Now More than Ever John VanDenBerg

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Designing Secondary Prevention Systems of
Behavior Support in RI SWPBIS Schools Cohort 2a
Day 3 Targeted Group Interventions Sherlock
Center on Disabilities

Howard S. Muscott, Ed.D., Eric Mann,
LICSW Co-Directors, NH CEBIS hmuscott_at_seresc.net
emann_at_seresc.net 603-206-689 603-206-6820
www.nhcebis.seresc.net
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Acknowledgements

• Becky Berk, Joyce Welton, Julie Prescott
• NH Leadership Team
• Tony Paradis the SERESC Team
• George Sugai Rob Horner
• Doug Cheney Sandy Keenan
• Mary Ford Joe Perry
• NH school partners
• NH family partners

• Anthony Antosh
• Jonathan Dyson
• Lavonne Nkomo
• Lynn DeMerchant
• Sherlock Center Team
• PBIS-RI Team
• Positive Educational Partnership (PEP) Team
• RI school partners
• RI Family Partners

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Designing Secondary Prevention Systems in PBIS-NH
Agenda

• Welcome
• Preview the Day and Outcomes
• Review Targeted Team Membership and
  Responsibilities
• Review Social Contracting
• Targeted Group Interventions

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Outcomes for the Day

• To review the systems features related to
  Targeted Team composition and purpose and
  referral procedures.
• To review the features of social contracting.
• To learn the critical features of at least two of
  three Targeted Group Interventions (TGIs).
• The Behavior Education Program (BEP)
• Teaching Social/ Emotional Skills
• Preparing and Supporting Self-Managers (PASS)
• To inventory and assess your existing TGIs
• To allow times for teams to work and action plan.

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RI SWPBIS Secondary Prevention Training 07-08
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Continuum of Behavior Supports New Hampshires
System of Care and Education
School-wide and General Education Classroom
Systems for Preventative Instructional and
Behavior Management Practices Systematic
Screening Promote Positive Parent Contact
Efficient Systematic Intervention for Students
Who Do Not Respond to SW and Classroom
Prevention and Response Systems
Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior
Available for Students Who Dont Respond to SW
and Social Contracting
Mann Muscott (2007)
Function-Based Support Planning (Functional
Assessment and Intervention Planning) Available
for SW and Group non-responders
School-based Intensive Supports Coordinator
Linkages to Wrap-NH Facilitation
Intensive Behavior Support Plans and Crisis
Intervention
School-based Intensive Supports
Linkages to Community-based Supports
Linkages to Case Centered Collaboratives
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SYSTEMS
2. Data-Based Decision Making
1. Targeted Team and Processes
DATA
Secondary Prevention Targeted Approaches A
Function-Based Perspective
8. Behavior Support Planning
3. Communication with Staff and Families
7. Functional Assessment
4. Early Identification and Referral Processes
Muscott Mann (2007)
6. Targeted Group Interventions
5. Social Contracting
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Knowledge about the Student
Knowledge about Behavioral Theory
Knowledge about the Setting
Targeted Team Requires Multiple Forms of Knowledge
Knowledge about Data-based Decision Making
Knowledge about Mental Health
Knowledge about Families
Adapted from Horner (2006)
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A Coach with Behavioral Expertise

• Knows behavioral theory and elements of
  Functional Behavioral Assessments and Behavior
  Support Plans
• Has conducted FBAs and developed successful
  function-based BSPs
• Can lead the design and teach others to conduct
  FBA/ BSP

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Effective PBIS Team Group Processes

• Roles and responsibilities are defined
• Meeting ground rules are established
• Agendas are prepared
• Decision-making is formalized
• A strategic problem solving approach is used
• Action plans with tasks, timelines and
  accountability are developed
• Data is used for decision-making
• Conflicts are resolved constructively and
  professionally

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Establishing Your Mission Sample Mission for
Targeted Team

• Mission Statement
• To efficiently and effectively match children who
  have not responded to School-Wide supports to
  supports more likely to produce successful
  outcomes
• Mission in Practice
• Targeted teams identify reliable predictors of
  student behavior, determine likely function of
  behavior, and recommend and monitor
  function-based group interventions and behavior
  support plans designed to increase the likelihood
  of positive behavior and academic achievement.

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Secondary Prevention Approaches Using a
Function-Based Perspective
Appropriate Referral to Targeted Team
Social Contracting
Functional Behavioral Assessment
Targeted Group Interventions
Behavior Support Plan
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Data-Based Decision-Making Mann Muscott (2006)

• Begin with Broad Outcomes (What do we want to
  achieve?) or Key Questions (What do we want to
  know?)
• Identify the scope a Problem (scope and context)
  through the use of Data (Where we are now?)
• Translate Broad Outcomes into Specific Objectives
  with Criteria for Success based on data (What
  exactly do we want to achieve by when?)
• Identify Action items to get to the outcomes
  (What do we want to do?) (Strategic Plan) which
  creates Structure so that follow through is an
  expectation
• Monitor and Evaluate progress Use Data to
  assess your progress (Did it work?)
• Adapted from Horner (2003)

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Identifying Broad Outcomes for 2007-2008

• What do you want to achieve this year with
  respect to supporting children who are not
  responding to the School-wide system?
• What would constitute success at the end of this
  year?
• If we were successful this year, at the end of
  the year we would see ____________________________
  ______

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Function-Based SupportQuestions to Get to
Desired Outcomes

• What data are there that will tell us who is not
  responding to School-wide supports?
• Are data available to tell us what the
  non-responders need?
• What supports are currently in place for the
  non-responders?
• Do available supports match the needs of the
  non-responders?
• How will the Targeted Team address gaps in
  support for SW non-responders?

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PBIS-NH Communication Systems
Staff
Families Youth
Universal Team
Central Office
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Inventory of Informal and Formal Systems to
Support Students who do not respond to SW PBIS
Mann Muscott (2007)
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Inventory of Informal and Formal Systems to
Support Students who do not respond to SW PBIS
Mann Muscott (2007)
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Targeted Team Referral Processes

• Informal Processes
• Teacher Nomination
• Parent Nomination
• Use of SWIS data to target number of referrals
• Formal Processes
• Systematic Screening Process
• Early Screening Project
• Systematic Screening for Behavior Disorders
• Behavioral and Emotional Screening System (BASC)

Pages 26-46 in Manual
Pages 47-65 in Manual
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Referral Procedure OutcomesMuscott Mann (2007)

• Staff know the types of concerns that are
  appropriate for referral to Targeted Team
• Staff know what informal /formal steps they are
  expected to have tried prior to referral
• Staff are trained in what function means
• Staff think about predictors before referral
• Staff know what to expect (process and outcomes)
  when a student is referred
• Staff know how to initiate the process (what
  information the Targeted Team requires from them)
• Staff know what information must be available at
  an initial meeting

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A Process for Obtaining Targeted Supports for
Students Who Do Not Respond to Primary
PreventionMuscott Mann (2007)

• Concern about student
• Informal remedies
• Referral to targeted team
• Screen material /appropriateness of referral
• If appropriate, implement social contracting
• If student doesnt respond, begin functional
  behavioral assessment process with quick or
  intermediate FBA.
• Once function is known, implement targeted group
  intervention.
• If student doesnt respond, develop
  function-based behavior support plan and monitor
  progress.

Examples Pages 26-34 in Manual
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Develop or Adopt an Effective and Efficient
Referral Form that Provides Data Pertaining to
Predictors and Function

• Model form exists
• Targeted Team Request for Assistance FormTodd,
  Horner, Sugai, Colvin (1999)
• Cites problem behavior and context
• Addresses what has been tried already
• Motivation behind behavior
• Predictors
• Pages 35-38 in Manual

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Key Systems Readiness IndicatorsMuscott Mann
(2007)

• Team Membership in Place (with skill set)
• Team Meetings/ Location Scheduled
• Team Process and Ground Rules Discussed
• Mission Identified /Broad Outcomes Considered
• Identified How to Communicate with Staff
• Inventory of Existing Supports Completed
• Decisions about Available Interventions Made
  (Social Contracting, Targeted Group,
  Function-Based Support)
• Referral Process Flowchart Completed
• Referral Forms Identified
• Staff Oriented and Trained

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Targeted Team Time

• Who Team
• What Either (A) Review the Targeted Team
  Self-Assessment (Part 1) and address your highest
  priorities OR (B) Review the 10 Readiness
  Indicators and address your highest priorities.
• Action plan priority items.
• Timeframe 30 minutes
• Report Out None

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PBIS-NH Big Idea

• If you always do
• What you always did
• Youll always get
• What you always got!

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PBIS-NH Big Idea

• Changing student behavior often involves
• changing adult behavior
• AND
• Thinking strategically about how to increase the
  likelihood that more socially acceptable behavior
  will occur

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Secondary Prevention Targeted Approaches A
Function-Based Perspective
Muscott Mann (2007)
5. Social Contracting
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Social ContractingMann and Muscott (2007)

• Social contracting is a procedure in which
  classroom teachers provide high rates of feedback
  and attention to students for exhibiting expected
  classroom behaviors linked to school-wide
  expectations while monitoring the effects on
  problem behavior using data-based decision-making.

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Social ContractingMann and Muscott (2007)

• Social contracting offers an immediate and low
  effort approach whereby teachers
• greet students at the beginning of the day
• rate their behavior on a daily report card, and
• provide feedback and encouragement at the end of
  the day on student performance relative to
  pre-established criteria.

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Student Nominated for Social Contracting Systemati
c Screening ODR Teacher or Parent Referral
Mann Muscott (2007)
Parental Approval / SC Coach Assigned Review
Meeting Date Set Teacher(s) Coached SC
Implemented
SC Coach Summarizes Data Keeps Targeted Team
informed
Contract Card with SW Behavioral
Expectations Provided in AM
Classroom Teacher feedback at set intervals
throughout day
Meet after 20 School Days with Student, Teacher,
Parent to Review Progress
One Minute Review at end of day with Classroom
Teacher / Lead Teacher Sheet to Coach
Consider Different Support
Exit Program
Revise Program
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Social Contracting ProceduresSetting Up the
Program

• 1. The student of concern is referred to Targeted
  Team for participation in one of the following
  ways based on criteria designed and ratified at
  your school
• Teacher referral occurs in the absence of
  behavioral referrals
• Teacher, administrator or team referral based
  evidence of an emerging pattern of behavioral
  referrals (e.g. student receives 3 major
  behavioral referrals within past month)
• Student is referred based on results of a
  systematic screening
• Parent referral

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Social Contracting ProceduresSetting Up the
Program

• 2. A member of the Targeted Team is identified as
  a social contracting Coach to support the
  classroom teacher or teachers in middle or high
  school and oversee the process.
• The coach is responsible for
• (a) initial training and on-going coaching to
  the classroom teacher(s)
• (b) summarizing and analyzing data provided by
  the classroom teacher(s), and
• (c) coordinating and facilitating the review
  meetings.

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Social Contracting ProceduresSetting Up the
Program

• 3. The coach and classroom teacher(s) hold an
  initial meeting to discuss the program, review
  procedures and forms, and address any concerns
  the teacher(s) have about the program.
• The teacher(s) practices how to provide student
  feedback and the coach provides feedback to the
  teacher(s).

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Social Contracting ProceduresSetting Up the
Program

• 4. The classroom or lead teacher contacts the
  parents and decide together whether to discuss
  the program over the phone or in a face-to-face
  meeting.
• If by phone, teacher reviews the program and
  potential benefits. Once the parent approves, the
  program can begin the following day.
• If by face-to-face, a meeting is scheduled
  between the parent, classroom or lead teacher and
  the coach. During the meeting, teacher reviews
  the program and potential benefits. Once the
  parent approves, the program can begin the
  following day.

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Social Contracting ProceduresSetting Up the
Program

• 5. As soon as parent approval is obtained, coach
  coordinates date and time for an initial review
  meeting and confirms with all parties.
• The meeting should occur approximately one month
  (20 school days) following the first day on the
  program.
• The decision regarding whether the student should
  attend the meeting is a team decision.

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Social Contracting ProceduresSetting Up the
Program

• 6. The classroom or lead teacher meets with the
  student to discuss the program and the students
  responsibilities.
• A determination of whether the student will bring
  his card to the teacher at designated times or
  whether the teacher will complete the form at the
  students desk is determined.

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Social Contracting ProceduresSetting Up the
Program

• The procedure for carrying the card to specials
  and departmentalized classes is determined.
• The student is made aware of the initial goal
  (80 of possible points). The student practices
  the desired behaviors and the teacher answers any
  questions.

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Social Contracting ProceduresImplementing the
Program Elementary School

• 1a. The classroom teacher greets the student
  upon arrival with positive regard and shows him/
  her the social contracting card, pointing out the
  expected behaviors. Teacher is optimistic about
  the students ability to meet the daily goal.
  Discussion takes 1-2 minutes. Teacher keeps the
  card.
• Good morning Billy. How are you? I know you
  can show me safe, responsible and respectful
  behavior today and meet your goal of 28 points.
  Is there anything I can do to help? Have a great
  day.

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Social Contracting ProceduresImplementing the
Program Middle/ High School

• 1b. In middle and high school, the lead teacher
  greets the student upon arrival to school with
  positive regard and shows him or her the social
  contracting card, pointing out the expected
  behaviors. Teacher is optimistic about the
  students ability to meet the daily goal.
  Discussion takes 1-2 minutes. Teacher gives the
  student the card to take to class.
• Good morning Bill. How are you? I know you can
  be safe, responsible and respectful today and
  meet the goal of 28 points. Is there anything I
  can do to help? Have a great day.

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Social Contracting ProceduresImplementing the
Program Elementary School

• 2a. The classroom teacher connects with the
  student at the end of predetermined periods
  throughout the day. Typically corresponds to the
  schedule of activities/routines.
• The teacher provides brief feedback and rates the
  behavior for each expectation on the card.
  Teacher retains the card unless the child is
  going to a special whereby he/she takes the card
  with them.

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Social Contracting ProceduresImplementing the
Program

• 2b. The middle or high school student brings the
  Contract Card to the teacher at the beginning of
  each period throughout the day. The teacher is
  optimistic about the students ability to meet
  the daily goal. The discussion takes less than a
  minute. The teacher keeps the card.
• Good morning Bill. How are you? I know you can
  be safe, responsible and respectful today and
  meet the goal of 28 points. Is there anything I
  can do to help? Have a great day.

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Social Contracting ProceduresImplementing the
Program

• 3. At the end of each period, the classroom
  teacher rates each behavioral expectation on the
  card using a 3 point scale (3, 2, 1). Teacher
  shares the information with the student in a
  brief 30 second feedback meeting.
• In elementary school, the teacher keeps the card
  for the next period unless the student is going
  to a special. In middle and high schools, the
  student takes the card to the next period class.

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Social Contracting ProceduresImplementing the
Program

• The rating process is a BRIEF process (20-30
  seconds).
• Teachers are encouraged to provide verbal
  acknowledgement if student has displayed
  behaviors that demonstrate the behavioral
  expectations.
• A reprimand to go along with a 1 is NOT likely
  to increase expected behavior.
• A specific reminder and encouragement (followed
  by a pre-correction tomorrow) are more likely to
  work better.
• The student is likely to have already been
  reprimanded when they exhibited the behavior.

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Social Contracting ProceduresImplementing the
Program

• Scoring and Feedback
• Score a 3 if there were frequent displays of
  the positive behavior (e.g. student displayed
  safe behavior throughout the class) or no
  instances of problem behavior associated with
  that expectation.
• The positive behaviors that were displayed should
  be verbally acknowledged.
• You did a great job being respectful,
  responsible and safe (give specific examples of
  behaviors when possible) this period Billy.
  Congratulations.

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Social Contracting ProceduresImplementing the
Program

• Scoring and Feedback
• Score a 2 if both positive behaviors and
  problem behaviors were displayed and the problem
  behaviors were minor in nature.
• The teacher should only verbally acknowledge the
  positive behaviors while refraining from
  commenting on the problem behaviors.
• You showed responsibility by completing all your
  work. Thank you.

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Social Contracting ProceduresImplementing the
Program

• Scoring and Feedback
• Score a 1 if the student exhibited frequent or
  major problem behavior related to the expectation
  (if rises to level of office referral, follow
  procedure).
• The teacher should simply provide a reminder of
  the expected behavior and voice encouragement for
  the next period in a matter of fact way.
• The teacher should refrain from commenting on the
  problem behaviors.
• Youll have another chance to respect personal
  space next period and Ill be sure to notice when
  you do!

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BARRY CardAmherst Street Elementary SchoolBe a
Safe, Respectful, Responsible You!

• 3 Frequent positive behaviors 2 Some
  positive behaviors, no major problems
• 1 Few or no positive behaviors or major problem
  

Goal 29 points (80)
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Social Contracting ProceduresImplementing the
Program

• 4. At the end of each day, the classroom or lead
  teacher meets with the student and conducts a
  brief 1-2 minute meeting, following these steps.

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Social Contracting ProceduresImplementing the
Program

• Steps for end of day feedback
• Review the day while adding up the points.
• Write the total number/percentage achieved for
  the day.
• Discuss the total and whether the daily goal was
  met.
• If the student achieved the daily goal, teacher
  should provide verbal acknowledgement.
• If goal was not achieved, teacher should verbally
  acknowledge any expectations that showed positive
  results and provide encouragement for meeting the
  goal the next day.

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Social Contracting ProceduresImplementing the
Program

• 4) Write the total/percentage in the For Home
  column so that the student can report progress to
  his/her parents.
• 5) Teacher rips off the For Home part of the
  Contract Card and gives it to the student to put
  in a safe place to give to parents.

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Social Contracting ProceduresImplementing the
Program

• 5. Each day, the teacher puts the completed
  Contract Card(s) in the coaches mailbox (or
  designated place) so that he/she may enter data
  into an EXCEL data-base that can produce visual
  displays in the form of graphs. SEE NH CEBIS
  EXCEL program

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Social Contracting ProceduresCoaching the
Teacher

• The coach schedules a time to observe the
  teacher(s) giving feedback to the student during
  the first week of implementation.
• The coach meets with the teacher(s) during the
  first week of implementation to check on progress
  and provide feedback on fidelity of
  implementation.
• The coach checks in with the teacher(s)
  periodically thereafter the teacher(s) can
  request a coaching conference as needed.

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Assessing Progress

• 1. A review meeting or phone contact with the
  parent occurs after 1 month (20 school days) of
  the program. During the meeting, data is shared
  with respect to goals and a determination of next
  steps is made. If the meeting occurs over the
  phone, the information about student progress
  should be sent home in advance.

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Assessing Progress

• 2. A decision is made as to next steps based on
  progress. The options include
• (a) discontinue program based on success
• (b) continue basic social contracting,
• (c) implement basic-plus contracting,
• (d) refer to targeted team for targeted group
  intervention or function-based support plan.

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Social Contracting Basic Plus

• Specific behaviors from matrix are targeted under
  each expectation
• Feedback from teacher is more specific and
  related to target expected behaviors
• Home-School Contract is signed
• Incentives for meeting goal is included in plan
• 2 week implementation

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Targeted Team Time

• Who Team
• What Discuss whether or not to implement Social
  Contracting as an initial intervention. If no,
  continue action planning systems readiness items.
  If yes, discuss who will be the coaches and
  create an action plan for reviewing the
  procedures and example forms.
• Timeframe 45 minutes
• Report Out None

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Secondary Prevention Targeted Approaches A
Function-Based Perspective
Muscott Mann (2007)
6. Targeted Group Interventions
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Appropriate Referral
Targeted Team Intervention Decisions Muscott
Mann (2007)
Implement Social Contracting
High Confidence in Hypothesis
Determine Outcomes Assign to Group Intervention
or Develop BSP Monitor Progress
Quick Hypothesis
YES
NO
Determine Outcomes Assign to Group Intervention
or Develop BSP Monitor Progress
High Confidence in Hypothesis
Intermediate FBA (Gather More Data F.A.C.T.S.)
YES
NO
Determine Outcomes Assign to Group Intervention
or Develop BSP Monitor Progress
High Confidence in Hypothesis
Comprehensive FBA
YES
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Quick FBA

• Teacher completes request for assistance form
  with background information.
• Team meets interviews teacher to gather
  information about behavior, context routines to
  complete a behavior pathway generate hypothesis
  about function.
• If high confidence in function, assign to a
  function-based targeted group intervention or a
  function-based behavior support plan is developed
  and monitored.

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Testable Hypothesis The Behavior Pathway
Maintaining Consequences
Triggering Antecedents
Problem Behavior
Setting Events
FBA Identification of the events that reliable
predict behavior Behavior Support Plan (BSP)
Antecedent and /or consequence manipulations and
teaching new behavior(s) to increase likelihood
of socially appropriate behavior and decrease
likelihood of problem behavior
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Targeted Group Interventions Lewis-Palmer (2007)

• TGIs are specialized support systems for
  addressing multiple students who display
  high-risk problem behavior are not responsive
  to universal interventions.
• Approximately 5-10 of the student population

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Targeted Group InterventionsWhy?

• TGIs fill potential gaps in a full continuum of
  support
• TGIs provide efficient solutions/ interventions
  for the students who need more than SW
  classroom interventions but less than an
  individualized BSP
• Helps the TT ease into support mode within a
  school
• Helps TT to be seen and utilized in alignment
  with their mission to support at-risk students -
  not students with intensive and chronic needs
• Helps TT to gain credibility because they manage
  and support efficient processes

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Targeted Group InterventionsWhy?

• Helps create an early collaborative model between
  teacher, T Team home.
• Family engagement matters interventions that
  involve family are more likely to be successful
• The intervention itself provides higher rates of
  attention for positive performance to those who
  need high rates of adult attention
• The intervention may help prevent
• Escalating problem behavior
• Repetitive school failure
• Disengagement
• Provides readily available next step for
  classroom teachers

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Big Idea Addressing the Functions

• Big Idea with Targeted Group Interventions is
  efficient /effective support targeted to more
  prevalent functions of behavior
• Gain Adult Attention
• Gain Peer Attention
• Escape Social Contexts
• Escape Academic Tasks
• At Targeted Group level, student function should
  influence referral to a particular support

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Considerations When Organizing Targeted Group
Interventions

• Can be efficiently accessed
• Designed to be available for multiple students
• Has data gathering component to provide
  evidence-basis for progress
• Utilizes teaching, feedback, reinforcement
  assessment components

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Targeted Group Interventions

• Efficient - Similar set of behavioral strategies
  are used across a group of students needing
  similar levels of support
• Effective Designed to decrease problem behavior
  in classroom, increase academic engagement,
  decrease office discipline referrals
• Early TGIs are provided as soon as it is clear
  that the student will not respond to less complex
  interventions (before failure is ingrained in the
  student the teachers has had it with the
  student)

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Targeted Group Interventions

• TGIs address groups of students who
• Fail to respond to school-wide and classroom
  expectations and
• Are not currently engaging in dangerous or
  extremely disruptive behavior
• Share similar functions based on a functional
  assessment and
• Require similar skill development

Adapted from Crone, Horner, Hawken, 2004
Hawken Horner, in press March Horner, 2002
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Major Features of Targeted InterventionsAdapted
from Horner, Hawken March (2005)

• Intervention is continuously available
• Rapid access to intervention (72 hr)
• Very low effort by classroom teachers
• Consistent with school-wide expectations
• Known/ implemented by all staff/faculty
• Different interventions available based on
  functional assessment
• Adequate resources for support and implementation
  with fidelity (administration, team)
• Student chooses to participate
• Continuous monitoring for decision-making

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Targeted Group Interventions and Functions of
Behavior

• Access Adult Attention/Support
• The Behavior Education Plan (BEP)
• Mentoring Programs
• Access Academic Support
• PASS Program
• Homework Club
• Peer Tutoring
• Access Peer Attention/Support
• Social Skills Instruction
• Peer Mentoring
• Self-management Programs

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Procedures for Assigning Students to Targeted
Group Interventions

• Student does not respond to SW PBIS supports or
  Social Contracting and there is confidence in
  hypothesis of function
• T-Team teacher(s) view available TGIs and
  determine which is best fit based on student
  function skills if none, initiate procedure
  to develop function-based BSP

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Procedures for Assigning Students to Targeted
Group Interventions

• 3. T-Team provides student information to the
  lead staff member of the identified TGI to
  determine if/ when the intervention could begin
• 4. Parent contacted/ engaged options discussed
• 5. Meeting with student ( parent as needed) is
  scheduled program information, duration
  outcomes of participation are discussed.
• 6. Student agrees to participate contract is
  signed by student staff.

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Working Smarter Targeted Group Interventions
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Targeted Group Interventions
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Brief Targeted Group Interventions Activity

• Who Targeted Team
• What (1) Complete the Intervention column of
  the targeted group interventions chart
• (2) For ONE intervention, compete the full line
• Timeframe 15 minutes
• Report Out Volunteers 5 minutes

76
Responding to Problem Behavior in SchoolsThe
Behavior Education Program

By Deanne A. Crone, Robert H. Horner, and Leanne
S. Hawken
Guilford Publishing, Inc. ISBN 1-57320-940-7
Cat. 0940 www.guilford.com
77
What Does BEP add to Social Contracting?

• BEP is similar to Social Contracting, but
  provides additional support
• Targeted Team takes lead (weekly progress review)
• AM PM meetings with BEP Coach
• AM Check PM Check-out occur outside classroom
• Relationship-building occurs with an outside of
  classroom support person
• Targeted to identify specific behaviors to
  increase
• Specific teaching, practice acknowledgement of
  desired behaviors occurs

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What Does BEP add to Social Contracting?

• AM provides a readiness check with positive
  acknowledgement an individualized pre-correct
  for the day
• Increased opportunity for peer attention embedded
  since AM Check-in PM Check-out occur with a
  group of students
• Home-School communication expectations increase
  (daily feedback)
• Easily adapted into self-monitor system

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Behavior Education Program School Readiness
Features

• SW PBIS (Green Zone) is in place (SW is
  well-established SET score is 80/80 or better)
• Administrative support in place (FTE established
  and supported)
• BEP Coach(es) are identified
• Faculty/staff buy-in is established
• Overview is provided
• Staff agree to support
• Stable school characteristics/environment
• e.g. no teacher strikes, administrative
  turnover, major changes in funding expected

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Who Benefits from BEP? Common Student
Characteristics

• Organization/planning challenges
• Sensitivity to change, stress
• History of low levels of meaningful reinforcement
  for positive behavior
• History of poor relationships
• Low self-esteem
• Need for adult attention

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For Whom is BEP Appropriate or Inappropriate?
APPROPRIATE - Low-level problem behavior (not
severe) - Repeated (not extreme or constant)
behavior referrals - Behavior occurs across
multiple locations - Behavior Examples talking
out minor disrupt not working
INAPPROPRIATE - Serious or violent behaviors/
infractions - Extreme chronic behavior (8-10
referrals) - When student requires more
individualized support - Functional
Assessment - Individual BSP - Wraparound
82
BEP Components

• Behavior Education Program system
• First thing in morning, last thing before home
  (some use mid-day check-in)
• Frequent Positive Adult Contact All Day
• Powerful protective factor for at-risk students
• Increased Attention to Behavioral Goals
• Goal-Setting
• Daily Progress Report (DPR)

83
BEP Components

• Used in all school settings
• Home-School-Student partnership
• Parents/ Student meet with BEP Coach
• Parents sign behavior contract
• Parents review, comment and sign Daily Progress
  Report daily

84
Behavior Education Program (BEP)
Student Recommended for BEP
BEP Implemented
BEP Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Weekly BEP Meeting to Assess Student Progress
Afternoon Check-out
Exit Program
Revise Program
85
Qualities and Roles of the BEP Coach

• Must be Enthusiastic
• SOMEONE THE STUDENTS ENJOY AND TRUST
• SOMEONE WHO ENJOYS THE STUDENTS!
• Enters data daily (Excel)
• Creates graphs for meetings
• Prioritizes which students to address at monthly
  CI/CO meetings
• Schedules and Leads CI/CO meetings
• Processes referrals

86
Qualities and Roles of the BEP Coach

• Coordinates orientations for students and
  families
• Maintains records
• Contributes to decisions regarding students
• Coordinates availability of reinforcers
• Coordinates staff trainings (1-3 hour in-service)

87
Procedures for BEP

• Central location
• Greet students
• Collect yesterdays signed DPR
• Check bags/backpacks
• Provide supplies
• Record names, preparedness, yesterdays DPR
• Recognition for completing requirements
• Prompt to have a good day

88
Example Check-in Record
From Crone et. al, 2004
Check-in Leader
Date
Check-in
Check-out
89
Adapted from Crone, Horner Hawken (2004)
Points Possible ______   Points Received
______   of Points ______   Goal
Achieved? Y N
Daily Progress Report
Name __________________________ Date
____________   Rating Scale 3Good day 2
Mixed day 1Will try harder tomorrow   GOALS
 
Positive Behaviors Today ________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____________
Parent Signature(s) and Comments
_______________________________________________
90
Daily Progress Report Adapted from Crone, Horner
Hawken (2004)
Points Possible ______ Points Received
______ of Points ______ Goal Achieved?
Y N
Name Date
Rating Scale Good day 3 points
Mixed day 2 points
Will try harder tomorrow 1 point
GOALS
Positive behaviors today
Parent Signature(s) and Comments
91
Establishing a Goal

• 80 of total points possible
• May be adjusted for some students
• Better to establish an attainable initial goal
  before starting
• During introductory meeting (or after any
  changes), students will know what their target
  point total is
• Check for understanding

92
Behavior Education Program Weekly Data
93
Bob - Middle SchoolCheck-In 8825

• Bob arrives at library with two of his friends
  and is greeted by Mrs. D (Check-in adult). Bob
  gives her yesterdays DPR (signed by Bobs
  father). Mrs. D tells Bob she is glad to see him
  at Check-in today and she gives him a new DPR.
  Bob puts name and date on the form. Mrs. D asks
  Bob to show the supplies needed for the day. Bob
  opens his backpack, and she sees that Bob forgot
  to bring paper with him. Mrs. D gives Bob a few
  sheets of paper and reminds him to use his
  supplies checklist tomorrow (rehearses the
  process with Bob and praises his role play). She
  asks Bob to state a specific behavior to focus on
  today that would help him meet his DPR goal (She
  circles this behavior on the DPR). She gives him
  a Learning Zone Ticket for completing check-in.

94
Bob Middle SchoolClassroom Check

• Bob arrives at class and gives DPR to the teacher
  who welcomes him to class and asks Bob to show he
  is ready (has his materials). Teacher praises for
  being ready (one of the schools expectations)
  and says that he is very glad to see him. During
  the period, the teacher looks for opportunities
  to reinforce Bob for appropriate behavior (looks
  for targeted behaviors that including the
  behavior Bob chose for focus). At the end of
  class, teacher gives the DPR back to Bob, and
  briefly tells him how each score was decided
  (stating specific behaviors when possible). Bob
  leaves thinking about a positive behavior he
  displayed.

95
Check Out Procedures

• Recognize student for coming to check out
• Collect copy of the DPR
• Recognition if daily goal has been met
• Prompt for a good day tomorrow

96
Bob Middle SchoolCheck-Out

• Check-out. Bob leaves class 5-10 minutes early
  so he can return to the library for check-out.
  He gives DPR to Mrs. D, who keeps one copy for
  schools records and returns one copy to Bob so
  he can have his parents sign it. If Bob has met
  his goal for the day, he receives a Learning
  Zone ticket. The coordinator congratulates Bob
  for his behavior and rehearses how/when he will
  show his DPR to his parents.

97
Getting Started BEP Team Checklist

• Administrator Commitment established (FTE and
  space made available)
• BEP Leader Identified
• Referral Criteria and Process Established
• Goals for Students on Program is Established
• System in Place to Track Student Progress on the
  (Daily Progress Report and spreadsheet created)
• Reinforcers (tangible recognition) Identified and
  Supplied
• In-service for all Staff on How to Refer,
  Implement, Support BEP Process
• Staff Commitment Established
• Process for Parent Orientation Established
• Process for Student Orientation Established

98
Classroom Teacher Time Commitments
99
Potential Problems

• Doesnt like check-in/out adult
• Being punished by parents for poor DPRs
• Teachers using DPR points punitively
• Needs more support
• Teacher(s) not implementing with fidelity

100
Lessons Learned From Schools

• Action Plan
• Start Small
• Meet often at beginning of implementation
• Select staff who are positive and students trust
• Provide support to CI/CO coaches
• Appoint and train a back up CI/CO Coach
• Every school is unique
• Careful selection of students
• Keeping students too long or not long enough

101
Indian Head Elementary School
102
Critical Features of BEP

• Principal Support
• Students agree to participate
• Positive Staff
• Continuous intervention for students
• Data shared with staff

103
BEP (Check-In/Check-Out)

• Students are trained in the Check-In/Check-Out
  program.
• Students check-in each morning before breakfast.
• Students check-out according to the schedule
  below
• 310 5th Grade
• 320 4th Grade
• 330 2nd and 3rd Grade
• Students shop for prizes when they reach their
  daily goal five times.
• Students receive a Dream Catcher for checking in
  and out each day.

104
What Happens When Our Students Reach the Goals?

• Self-Monitoring
• 90 of the time for 6 weeks
• Student completes a DREAM Card along with the
  classroom teacher.
• Independent Self-Monitoring Card
• Teacher and student cards match for (85 or more)
  of the items on the DREAM Card.
• Lunch celebration with Principal, Vice Principal,
  School Psychologist, BEP Staff, and Parent!
• Monthly meeting with BEP Team to discuss progress.

105
Classroom Teachers RoleIndian Head Elementary
School

• Greet the student kindly
• Provide feedback at predetermined times by
• Rating behaviors on the DREAM Card
• Explain the rating to the student
• Prompt appropriate behavior by saying, Tomorrow,
  lets work on

106
Resources

• School Allocation
• Donations from local businesses
• Wal-mart
• Jaycees
• Our PTO

107
Why Does the BEP Work? Indian Head Elementary
School

• Improved structure
• Prompts are provided throughout the day for
  correct behavior.
• System for linking student with at least 1
  positive adult.
• Student is set up for success
• First contact each morning is positive
• First contact each class or activity period is
  positive.
• Increase in feedback to student
• Feedback occurs more often and is tied directly
  to student behavior.
• Inappropriate behavior is less likely to be
  ignored or rewarded.

108
DansOffice Referrals
88 decrease
109
Jane
110
JanesOffice Referrals
111
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112
(No Transcript)
113
Baseline Data Collection Matthew Henson Middle
School

• Each teacher collects data for up to 10 days
• Student is not aware that data is being
  collected
• Baseline percentage is established for each
  class
• Established goal is determined by SST after
  reviewing all baseline data
• WOW area for notes and effective interventions

114

• Huskies Report
• Matthew Henson Middle School
• Check in
• 3 Major Positive Traits Pride, Spirit, and
  Commitment
• 6 possible points per period
• Flexible goal setting
• WOW area for positive comments
• Parent signature daily
• One copy home and one copy for school

115
(No Transcript)
116
BEP at Matthew Henson

• In SY 2005 2006 we had a check-in/check-out
  person for each of the three grade levels. We
  had 18 students on the BEP throughout the year
  with several who graduated from the program
• Regular education and special education students
  were served through the BEP

117
BEP at Matthew Henson A Case Example

• Background info
• 13-year-old, 7th-grade student
• Previously identified as Emotionally Disturbed
• Educated in an inclusion setting

118
BEP at Matthew Henson A Case Example

• Behaviors Prior to BEP
• 2004-2005 School Year
• 15 referrals last year (physical aggression,
  disrespectful, disruptive, non-complaint, etc.)
• 3 out-of-school suspensions
• Suspended to the Superintendent and placed in an
  alternative setting for 45 days (2004-2005)
• Citizenship grades were Satisfactory -gt
  Unsatisfactory for the year
• 2005-2006 School Year
• 4 referrals between September to December 2005
• 1 out-of-school suspension
• Citizenship comments ranged from Satisfactory -gt
  Unsatisfactory

• Behaviors Since BEP
• Since 1/25/2006
• 0 referrals
• Citizenship grades ranged from Outstanding -gt
  Satisfactory
• Grades improved 3rd and 4th Quarter
• BEP data (next slide)

119
Josh - Office Referrals
67 decrease
120
John
John
No office referrals or suspensions after being
placed on BEP
121
For more information -
visit our website http//www.ccboe.com/henson/
or contact Ron Stup, principal rstup_at_ccboe.com Ly
nne Weise, PBIS co-chairperson lweise_at_ccboe.com
122
Assessing Adult Attention Activity

• Who Targeted Team
• What Complete the chart on the next slide to
  determine existing supports for a student with
  challenging behavior who is motivated by adult
  attention.
• Time 15 minutes
• Report out None

123
Are there available supports in place for a
student motivated by adult attention?
124
Basic Targeted Group Interventions that Address
Most Prevalent Functions

• Behavior Education Program
• Social Skills Instruction
• Academic Support (PASS)

125
Social Behaviors

• Social Behaviors -
• individual, discrete, observable acts that make
  up more complex social skills
• Examples
• Eye contact
• Shaking hands
• Saying hello

126
Social Skills are

• Specific, identifiable, and learned social
  behaviors, performed effectively that produce
  social consequences in social
  situations

127
Social Competence

• Social Competence is
• A judgment-based evaluation by peers, teachers,
  family members, friends, about a persons social
  functioning
• The highest form of skill acquisition
• More than just the sum of individual social
  behaviors and skills

128
Types of Social Skills

• 1. Basic Social Skills or Classroom Survival
  Skills
• Listening, Asking for Help, Asking a Question
• 2. Friendship-Making Skills
• Introducing Yourself, Beginning a Conversation
• Offering Help, Sharing, Apologizing
• 3. Skills for Dealing with Feelings
• Expressing Feelings, Showing Understanding of
  Anothers Feelings, Dealing with Anger

129
Types of Social Skills

• 4. Skill Alternatives to Aggression
• Dealing with an Accusation, Responding to Teasing
• 5. Skills for Dealing with Stress
• Dealing with Losing, Saying No, Responding to
  Peer Pressure
• 6. Social Problem Solving and Planning Skills
• Setting a Goal, Making a Decision

130
Social Skills Assumptions
1. Social skills are learned skills. 2. Social
skills can be taught given effective
instruction. 3. Effective instruction is
instruction that is matched to the needs of the
learner. 4. Learning skills in isolation and/or
in a training setting is not sufficient.
Students must be able to generalize and transfer
the skills across settings, time, and
situations. 5. Social skills are culture and
context specific.
131
Social Skills Assumptions

• 6. Students who are socially incompetent are at
  risk for a wide variety of problems in adulthood.
• 7. Students learn new social skills and retain
  previously learned ones through modeling and
  reinforcement strategies.
• 8. The most robust learning takes place when all
  or close to all of the members of the students
  environment share a common set of values
  regarding which behaviors are important.
• 9. Effective instruction moves students from
  external to internal control of their behaviors.
  
• 10. Students should be taught to self-manage
  their behaviors.

132
An Elementary Example of a Social Skill

• Skill Avoiding trouble
• Steps
• Stop and think about what the consequences of an
  action might be
• Decide if you want to stay out of trouble
• Decide what to tell the other person
• Tell the person

133
An Elementary Example of a Social Skill

• Skill Dealing with being left out
• Steps
• Decide what has happened to cause you o feel left
  out
• Think about your choices
• Ask to join in
• Choose someone else to play with
• Do an activity you enjoy
• Act out your best choice

134
A MS/ HS Example of a Social Skill

• Skill Dealing with someone elses anger
• Listen to the person who is angry (Dont
  interrupt Stay calm)
• Try to understand what the angry person is saying
  and feeling (Ask question to get explanations of
  what you dont understand restate them to
  yourself)
• Decide if you can say or do something to deal
  with the situation (Think about ways of dealing
  with the problem. Maybe just listening, being
  empathic, doing something to correct the problem,
  ignoring it, or being assertive)
• If you can, deal with the other persons anger

135
Common Teaching Methods Academic vs. Behavioral
Skills
136
Using a Teaching Approach is the most likely way
to increase desired behavior

• Provide Instruction
• Provide opportunities for Practice
• Provide Recognition for demonstrating what is
  expected and what has been taught
• Utilize effective methods for Correction of
  incorrect behavior
• Pre-correction
• Reminding
• Re-teaching
• Alternative teaching methods
• Teach replacement behavior or skill
• Use Assessment for Decision-Making

137
Teaching Social Skills Using a Structured
Learning Instructional Approach

• Why is the skill important?
• Define the skill
• Demonstrate/model the skill
• Show multiple prosocial examples
• Show one low key non-example
• Have students role play the skill
• Provide performance feedback
• Provide opportunities for generalization

138
1. Establish Need for Skill Goldstein McGinnis

• Identify the reasons and rationale for teaching
  the skill
• Have each student describe, when, where and with
  whom would you find the skill useful

139
2. Define the Skill Goldstein McGinnis

• Define the skill to be taught
• Include abstract meaning and concrete examples
• Solicit examples from group

140
3. Effective Modeling Goldstein McGinnis
1. Specify the exact behavior to be taught. 2. Be
sure the student is cognitively and
developmentally able to model the behavior or
strategy. 3. Simplify the modeled behavior. 4.
Provide clear, concise, and easy to imitate
models. 5. Provide models that have high status
with the student (s).
141
4. Effective Modeling Goldstein McGinnis

• 6. Use a variety of high status models.
• 7. Be sure that the student(s) are attending to
  the model.
• 8. Be sure that the desired behavior is clearly
  and consistently modeled.
• 9. Provide multiple opportunities for practice
  (at least 2).
• 10. Reinforce both the model and target
  student(s) for performance.

142
5. Role-Playing Goldstein McGinnis

• Each student role-plays skill
• Set context for role-play using established need
• Select main actor
• Pick co-actor that resembles real-life person
• Gain physical setting and background details
• Conduct the role-play
• Coach actors as needed
• Continue until all have participated

143
6. Performance FeedbackGoldstein McGinnis

• Co-actor reacts first
• Other students next
• Trainers next
• Comment on how well steps were followed
• Provide social reinforcement
• Main actor last

144
7. Generalization and Transfer of Training
1. Teaching students self-control strategies. 2.
Teaching skills in multiple settings. 3. Having
different adults teach the skills. 4. Having the
students practice the skills under different
conditions, with different people and in
different places. 5. Providing specific homework
activities.
145
Skillstreaming the Elementary School ChildEllen
McGinnis Arnold GoldsteinResearch Press

• 60 Prosocial Skills
• 5 Categories
• Classroom Survival Skills
• Friendship-Making Skills
• Skills for Dealing with Feelings
• Skill Alternatives to Aggression
• Skills for Dealing with Stress

146
Skillstreaming the Adolescent Ellen McGinnis
Arnold GoldsteinResearch Press

• 50 Prosocial Skills in 6 Categories
• Beginning Social Skills (Listening)
• Advanced Social Skills (Convincing Others)
• Friendship-Making Skills (Reading Others)
• Skills for Dealing with Feelings (Dealing with
  Someone Elses Anger)
• Skill Alternatives to Aggression (Negotiating)
• Skills for Dealing with Stress (Standing Up for a
  Friend)

147
Prerequisites for Social Skills Instruction
Program are Identified

• School-wide and classroom practices that must
  take place prior to referral are identified
• Evidence that student is not responding to
  school-wide program is available
• Evidence that student is not responding to social
  contracting is available

148
Implementing Social Skills Instruction as a
Targeted Group Intervention

• Unlike the Behavior Education Program, schools
  typically have a social skills instructional
  programming offered by a number of educators
• On the one hand, this makes implementation easier
  because there is instructional expertise
• On the other hand, implementation is confounded
  by systems integration challenges

149
Implementing Social Skills Instruction as a
Targeted Group Intervention

• In order to address this challenge, it is
  recommended that an inventory of available social
  skills groups (e.g., Skills for dealing with
  feelings Skill alternatives to aggression, etc.)
  and their specific skill set be available to the
  targeted team.

150
Social Skills Instruction Asset Inventory
151
Social Skills Asset Inventory Activity

• Who Targeted Team
• What Complete one line on the Social Skills
  Asset Inventory
• Timeframe 15 minutes
• Report Out None

152
Implementing Social Skills Instruction as a
Targeted Group Intervention

• The Targeted Team (with teacher and parent input)
  determines what type of social skills instruction
  the student would benefit from.
• If the group exists, a referral is made following
  the procedures outlined.
• If the group does not exist, the TT has three
  options
• Choose another TGI
• Create a TGI that meets the need (with
  administrator approval)
• Begin function-based support

153
Implementing Social Skills Instruction as a
Targeted Group Intervention

• Remember that TGI are NOT long term interventions
  typically 2-4 weeks of instruction
• Data is collected in similar fashion to Social
  Contracting using the contract card
• Specific social skills are identified on the
  contract card
• Data is analyzed every two weeks to determine
  effectiveness of the program
• A reinforcement plan is identified that aligns
  with success in the program (80 of points to
  begin)

154
Basic Targeted Group Interventions that Address
Most Prevalent Functions

• Behavior Education Program
• Social Skills Instruction
• Academic Support (PASS)

155
PASS System Elementary School
Students are taught and supported by a PASS
Mentor using a planning process for successful
work completion and self-advocacy
156
Vignette Who are We Talking About?

• Jake is consistently inconsistent with his work
  completion is a bit of a whirling dervish. He
  gets started on his work after prodding but work
  is messy, rushed incomplete. Its very
  difficult to read his writing. There are reams
  of frayed papers old food items in his desk.
  He needs reminders for everything and if you look
  at him during paper/pencil tasks, hes often not
  working. Hes impulsive but