School-wide PBIS: Secondary

& Tertiary Interventions

Day 1Mitchell Yell & Christine

ChristleUniversity of South Carolina

Introductions

Who are we? Who are you?

Do you have a tough school?

Do you have disruptive students?

Over 6000 schools have a solution: School-Wide

PBIS!!

Why are we here?

Review of School-wide PBIS-Year 1– Sustaining and maintaining PBIS– Continued improvement &

development

Expanding school-wide PBIS– Developing Secondary & Tertiary Systems

Workshop Goals

Goal 1: Review School-wide Systems and problem solve any issues Goal 2: Identify Secondary level students, behaviors, and interventionsGoal 3: Identify Tertiary level students, behaviors, and interventions

Review Year 1

What is PBIS?– A systems approach to enhance

the capacity of schools to educate all children by developing evidence-based school-wide discipline systems

– Schools develop their own unique systems

– A team-based process for systematic problem solving

Keeping PBIS Alive

School-wide PBIS is active and alive, not static!PBIS is not something we’ve done, it is something we’re doing!The team keeps PBIS alive & growing by planning, support, data based decision-making, & learning

Fidelity of Implementation is

Crucial!!

0

0.2

0.4

0.6

0.8

1

Me

an

Pro

po

rtio

n o

f

Stu

de

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elemary & Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR84% 58%

11% 22%05%

20%

Where does it come from and what does it mean?

The Triangle

Public Health & Disease Prevention(Commission on Chronic Illness, 1957; Larson,

1994;Mrazek & Haggerty, 1994)

-A universal prevention system that reduces new cases

-Targeted intervention to reduce current cases

-Intensive intervention to reduce complications, severity, & intensity of current cases

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized & IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

The Triangle is Academics too!Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

What is Primary Prevention?

School-wide primary prevention consists of system-wide rules, routines, & physical arrangements that are developed and taught by the school staff to prevent problem behavior and increase learning.

Research on SWPBIS tells us that

Efforts to prevent problem behavior are more successful if the “host environment” (your school) supports the adoption and use of evidence-based practices

Evidence-Based Features

Administrative leadershipTeam implementationFocus on prevention– Define and teach positive social expectations– Acknowledge positive behavior

Continuum of consistent consequences for problem behaviorContinuum of increasingly intensive interventionsOn-going collection and use of data for decision-making

School-wide PBS

School environment is predictable

1. common language2. common vision

(understanding of expectations)

3. common experience (everyone knows & does)

School-wide PBS

School environment is positive–Systematic & frequent recognition of desired behavior

–Positive school culture

School-wide PBS

School environment is safe–violent and disruptive behavior is not tolerated

–Distinction between minor and major behavioral violations

–Clear & consistent consequences for undesirable behavior

School-wide PBS

School environment is consistent–All staff, all settings, all times

–Adults & students have the same expectations of the system

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-Wide System

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

Classroom System

Classroom-wide positive expectations taught & encouragedTeaching classroom routines taught & encouragedRatio of 6-8 positive to 1 negative adult-student interactionActive supervisionRedirections for minor behavior errorsFrequent precorrections for chronic errorsEffective academic instruction & curriculum

Non-Classroom Systems

Positive expectations & routines taught & encouragedActive supervision by all staff–Scan, move, interactPrecorrections & remindersPositive reinforcement

Individual Student Systems

Behavioral competence at school & district levelsFunction-based behavior support planning Team- & data-based decision makingComprehensive person-centered planning & wraparound processesTargeted social skills & self-management instructionIndividualized instructional & curricular accommodations

More School-wide Strategies

PRIDE Card Program (handout)–Criteria each 6 weeks

• No missed assignments• No more than 1 absence• No discipline referrals

–Benefits• You decide what is feasible

More School-wide Strategies

Advisor/Advisee Program–Approx twenty minute class

each day or 3 X wk led by a faculty advisor with about 15 students

–Confidentiality: Build trusting relationship with a least one adult in school

Advisor/Advisee Program

–Set goals/curriculum to enhance values such as citizenship and relationship building (birthdays…)

–Assist students in social and academic growth

–Evaluate the program each 9 wks• Advisors and advisees

Team Exercise

Check on your SWPBIS implementation

Report on your SWPBIS implementation

What does your triangle look like?

Team Action Planning

Team ReportingWhat does your

pyramid look like?What are your

challenges with SWPBIS

Secondary Interventions

What if primary prevention doesn’t

work?Should we…

Get Tough?

Threaten?

Use Punishment?

But is punishment effective?

and aren’t we educators?

So does punishment send the wrong

message?

What can we do?

Is there a better way?

Yes!! The better way is to…Expand SWPBIS by developing and implementing secondary & tertiary interventions into your school, andDevelop a continuum of effective interventions to support ALL studentsMatch students with problem behavior to the appropriate intensity of intervention

Secondary & Tertiary Systems

~80% of Students

~15%

~5% ~5%

Secondary Prevention

Secondary interventions are used with individuals or small numbers of students who are not responding to primary or universal interventionsSecondary interventions are more intensive because there is a smaller number of students at risk for engaging in more serious problem behavior and need more support

What are secondary interventions?

Interventions that involve small groups of students or individual studentsThese students exhibit problem behavior but do not need the high intensity tertiary interventions

When are schools ready to implement?

When we have: –The SWPBIS system functioning well

–Staff buy-in & participation of 80%

–Set scores of 80 or more–SWPBIS has been in place for one year

Who receives these interventions?

At risk students–Account for 20% of 25% of

student population–Typically account for 60% of

a school’s discipline referrals (“frequent flyers”)

–Consume significant amounts of time & resources

Data-based Indicators

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1012141618202224262830

Nu

mber

of

Offi

ce R

efe

rrals

Students

Secondary & Tertiary Interventions

How do you find these students?

The team examines ODRs & suspensionsTeacher referralParent referralUnder the radar students–High absenteeism–Academic problems–Socially isolated

In other words…

In most cases they

will find you!!

Identification Option: A Multiple Gate Approach

(Walker & Severson, 1990)

An efficient method for quickly identifying students who might be in need of additional academic and social supports.Usually consists of three “gates”– 1. Teacher rating of externalizing

and internalizing behaviors.– 2. Records review, including

attendance, academic performance, behavior reports.

– 3. Direct observations of class by trained professional (e.g. school psych, social worker, counselor, etc..)

A Multiple Gate Approach

Parent Interview & Discussion1. Discuss opportunity for their

child to a participate in a program that will offer additional supports.

2. Support may include academic tutoring, study skills, social development, organizational support, etc..

Major Secondary Intervention Features

Direct student orientation, training, practice, & reviewLink to School-wide expectations, routines, etc.Link to academic programming & expectationsLow effort by teachers

Secondary Characteristics

Daily-weekly monitoring, review, & evaluations with adult Regular, overt, & frequent opportunities for positive reinforcementIndividualized academic & behavioral targets, & accommodationsStudent chooses to participate

More Secondary Features

Daily-weekly home-school communications Behavioral contractingSelf-management strategiesContinuous monitoring for decision-making

Examples

Why Do Targeted Interventions 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.

Why Do Targeted Interventions Work?

Increase in contingent feedback–Feedback occurs more often.–Feedback is tied to student

behavior.– Inappropriate behavior is less

likely to be ignored or rewarded.

Program can be applied in all school locations– Classroom, playground, cafeteria

(anywhere there is a supervisor)

Why Do Targeted Interventions Work?

Elevated reward for appropriate behavior– Adult and peer attention delivered each target

period– Adult attention (and tangible) delivered at end of

day

Linking behavior support & academic support– For academic-based, escape-maintained problem

behavior incorporate academic support

Linking school and home support– Provide format for positive student/parent contact

Program is organized to morph into a self-management system– Increased options for making choices– Increased ability to self-monitor

performance/progress

Examples of Secondary Interventions

The Behavior Education Program (BEP)Check and ConnectThink TimeAcademic Support (adult & peer tutoring)Family Support & Parent Management TrainingBehavioral ContractingSocial Skills TrainingMentoring

Behavior Education Program (BEP)

Responding to Problem Behavior in Schools:

The Behavior Education Program

Deanne Crone, Robert Horner, and Leanne Hawken

by

(2003) Guilford Publishing, Inc.ISBN 1-57320-940-7

List Price: $25.00 www.guilford.com

BEP Daily CycleStep 1: Student checks in with

BEP coordinator when he/she arrives at school*BEP coordinator greets student*Student turns in previous days signed BEP form*BEP coordinator gives precorrections*Student picks-up new BEP form*Together they review daily goals

Morning Contact

• Greeted (positive, personal, “glad to see you”)

• Prompted (ready to go to class?)• Readiness check (books, pencils, etc?)

• Gets BEP form (prompt for positive interaction)

BEP Daily CycleStep 2: Student gives BEP form to

each teacher prior to each period

*teacher completes card*teacher initials card

Step 3: At the end of day student checks-out with BEP coordinator

*review days points & goals*receive reinforcer if goal met*take card home

BEP Daily CycleStep 4: Student takes BEP form home

and gives to his/her parents*receives reinforcer from parent*parents sign card

Step 5: Student returns signed BEP next day, Reinforcement by BEP coordinator

Step 6: Weekly BEP meeting with data graphing

System IssuesBEP Coordinator

• Conducts check in/check out with students

• Chairs BEP meetings, • Frequent faculty contacts• Collects student data on student

improvement

PBIS meeting• BEP coordinator meets with PBIS team

to report on program

Referral to BEP Coordinator

Multiple office disciplinary referralsRecommendation by teacherRecommendation by parentTime to action: 1 week (maximum)

The BEP Contract

The establishment of a written behavioral agreement between a student, the BEP coordinator, teachers & student regarding the performance of specific target behaviors

Elements of the BEP Contract

Behaviors must be observable Behaviors must be measurableClearly specify rewards or privilegesBonuses may be includedReliable means of record keeping

Rules of Contracting

Contract reward should be immediateInitially reward small approximationsTerms must be clearContract must be honest, & positiveContract must be used systematically

• Homme, 1970

Developing the BEP Contract

Select target behavior(s)Define target behavior– Observable & measurableIdentify rewards & consequencesDefine the criteria for reward– Bonus clause?Establish record keepingWrite & sign the contractImplement & continuously monitor

BEP Process

Daily

Morning Check-in

Afternoon Check-in

Daily TeacherEvaluation

Home Check-in

BEP FormGoals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Does BEP Work?

Evaluation of a Targeted Intervention Within a School-Wide System of Behavior SupportHawken & Horner, in pressJournal of Behavioral Education

Results (Average =45% reduction; N =

17)Major Office Discipline Referrals per

Week for Students on Check In / Check Out Behavior Program

0.21

0.12

0.00

0.05

0.10

0.15

0.20

0.25

Not on Program On Program

Results (Average = 28% reduction; N =

17)Minor Office Discipline Referrals per Week for

Students on Check In / Check Out Behavior Program

0.65

0.47

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

Not on Program On Program

BEP Video

ODR's for Jr. High Check and Connect

66

42

0

20

40

60

80

100

Before Intervention After Intervention

# O

DR

'sCheck and Connect Outcomes

in Junior High School in Palatine, IL

GPA for Jr. High Check and Connect

1.94

2.05

1.881.9

1.921.941.96

1.982

2.02

2.042.06

Before Intervention After Intervention

GP

ACheck and Connect Outcomes

in Junior High School in Palatine, IL

Change in # ODR's for Jr. High Check and Connect

21

8

0123456789

Increased Remained Same Decreased

Nu

mb

er o

f P

arti

cip

atin

g

Stu

den

tsCheck and Connect Outcomes (Palatine,

IL)

Bowers

Next StepsIs the BEP (Check and Connect) system appropriate for you?

• Are there more than 10 students with chronic patterns of problem behavior?

• Is a school-wide system in place?• Is there faculty commitment to work with

tougher kids?• Are in-school resources available to

implement?

Build Action Plan• Review and present current data• Administration/Faculty commitment• Action steps within a doable timeline

HUG: Hello, Update, Goodbye

Pam Hallvik, Nancy Ferguson, & Sally

HeltonTigard-Tualatin Schools,

Tigard, Oregon

H.U.G. Program

The H.U.G. Program consists of a plan and process that require students to:– Check-in with a significant adult

before school– Carry a tracking form– Ask their teacher to rate their

behavior– Check-out at the end of each day– Take the form home to parents– Return the H.U.G. form the next

morning

Advantages of H.U.G.Responds positively to students needing additional supportStaff can teach appropriate behaviors & provide practice opportunitiesProvides opportunities for reinforcement & positive attentionEncourages daily communication between teachers and parentsData are collected to determine success of the program or whether changes are needed

“Hello” - Morning The student goes to the counselor’s office when he or she arrives at school. At that time they will receive following:– Positive, sincere greeting– Check to see if they are prepared for day

(lunch ticket, materials, etc.)– Check to learn how they are feeling (any

morning conflicts?)– Collection of returned H.U.G. form signed

by parents– Verbal reinforcement for returning signed

form possibly accompanied by sticker or small reward

– New H.U.G. form

Name: ____________________________ Date: ________________Please indicate whether the student has met the goal during the time period indicated:

Meets = 2 pts So, so = 1 point Doesn’t meet = 0 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.

GoalsAM to

RecessAM

RecessAM Recess

to LunchLunch Recess PM

Be Safe J K L J K L J K L J K L J K L

Be Kind J K L J K L J K L J K L J K L

Be Responsible J K L J K L J K L J K L J K L

Total Points          

Teacher Initials          

Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________

H.U.G.(Hello, Update, Goodbye)

“Update” - During Day

Student: give H.U.G. form to his or her teacher on arrival to class

Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating.

Adults in other settings, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

“Goodbye” - End of Day

Students will return with their H.U.G. forms to counselor’s room at 2:25 each day: Students will again receive positive, sincere greetingCounselor or H.U.G. assistant will check to see whether student met his/her goal. – If so, student will receive small reward. – If not, student will receive encouragement

to try again tomorrow along with problem-solving discussion of what they might do differently.

Students take forms home to share with their parents.Parents give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

H.U.G. Coordinator

Signs H.U.G. Contract agreement Facilitates the check-in/check-out processProvides H.U.G. students with positive, constructive feedback and small tangible rewardsInstructs staff members on the use of the HUG formCollects, summarizes, and reports H.U.G. data to the PBIS team each week

Teachers

Sign H.U.G. Contract AgreementAccept H.U.G. Report Form daily from studentsEvaluate student behaviors and complete the formOffer constructive and positive feedback to students

Students

Follow all H.U.G. Program guidelinesSign H.U.G. Contract AgreementGIVE IT YOUR BEST!!!!

Parents

Sign H.U.G. Contract Agreement.Review H.U.G. Progress Report with child daily.Provide positive and constructive feedback.Communicate with the school when there are concerns or celebrations regarding their child’s behavior

H.U.G Program Contract Agreement

I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities.

Student signature: ___________________ Date ______Parent(s) signature(s): _________________ Date ______Teacher signature: ____________________ Date ______Administrator signature: ________________ Date ______H.U.G. Coordinator signature: _____________Date ______

Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!

Team Action Planning

Team ReportingWhat secondary systems do you already have in

place? Are they working?