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Secondary Prevention: Targeted Interventions Christine McGrath Davis, Ph.D. The May Institute, Inc. SERC Training Middletown, CT 6 September, 2005. Overview. Discuss prevention efforts Define the features and purpose of “targeted interventions” Describe targeted approaches - PowerPoint PPT Presentation
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Secondary Prevention:Targeted Interventions
Christine McGrath Davis, Ph.D.The May Institute, Inc.
SERC TrainingMiddletown, CT
6 September, 2005
Overview
Discuss prevention efforts Define the features and purpose of “targeted
interventions” Describe targeted approaches Present research examining these approaches Provide examples Review targeted team process
The Challenge
Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)
Teachers report that “uncivil” behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000)
Students who display severe problem behavior at-risk for segregated placements (Reichle, 1990)
The Challenge
Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid &
Dishon, 1992)
Exclusion and punishment are ineffective at producing long-term reduction in problem behavior (Costenbader & Markson, 1998; Walker et al., 1996)
The Challenge
Punishing problem behaviors, without a proactive support system is associated with increases in:aggressionvandalismtruancydropping out
(Mayer, 1995; Mayer & Sulzar-Azaroff, 1991)
The Response
Need a prevention focus• “Schools that are safe, effective, and controlled
are not accidents” (Sugai, Sprague, Horner & Walker, 2000)
Need to build school capacity to support all students
Need a continuum of behavior supportLevel and intensity of intervention matches
severity of problem behavior
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 - 90% of Students
5-10%
1-5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
Intensive, Individual Interventions•Individual students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual students•Assessment-based•High Intensity
Targeted Group Interventions•Some students (at-risk)•Rapid Response
Targeted Group Interventions•Some students (at-risk)•Rapid Response
Universal Interventions•All settings, all students•Preventative, proactive
Universal Interventions•All settings, all students•Preventative, proactive
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Sugai, Horner & Gresham (2002)
Universal
(All Students)
School-Wide Systems of Support
80% - 90% of Students
Targeted(At-Risk Students)
Individual & Small Group Strategies
5% - 10% of Students
Intensive(High Risk Students)
Individual Interventions1% - 5% of Students
•Individualized, Function-Based Behavior Support Plans•Intensive Academic Support•School-based Adult Mentors•Intensive Social Skills Training•Parent Training and Collaboration•Multi-Agency Collaboration (Wrap-Around)•Alternatives to Suspension and Expulsion
•Intensive Social Skills Training and Support•Self-Management Programs•School-Based Adult Mentors (Check-In)•Increased Academic Support and Practice•Alternatives to School Suspension
•Effective Academic Support•Teaching Social Skills•Teaching School-Wide Expectations•Active Supervision & Monitoring in Common Areas•Positive Reinforcement for All•Firm, Fair, Corrective Discipline•Effective Classroom Management
Discipline is…
The actions parents and teachers take to increase student success (Charles, 1980).
Prevention
Rules,
Routines,
Arrangements
Reaction
Positive and Negative
Consequences
Scott (2005)
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavioral Interventions & Supports
Emphasis on Prevention
PrimaryReduce new cases of problem behavior
Secondary Reduce current cases of problem behavior
TertiaryReduce complications, intensity, severity of
current cases
IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
Secondary Prevention
AKA:Targeted InterventionsSelected InterventionsYellow Interventions
Targeted Interventions:Key Features
Screening and Identification
Functional Assessment
Intervention / Implementation
Evaluation
Screening & Identification
Routine review of individual student data Efficient teacher referral system Parent referral Screening tools Assessment of risk factors
Early Identification / Intervention:Who needs targeted interventions?
Academic SupportDynamic Indicators of Basic Early Literacy
Skills (DIBELS)• http://dibels.uoregon.edu
Curriculum Based Measurement (CBM)• www.edformation.com
Early Identification / Intervention:Who needs targeted interventions?
Behavioral SupportSystematic Screener for Behavior Disorders
(SSBD) (Walker & Severson, 1990)
Office Discipline Referrals
Behavioral Incident Reports
Request for Assistance
Identify Students in Need of Support: A Multiple Gate Approach:
A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports.
Usually employs 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..)
Parent Interview & Discussion 1. Meet with parents and 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..
Identify Students in Need of Support: School Data
Summarize Office Discipline Referral data School-Wide Information System (SWIS)
www.swis.org Spreadsheet Program (e.g. Excel)
Develop a referral process All staff trained on process Differentiate behavior handled in classroom vs. office
& Major vs. Minor rule infractions Support referral by teacher, staff, or parent
Efficient Request for Assistance
Process includes description of:(a) the problem behavior,
(b) the problem context or setting,
(c) previously attempted interventions and their outcomes, and
(d) the kind of assistance being requested (e.g., assessment, intervention planning)
Todd, Horner, Sugai & Colvin (1999)
Assessment
Functional assessment that includes analysis of academic, social, and behavioral features of the student’s education.
Curriculum revision is examined to determine the extent to which
(a) student educational responding is occurring and
(b) student educational success is occurring. Focus is on assessment and remediation, not
“diagnosis and placement.”
FACTS
Intervention & Implementation
Proactive: What environmental adjustments will be used to make the student’s problem behavior unnecessary?
Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his/her ability to function more effectively?
Functional: How will consequences be managed to insure the student receives reinforcers for positive, and not problem behavior?
Evaluation
• Measurable student outcomes
• Formative & Summative questions developed
• System to track students in targeted groups
• Regular review and modification
• Involve all key stakeholders
Targeted Interventions: Critical Features
Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention that is function-based Adequate resources (admin, team)
weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making
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.
Increase in contingent feedback• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be ignored or rewarded.
Why do Targeted Interventions Work?
Program can be applied in all school locations• Classroom, playground, cafeteria (anywhere there is a supervisor)
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 and 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 Targeted Interventions
Academic Support Family Support and Parent Management Training Behavioral Contracting The Behavior Education Program (BEP) Check and Connect Newcomer’s Club Social Skills Training Mentoring
First Step to Success
(Walker, Kavanaugh, Golly, Stiller, Severson & Feil, 1995)
First Step to Success
Appropriate for at-risk Kindergarten / 1st Grade Students
Primary goals:Divert antisocial behaviorDevelop competencies needed to build
effective behavioral adjustment
First Step to Success
Targets three social agents having greatest influence on child: (Reid, 1993)
Parents / caregivers Teachers Peers
Three Modules: Universal screening to detect at-risk students School-based intervention Home-based intervention
Overview of First Step Program Components
Universal Screening Module Evaluate each Kindergarten student in relation to behavioral indicators of
emerging antisocial behavior patterns Identify Kindergarten students who show elevated risk status and could
benefit from early intervention School Intervention Module
30 successful program days Three phases
• Consultant (Days 1-5)• Teacher (Days 6-20)• Maintenance (Days 21-30)
Home Intervention Module Enable parents to build child’s skills/competencies in 6 areas:
• Communication and Sharing in School• Cooperation• Limits Setting• Problem Solving• Friendship Making• Development of Confidence
First Step to Success: Outcomes
Longitudinal results indicated students in First Step Intervention displayed:Increased academic engaged time (AET)Decreased aggressive behaviors (within the
normative range)(CBCL Aggression Subscale)
Walker, Kavanaugh, Stiller, Golly, Severson & Feil (1998)
Targeted Group Supports
For those students who exhibit difficulties despite proactive school-wide prevention efforts
Likely to be student with both academic & behavioral challenges
Approximately 10% of school population
Behavior Education Program
(BEP)
Crone, Horner & Hawken (2004)
Elements of the BEP
Organization/Structure Identification/Referral Contract/Agreement Basic BEP Cycle Functional Assessment Design of Support Data Collection and Decision Making
Organization and Structure
BEP Coordinator • Chair BEP meetings, faculty contact, improvement
BEP Specialist • Check-in, check-out, meeting, data entry, graphs
• Together (Coordinator + Specialist) = 10 hours/wk
BEP Team Meeting 45 min per week• Coordinator, Specialist, Sped faculty, Related Services
All staff commitment and training Simple data collection and reporting system
BEP Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Crone, Horner & Hawken (2004)
What each student experiences at start of his or her school day:
• Greeted (positive, personal, glad to see you)
• Scanned (ready to go to class?)
• Readiness check (books, pencils, etc?)
• Gets piece of paper (prompt for positive interaction)
Daily Progress Report
Goals 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
Functional Assessment:Who can benefit from a BEP?
APPROPRIATE– Low-level problem behavior
(not severe)– 3-7 referrals– Behavior occurs across
multiple locations– Examples
• talking out• minor disruption• work completion
INAPPROPRIATE– Serious or violent behaviors/
infractions– Extreme chronic behavior (8-
10+ referrals)– Require more individualized
support
• FBA-BIP • Wrap Around Services
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
02/05 02/08 02/13 02/20 02/23Date
Rachelle's BEP Performance
2000-2001
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction?
Is the behavior related to lack of academic skills?
Is the behavior maintained by peer
attention?
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Crone, Horner & Hawken (2004)
Importance of Functional Assessment in BEP
DECREASE NOCHANGE
INCREASE TOTAL
AdultAttention
3 1 1 5
PeerAttention
1 6 1 8
Escape 2 3 6 11
TOTALS 6 10 8 24
Weekly BEP Features
Summarize weekly data for each BEP studentPrint graphs from excel file
Prioritize BEP studentsBEP coordinator should choose about 5 students
of concern to prioritize for BEP meetings Make data-based decisions Award reinforcers Discuss new candidates for the BEP Assign tasks (develop action plan)
Quarterly BEP Features
Provide feedback to teachers and staff and to the students and their familiesAcknowledge the right of parents, staff, and
students to be informed about their school or their child
Maintain interest and involvementRecognize and encourage accomplishmentsPoint out needed areas of improvement (new
goals) and achieve collaboration in meeting those goals
Check-in / Check-out Program
Bethel School District (Eugene, OR)
H.U.G. Program (Hello, Update, Good-bye) (Tigard-Tualatin School District, Oregon)
Purposes of Evaluation of the Check-in / Check-out Program
Determine whether “real” schools can implement the check-in/check-out system with fidelity.
Determine whether students are more successful when receiving check-in/check-out support.
Filter, McKenna & Benedict (in-press)
Yes No Don’t
Know
a.Do students check in with a designated teacher/ staff in the morning?
17
0
0
a.Do students take the Check in/ Check out form to each teacher to obtain feedback?
16 1 0
a.Do students check out with a designated teacher/ staff at the end of the day?
17 0 0
a.Do parents initial that they reviewed the Check in/ Check out form every day?
7 6 4
a.Are ongoing results reviewed to make decisions for student supports?
14 2 1
Check-in / Check-out Outcomes (Eugene, OR)
Table 1: Composite Frequencies of Responses to Implementation Questions in the C/CTSC
Filter, McKenna & Benedict (in-press)
Check-in / Check-out Outcomes (Eugene, OR)
(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 Filter, McKenna & Benedict (in-press)
Check-in / Check-out Outcomes (Eugene, OR)
(Average = 28% reduction; N = 17)
Figure 2: 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 ProgramFilter, McKenna & Benedict
Check and Connect
Winston School District (Palatine, Illinois)
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 (Palatine, IL)
Bowers
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 (Palatine, IL)
Bowers
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
Change in GPA for Jr. High Check and Connect
5 5
1
0
1
2
3
4
5
6
Increased Remained Same Decreased
Nu
mb
er o
f P
arti
cip
atin
g S
tud
ents
Check and Connect Outcomes (Palatine, IL)
Bowers
Next Steps Is 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?• Are district resources available to support start-up?
Build Action Plan• Review and present current data• Administration/Faculty commitment• Action steps within a doable timeline.
Newcomers Club
Newcomer
Newcomers Club
Highly transient school population • 450 students• Turnover brings in 260 new students during the
course of the year.
Solution: PBS team developed Newcomers Club
• Welcome and support new students• Teach school wide expectations
Fast Track
www.fasttrackproject.org
Fast Track (Coie, 1994)
Comprehensive, long term study of child-family-school intervention for diverting young children from a path leading to anti-social behavior.
Designed to forge home and school partnerships to address the needs and problems of at-risk students and their families prior to escalation into crisis situations.
Fast Track: Phase One
Elementary School Phase (Grades 1-5)Teacher-led Classroom Curricula (PATHS)Parent Training GroupsHome VisitsChild Social Skills Training Groups
(Friendship Groups)Child Reading TutoringClassroom Friendship Enhancement (Peer
Pairing)
Fast Track: Phase Two
Adolescent Intervention Phase (Grades 6-10)Academic TutoringMentoringSupport for positive peer group involvementHome visiting and family problem solvingLiaisons with school and community agencies
Fast Track: Outcomes Compared to control group,
Children in Fast Track:• Improved social-cognitive skills• Improved academic outcomes• Less aggressive behaviors in classroom, on
playground, and at home• Fewer special education placements
Parents of children in Fast Track:• Reduced use of harsh discipline
Social Skills Training
Targeted Group Social Skills: Critical Features
Student selection Curriculum Training social skills instructor Group Management Effective Instructional Model Planning for generalization Evaluation
Social Skills Instruction
Direct InstructionSkill based approach
Social Problem SolvingStrategy based approach
Opportunistic TeachingPrompt students who have missed an
opportunity to practice a skillProvide correction when skill is incorrectly or
inappropriately demonstratedDebrief when student used inappropriate
behavior in place of appropriate social skillNewcomer
Assessment
Critical for:Selection of appropriate skills to be taughtDesign of appropriate lessonsSelection or modification of a curriculumStudent selection and groupingEvaluation of effectiveness
Plan for Social Skills Instruction
Curriculum and materials Instructor fluency Schedule Student group/membership Generalization strategies
Plan for the Group
Behavior management Teach group expectations
Group rulesRole play rules
Reinforcement procedures Consider size of group
Generalization Strategies
Communication! Communication! Communication!
Coordinate classroom lessons connected to targeted
group social skills
Public posting, skill and skill steps• Schoolwide• Classrooms
Results were better when…
Monday Memo: Skill of the Week
Discussed Skill of the Week during staff meetings
Reinforcement tickets weekly, skill connected to school-wide expectations (include skill steps)
Frequent feedback to staff/student connected reinforcement tickets
School-wide video
Social Skills Group - Comparision Between Years
0
2
4
6
8
10
12
14
16
Student 1 Student 2 Student 3 Student4*
Student 5 Student 6 Student7**
Student 1 Student 2 Student 3 Student4*
Student 5 Student 6 Student7**
01- 02 02- 03
Referrals Days Suspended
*Student 4 dropped from group after J anuary - Student choice**Student 7 - 2 Referrals 1st semester while in group. Parent did not sign for group to continue until 3-11-03. 6 of the referrals while out of group.
AverageDecrease
49%
Average
Decrease
63%
Mentoring
Newcomer (Missouri Schools)
Mentoring
Identify Students Data decision rule Teacher
recommendation Function-based
Identify Mentors Teachers Administrators Counselors Secretaries Cooks Custodians Volunteers
Program Evaluation (Newcomer)
Decreases in: Meetings with counselor Office referrals Time outs Suspensions Detentions
Increases in: Student attendance Work completion Academic performance Homework completion Parental involvement Positive student-teacher
interaction
Pals - Discipline Referrals Sept-J anYR2 vs. YR3
5
4
2
4
8 8
6 6
2
0
2 2
0
9
4 4
0
1
2
3
4
5
6
7
8
9
10
Student A* Student B Student C Student D* Student E Student F Student G Student H
Nu
mb
er
of
Beh
avio
r R
efe
rrals
YR2
YR3Average Percent Decline46%
00
* Student Receiving SSD Services
Decrease in Referrals - Mentor Intervention
0
2
4
6
8
10
12
14
16
18
20
BT BB BK BD Cca CR CC DD DJ FA FD HK LD PS RJ RJ M SC SB ST TT
Student
Fall 2000 Fall 2001
AVERAGE PERCENT DECLINE IN REFERRALS
62%
AMOUNT OF TI ME PER WEEK
SPENT WORKI NG DI RECTLY WI TH STUDENT
9
6
3
0
0
0
10 minutes or less
10 to 20 minutes
20 to 30 minutes
30 to 40 minutes
40 to 60 minutes
More than 60 minutes
NUMBER OF TEACHERS
How is Systematic Support Different Than Other “Behavior Card” Interventions
A Targeted Intervention Implemented Within a School-Wide System of Behavior Support Behavior Cards typically support existing classroom expectations.
Implemented in all settings, throughout the school day All teachers and staff are trained & aware of
expectations Students identified proactively & receive support quickly Team uses data for decision making to determine
progress
Targeted Team Process:When should student be referred to the “Yellow Team?”
When teacher reports indicate that a student is on the verge of failure, despite school-wide, classroom and targeted strategies and procedures.
When school-wide data documents academic or behavioral problems that consistently distinguish a student from his or her peers.
When existing interventions need to be more effective.
Targeted Team Process:How does it happen?
Through a commitment to supporting all students in a building, including those with problem behaviors.
Through a building-based intervention team. Through the use of an effective problem solving
process ~ Functional Assessment Through the design of interventions that
emphasize the creation of environments where students can experience success and progress can be built from there.
Why establish a Targeted Team?
To provide a building-based system that will ensure supports are provided to students for whom school-wide practices have not facilitated success.
To provide a structured problem solving process that will ensure effective intervention practices are implemented for each student or issue brought to the team.
D e v e lo p B e ha v io rS u p p o rt P la n
P la c e in T a rge te dG ro u p Inte rv e ntio n
S a tis fa c to ryim p ro v e m e nt in
b e ha v io r?
M o nito r p ro gre s s a ndm o d ify re gu la rly
S ta rt
C o nd u c t F u nc tio na lA s s e s s m e nt
H igh d e gre e o fc o nfid e nc e inhy p o the s is ?
C o nd u c t fu llF u nc tio na l A na ly s is
D e v e lo p b e ha v io rs u p p o rt p la n
Y E S
Y E S
N O
Y E S
N O
O R
F u n ctio n -B asedT argeted G ro u p
an dIn d ivid u al S tu d en t S u p p o rt
P lan n in g
Systems to Support Implementation Integrity
• Teaching • Coaching and feedback• Scripts for adults to follow • Data Collection• Follow-up support meetings• Follow up data evaluation
Why Do Interventions Fail?
Bad data for decision making Unmeasurable outcome objectives Low quality plan Poor implementation of plan Lack of regular & sustained monitoring Inadequate support for implementers Failure to implement/adopt function-based
approach
Working With Teams
Guiding Problem Solving and Development of Targeted Interventions
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavioral Interventions & Supports
P R A C TIC E S
S u p e rv is io n
R e info rc e m e nt
C o n t in u u m o fC o n s e q u e n c e s
In s t ru c t iv e"D is c ip l in e "
In s t ru c t io n a lL e s s o n s
R o u tine s
In s t r u c t i o n a l fo c u s o nS c h o o l - w i d e e xp e c t a t i o n s
5:1 P o s itive:C o rrec tio nR atio
T angib le Intangib leIntrins ic Extrins ic
P rac tic e with F eed b ac k
Ac ro ss S ettings
C las s ro o m M anaged
O ffic e M anaged
F unc tio n-b ased
F o rmal Lesso n P lans
Direc t Ins truc tio n
P rac tic e with F eed b ac k
C l e ar l y d e fi n e de xp e c t a t i o n s fo r ad u l t s
S c hed ule
T ro ub le S p o ts
S Y S T E M S
Le a d e rshipT e a m
E v a lu a tio n
C o a c hing& T ra ining
C o m m u nic a tio n
P o lic yD e v e lo p m e nt
F u nd ing
P ro fes s io nalDevelo p ment
F BA T raining
P BS T eam T raining
Emb ed d ed F ac ulty& S taff T raining
S o urc es Id entified
Ac c ess
P ro c es s &P ro c ed ures C o d ified
P ro c es s to trans lated ec is io n to p o lic y
F ac ulty M eetings
Bulletins &Anno unc ements
Data P resented inUsab le F o rmat
P arent News letters
Ac tio n P lan& G o als
F o rmative Q ues tio ns
P reventio n &R eferrals
S ummative
R egularly S c hed uledM eetings
T eam R o leAss ignments
S truc tured Agend a
D A T A
S W IS o r C e ntra lD a ta S y s te m
S y s te m a ticD a ta E ntry
E ffic ie nt R e fe rra lF o rm
C o m pre he ns iv e
M u ltip le D a taS o u rc e s to Id e ntifyS e c o nd a ry /T e rtia ry
T eac her referralS c reening, etc .
O ffic e Disc ip lineR eferrals
T ime-o ut,Bud d y R o o ms , etc .
Detentio n
IS S
G rap hicd emo ns tratio n
M ultip le teammemb ers trained
M ultip le rep o rts(d aily average)
M atc hes Data Entry
C o mp rehens ive
C hec klis t
Defined p ro c ess
Daily
Big Ideas
Schools need different systems to deal with different levels of problem behavior in schools.
Targeted group interventions like the BEP are efficient systems for supporting students at-risk for more severe forms of problem behavior.
Up to 30 students (depending on school size/resources) can be served using a targeted group intervention.
Some students are going to need more intensive support than targeted interventions can provide.
Summary
Targeted interventions are Less time intensive, more cost effective.Best for low level problem behavior (e.g. talk-outs,
minor disruption, task completion)Efficient because they use a similar set of strategies
across a group of students who need similar support
Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Presenter Information
Christine McGrath Davis, [email protected]