Implementing First Step To Success to divert at-risk first graders from an antisocial path

1. Implementing First Step To Success to divert at-risk first graders from an antisocial path

2. Problem StatementChildren who come from at-risk backgrounds, approach the school setting not ready to learn. These children do not have the skills and attributes for school success.

3. Research/Support At-Risk Children:Are those “exposed to a host of risk factors during their development (e.g., child neglect/abuse, poverty, family stress and conflict, drug and alcohol involvement, weak parenting practices, and so forth); (these risk factors provide a fertile breeding ground for the development of antisocial behavior patterns.” (Walker and Sprague, 1988, p. 260)

4. Attributes these attributes are NOT seen in at-risk children: “the willingness and eagerness to learn, empathy, having consideration of peers, listens and follows directions, concentrates long enough to complete one task, works independently, and is responsible with ones property.” (Loman, Rodriguez, & Horner, 1998, p. 5)

5. Anti Social Behavior “Sprague (2005) suggests, “what distinguishes antisocial behavior patterns from the norm is the extent to which the pattern generalizes across persons, setting, or contexts. It is distinguished by its frequency (how often), intensity (how damaging or disruptive), duration (how long) and versatility (number of different forms) of the antisocial behavior.” (Patterson et al., 1992; Walker, 1995).

6. Risk Factors of Anti Social Behavior Research and practice suggest risk factors include “defiance of adults, restlessness and over activity, aggression, disruptive classroom behavior, lack of self-regulation, and poor school readiness.” “short-term outcomes resulting from these behavioral manifestations over time can include truancy, teacher rejection, lack of friends and peer rejection, low academic achievement, numerous school discipline contacts, fighting, association with deviant peers, and a larger than normal number of elementary schools attended.” (Walker, Severson, Feil, Stiller, & Golly, 1998, p. 260)

7. EBS (Effective Positive Behavior Support System) Approach to discipline school-wide reinforcement to better recognize the majority of students who follow school rules. It is also a prevention to ensure school success and help to divert at-risk children from anti social behaviors.

8. Positive Behavior positive decision making, responsive (answering, replying, reacting to suggestions of teacher), staying engaged (having an awareness of ones environment, ones own thoughts and actions, productive classroom behavior (efficiency, output of what is required by teacher).

9. Preventive Students use the tools taught from (EBS & FSTS) to deter aggression by hostile peers in order to maintain engagement and achievement, and acknowledging the importance of making attendance a priority without being tardy.

10. Literature Review Hill M. Walker , PhD, co-director of the Institute on Violence & destructive Behavior, University of Oregon, 1998 Kate Kavanagh, PhD, research associate Oregon Social Learning Center Bruce Stiller, PhD, school psychologist & Behavior consultant with Eugene School District 4J

11. Literature Review Annemieke Golly, PhD, special education teacher, K-5, and coordinator and trainer for the First Step to Success Intervention Herbert H. Severson, PhD, associate professor of counseling psychology, University of Oregon Research Institute Edward G. Feil, PhD, adjunct prof, UofO

12. Participants in Study • Twin Oaks Elementary School-1st grade classroom, 28 students; 17 female & 11 male • Two groups in study: child A and the 27 remaining students • Teacher, one-on-one aide with student A, principal

13. Twin Oaks School Vision • learning something new everyday • reaching success in all school settings • growing as a contributing member of our classroom • helping all students development life skills to promote success outside of school.

14. District-wide Behavior Program • Effective Behavior Support (EBS)-developed 1990 at U of O, Twin Oaks adopted 1994 their belief: all children need support, not just those who present behavior challenges. • Adults recognize positive behavioral skills in order to maintain positive classroom climate. • Taught clearly defined behavioral expectations in all school settings, along with predictable responses to their behavior.

15. EBS research findings • When taught clearly defined positive behavioral expectations, students self-concept increased along with their intrinsic motivation. • Students experienced high rates of academic success when acknowledged regularly with positive reinforcement. • Students stayed engaged in their learning when quietly noticed with an AH-HA.

16. EBS Philosophy • Prevention: move away from blaming, physically turn away from aggressive behaviors • AH-HA: received for staying engaged in any school setting= class basket, Friday drawing (helping teacher, line up first, read to entire class, prize treasure box) • UH-OH: received for aggression, hostility, defiance, destructiveness=call home, 3 in one day=call home and principals office

17. Problem Statement • Student A did not grasp EBS expectations and my efforts of re-teaching Student A the school expectations was unsuccessful. Plus, reaffirming only her positive efforts was not effective. • She had chronic problem behaviors with repeat referrals from every school setting. • This student did not respond to primary prevention (EBS), she needed individualized secondary prevention efforts (behavioral & academic support, mentoring, social-skill lessons, behavioral contracting, counseling)

18. Research Question • Student A was raised in a family with continual conflict along with poor parenting practices. Will implementing First Step To Success over a 12 week period be an affective positive behavior support to insure her school and home success? • This question gave me the opportunity to learn how a child’s family affects their school experience and if I could improve my classroom community by specifically targeting student A.

19. Methods-FSTS components • Universal screening and early detection Coordinated by First Step Consultant: Direct Observations of teacher practices as well as nominated child in the class whose characteristic behavior patterns correspond most closely to a standard definition of antisocial behavior=4 weeks • Enlisting parents as partners is a key protective factor in diverting child from an antisocial path in their subsequent school careers.

20. FSTS Modular Componentsweeks Timelines 1 2 3 4 5 6 7 8 9 10 11 12 Delivery Agents Screening FS Consultant teacher & students observation Target Child School Intervention Teacher Peers Parent Home Base Parent Training Target Child Teacher

21. Shared Goal FSTS & Home • Build a strong, positive link between home and school. • Designed to strengthen parenting skills in developing competence related to school success. • Goal- educators and parent-caregivers on the same side in helping vulnerable children experience early school success. • Most importantly-need consent of parent

22. Home-base module • Includes 6 lessons, instructional guidelines, and parent-child games and activities for directly teaching these skills-each lesson requires 10-15 minutes daily along with practice=7 weeks which begins after the child has completed 1 week of the school intervention. • Target skills: communication & sharing, cooperation, limits-setting, problem-solving, friendship-making, & developing confidence.

23. School Intervention • School Intervention includes: teacher praise, monitoring of performance, points, group and individual privileges, home rewards=8 weeks Uses group-dependent contingency procedure in which target child earns daily & ultimately weekly school privileges for self and classmates=8 weeks • Teacher’s role is to support, praise, and recognize the home skills when they are displayed by the child and to prompt the skills as appropriate.

24. SPECIFIC Procedures • Educate Target child privately in every school setting, how points are earned, and determine individual and whole class free time activities. • Teach remaining class population. • Teacher close proximity to target child, 6 x 4 two sided card, green/red-1 point awarded every 30 seconds.

25. Teacher Procedurealso includes • Operating the program daily with two, 20 minute sessions-at school start & prior to lunch, 80% green points=brief free time activity immediately following the 20-min period. If reward criterion for both sessions met, child also earns a home privilege prearranged with parent. • points are awarded contingent upon target child’s performance-green or red • Supervising delivery of group activity and individual rewards • Communicating with parents on a regular basis regarding the target child’s performance.

26. Conclusion Thoughts • Negative: Will the delivery and implementation guidelines of the home lessons meet the family’s existing skill level in order to teach them? • “The case for prevention programs can often be a difficult sell with most school systems.” (Walker, Severson, et al., 1998; Webster-Stratton, 1997) • Teachers time & energy necessary to implement secondary prevention, along with manage a wide variety of responsibilities, large class size, unique student characteristics and behaviors. • Will the intervention only make a difference in the behavior of one child or the entire population? • Positive: Teacher will see positive effects occur throughout the whole classroom- including peer academic and social behaviors positively increased. • Teacher skills learned to help target student with antisocial problems generalized to the interactions with all students in every setting.