Social and Academic Instructional Groups

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Social and Academic Instructional Groups

• Kimberli Breen, Technical Assistance Director
• Amy Lee, Technical Assistance Coordinator
• IL-PBIS Network

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
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Check on Assumptions

• You already have at least one type of group
  being offered in your school?
• Your teachers sometimes inquire about the
  purpose/goal/format of these groups?
• Youd like to be able to give teachers concrete
  feedback on progress?
• You really just want to improve your current
  group support system?

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Social Skills/Academic Instructional Groups

• Three types of skills-building groups
• 1) Pro-social skills
• 2) Problem-solving skills
• 3) Academic Behavior Skills
• Best if involves use of Daily Progress Report
• These are often the skill groups facilitated by
  social workers and counselors

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Social Skills/Academic Instructional Groups

• Selection into groups should be based on youths
  reaction to life circumstance not existence of
  life circumstances (ex. fighting with peers, not
  family divorce)
• Goals for improvement should be common across
  youth in same group (ex. use your words)
• Data should measure if skills are being USED in
  generalized settings (ex. classroom, not in
  counseling session)
• Stakeholders (teachers, family etc.) should have
  input into success of intervention (ex. Daily
  Progress Report)

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Critical Features

• Includes structured prompts for what to do in
  relevant situations (transference and
  generalization)
• Results in student receiving positive feedback
  from staff
• Includes a school-home communication exchange
  system at least weekly

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Critical Features

• Linked directly to school-wide expectations
  and/or academic goals
• Continuously available for student participation
• Can be implemented within 3 school days of
  determination that the student should receive the
  intervention

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Instructional Group Interventions

• Pre-Packaged (social skill curriculum)
• Designed by school
• Choose modify lessons from pre-packaged
  material based on skill group
• and/or
• Create Lesson Plans (Cool Tools) to directly
  teach replacement behaviors

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Teaching Behavioral Expectations

• 1) State behavioral expectations (O-A-T)
• 2) Specify observable student behaviors(rules)
• 3) Model appropriate student behaviors
• 4) Students practice appropriate behaviors
• 5) Reinforce appropriate behaviors

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Steps of a Behavioral Lesson Plan

• 1) Explain expectations why need
• 2) Check for student understanding/buy-in
• 3) Model examples
• 4) Check for student understanding/buy-in
• 5) Model non-examples
• 6) Check for student understanding/buy-in
• 7) Model examples
• 8) Students practice

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?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Use of Daily Progress Report

• Transference and generalization of skills
• Prompting of replacement behaviors
• Reinforcement of replacement behaviors
• Stakeholder feedback and buy-in

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Grant Middle School STAR CLUB (Students tracking
Awesome Results) Daily Progress
Report NAME______________________
DATE__________________ Teachers please indicate
YES (2), SO-SO (1), or NO (0) regarding the
students achievement to the following goals.
BEP Daily Goal _32___/_40___ BEP daily score
_____/______ Percentage_________ In training
_____ BEP Member _____
Student Signature______________________________
Teacher comments Please
state briefly any specific behaviors or
achievements that demonstrate the students
progress (if additional space is required,
please staple a note and indicate so below)
Adapted from Responding to Problem Behavior in
Schools The Behavior Education Program by Crone,
Horner, and Hawken
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• Please list below how your school defines
  responding at each of the six levels
• Responding to CICO
• Responding to Social/Academic instructional
  groups
• Responding to Simple Tier 2 with Individualized
  Features (i.e. CNC)
• Responding to Brief Function-Based Interventions
• Responding to Complex Function-based
  Interventions
• Responding to Wraparound Plans

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Secondary Systems-Features
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Teaming at Tier 2

• Secondary Systems Planning Team
• Monitors effectiveness of CICO, S/AIG, Mentoring,
  and Brief FBA/BIP supports
• Problem Solving Team
• Develops plans for one student at a time
• Every school has this type of meeting
• Teachers and family are typically invited

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Moving from CICO to Social Skills Group

• Reverse referral
• CICO Coordinator sends the Reverse Request for
  Assistance to the students teacher for them to
  indicate most preferred next intervention
• a) Skills-building groups
• 1) Pro-social skills
• 2) Problem-solving skills
• 3) Academic Behavior Skills
• b) Individualized CICO
• c) Mentoring

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Additional Resources
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Social/Academic Instructional Groups Resources

• Edwards, D., Hunt, M.H., Meyers, J., Grogg,
  K.R., Jarrett, O. (2005). Acceptability and
  student outcomes of a violence prevention
  curriculum. Journal of Primary Prevention, 26(5),
  401-418.
• Merrell, K. Strong Kids A social emotional
  learning curriculum Oregon Resiliency Project.
  Retrieved from http//strongkids.uoregon.edu/.
• Rathvon, N.A. (1999). Effective School
  Interventions Strategies for enhancing academic
  achievement and social competence. New York
  Guilford.
• Lewis, T.J., Sugai, G., Colvin, G. (1998).
  Reducing problem behavior through a school-wide
  system of effective behavioral support
  Investigation of a school-wide social skills
  training program and contextual interventions.
  School Psychology Review, 27, 446-459.
• Delucia-Waack, J.L. (2006). Leading
  psychoeducational groups for children and
  adolescents. Thousand Oaks, CA Sage
  Publications.

Social/Academic Instructional Groups
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School Profile Tool