A Secondary School/Home Intervention for Young Students: First Step to Success

1. A Secondary School/Home Intervention for Young Students: First Step to Success Annemieke Golly , Ph. D., agolly@uoregon.edu Institute on Violence and Destructive Behavior University of Oregon & Oregon Research Institute

2. Agenda • Introduction • Background and rationale • Overview of First Step to Success • Screening • Class component • homeBase component

3. Functional Assessment • Individual Behavior Management Plans • Parent Training and Collaboration • Multi-agency collaboration (wrap-around) • PMTO 3-5% FEW (High Risk) Individual Interventions • Increased academic support • Intensive social skills teaching • First Step to Success • Adult mentors (Check in – Check out) 7-10% SOME (At-Risk Students) Classroom and Small Group Strategies • Social skills teaching • Positive, proactive discipline • Teaching social behavior • expectations • Active supervision and monitoring • Positive reinforcement systems • Firm, fair, and corrective discipline • Data-based decision making 85-90% ALL (All Students) School-Wide Systems of Support

4. Five Universal Principles • Have Very Clear Expectations • Teach those expectations Use examples and non-examples • Reinforce the expectations • Minimize a lot of attention for minor inappropriate behaviors (Don’t make mountains out of mole hills) • Have clear consequences for unacceptable behavior

6. Selected Intervention - First Step – Principles: • Home/School collaboration • Explicitly teach expected behaviors (role-play 1-1) • Provide consistent feedback (Green/Redcard) • Positive Peer involvement • Focus on positive behaviors • Minimize attention for minor problem behaviors • Parents spend positive time with the child • Parents practice “parent tips”

7. Why would you want to participate in First Step? • It’s fun. • We would like for every child to have the opportunity to play the “Green/Red card game.” • It has helped many children get off to a great start at school. • It is research based, positive and uses best practices.

8. Characteristics of the Child • Temperamental • Oppositional • Impulsive • Attention Deficit Problems

9. Characteristics of Problem Behaviors • Less “time-on-task” • More negative interactions with parents, siblings, teachers, and peers • Peer rejection

10. Typical Problem Behaviors • Off Task • Aggressive • Does not follow directions • Argues • Poor social skills • Tantrums • Pesters others • Transition problems • Bullies

11. Characteristics of Problem Behaviors • Antisocial behavior is part of normal development • Crucial features are the FREQUENCYand INTENSITYof behaviors

12. Facts on Challenging Behavior • If chronic problem behavior has not changed by grade 4, it should be treated as chronic condition like diabetes (not cured but managed) • Early intervention in school, home, and community is best hope for getting kids on successful path

13. Why do most children misbehave? • Attention (adult, peer) • Avoidance (Task too hard, too easy, boring)

14. Universal Screening Letter home to all parents If parent does not want child screened they return signed form Teacher meets with Coach: Externalizing students identified and teacher completes Early Screening Project scales (ESP)

15. Early Screening Project (ESP) Adaptive Behavior Scale (No risk, At risk, High risk, Extreme risk) Maladaptive Behavior Scale (No risk, At risk, High risk, Extreme risk) Social Skills Scale ( No risk, At risk) Aggression Scale (No risk, At risk, High risk, Extreme risk)

16. Classroom Observations • Three Classroom observations • AAET (Appropriate Activity Engaged Time) • Less than 75% is considered “At Risk”

17. Stressors Frequently cited reasons: Low Income Unemployment Marital Problems Emotional/Physical Abuse

20. Parents/Caregivers/Teachers • Ineffective (inconsistent) discipline • Harsh discipline • Lack of positive interactions • Lack of monitoring

21. CLASS INTERVENTION: • Positive behavior management program • Children learn how to: • Attend to the teacher • Get along with others • Participate in activities

22. CLASS • The Green Card/RedCard Game • Entire Class Plays “the Game” • Target Child Is the “Special Volunteer” • The Green/RedCard Provides Feedback; Green = GO! Red = STOP! • Child Earns Points on Green Side

23. CLASS • Class Earns Reward If Goal Is Met • Time Gradually Increases While Formal Rewards Gradually Fade… • Cards Go Home Each Day & • Brought Back Signed the Next Day… • Parents Reward Child at Home

24. CLASS Coach Phase: Days 1-6 • Role-play 1-1 with child • Engage entire class • Provide feedback & points with Green /Redcard • Monitor class reward • Contact parents each day

25. Extra story Nature walk Animal visit Sitting where they want Art project Snacks / treats Bubble wrap stomp Hidden picture pages Paper airplane party Freeze Dance Free time Hand Stamps Extra recess Computer time P.E. / Music Blowing bubbles Videos Shaving cream art Game Lunch with teacher Examples of privileges

26. POSITIVE ATTENTION Gestures & Proximity & Interest: Smiles, eye contact, thumbs up, pat on shoulder, wink, looking at students work, calling on student, asking questions… Specific Praise: Great when teaching new or infrequent behaviors! “Thank you for raising your hand!” General Praise: Enthusiastic but not specific. “Good work”, “Wow!” Character Praise: Builds Self esteem and positive self image. “You are working quietly, that’s very responsible ” or “That was a very kind thing to do”.

27. REINFORCEMENT SCHEDULES When teaching a new behavior it must be reinforced every time. After a behavior is established it needs to be randomly reinforced. “You never know when you’re going to get a surprise.”

28. Reinforcement Want a minimum of a 3:1 ratio of positive attention to negative consequence. 5:1 is better!

29. CLASS Procedures: • One student at a time plays the GREEN/REDcard game • GREEN/RED card provides feedback • Points on GREEN side earn surprise for the class

30. PLAYING THE GREEN/RED CARD GAME Child is shown the GREEN side when following directions RED side is shown when child needs to stop and think

31. COACH’S ROLE: • Observes the target student • Meets with caregiver and teacher • Provides materials • Teaches acceptable behavior 1-1

32. Introduces game to the class Operates the GREEN/RED card first 5 days Announces surprise to the class Sends GREEN/RED card home COACH’S ROLE (cont.) Contacts parents each day first 5 days Supports teacher Starts homeBase after day 10 Conducts homeBase 6 weeks for 1 hour

33. TEACHER’S ROLE: • Teaches clear expectations to entire class • Provides immediate delivery of class privilege when earned • Monitors student behavior • Provides child & parent with encouragement and support

34. Pro-active/Reinforcing words: “ I noticed……” “I saw…..” “You are being responsible, respectful, safe when you…….”

35. TEACHER’S ROLE (Continued) • Communicates with coach • Communicates with caregiver at least once a week • Catches the child ”doing the right thing” for remainder of the year • Avoids power struggle

36. Avoid Power Struggles Use the words: “Regardless” & “Never The Less”

37. PEERS’ ROLE: • Follow teacher directions • Do own work • Ignore minor misbehaviors • Encourage target student for playing GREEN/RED • card game well • Thank target student for earning a surprise for the class

38. CHILD’S ROLE: • Agrees to participate • Brings home GREEN/RED card • Chooses “surprises” for the class • Participates in homeBase activities

39. CARETAKER’S ROLE: • Provides encouragement and surprises/activities • Signs GREEN/RED card every day • Participates in weekly homeBase meetings

40. Role of Parent/Caregiver Each day when the child brings the card home: • Give at least 3 positive statements about school. • Do something fun with the child for 5 or 10 minutes.

41. Extra story 10 min. walk or bike ride alone with parent 10 min. extra playing time with parent. Board game with parent. Help mom or dad with special project (e.g., baking, working in garage or yard) Special snack/desert Drawing time with parent. Blowing bubbles/play ball with parent. Home Reward Activities

42. homeBase Skills Building for Children • Communicating/Sharing About School • Cooperation • Understanding & Accepting Limits • Problem Solving • Friendship Skills • Building Self Confidence

43. hOMEBASE • Commitment for parents/caregivers: • Weekly meetings with First Step coach: 30-45 minutes • Complete Check-up lists (How well do you know your child?). • Discuss Parent Tips (Do’s and don’ts of good parenting). • Practice Games to play with child (Focussed on school success). • Daily practice and activities with child: 5-10 minutes

44. Annemieke Golly, Ph.D. Oregon Research Institute 1715 Franklin Blvd. Eugene, OR 97403 (541) 344-7784 agolly@uoregon.edu For more information:

45. Resources: • Golly, A. (2006). Five Universal Principles of Positive Behavior Support and the Story of My Life. www.AttainmentCompany.com • Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave : Twenty Tips and Measurable BIPs www.AttainmentCompany.com • Golly, A., & Sprague, J. (2005). BEST Behavior: Building Positive Behavior Supports in Schools. www.Sopriswest.com • First Step to Success Program www.Sopriswest.com • Music Wand: www.treeblocks.com • www.firststeptosuccess.org