Transcript Secondary or Targeted Interventions George Sugai Center on PBIS University of Connecticut [email protected] www.pbis.org Example Ms. Taken believes that 8 of her 29 students need individualized behavior intervention plans.

Secondary or
Targeted
Interventions
George Sugai
Center on PBIS
University of Connecticut
[email protected]
www.pbis.org
Example
Ms. Taken believes that 8 of her 29
students need individualized behavior
intervention plans. After your
observations, you note (a) managing 8
individualized behavior intervention
plans will be difficult & (b) effective
classroom management practices are
not being used. What would you
recommend?
Example #2
Special educator & school counselor
at AE Neuman School report that 11%
of students are at risk of school
failure because of problem behavior.
Since they are halftime staff
members, they are worried about
being able to support those students
with more intensive interventions.
What would you recommend?
Question
How do we provide efficient
individualized behavior support
when behaviors of number of
students are unresponsive to
school/classroom-wide
approaches?
Possible Solution
Standardized, function-based
WARNING:
Successful
intervention
“package”
that is
Implementation
requires
applied
to relatively
small number
school-wide PBS
of students
& specialized behavioral
capacity
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~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
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006).
School-based mental health: An empirical guide for
decision makers. Tampa, FL: University of South
Florida. Louis De la Parte Florida Mental Health
Institute, Department of Child & Family Studies,
Research & Training Center for Children’s Mental
Health. http://rtckids.fmhi.usf.edu
Crone, D. A., & Horner, R. H. (2003). Building
positive behavior support systems in schools:
Functional behavioral assessment. New York:
Guildford Press.
Crone, D. A., Horner, R. H., & Hawken, L. S.
(2004). Responding to problem behavior in schools:
The behavior education program. New York: Guilford
Press.
What prerequisites are needed?
• Effective school-wide or primary system of
positive behavior support
• Local behavioral competence
• Function-based approach
• Faculty agreement to support all students
• Regular leadership team-based review &
problem solving
• Discipline/behavior incident data
management system
• District start-up resources
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.
*Response class
*Routine analysis
*Hypothesis statement
*Function
Problem
Behavior
Behavior Support Elements
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
Intervention
& Support
Plan
• Team-based
*Implementation support
*Data plan
*Continuous improvement
*Sustainability plan
Fidelity of
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
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
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
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
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
Identification & Referral
• Multiple office referrals
• Recommendations by
– Teacher
– Parent
• Time to action = 30 min to 7 days
Contract
• Agreement to succeed
– Student
– Parent
– BEP coordinator
– Teachers
• Written (pref.) or verbal
contract
Basic BEP Cycle
• Morning check-in
• Prior to each period, give BEP to
teacher
• End of day check-out
– Points tallied & reward
• Copy of BEP form taken home &
signed
• Return signed copy next morning
Organization & Structure
• BEP Coordinator
– Chair BEP meetings, faculty contact,
evaluation
• BEP Specialist
– Check-in, check-out, meeting, data entry,
graphs
– Coordinator + Specialist = 10 hrs/wk
• BEP meeting 40 min/wk
– Coordinator, specialist, sped
faculty, related Services
• All staff commitment & training
• Simple data collection &
reporting system.
Data Collection for
Decision-Making
• Monitor BEP points earned each
day
• Office discipline referrals
• Regular data use by BEP team
o f P o in t s
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
P e rc e n ta g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
Functional Assessment
• Pre-functional assessment
interview
• Defines
– Problem behaviors
– Routines where problems most likely
– Hypothesis statement
• Triggers, behaviors, consequences
• Function
Functions
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
Importance of Functional
Assessment in BEP
DECREASE
NO
INCREASE TOTAL
CHANGE
Adult
Attention
Peer
Attention
Escape
3
1
1
5
1
6
1
8
2
3
6
11
TOTALS
6
10
8
24
Importance of Functional
Assessment in BEP
DECREASE
NO
INCREASE TOTAL
CHANGE
Adult
Attention
Peer
Attention
Escape
3
1
1
5
1
6
1
8
2
3
6
11
TOTALS
6
10
8
24
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 atrisk 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
(in press, EC)
RTI
• Increasing intervention intensity
based on responsiveness to
effective interventions
• “Check In/Out” at classroom level
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~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
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
Marcellus
N/A
Antecedents
Behavior(s) of
Interest
(a) Easy unstructured
activities
(a) Out of seat and
making faces
(b) Difficult math and
writing tasks
(b) Talk outs, out of
seat, and work not
completed
Consequence(s)
(a) Peer attention
(b) Escape work
Blair
N/A
Independent work time
Out of seat and
talking to peers
Peer and adult
attention
Ben
N/A
Teacher-led instruction
When given a direction.
Non-compliance, talk
outs, making jokes
Peer and adult
attention
Olivia
Thinking about the
loss of her sibling
During teacher- led
instruction
Playing with things,
not looking at the
teacher, and 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
30
Number of Major and Minor Office
Discipline Referrals
CICO begins 11/15
25
20
15
10
5
0
Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05
Months
% 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
% 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
Secondary-Targeted
Interventions Checklist
(draft)
Targeted Interventions:
Self-Assessment
• Foundations
• Leadership
• Implementation Processes
• Intervention Features
Foundations
•
SW discipline (practices & systems)
approach is positive & preventive,
especially, expectations taught &
acknowledged directly & regularly
•
Funding sources to cover activities for at
least 3 years can be identified
•
Majority of staff support efforts to
assist students w/ problem behaviors
Foundations
• Policy & procedural handbook developed &
endorsed.
• Administrative staff are active
participants & supporters.
• Intervention is linked directly to SW
expectations & academic goals
Leadership Team
•
•
•
•
Team is in place to develop, manage, &
support implementation
Team meets weekly to monitor
implementation
Team has knowledge & fluency with
function-based approach to behavior
support
Team collects & uses student data to
guide decision making & provides report
to school quarterly
Implementation
•
General grade level screening & data
review occur on quarterly basis to
identify possible participants
•
Intervention is available continuously &
daily
•
Intervention is accessible within 24
hours
•
Implementation by teachers is efficient
& low effort
Implementation
• All staff are involved in implementation of
intervention
• Features of intervention are based on data
from functional behavioral assessment
• Monitoring is continuous to guide decision
making
• More specialized interventions are
available for students who do not benefit
Intervention Features
•
Initial participation agreements
(behavioral contract) are made by school,
student, & parents
•
Students receive direct & regular
orientation, training, practice, & review
of operating procedures & expectations
•
Self-recording tool is used by students
to monitor progress & provide feedback
Intervention Features
• Student has morning & afternoon contact
with adults for precorrections, review, &
feedback
• Daily-weekly progress reports are given to
parents
• Student has opportunity for positive
reinforcement that is at least hourly
• Relevant & effective acknowledgements
(positive reinforcers) are available