Secondary Behavior Interventions

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

3. Who?

4. High School Referrals 1141 referrals 476 students

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. INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES -

9. EFFECTIVE MODELS EFFECTIVE PRACTICE TESTING OUTCOMES EFFECTIVE INSTRUCTION

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. Select the least intrusive prompt necessary Plan to fade  prompts Try to first use prompts as prevention Use prompts as first level of correction

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 by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting

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:

18. Daily Progress Report Periods (block schedule) along the top Goals (along the side) are the school-wide expectations (may need to be individualized for some students) Rankings � 2 = followed expectation, 1 = so- so, 0 = did not meet expectationPeriods (block schedule) along the top Goals (along the side) are the school-wide expectations (may need to be individualized for some students) Rankings � 2 = followed expectation, 1 = so- so, 0 = did not meet expectation

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 Days along the x-axis, Percentage of points along the Y �axis These are graphs BEP Team would look at for decision making Most student had a goal of 80% of points earned Example graph of a student doing well- meeting goal for past week Days along the x-axis, Percentage of points along the Y �axis These are graphs BEP Team would look at for decision making Most student had a goal of 80% of points earned Example graph of a student doing well- meeting goal for past week

27. Effective Social Skills Instruction

28. 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 This would be like the first day of any instructional group - Why are we here - what are we going to do? Etc.This would be like the first day of any instructional group - Why are we here - what are we going to do? Etc.

29. Set-Up:Positive Engagement Allow students opportunities to discuss and engage in a positive manner Get the kids excited and engage them in conversationGet the kids excited and engage them in conversation

30. Behavior Management When dealing with a group of kids who tend to have problem sitting still - good to consider using a contingency system -- token economy simplified.When dealing with a group of kids who tend to have problem sitting still - good to consider using a contingency system -- token economy simplified.

31. Behavior Management Use praise to reinforce appropriate behavior and use the points to play up appropriate behavior -- this is a type of DRA -- provide reinforcement only when they do the right thing -- the only aversive is ignoringUse praise to reinforce appropriate behavior and use the points to play up appropriate behavior -- this is a type of DRA -- provide reinforcement only when they do the right thing -- the only aversive is ignoring

32. Behavior Management Good instruction includes regular reviews Remember - repetition builds fluencyGood instruction includes regular reviews Remember - repetition builds fluency

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

34. 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

35. 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

36. 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

37. 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