Assessing the Impact of A Targeted Group Intervention

1. Assessing the Impact of A Targeted Group Intervention • The Middle Part of the Triangle • What is BEP? • BEP at Indian Head ES

2. Supporting Social Competence & Academic Achievement 4 PBIS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

3. What is the “Middle Part” of the Triangle? • ~15% of students • Multiple referrals • At-risk for developing more severe/chronic patterns of problem behaviors

4. Out of Proportion • These students represent less than 25% of school enrollment • They account for over 50% of behavioral incidents • They consume significant amounts of time and resources

5. Skill Deficits

6. Referrals per Student

7. At Risk: Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language Tardy Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat Aggressive Not dangerous or violent May have low academic achievement Serious/Chronic: Danger to self and/or others Destructive What it looks like… • General: • In line with expectations

8. In general… • Poor peer relations • Low academic achievement • Difficulty adjusting to school environment • Chaotic home environment • Low self-esteem

9. Catch them before they fall: • Intervention before age 9 is more likely to succeed • Severity, stability, and risk • Substance abuse • School dropout

10. Approaches to Intervention • Behavior Education Program (BEP) • Verbal De-escalation Training • Social Skills Training • Conflict Resolution Training • Anger Management Training

11. Major Features of most Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Home/school linkage • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week for coordination • Student chooses to participate • Continuous monitoring for decision-making

12. Responding to Problem Behavior in Schools:The Behavior Education Program A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00 www.guilford.com

13. Responding to Problem Behavior in Schools:The Behavior Education Program • For teachers, staff • Check-in/Check-out system • Daily positive adult contact • Daily report card - Increased attention to behavioral goals • Home-School partnership • For all school settings Crone, Horner & Hawken (in press). Guilford Publications, NY.

14. BEP: Who Qualifies • More than a minimum number of referrals • Across several different settings • Not dangerous to self/others • Adult attention is reinforcing

15. Example Behaviors • Disruptive • Talks out • Unprepared • Talks back to teacher • Uses inappropriate language • Tardy • Defiant • Refuses to do work • Difficulty taking turns • Refuses to share • Out of seat • Difficulty following directions • Frequent peer conflict • Low-grade aggression (pushing, tripping, etc…)

16. Do Not Include: • Dangerous/violent students • Students who bring a weapon to school • Students who injure/may injure themselves • Students with a high number of referrals • Students with referrals from only one setting, teacher, or time • Students who find adult attention aversive

17. Data-Based Decision • The BEP is indicated when… • High percentage of students with multiple referrals (>15%) • Problem behaviors are not dangerous or violent • Problem behaviors are found in multiple locations throughout school, from multiple staff

18. Referrals per Student

19. Student Recommended for BEP Check In Check Out (CICO) Meadowlark/ Buena Vista BEP is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

20. HAWK Report Date ________ Student _______________Teacher___________________

21. Reinforcement of Appropriate Responses Program (ROAR) Staff Training

22. Daily Progress Report

23. Why does BEP work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

24. Why does BEP Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

25. Logistics for Setting up a BEP program • Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is BEP a reasonable option for us? • More than 5 students need extra support • BEP is designed to work with 10-12% of kids in a school • BEP typically “works” with 67% of students. • BEP does NOT replace need for individualized supports. • Team available • Team leader • BEP coordinator (morning, afternoon) • Team (meets at least once every two weeks)

26. Logistics for Setting up a BEP program • School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • Process for identifying a student who may be appropriate for BEP • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

27. Logistics for Setting up a BEP program • Daily BEP progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • Home report process • Can be same as progress card • Can be a unique reporting form

28. CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was:_______________________ Something I will work on tomorrow is: _______________________ Comments: Parent/Guardian Signature: ________________________________________________________ Comments:

29. Logistics for Setting up a BEP program • Trading menu • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned • Collecting, summarizing and using data • Daily updates • Weekly review by team • Referral to BISCC structure for individualized interventions.