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

3. Possible Solution Standardized, function-based intervention �package� that is applied to relatively small number of students

6. 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.

7. What prerequisites are needed? Effective school-wide or primary system of positive behavior support Local behavioral competence Function-based approach Faculty agreement to support all students Regular leadership team-based review & problem solving Discipline/behavior incident data management system District start-up resources -Function based approach-understanding the motivation behind behavior, if you don�t understand that targeted interventions could fail. -All staff needs to be on board because kids move all around the building and everyone has to follow the same interventions, not just in the classroom. Think about all the adults the kids come into contact with. -Team based -- have a yellow zone team, who tweaks the system. An individual counselor or teacher cannot pull this off, neither can a counselor team. You need people that come from many different disciplines. -Data to guide our systems and to find the right student candidates. -Function based approach-understanding the motivation behind behavior, if you don�t understand that targeted interventions could fail. -All staff needs to be on board because kids move all around the building and everyone has to follow the same interventions, not just in the classroom. Think about all the adults the kids come into contact with. -Team based -- have a yellow zone team, who tweaks the system. An individual counselor or teacher cannot pull this off, neither can a counselor team. You need people that come from many different disciplines. -Data to guide our systems and to find the right student candidates.

8. What is function based support? Foundations in behavioral theory, applied behavior analysis, & pbs Attention to environmental context Emphasis on �purpose� or function of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

9. Behavior Support Elements

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 -What is the function behind the behavior? What are the factors that maintain that child�s behavior? Is it attention maintained? Escape maintained? Is it for peer attention or adult attention? Is it to escape adult attention? Is the kid trying to escape academic responsibilites? -Everyone has to be trained on their secondary intervention. There are routines involved which need to be taught. Just because you give the kid the intervention, it does not mean they are going to follow through. -You need to link the SW rule to the intervention, along with rewards. -Not a way to remove from academics, its linked, we need to maximize academic success. -What is the function behind the behavior? What are the factors that maintain that child�s behavior? Is it attention maintained? Escape maintained? Is it for peer attention or adult attention? Is it to escape adult attention? Is the kid trying to escape academic responsibilites? -Everyone has to be trained on their secondary intervention. There are routines involved which need to be taught. Just because you give the kid the intervention, it does not mean they are going to follow through. -You need to link the SW rule to the intervention, along with rewards. -Not a way to remove from academics, its linked, we need to maximize academic success.

11. Functions

12. Secondary � cont. Daily-weekly monitoring, review, & evaluations with adult Regular, overt, & frequent opportunities for positive reinforcement Individualized academic & behavioral targets, & accommodations -Frequent monitoring, they should get daily, weekly, monthly monitoring from adults. Adults need to make more contacts with kids on intervention plans. -Regular reinforcement for doing the right thing; it�s a primary element of the intervention. -Frequent monitoring, they should get daily, weekly, monthly monitoring from adults. Adults need to make more contacts with kids on intervention plans. -Regular reinforcement for doing the right thing; it�s a primary element of the intervention.

13. Secondary � cont. Daily-weekly home-school communications Behavioral contracting Self-management strategies -Link with home!!! -Behavior contracts are agreements about what the kid and staff are going to do and the consequences that go along with the agreements. -Self-managements taught: self-assessment, self-instruction, self-reinforcement. We want these kids to become independent. -Link with home!!! -Behavior contracts are agreements about what the kid and staff are going to do and the consequences that go along with the agreements. -Self-managements taught: self-assessment, self-instruction, self-reinforcement. We want these kids to become independent.

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 These are common practices and have research to back them up. -Modify these to fit your context because they are general. These are common practices and have research to back them up. -Modify these to fit your context because they are general.

15. FRMS Behavior Education Plan (BEP)(Hawkin, Horner, & March, 2002) -This is being used in middle and high school primarily, but is currently being modified for elementary. -Initial school-wide screening for kids with high office referrals, self-nominations, teacher nominations, or parent nominations. -Kids are oriented to the club and what it means to be a part of the club. -Enter into the system and are given a plan. They are put on a BEP training level before ful members, so they can prove they can handle this program. -At the end of the day, the card is turned it and points are totaled to see if they met their goal. -Parents are a part of the process, they need to sign the card to link with parents/home. -This is being used in middle and high school primarily, but is currently being modified for elementary. -Initial school-wide screening for kids with high office referrals, self-nominations, teacher nominations, or parent nominations. -Kids are oriented to the club and what it means to be a part of the club. -Enter into the system and are given a plan. They are put on a BEP training level before ful members, so they can prove they can handle this program. -At the end of the day, the card is turned it and points are totaled to see if they met their goal. -Parents are a part of the process, they need to sign the card to link with parents/home.

16. Daily Progress Report -Generic model with the five school-wide rules on the side. -Lays this card on their desk or the teacher�s desk. -The kid self-evaluates or the teacher rates. -They are rated on the five school-wide rules to link it with the school-wide program. -These can be individualized for the specific student on the school-wide rules (ex. Be responsible -- get to class on time). -Generic model with the five school-wide rules on the side. -Lays this card on their desk or the teacher�s desk. -The kid self-evaluates or the teacher rates. -They are rated on the five school-wide rules to link it with the school-wide program. -These can be individualized for the specific student on the school-wide rules (ex. Be responsible -- get to class on time).

17. HUG: Hello, Update, Goodbye Pam Hallvik, Nancy Ferguson, & Sally Helton Tigard-Tualatin Schools -This is for elementary, with same logic as BEP, but more �kiddie friendly�-This is for elementary, with same logic as BEP, but more �kiddie friendly�

18. -Also had behavior contract. -Broke it up according to time. -Individually driven. -Cards still checked even when they went to �specials� and lunch and recess. -Also had behavior contract. -Broke it up according to time. -Individually driven. -Cards still checked even when they went to �specials� and lunch and recess.

19. H.U.G. Program WHAT AND WHY? The H.U.G. Program is a means to respond positively to students who need extra support with their behavior. On a daily basis, staff can teach them appropriate behaviors and provide them with opportunities to practice as they move from activity to activity. Additionally, the H.U.G. Program provides for reinforcement and positive attention from adults. The H.U.G. Program also provides for daily communication between a student and his/her teacher and between the school and parents. Additionally, data is collected to determine whether the program is successful or whether changes need to be made. The H.U.G. Program was designed to facilitate positive interactions between at-risk students and significant adults, teach good behavior skills, and provide a means for home-school communication. The H.U.G. check-in creates a safe space for these students; they come to trust and respect the adults who are consistently there for them. The program does not include negative consequences or punishment, just encouragement and positive attention. Parents are asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters. HOW? The H.U.G. Program consists of a plan and process that allow students to: Check-in with a significant adult before school Carry a tracking form Ask their teacher to rate their behavior Check-out at the end of each day Take the form home to parents Return the H.U.G. form the next morning -Teacher handed out cards and did debriefing. -Teacher handed out cards and did debriefing.

20. �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

21. �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.

22. �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.

23. H.U.G. Participant Responsibilities

24. 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!!!

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

26. Check In/Out Pt Card -This was a second grade study -Very similar to BEP and H.U.G. -The club was called �Leadership��the kids were told they were on the Leadership Team. The kids added up their points and found out their own percentages (taught by teacher). Then teacher averaged all Leadership kids and if all kids met average the whole class got a privilege, which held the whole class accountable. -This was a second grade study -Very similar to BEP and H.U.G. -The club was called �Leadership��the kids were told they were on the Leadership Team. The kids added up their points and found out their own percentages (taught by teacher). Then teacher averaged all Leadership kids and if all kids met average the whole class got a privilege, which held the whole class accountable.

27. -These three kids were unresponsive to good classroom management, this shows the amount of time they were engaged in problem behaviors)-These three kids were unresponsive to good classroom management, this shows the amount of time they were engaged in problem behaviors)

28. -This is their responsiveness to the Check In/Check Out; problem behaviors dropped. -This is their responsiveness to the Check In/Check Out; problem behaviors dropped.

29. Secondary-Targeted Interventions Checklist(draft)

30. Targeted Interventions:Self-Assessment Foundations Leadership Implementation Processes Intervention Features

31. Foundations SW discipline (practices & systems) approach is positive & preventive, especially, expectations taught & acknowledged directly & regularly Funding sources to cover activities for at least 3 years can be identified Majority of staff support efforts to assist students w/ problem behaviors

32. Foundations Policy & procedural handbook developed & endorsed. Administrative staff are active participants & supporters. Intervention is linked directly to SW expectations & academic goals

33. Leadership Team Team is in place to develop, manage, & support implementation Team meets weekly to monitor implementation Team has knowledge & fluency with function-based approach to behavior support Team collects & uses student data to guide decision making & provides report to school quarterly

34. Implementation General grade level screening & data review occur on quarterly basis to identify possible participants Intervention is available continuously & daily Intervention is accessible within 24 hours Implementation by teachers is efficient & low effort

35. Implementation All staff are involved in implementation of intervention Features of intervention are based on data from functional behavioral assessment Monitoring is continuous to guide decision making More specialized interventions are available for students who do not benefit

36. Intervention Features Initial participation agreements (behavioral contract) are made by school, student, & parents Students receive direct & regular orientation, training, practice, & review of operating procedures & expectations Self-recording tool is used by students to monitor progress & provide feedback

37. Intervention Features Student has morning & afternoon contact with adults for precorrections, review, & feedback Daily-weekly progress reports are given to parents Student has opportunity for positive reinforcement that is at least hourly Relevant & effective acknowledgements (positive reinforcers) are available