Transcript Assessing the Impact of A Targeted Group Intervention • The Middle Part of the Triangle • What is BEP? • BEP at Indian Head.

Assessing the Impact of A Targeted
Group Intervention
• The Middle Part of the Triangle
• What is BEP?
• BEP at Indian Head ES
Supporting Social Competence &
Academic Achievement
4 PBIS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What is the “Middle Part” of the
Triangle?
• ~15% of students
• Multiple referrals
• At-risk for developing
more severe/chronic
patterns of problem
behaviors
Out of Proportion
• These students represent less than
25% of school enrollment
• They account for over 50% of
behavioral incidents
• They consume significant amounts of
time and resources
Skill Deficits
N um ber of R efer r als per S tudent
Referrals per Student
20
10
0
Students
What it looks like…
• At Risk:
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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
• General:
– In line with
expectations
In general…
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Poor peer relations
Low academic achievement
Difficulty adjusting to school environment
Chaotic home environment
Low self-esteem
Catch them before they fall:
• Intervention before age 9 is more likely to
succeed
• Severity, stability, and risk
• Substance abuse
• School dropout
Approaches to Intervention
• Behavior Education Program (BEP)
• Verbal De-escalation Training
• Social Skills Training
• Conflict Resolution Training
• Anger Management Training
Major Features of most
Targeted Interventions
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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
Home/school linkage
Flexible intervention based on assessment
– Functional Assessment
• Adequate resources (admin, team)
– weekly meeting, plus 10 hours a week for coordination
• Student chooses to participate
• Continuous monitoring for decision-making
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. #0940
List Price: $25.00
www.guilford.com
Responding to Problem Behavior in
Schools:
The Behavior Education Program
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Crone, Horner & Hawken (in press).
Guilford Publications, NY.
For teachers, staff
Check-in/Check-out system
Daily positive adult contact
Daily report card - Increased attention
to behavioral goals
• Home-School partnership
• For all school settings
BEP:
Who Qualifies
• More than a minimum number of
referrals
• Across several different settings
• Not dangerous to self/others
• Adult attention is reinforcing
Example Behaviors
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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
– Difficulty following
directions
– Frequent peer conflict
– Low-grade aggression
(pushing, tripping, etc…)
Do Not Include:
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Dangerous/violent students
Students who bring a weapon to school
Students who injure/may injure themselves
Students with a high number of referrals
Students with referrals from only one
setting, teacher, or time
• Students who find adult attention aversive
Data-Based Decision
• The BEP is indicated when…
– High percentage of students with multiple
referrals (>15%)
– Problem behaviors are not dangerous or
violent
– Problem behaviors are found in multiple
locations throughout school, from
multiple staff
Referrals per Student
25
20
15
10
5
0
Student Recommended for BEP
Check In Check Out (CICO)
Meadowlark/ Buena Vista
BEP is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly SST Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
HAWK Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = Not Yet
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and
objects to self
Be Your Personal
Best
Use kind
words
and actions
Follow
directions
Working in
class
Class
0
1
2
0
1
2 0
1
2
Recess
0
1
2
0
1
2 0
1
2
Class
0
1
2
0
1
2 0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
0
1
2
0
1
2
0
1
2
0
1
2
Teache
r
initials
Goal ______________%
Reinforcement of Appropriate Responses
Program (ROAR) Staff Training
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be responsible
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Keep Hand &
Feet to Self
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Follow Directions 0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be There –
Be Ready
1
2 0
1
2
0
1
2
0
1
2
0
1
2
TOTAL POINTS
0
Why does BEP 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,
and sets up successful behavioral momentum.
• Increase in contingent feedback
• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be ignored or
Why does BEP 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 selfmanagement system
• Increased options for making choices
• Increased ability to self-monitor performance/progress
Logistics for Setting up a
BEP program
• Faculty and staff commitment
• Is problem behavior a major concern?
• Are staff willing to commit 5 min per day?
• Is BEP a reasonable option for us?
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More than 5 students need extra support
BEP is designed to work with 10-12% of kids in a school
BEP typically “works” with 67% of students.
BEP does NOT replace need for individualized supports.
• Team available
• Team leader
• BEP coordinator (morning, afternoon)
• Team (meets at least once every two weeks)
Logistics for Setting up a
BEP program
• School-wide PBS in place
• School-wide expectations defined and taught
• Reward system operating
• Clear and consistent consequences for problem
behavior
• Process for identifying a student who may be
appropriate for BEP
• Student is not responding to SWPBS expectations
– Request for Assistance
• Student finds adult attention rewarding
• Student is NOT in crisis.
Logistics for Setting up a
BEP program
• Daily BEP progress report card
• Same expectations for all
• Common schedule
• All staff taught rules for accepting, completing and
returning the card.
• Home report process
• Can be same as progress card
• Can be a unique reporting form
CICO Home Report
Name: _____________________________
Date: _____________
______ I met my goal today
______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________
Comments:
Logistics for Setting up a
BEP program
• Trading menu
• Reward for collecting and turning in daily progress
card
• Reward for meeting daily goal
• Exchange system for points earned
• Collecting, summarizing and using data
• Daily updates
• Weekly review by team
• Referral to BISCC structure for individualized
interventions.