Academic and Behavioral Interventions

1. Academic and Behavioral Interventions RESOURCES FOR USE WITH CHILDREN

2. Tier I: Examples of Large Group Interventions • Academic Problems • Title 1 • School-wide reading initiative (e.g., read one book) • Behavior Problems • Implement a school-wide behavior management plan • Provide multiple and varied opportunities for students to respond to instruction. • Minimize transition time between activities. • Provide direct and immediate corrective feedback. • Social Problems • Anti-bullying (psycho-educational programs) • Empathy training • Emotional Problems • Teacher training to identify problems • Provide positive feedback • Establish “success” events

3. School Wide Behavior Support • Targets only the most important behaviors. • Expected behaviors are clear and operationally defined. • Expected behaviors are positive (do) not negative (don’t do). • Often based on “catch them being good.” • Expected behaviors are posted and explained. • Is generally a reward system. • Usually involves “tokens” or “tickets” to trade in for reward • Rewards must be something kids like that school can offer • Is done at a school-wide level. • Anyone can provide the reward • Anyone can obtain the reward

4. Second Step • Focuses on violence prevention. • With training, this can be done by many different types of professionals. • Research-based • Curriculum • Is available at levels from Preschool through Middle School.

5. Creating a Success Event • Children’s emotional well-being is tied into their feelings of self-efficacy. • By identifying what a child is good at and providing an opportunity to succeed, the child experiences success and increases feelings of self-efficacy. • A school success event allows students to showcase their strengths in a positive manner. • A classroom success event can be incorporated by allowing the children to investigate or address the learning experience in a way that they choose. • The expectation must be obtainable by the student

6. Tier II: Examples of Small Group Interventions • Academic Problems • Small group classroom work. • General education pull out programs • Para-professional assistance • Behavioral Problems • Check in and Check out (CICO): additional structure, prompts, instruction, feedback, and acknowledgement (low-level probs.) • Stop-and-Think programs • Social Problems • Social skills training programs (psycho-educational) • Self-esteem building programs • Emotional Problems • Talking, feeling, doing game • Parent training groups • Group therapy

7. Check In Check Out (CICO) • Expected behaviors are clear and operationally defined. • Expected behaviors can be more explicit and targeted due to the smaller group size. • Based on a reward system • Constant feedback from the person providing the reward. • Often involves a feedback form similar to a report card. • Frequent observations are part of the process.

8. Social Skills Training • Is best performed in a “social” environment (not individual therapy). • Works with with children who are Emotionally and Behaviorally Disordered. • Comes with the idea that the child is lacking a specific skill set. • Types of programs include: • “Self-talk” training programs • Problem solving programs • Direct instruction programs

9. Social Skills Training: Techniques • Coaching • Modeling • Rehearsal • Feedback • Reinforcement • Goal setting • Instructions • Discussions • Peer training • Problem solving training • Self-instruction • Self-monitoring • Self-evaluation • Self-reinforcement

10. Talking, Feeling, Doing Game • Developed to enable therapists to learn more about their child patient's psychological processes. • Is nonthreatening. • Proved helpful for shortening the therapeutic process. • Must be conducted by a professional WITH SUPERVISION.

11. Parenting Resources

12. Tier III: Examples of Individual Interventions • Academic Problems • Direct Instruction (one-on-one) • Computer-based Instruction • Behavioral Problems • Functional Behavioral Assessment (FBA): Assessment for determining the Antecedent, Behavior, Consequence (ABC). • Behavioral Intervention Plan (BIP): Incorporates the FBA information into a behavioral plan [required prior to alternative punishment options for children with emotional disturbance. • Social Problems • Psycho-educational therapy (ineffective outside of a group) • Peer support/ helper (especially good for children with developmental disabilities) • Emotional Problems • Individual Therapy • Family Therapy

13. Building a BIP • Includes: • Operationally defined problem behaviors. • Antecedent information on problem behaviors. • Positive procedures for redirecting behavior. • An intervention plan (rewards and consequences). • Procedures to teach positive replacement behaviors. • Methods of evaluation. • Criteria for success. • Interventions target: • Antecedent • Behavior • Consequence

14. Peer Support/ Social Skills • Use a model child to work with a target child. • Peer support child must: • Be willing to be a peer supporter. • Receive training on what is expected. • Know who to go to in case they need additional help. • Must have skills themselves. • Target child: • Must be willing to be supported and work with other child. • Should have mild problems. • Should not be exhibiting violent or criminal behavior. • Needs to have access to the peer supporter.

15. School-based Individual and Family Therapy • Individual therapy • Working with only one client (can be multiple therapists). • Often referred to as individual counseling as well. • Family therapy • Working with either part of or the entirety of a family. • Working with a group of individuals who identify themselves as family. • Can be provided in the schools given that all parties consent. • Usually provided as an after-school service. • Almost impossible to require as part of an IEP.