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Social Academic Instructional Groups

Social Academic Instructional Groups. August 17 th Session 5 9:00 – 10:30. August 2010 Marla Dewhirst Technical Assistance Director, IL PBIS Network marla.dewhirst@pbisillinois.org. In Partnership with OSEP’s TA Center on Positive Behavior Support

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Social Academic Instructional Groups

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  1. Social Academic Instructional Groups August 17th Session 5 9:00 – 10:30 August 2010 Marla Dewhirst Technical Assistance Director, IL PBIS Network marla.dewhirst@pbisillinois.org

  2. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner, University of Oregon and George Sugai University of Connecticut www.pbis.org www.swis.org

  3. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

  4. Check on Assumptions • You already have at least one type of ‘group’ being offered in your school? • Your teachers sometimes ‘inquire’ about the purpose/goal/format of these groups? • You’d like to be able to give teachers concrete feedback on progress? • You really just want to improve your current group support ‘system’?

  5. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

  6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior #2: Tiers must layer on top of one another ~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

  7. There is a continuum of support (ordered by intensity of intervention & effort needed to implement) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/ Check-out (CICO) Tier 2/Secondary Tier 3/ Tertiary . Social/Academic Instructional Groups (S/AIG) Intervention Group Intervention w. Individual-ized Feature (e.g., Check and Connect and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Wraparound

  8. Social / Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Best if involves use of Daily Progress Report These are often the skill groups facilitated by social workers and counselors

  9. Social / Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (ex. use your words) Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

  10. 10 Critical Features for Tier 2 Interventions Linked directly to school-wide expectations and/or academic goals *Continuously available for student participation *Implemented within 3 school days of determination that the student should receive the intervention *Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

  11. 10 Critical Features (continued) Results in student receiving positive feedback from staff Includes a school-home communication exchange system at least weekly Orientation materials provide information for a student to get started on the intervention *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

  12. 10 Critical Features: Considerations *Continuously available for student participation Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. *Can be modified based on assessment/outcome data Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support *All staff are informed of the details of the interventions

  13. Instructional Group Interventions • Pre-Packaged (social skill curriculum) • Designed by school • Choose & modify lessons from pre-packaged material based on skill group and/or • Create Lesson Plans (Cool Tools) to directly teach replacement behaviors

  14. Identify and Implement Empirically Validated Curriculum/Materials Bully Proofing your School Cool Tools: An Active Approach to Social Responsibility First Steps to Success Good Talking Words Second Step Violence-Prevention Curricula Stop and Think Skillstreaming The Social Skills Curriculum The Tough Kid Social Skills The Walker Social Skills Curriculum: The Accepts Program

  15. Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

  16. Steps of a Behavioral Lesson Plan 1) Explain expectations & why need 2) Check for student understanding/buy-in 3) Model examples 4) Check for student understanding/buy-in 5) Model non-examples 6) Check for student understanding/buy-in 7) Model examples 8) Students practice

  17. Data-Based Decision-Making Student outcome data is used to: Identify youth in need of support and to identify appropriate interventions Progress-monitoryouthresponse to intervention Exit or transition youth off of interventions Intervention process data is used to: Assess intervention fidelity Monitor the effectiveness of the intervention itself Make decisions regarding the continuum/ menu of interventions/supports

  18. Use of Daily Progress Report • Transference and generalization of skills • Prompting of replacement behaviors • Reinforcement of replacement behaviors • Stakeholder feedback and buy-in

  19. Sample: Daily Progress Report Check-In/Check-Out Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

  20. Sample: Daily Progress Report for GROUP Intervention Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

  21. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

  22. Social/Academic Instructional Groups Resources • Edwards, D., Hunt, M.H., Meyers, J., Grogg, K.R., Jarrett, O. (2005). Acceptability and student outcomes of a violence prevention curriculum.Journal of Primary Prevention, 26(5), 401-418. • Merrell, K. Strong Kids: A social emotional learning curriculum:Oregon Resiliency Project. Retrieved from http://strongkids.uoregon.edu/. • Rathvon, N.A. (1999). Effective School Interventions: Strategies for enhancing academic achievement and social competence. New York: Guilford. • Lewis, T.J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459. • Delucia-Waack, J.L. (2006).Leading psychoeducational groups for children and adolescents.Thousand Oaks, CA: Sage Publications.

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