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Secondary Behavior Interventions

Secondary Behavior Interventions. ABRI Terrance M. Scott, Ph.D. STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS. Tertiary Prevention : Specialized Individualized Systems for Students with High-Risk Behavior. ~5%. Secondary Prevention : Specialized Group

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Secondary Behavior Interventions

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  1. Secondary Behavior Interventions ABRI Terrance M. Scott, Ph.D.

  2. STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

  3. Who? Students per Number of Referrals Tertiary Secondary Primary

  4. High School Referrals • 1141 referrals • 476 students What next?

  5. SW PBS Team (look for prediction and refer) data Student Support Team (decision making for intervention) Classroom & Academic Success CICO data data FormalFBA SST FBA data data HC

  6. Classroom and Instructional Management Is Effective Instruction in Place?

  7. Effective InstructionMust be present before moving to Secondary • Specify goals and objectives – tell them what and why • Modeling and demonstration • Proximity – keep them busy but not overwhelmed • Engagement - Questioning – opportunities to respond • Prompting – reminders • Appropriate feedback – praise and acknowledgement • Corrective feedback – academic and social feedback

  8. = osh = osh = osh INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - = osh = osh FAILURE Osh = ?

  9. = osh = osh = osh = not osh EFFECTIVE INSTRUCTION EFFECTIVE MODELS EFFECTIVE PRACTICE TESTING OUTCOMES = osh = osh = not osh Osh = RED SIDED RECTANGLE SUCCESS

  10. Respecting Others WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists

  11. Prompts, Cues, & Pre-corrects • Select the least intrusive prompt necessary • Plan to fade prompts • Try to first use prompts as prevention • Use prompts as first level of correction Chris: prompts

  12. Targeted Groups Small Groups of Students with Similar Needs

  13. Targeted Interventions • Simple for teachers • Can be used across a group of students • Can be altered slightly for individualization • Can be applied across the entire school • Can be connected to home • Can be monitored by school

  14. Behavior Education Program(BEP)(Check-in, Check-out Intervention) Leanne S. Hawken, Ph.D. University of Utah

  15. Student Recommended for BEP BEP Implemented BEP Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback 2 x Month BEP Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

  16. Basic BEP Cycle • Morning check-in (Get BEP Form) • Give BEP form to each teacher prior to each period. • End of day check-out • Points tallied • Reward • BEP form copy taken home and signed. • Return signed copy next morning

  17. What each student experiences at start of their school day: • greeted (positive, personal, glad to see you) • scanned (ready to go to class?) • readiness check (books, pencils, etc?) • gets form (prompt for positive interaction)

  18. Daily Progress Report

  19. Expectations for Teachers(Similar to Students on Contracts) • Greet student • Provide feedback at predetermined times • Rate behavior on the daily progress report • Explain rating to student • Prompt appropriate behavior • “Tomorrow, let’s work on….”

  20. Critical Features of BEP • Intervention is continuously available • Rapid access to intervention (72 hr) • Low effort by teachers • Positive System of Support • Students agree to participate • Implemented by all staff/faculty in a school • Adequate resources allocated (admin, team) • Twice monthly meeting, coordinator • Continuous monitoring for decision-making

  21. Why does the BEP Work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

  22. Daily Data Used for Decision Making

  23. Daily Progress Report Date ________ Student _______________Teacher___________________

  24. Effective Social Skills Instruction

  25. Set-Up • Bring group together • Tell them why they are there • To practice easy things that will help make friends and help you do well in school • Tell them what will occur in group • Try to engage students positively from the very beginning

  26. Set-Up:Positive Engagement Allow students opportunities to discuss and engage in a positive manner 2.3

  27. Behavior Management Point System • listen: • look at the person who is talking and stay quiet • participate: • do what teacher tells you to do • freeze: • stop everything you are doing 1.6

  28. Behavior Management Reinforce Positive Behavior • specific praise • token points • group reinforcers 0.4

  29. Behavior Management Future Sessions: Review Rules 3.0 3.0

  30. Lesson Components • rule for when to use the skill • and for when not to use it • set of useful skill variations • natural examples

  31. Model / Demonstrate • model / demonstrate the skill • Teacher provides first model and questions students to assess for understanding • select competent and respected students and adults • only the teacher models incorrect responses • select examples from natural context • at least two positive demonstrations of each example

  32. Guided Practice • role play activities • focus on relevant features • have student "think aloud" • teacher can provide coaching during lesson • teacher may need to prompt appropriate responses • involve all members of the group by assigning tasks / questions • have students self evaluate after activity

  33. Review & Test • review essential rule for the day • test on untrained examples through role plays • test each student as often as possible (daily) • request demonstration of skill whenever possible (verbally or role play) • lesson homework

  34. Promoting Maintenance and Generalization • Strategies • Use naturally occurring examples within role plays • Make training setting look/feel like natural setting • Pinpoint activities in which students are likely to engage • During training, include peers the target students are likely to encounter in the problem setting • Prompt students to display skill (Pre-Corrects) • Reinforce displays of skills in generalized settings • Enlist a variety of others to prompt and reinforce skills in generalized settings

  35. The University of Louisville Doctoral Program In Behavior Disorders Terry Scott Professor and Distinguished University Scholar College of Education and Human DevelopmentUniversity of Louisville Louisville, KY 40292 t.scott@louisville.edu (502) 852-0576 For more information on past and future ABRI webinars, go to: https://louisville.edu/education/srp/projects/abri/trainings

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