Secondary or Targeted Interventions

1. Secondary or Targeted Interventions George Sugai Center on PBIS University of Connecticut George.sugai@uconn.edu www.pbis.org

2. 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?

3. 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?

4. Question How do we provide efficient individualized behavior support when behaviors of number of students are unresponsive toschool/classroom-wide approaches?

5. Possible Solution Standardized, function-based intervention “package” that is applied to relatively small number of students WARNING: Successful Implementation requires school-wide PBS & specialized behavioral capacity

6. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

8. 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.eduCrone, 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.

9. 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

10. 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.

11. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

12. 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

13. Functions Pos Reinf Neg Reinf

14. Secondary – cont. • Daily-weekly monitoring, review, & evaluations with adult • Regular, overt, & frequent opportunities for positive reinforcement • Individualized academic & behavioral targets, & accommodations

15. Secondary – cont. • Daily-weekly home-school communications • Behavioral contracting • Self-management strategies

16. 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

17. 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

18. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In FRMS Behavior Education Plan (BEP)(Hawkin, Horner, & March, 2002) Referral, Assessment, & Orientation

19. Daily Progress Report

20. Identification & Referral • Multiple office referrals • Recommendations by • Teacher • Parent • Time to action = 30 min to 7 days

21. Contract • Agreement to succeed • Student • Parent • BEP coordinator • Teachers • Written (pref.) or verbal contract

22. 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

23. 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

24. BEP meeting 40 min/wk • Coordinator, specialist, sped faculty, related Services • All staff commitment & training • Simple data collection & reporting system.

25. Data Collection for Decision-Making • Monitor BEP points earned each day • Office discipline referrals • Regular data use by BEP team

26. Daily Data Used for Decision Making

27. Daily Data Used for Decision Making

28. Functional Assessment • Pre-functional assessment interview • Defines • Problem behaviors • Routines where problems most likely • Hypothesis statement • Triggers, behaviors, consequences • Function

29. Functions

30. Importance of Functional Assessment in BEP

31. Importance of Functional Assessment in BEP

34. HUG: Hello, Update, Goodbye Pam Hallvik, Nancy Ferguson, & Sally Helton Tigard-Tualatin Schools

35. 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. Parent’s Signature ___________________________________ Parent’s Comments _________________________________________________________ __________________________________________________________________________

36. 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 H.U.G. Program

37. “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

38. “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.

39. “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.

40. H.U.G. Participant Responsibilities

41. 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!!!

42. RTI & Secondary Intervention in classroom Fairbanks, Sugai, Guardino, & Lathrop (in press, EC)

43. RTI • Increasing intervention intensity based on responsiveness to effective interventions • “Check In/Out” at classroom level

44. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

45. Check In/Out Pt Card Name____________________ Date ____________ Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N

46. Class B Results Percent of Intervals Engaged in Problem Behavior School Days

47. Class B Results + Composite Peers Peer Percent of Intervals Engaged in Problem Behavior Peer Peer School Days

48. Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

49. Summary Statement of Problem Behavior Contingencies across Students

50. Study 2 Results + Composite Peer Peer Percent of Intervals Engaged in Problem Behavior Peer Peer Peer School Days