Secondary or Targeted Interventions

1. Secondary or Targeted Interventions George Sugai Center on PBIS University of Connecticut George.sugai@uconn.edu www.pbis.org

2. Example Ms. Taken believes that 8 of her 29 students need individualized behavior intervention plans. After your observations, you note (a) managing 8 individualized behavior intervention plans will be difficult & (b) effective classroom management practices are not being used. What would you recommend?

3. Example #2 Special educator & school counselor at AE Neuman School report that 11% of students are at risk of school failure because of problem behavior. Since they are halftime staff members, they are worried about being able to support those students with more intensive interventions. What would you recommend?

4. Question How do we provide efficient individualized behavior support when behaviors of number of students are unresponsive toschool/classroom-wide approaches?

5. Possible Solution Standardized, function-based intervention “package” that is applied to relatively small number of students WARNING: Successful Implementation requires school-wide PBS & specialized behavioral capacity

6. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

8. http://rtckids.fmhi.usf.edu Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers.Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

9. Other References Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

10. Common Secondary Intervention Features • Regular function-based screening • Direct student orientation, training, practice, & review • Link to SW expectations, routines, etc. • Link to academic programming & expectations

11. Functions Pos Reinf Neg Reinf

12. Secondary – cont. • Daily-weekly monitoring, review, & evaluations with adult • Regular, overt, & frequent opportunities for positive reinforcement • Individualized academic & behavioral targets, & accommodations

13. Secondary – cont. • Daily-weekly home-school communications • Behavioral contracting • Self-management strategies

14. Examples… • “Behavior Education Program” • Fern Ridge Middle School, OR • “Check-in Check-out” • Bethel School District, OR • “H.U.G.” • Tualatin Elementary School, OR • “Social Skills Club” • Missouri • “Think Time” • University of Nebraska

15. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In FRMS Behavior Education Plan (BEP)(Hawkin, Horner, & March, 2002) Referral, Assessment, & Orientation

16. Daily Progress Report

17. Identification & Referral • Multiple office referrals • Recommendations by • Teacher • Parent • Time to action = 30 min to 7 days

18. Contract • Agreement to succeed • Student • Parent • BEP coordinator • Teachers • Written (pref.) or verbal contract

19. Data Collection for Decision-Making • Monitor BEP points earned each day • Office discipline referrals • Regular data use by BEP team

20. Daily Data Used for Decision Making

21. Daily Data Used for Decision Making

22. Importance of Functional Assessment in BEP

25. HUG: Hello, Update, Goodbye Pam Hallvik, Nancy Ferguson, & Sally Helton Tigard-Tualatin Schools

26. H.U.G. (Hello, Update, Goodbye) Name: ____________________________ Date: ________________ Please indicate whether the student has met the goal during the time period indicated: Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts HUG Daily Goal _____/_____ HUG Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. Parent’s Signature ___________________________________ Parent’s Comments _________________________________________________________ __________________________________________________________________________

27. “Hello” - Morning All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. At that time they will receive following: • Positive, sincere greeting • Check to see if they are prepared for day (lunch ticket, materials, etc.) • Check to learn how they are feeling (any morning conflicts?) • Collection of returned H.U.G. form signed by parents • Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward • New H.U.G. form

28. “Update” - During Day Student: give H.U.G. form to his or her teacher on arrival to class Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating. Adults in other setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

29. “Goodbye” - End of Day • Students will return with their H.U.G. forms to counselor’s room at 2:25 each day: • Students will again receive positive, sincere greeting • Counselor or H.U.G. assistant will check to see whether student met his/her goal. • If so, student will receive small reward. • If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently. • Students will put their H.U.G. forms into their backpacks to take home to share with their parents. • Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

30. H.U.G. Participant Responsibilities

31. H.U.G Program Contract Agreement I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities. • Student signature: ___________________ Date ______ • Parent(s) signature(s): _________________ Date ______ • Teacher signature: ____________________ Date ______ • Administrator signature: ________________ Date ______ • H.U.G. Coordinator signature: _____________Date ______ Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!

32. RTI & Secondary Intervention in classroom Fairbanks, Sugai, Guardino, & Lathrop (in press, EC)

33. Check In/Out Pt Card Name____________________ Date ____________ Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N

34. Class B Results Percent of Intervals Engaged in Problem Behavior School Days

35. Class B Results + Composite Peers Peer Percent of Intervals Engaged in Problem Behavior Peer Peer School Days

36. Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

37. Summary Statement of Problem Behavior Contingencies across Students

38. Study 2 Results + Composite Peer Peer Percent of Intervals Engaged in Problem Behavior Peer Peer Peer School Days

42. Example Ms. Taken believes that 8 of her 29 students need individualized behavior intervention plans. After your observations, you note (a) managing 8 individualized behavior intervention plans will be difficult & (b) effective classroom management practices are not being used. What would you recommend?

43. Example #2 Special educator & school counselor at AE Neuman School report that 11% of students are at risk of school failure because of problem behavior. Since they are halftime, they are worried about being able to support those students with more intensive interventions. What would you recommend?