Maryville R-II School DistrictArea Cooperative for Educational Support

AndThe Learning Center

Behavior Intervention Strategies for the Traveling School Social

Worker

Presented at the SSWAM Fall Conference,

October 16, 2015

PRESENTERS…. Debbie Griffith Fujinami, School Social Worker

Master of Social Work (MSW); Licensed Clinical Social Worker (LCSW) Assigned to Nodaway Holt School District, South Holt School District,

Mound City School District, Craig School District, Fairfax School District, Rock Port School District= approx. 1331 students

Lisa Christmas, School Social Worker Master of Social Work (MSW); Licensed Clinical Social Work (LCSW),

Certified Trauma Specialist (CTS) Assigned to Avenue City School District, Pattonsburg School District,

Albany School District, Stanberry School District, King City School District, Northeast Nodaway School District, Jefferson School District, and Head Start = approx. 2089 students

Tammy Oltman, School Social Worker/Coordinator Master of Social Work (MSW); Licensed Clinical Social Work (LCSW), IA

Licensed Independent Social Worker (LISW) Tammy is currently the School Social Worker/Coordinator for The

Learning Center (an alternative educational program for the Maryville R-II School District)

GET TO KNOW

How many buildings do you cover? Size of your district? What do you do? What grade level do you serve?

MARYVILLE SCHOOL DISTRICT

Approximately 1436 students Rural Northwest Missouri-NWMSU is located in

the ‘ville 2014 Full School Psychologist 2015 Full time SW for Elementary 5 buildings

1 Elementary (Pre K-4) 1 Middle School (5-8) 1 High School (9-12) Tech school

GO Program-before and after school program The Learning Center Alternative Educational Program

ACES

THE LEARNING CENTER 1 Coordinator/Social Worker 2 Special Education Teachers Paraprofessional Administrative supports from Tech School

Currently 7 students with maximum of 12 K-8 Maryville Students Referrals through the special education

process based on social, emotional, and behavioral concerns

Therapeutic modality Not bound by constraints of a traditional

school

WHAT EXACTLY IS ACES?

A consortium of 21 school districts located in 8 counties in northwest Missouri.

The Area Cooperative for Educational Support (ACES) is committed to providing a full continuum of special education and at-risk services for students in member districts from pre-school through 12th grade, as well as, to build the capacity of the educators and school systems in addressing the issues that interfere with educational outcomes.

ACES is a comprehensive program that empowers students to address behavioral/emotional difficulties and academic issues that block their success in order to become healthy, productive members of society.

ACES began as an educational cooperative, then expanded with an alternative school and in 2009 out based social work services began. In 2013, Maryville School District opened their own alternative school (The Learning Center). ACES continues to serve the 21 district co-op with 3 social workers, a diagnostician, a part time secretary, and a director. ACES is currently contracting for school psychologist services through Missouri School Board Association. ACES manages and coordinates contracts for speech, occupational therapy and physical therapy for the districts.

CURRENT ACES SERVICES

School based mental health services (SBMH) School districts within the co-op are able to contract for the amount

of time they want social workers – this ranges from 1 day a month to 2 days a week (8 days a month)

Educational diagnostician services including assessments and testing Special Ed compliance and consultation Contract agents for occupational therapy, physical therapy and

speech therapy services Contract for school psychologist services Mental Health lending library Professional development for district staff Consultation/collaboration with multiple agencies to improve student

outcomes Crisis support services for districts *These services are provided over a large geographical area….

ROUGHLY THE SIZE OF CONNECTICUT.

And includes about 6,500 students, K-12.

Albany Northeast Nodaway

Avenue City Pattonsburg

Craig Rock Port

Fairfax South Holt

Jefferson South Nodaway

King City Stanberry

Maryville* Tarkio

Mound City Union Star

Nodaway- Holt West Nodaway

North Andrew Worth County

North Nodaway *Fiscal Agent District

ACES Cooperating School Districts

Districts range in size from 67 students to 1,400 students K-12

Tier 3Intensive Intervention (5%)

Tier 2 Early Intervention (15%)

Tier 1Universal Intervention (80%)

Unsafe behavior that is both frequent and

intense, or so intense it is alarming; biting,

bolting, aggression to self or others with intent

to harm or maim, extreme truancy, safe

schools violationConsistent non-compliance,

office referrals for defiance in classroom, possibly fighting at

school, truancy, and many other behaviors that are time-

consuming and can be resistant to short-term change or

intervention.

Lack of work completion, tardy to school, occasional disrespect in the classroom or to authority figures, displays of temper that are over relatively quickly, peer to peer issues,

and other behavior that is generally expected for the age, but can be occasionally

disruptive.

Examples of behavior seen at each tier of the pyramid – it is not an all-inclusive list!

SERVICES AVAILABLE TO MEMBER DISTRICTS

Tier 1-Universal Prevention (all students; 80-90%)

Tier 2-Early Intervention (5-10% of students)

Tier 3-Intensive Intervention (1-5% of students)

•School wide positive behavior support

•School wide character education/social skills

•Increase school staff, parents and public knowledge of mental health issues in our area

•School Based Intervention Team Assistance

•Agency Collaboration/Referrals

•Family Contact

•Behavior Intervention

•Parent Support/Education

•Individual/Group Counseling

•Training on Behavior Support, At-risk Interventions, Mental Health, etc.

•Autism Education and Consulting

•Alternative School Placement

•Parent Support/Education

•Special Education Services

•Transition Support

•Recovery Room

•Refer to School Psychologist

RESEARCH BASED AND/OR EFFECTIVE PROGRAMS THAT CAN BE UTILIZED IN SCHOOLS

Big Brothers Big Sisters Check and Connect Cognitive Behavioral

Therapy Computer Assisted

Instruction Cooperative Learning Differentiated

Instruction Olweus Social Thinking

(Michelle Garcia Winner)

First Step to Success Parents as Teachers Public Achievement Reconnecting Youth Second Step: Violence

Prevention Curriculum Second Step: Steps to

Respect Bullying Prevention Program

Skill Streaming Brain Gym

VIDEO

Second Step Steps to Respect www.braingym.com

https://www.youtube.com/watch?v=wrgp9cpYyLo

SCHOOL BASED MENTAL HEALTH SERVICE ACCESS

General Process:Usually teacher or counselor have concerns regarding student.

Teacher/counselor/principal fill out SBMH referral packet and consult with school social worker assigned to their district.

Depending on concerns meetings are scheduled observations are scheduled creative, personalized interventions are designed that are based on need, flexibility, and feasibility.

DATA COLLECTION AND WHY?

When we don’t know why a behavior occurs, we collect data

Data should be collected on specific, targeted behaviors How often they occur (frequency) How severe they are (intensity) Where they occur When they occur

ABC CHART

Time Start and End Time

Context/Activity Student's envi ronmenta l

surroundings (people, places , events )

Antecedent/Setting What occurred in

envi ronment immediately before behavior occurs

Identified Target Behaviors

Lis t type of behavior displayed during incident

Consequence/ Outcome What

happened in the environment immediately

after the behavior occurred

Student Reaction How did the s tudent react

immediately after the initia l consequence

del ivered

Staff Initials

KEY A. Group work A. Transition A. Throwing Objects A. Choice Given A. StoppedB. Individual work B. Choice Given B. Voice escalation B. Redirection B. ContinuedC. Reading C. Redirection C. Physical aggression C. Discussion of Beh. C. IntensifiedD. Math D. Instruction/directive D. Tore up paper D. Personal space given D. SleptE. Spelling E. New Task E. E. Changed activity E. YelledF. Social Studies F. Routine Task F. F. Peer attention F. CriedG. Science G. Physical prompt G. G. Verbal reprimand G. Ran awayH. Specials H. Teacher attn to others H. H. Physical prompt H. ArguedI. Lunch I. Told "No" I. I. Time out I.J. Recess J. Close Proximity J. J. Sent to offi ce J.K. SOAR K. Student interaction K. K. Sent to special ed rm K.L. Before school L. L. L. Called parent L.M. M. M. M. M.N. N. N. N. N.

DATA COLLECTION CHARTData Collection for (Student)

Target Behavior(s): To reduce (Student)’s frequency of restraints and intensity of behavior while in a restraint.

Hypothesized functions of behavior: 1. (Student) provokes and seeks the physical restraint to get human contact, deep sensory feedback and individual adult attention. 2. Choices make (Student) anxious and he engages in behaviors to avoid having to choose between objects or behavioral choices (like picking a coping skill).

Methods used to reduce target behaviors: 1. “Squeeze time” 2. Minutes taken from a preferred activity when he has engaged in restraint. 3. Incentives to wear the bearhug, or another behavior we would like him to engage in.

Date: 1 2 3 4 5 6 7 8 9 10

Squeeze time given Y/N (note time of day)

Squeeze time offered (tally)

accepted Y/N (time)

Engaged in physical restraint Y/N (time(s) of day)

Minutes lost for preferred activity

Incentive earned for being safe? Y/N

MONTHLY CALENDAR

SCHOOL BASED INTERVENTION TEAM MEETING (SBIT)

Determine time and place Key players (administrator, core teacher,

special education staff, guidance counselor, school social worker, other staff, other relevant agencies)

Team approach-brainstorm Focus on strengths Prioritize one or two target behaviors Set measurable, realistic goals

SBIT FORMSACES School Based Intervention Team (SBIT) Meeting Date: Participant/Role: Student/Grade: Participant/Role: Mentor: Participant/Role: Participant/Role: Participant/Role: Data Trends (Why, When, Where?) Attendance Academic Attach current grades

Discipline Referrals/Behavior

Credits Attach transcript

Social Isolation/Connections

Preferences/Incentives:

Strengths Areas for Growth

#1 Target Behavior & Intervention #2 Targeted Behavior & Intervention

Behavior:

Intervention:

Intervention Details Targeted Intervention #1 Targeted Intervention #2 When will the intervention begin?

When will the intervention begin?

Who will be responsible for carrying out the intervention and collecting data?

Who will be responsible for carrying out the intervention and collecting data?

Communication Plan Indicate key individuals who will be communicating in order to reach success within the identified action steps.

With Parent: With Student With Teacher(s) Teacher _____ Social worker _____ Counselor _____ Administrator _____ Other _____

Teacher _____ Social worker _____ Counselor _____ Administrator _____ Other _____

Teacher _____ Social worker _____ Counselor _____ Administrator _____ Other _____

Closure: Revisit Key Points Next meeting: ______________________________________________

School Based Intervention Team (SBIT) Meeting Record Form

Student:____________________________ Male/Female School:___________________________________ Meeting Location:__________________________ Grade:________ Date of Meeting: _______________ Participants:_________________________________ Role:____________________________________ 2. ________________________________________ _________________________________________

3. ________________________________________ _________________________________________

4. ________________________________________ _________________________________________

5. ________________________________________ _________________________________________

6. ________________________________________ _________________________________________

7. ________________________________________ _________________________________________

1. School staff concerns are: behavioral academic attendance social community Description: #1) #2) 2. Student strengths include: 3. Student preferences/incentives include:

4. Review of Baseline Data: To what intensity and frequency is the behavior or area of concern occurring?

Concern #1:

Concern #2:

In what setting(s) is the behavior or area of concern most likely to occur? Concern #1:

Concern #2:

Describe times or settings when the issue or concern is NOT occurring.

Concern #1:

Concern #2:

Are there non-school based agencies/therapists involved with the family? If so, please list all known agencies: Release? Y/N Release? Y/N Release? Y/N Release? Y/N

Intervention Development and Goal Setting

Target Concern #1 1. What intervention will be most likely to address the area of concern?

2. What resources need to be accessed to support this intervention?

3. When will this intervention begin?

4. Who will be responsible for implementing this intervention?

5. How will the student’s progress be monitored, and who will be responsible for keeping the data?

6. How can ACES best support you while you implement this intervention?

7. What is the goal of the intervention? (e.g. “Johnny will have two or less aggressive incidences in a 6 week period”, or

“In a 6 week period Susie will complete 89% of her given assignments”)

Target Concern #2

1. What intervention will be most likely to address the area of concern?

2. What resources need to be accessed to support this intervention?

3. When will this intervention begin?

4. Who will be responsible for implementing this intervention?

5. How will the student’s progress be monitored, and who will be responsible for keeping the data?

6. How can ACES best support you while you implement this intervention?

7. What is the goal of the intervention? (e.g. “Johnny will have two or less aggressive incidences in a 6 week period”, or

“In a 6 week period Susie will complete 89% of her given assignments”)

Follow-Up

1. What date will the team re-convene to review data?

2. Who will need to attend that meeting? All present except:

a. Others:

b. The person responsible for inviting all team members is:

3. Who is the contact person from ACES to help answer questions or concerns about this plan?

4. Was the parent or guardian present at this meeting? Yes / No

5. If not present, who will contact the parent or guardian to review this plan with him/her?

6. Do non-school based agencies need to be involved or made aware of this plan? Y/N

Person to make contact or obtain a release in order to make contact:

Notes:

FOLLOW UP

Team reconvenes in 4-6 weeks after initial SBIT Research shows that it takes at least 21 days to

change a habit Must be administered with fidelity and

consistency Review data Re-evaluate behavior interventions and deem

if successful Determine if continue with current

interventions or change

http://www.aces.maryville.k12.mo.us/forms.html

TIER 3-SBMH TEAM MEETING

If the intensity and frequency of behavior persists or is deemed unsafe, explore other options…..school psych referral, alternative school placement, special education referral, etc. This results in a school placement change for

the student to be able to meet their needsThis is a team decisionThe student will continue to have behavioral,

emotional, and academic interventionsSocial work mental health services will also

continue

BREAK

https://www.youtube.com/watch?v=E3IM0AdQLLQ

Interventions

BEHAVIOR SYSTEMS

Behavior Charts Visual charts/schedule Response Cost – give student tokens

beginning of day and take away Token system – give tokens for appropriate

behaviors

BEHAVIOR CHARTSTARGET BEHAVI OR SHEET

Name____________________ Date___________ ________

TARGET BEHAVI OR 8:20-9:09

9:09-10:00

10:00-10:20

10:20-10:50

10:50-11:38

11:38-12:00

Total 1. I work on the assignment/ activity

2. I f ollow adult instructions the fi rst time

+ = Positive behavior

0 = Negative behavior Teacher Comments:

TARGET BEHAVI OR 12:00-12:25

12:25-12:45

12:45-1:15

1:15-1:40

1:40-2:25

2:25-2:50

Total 1. I work on the assignment/ activity

2. I f ollow adult instructions the fi rst time

+ = Positive behavior

0 = Negative behavior Teacher Comments:

Goal – 8 total positive I f ______ reaches his goal: (choose one)

First in line to lunch Eat lunch with a f riend in hallway Have a f ree serving of milk Walk the halls during recess Drawing time instead of recess

Goal – 8 total positive I f _______ reaches his goal: (choose one)

Use teacher’s chair f or rest of day Draw on smart board f or rest of day Be a helper in 1st grade f or rest of day Get a sucker f rom principal Call home to share day’s events

Morning

8:00-8:20

8:20-8:40

8:40-9:00

Restroom 9:00-9:20

9:20-9:40

Reward

Quiet Mouth

Quiet Body

Hands to self

AM Recess

Snack 1st ½ of specials

2nd ½ of specials

Math Reward

Quiet Mouth

Quiet Body

Hands to self

12:00-12:30

Restroom Lunch 1:05-1:30

PM Recess

Spoofhound Time

Reward

Quiet Mouth

Quiet Body

Hands to self

’s Daily Chart Date: ___________

TLC’S STAR CHART-ELEMENTARY

Daily Star Chart Student Name: __________________________________ Date: _____________ 7:45-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:45 11:45-12:20 12:20-1:20 1:20-2:00 2:00-2:30

Student Tracking 1st Hour 2nd Hour 3rd Hour 4th Hour 5th Hour/Lunch

6th Hour 7th Hour 8th Hour 9th Hour Totals

Nice Words and Tone

Safe with Hands and Feet

Following Directions

Appropriate Use of Time out Room

Assignment complete

Morning Goal Afternoon Goal

Totals

TLC’S STAR CHART-MIDDLE SCHOOL

Daily Star Chart Student Name: __________________________________ Date: _____________ 7:45-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:45 11:45-12:20 12:20-1:20 1:20-2:00 2:00-2:30

Student Tracking 1st Hour 2nd Hour 3rd Hour 4th Hour 5th Hour/Lunch

6th Hour 7th Hour 8th Hour 9th Hour Totals

School appropriate verbal communication

School appropriate nonverbal communication

Completed assignments or tasks given

Followed directions the first or second time they were given

Appropriate Use of The Time out Room

Morning Goal Afternoon Goal

Totals

POSSIBLE REWARDS

• Choose any class job for the week • Choose music for the class to

hear • Sit in teacher’s chair for a day • Choose stickers • Class field trip • Clean the erasers • Decorate bulletin board • Do half of an assignment • Draw a picture • Draw from "grab bag" • Earn class party • Earn points for a class video. • Earn tickets toward free time. • Eat at special table • Eat lunch outside on a nice day • Eat with a friend in the classroom • Enjoy a game with a friend • Enjoy a positive visit with the

principal • Extra time at recess

• Have work posted in the hall • Help clean up classroom • Help in a classroom of younger children • Hide a special note in desk • I-Pad time, use I-pod, computer time • Keep a stuffed animal at desk • Leader for the day. • Listen to the radio or CD with

headphones • Make a bulletin board • Make ice cream sundaes • No-homework passes • Operate a film projector or other

equipment • Pick a game at recess / P.E • Pick something from the prize box. • Pick something from the treat box. •

Play "teacher" • Play with play dough, moon sand • Playing card games • Points that can be redeemed for prizes

EXTERNAL SUPPORTS

Weighted Lap Blankets/Lap Belts Make your own www.southpaw.com over $100

Bear Hug Vest www.southpaw.com $74-101

Weighted Vest www.southpaw.com $160-185

MotivAiders $50 Wiggle Seats $11.25 Exercise Balls $10-25

http://bangordailynews.com/2013/06/03/health/replacing-classroom-chairs-with-stability-balls-benefits-students-study-finds/

Timers Headphones

TIME WITH PEOPLE

Lunch with staff Cookies with counselor Time with an older student/adult Shoot hoops with the principal Teacher helper Lunch w/friends/peers Pairing with another student Tutoring Cadet Helper Study Buddy

PREVENTATIVE INTERVENTIONS

Check and Connect Check in/check out Triage Mentoring Greet every student daily Overlearning (Practice 10 times) Social Stories (books / video – can make

personal) Check in every 5 minutes at recess /

unstructured time Squeeze time Safe spot/Time out room

ALTERING CLASSROOM WORK

Reducing work problems Odds/evens Extended time Quiet place to work/take a test Scribe Chunk assignments Preferential seating/quiet/safe spot One step/direction at a time (no multi-steps) Choices (give them 3, let them pick 1) Oral instead of writing Increase time to complete Take late without a deduction Test out Ruler to help follow Colored overlays

SOCIAL THINKING

Michelle Garcia Winner Zones of Regulation 5 is Against the Law Social Mapping Incredible Flexible You

SENSORY Velcro Squeeze time Muscle Relaxation Brushing Joint compressions Swing Trampoline Sensory boxes Lighting-use lamps or get light covers

https://www.therapyshoppe.com/category/P2284-fluorescent-light-covers-filters

Noise Heavy Work Load Bands on Chair legs Gum, mints, suckers

MISCELLANEOUS

Tape around desk Fidget toys Secret code Race against clock Stand up desk Talk tickets / sticks Model appropriate behavior Praise, praise, praise

TIME OUT ROOM

RESOURCES

IPAD Computers www.gonoodle.com http://braingym.com

REWARDS/INCENTIVES

Class rewards Target kid can earn reward for entire class

For more information about our School Based Mental Health services, please contact:

Lisa Christmas lisachristmas@maryville.k12.mo.us

Debbie Griffith Fujinami dfujinami@maryville.k12.mo.us

For more information about The Learning Center, please contact: Tammy Oltman oltman@maryville.k12.mo.us

For more information about the ACES program contact:

Tamara Lynn, ACES Director(660)582-3768

lynnt@maryville.k12.mo.us

http://www.aces.maryville.k12.mo.us/