School-wide PBIS: Secondary & Tertiary Interventions Day 1 Mitchell Yell & Christine Christle...
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Transcript of School-wide PBIS: Secondary & Tertiary Interventions Day 1 Mitchell Yell & Christine Christle...
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
02468
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?