Positive Peer Reporting & Tootling for Generalization & Maintenance of Social-Behavioral Skills

1. Positive Peer Reporting & Tootling to Promote Generalization & Maintenance of Social-Behavioral Skills Patti Pazdera- School Counselor Nicki Poindexter- Classroom Teacher Community Elementary School Barbara Mitchell MO SWPBS MO SW-PBS

2. Attention Signal & Introductions • I say, “Sweet Caroline” • You say… • Eyes on the speaker, voices quite, minds ready for the next thing MO SW-PBS

3. Session Objectives • Describe 2 intervention strategies that can be used to • alter the social status of students with social, emotional, and/or behavioral challenges • enhance quality and quantity of positive social interactions within your classroom • Positive Peer Reporting (PPR) • Tootling MO SW-PBS

4. Activity & Discussion • Think of a student you know with one or more of the following characteristics • Is not well-liked by other children • Has few or no friends • Is frequently reported on for problem behaviors • With someone near you describe the student you identified MO SW-PBS

5. Risk & Protective Factors • “In school students’ relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies” (NRC & IOM, 2009, p.108) MO SW-PBS

6. PPR & Tootling If students can learn to report problem behaviors of their peers, they can also be taught to monitor and report instances of prosocial or appropriate behaviors from peers. • What’s the potential value in teaching children to recognize desired behavior? MO SW-PBS

7. Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems • Tier Three • Individual Students • Assessment-based • Intense, durable procedures • Tier Three • Individual Students • Assessment-based • High Intensity • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier One • All settings, all students • Preventive, proactive • Tier One • All students • Preventive, proactive MO SW-PBS

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

9. Positive Peer Reporting (PPR) • Description: • Simple procedure that promotes positive peer interactions. • Also improves peer perceptions of students who tend to be socially rejected or neglected. • Encourages all children to focus on and report prosocial behaviors of their peers. MO SW-PBS

10. Positive Peer Reporting (PPR) • Instead of reporting inappropriate instances of problem behavior children are told they will have the opportunity to earn reinforcement (e.g., tokens) for noticing and reporting a peer’s positive behavior. MO SW-PBS

11. Positive Peer Reporting (PPR) • Procedures • A target student is randomly selected as “Star of the Week” • During a specified time of day a group meeting is held where children are given an opportunity to report aloud any positive behaviors they observed from the star student that day. • Each child that reports a positive behavior earns a reinforcer (e.g., school-wide token). MO SW-PBS

12. Positive Peer Reporting (PPR) • Implementation Considerations • Teach students about the strategy prior to implementing. • Identify procedures for selecting target student each week. • Determine what “reinforcers” will be provided. • Establish a time for the PPR meeting. MO SW-PBS

13. Activity & Discussion • Think about … • Ideas you have for implementing Positive Peer Reporting in your setting. • Pair up with someone near you. • Share your ideas. Listen for the Attention Signal! MO SW-PBS

14. Tootling • During Positive Peer Reporting (PPR) students focus their attention on the positive behaviors of one selected student. • In contrast, Tootling provides an opportunity for the entire class to report on positive behaviors of any student in the group. MO SW-PBS

15. Tootling • Description • Tootling is like tattling in that students report the behavior of another child. • However, tootles can only report instances of desired/appropriate behavior (e.g., school-wide matrix expectations). MO SW-PBS

16. Tootling • Procedures • Teacher introduces and defines tootling. • Provides instruction for how to tootle & sets a tootling goal. • Students record “tootles” using an index card that is taped to their desk. • At the end of the day the cards are turned in to the teacher. • The next day the teacher reports out on the number of tootles recorded. MO SW-PBS

17. Activity & Discussion • Think about … • Ideas you have for implementing Tootling in your setting. • Pair up with someone near you. • Share your ideas. Listen for the Attention Signal! MO SW-PBS

18. Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems • Tier Three • Individual Students • Assessment-based • Intense, durable procedures • Tier Three • Individual Students • Assessment-based • High Intensity • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier One • All settings, all students • Preventive, proactive • Tier One • All students • Preventive, proactive MO SW-PBS

19. Implementation Example • Community R-VI Elementary • Implementing SW-PBS for 6+ years • Started Tier 2 in 2012-2013 • Piloted a Tier 2 Social Skills Intervention to assess contextual fit • Selected replacement skills from the Social Skills Improvement System (SSIS) Manual MO SW-PBS

20. Implementation Example • Social Skills Group Logistics • Selected time/location to meet • 2 times per week, 30-35 minutes each • School Counselor provided instruction • Classroom Teacher prompted use of skills outside the intervention group meetings MO SW-PBS

21. Implementation Example • Group Procedures • One skill per week • Used Daily Progress Report (DPR) for monitoring student progress • Skills to be taught were listed • Student given feedback at the end of each day • Data collected and graphed MO SW-PBS

22. Implementation Example • After the Social Skills Intervention • Implemented Tootling as a way to promote continued use of social skills • All students in the class were taught to look for demonstrations of skills that were taught during the intervention group • Students were instructed to record examples and submit them • Classwide goals set for number of tootles MO SW-PBS

23. Session Objectives • Describe 2 intervention strategies that can be used to • alter the social status of students with social, emotional, and/or behavioral challenges • enhance quality and quantity of positive social interactions within your classroom • Positive Peer Reporting (PPR) • Tootling MO SW-PBS

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25. More Information • Reference • Skinner, C. H., Neddenriep, C. E., Robinson, S. I., Ervin, R., & Jones, K. (2002). Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders. Psychology in the Schools, 39(2), 191-202. • Contact Information • poindexter@cr6.net • Your regional Tier 2/3 Consultant MO SW-PBS