day
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Mentoring
• Focus on “connections” at school
– Not monitoring work
– Not to “nag” regarding behavior
• Staff volunteer
– Not in classroom
– No administrators
• Match student to volunteer
– 10 minutes min per week
Emphasize the importance of being ready to meet with
student on a regular, predictable, and consistent basis.
Goal is not to become a “friend,” but a positive adult role
model who expresses sincere and genuine care for the
student
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Mentor’s Role
• To provide guidance, support, and
encouragement for the student while
modeling such skills as effective
communication, empathy and concern for
others, and openness and honesty
• Commitment for entire academic year
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Involve Personnel who have
Contact with Students
• Teachers
– suggest program type “best fit”
• Administrators
– actively involved in scheduling, recruiting, and mentor
selection
• Counselors
– Train mentors, troubleshoot problems, etc.
• Secretaries
• Cooks
• Custodians
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Determine Program
Goals and Objectives
• Based on needs of students
• Determined by Team
– Focus on basic needs
•
•
•
•
•
•
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Academic
Achievement
Behavior
Communication
Attendance
Social skills
Determine Who
Should be in Program
• Clearly define population and selection
criteria
– Academic failure, absentees, etc.
– Age/grade level
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Develop Activities
and Procedures
• Determine length and frequency of
mentor-student contact
– Weekly
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Orient Mentors and Students
• Before formal process begins
• Both mentor and student should
understand roles and hold positive
expectations
• Mentors must be aware of student needs
and characteristics
• Determine individual student goals and
outcomes
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Monitor Mentoring Process
• Continuous monitoring to determine
success
• Provide ongoing support for the
Mentor
– Formal/informal
• Where
• When
• How often
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Evaluate Program Effectiveness
• Pretest/posttest comparison of criterion for
entrance into program (attendance, grades,
suspensions, etc.)
• Possible outcomes
– Increase in
•
•
•
•
•
•
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Student attendance
Work completion/grades
Academic performance
Completion of homework
Parental/teacher involvement
Positive student-teacher interactions
Evaluate Program Effectiveness
– Decrease in
•
•
•
•
•
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Meetings with counselor
Office referrals
Time outs
Suspension
Detention
Practical Suggestions
• Keep in mind the importance of
communication, especially “Listening”
• Remember your purpose for mentoring
• Continue ongoing assessment of program
effectiveness
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Pals - Combined Discipline Referrals
Sept-Jan
YR2 vs. YR3
45
43
46%
Number of Behavior Referrals
40
35
30
25
Average
5.38
23
20
15
Average
2.88
10
5
0
YR2
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YR3
AMOUNT OF TIME PER WEEK
SPENT WORKING DIRECTLY WITH STUDENT
More than 60 minutes
0
40 to 60 minutes
0
30 to 40 minutes
0
20 to 30 minutes
10 to 20 minutes
3
6
10 minutes or less
9
NUMBER OF TEACHERS
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Peer Tutoring
• Tutors must be taught how to teach
• Tutors must be taught what to do if tutee
does not comply
• Tutors must be given the option to drop
out at any time without penalty
Initially, peer tutoring should be undertaken
only with close and on-going teacher
supervision to ensure success
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Academic Support
• Homework
– If data indicate it doesn’t come back, give up the
battle and build support within the school day
• Remediation
– Direct instruction in addition to the current curriculum
• Accommodation
– Within instruction
Emphasize the need to identify and intervene early
before students fall behind – Ideal is routine
screening using Curriculum Based Measures
(CBM) to identify students early
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Small Group Planning Sheet
1. Purpose / Outcome (Operationally define targets and goals of
intervention)
2. Student Identification (Data Decision Rule)
– Existing data (ODR)
– Staff referral
– Parent referral
3. Parent notification
– Written notice
– Phone call
– Dist policy
4. Who implements
– Training for Implementers
– Technical Assistance for Implementers
– Implementation Checks (include timeline)
5. When / where implement (include start/end dates)
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Small Group Planning Sheet
6. Connect points to classroom and other settings / follow-along activities
–
–
–
–
Training for staff on implementation of follow-along activities
Tip Sheets for follow-along activities
Technical assistance / follow-up for staff
Follow-along implementation checks
7. Strategies to share plan and progress with home and community agencies
8. Follow-up support for student (s) after support ends
–
–
Information sharing with new staff
Student participation in support activities
9. Evaluation (include timeline)
–
–
–
–
–
Student Outcomes & data source
Staff perception & data source
Parent perception & data source
Assess generalization across settings
Assess maintenance of treatment outcomes
10. Cost/benefit analysis
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Final Thoughts
• SYSTEM, SYSTEM, SYSTEM
• Train on both practices and how schools
can implement (General to Specific Case)
• Fluency on underlying process (data,
practices, systems)
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