Targeted Help for Tier 2

• Susan Mack, Muskegon ISD

• Susan Bogart, Mason-Lake ISD

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Strategic Interventions*Systems for Students with At-Risk Behavior

AKA•Tier 2 Interventions•Secondary Interventions•At Risk Students•“Yellow Kids”•TargetedInterventions

Individual Prevention:Specialized

Individualized*Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

TODAY

Acknowledgments

Presentation adapted from

MiBLSi training materials &

Publications written by:

Dr. Rob Horner, Dr. George Sugai, Dr. Tim Lewis, Dr. Jerry Sprague

Thanks to our colleagues for letting us share their experiences and recommendations

Goals

• Introduction to several research based targeted interventions

• Each participant chose one intervention and consider

implementation

Assumptions

• Schoolwide (universal) interventions are “underneath the feet of all students.”

• Strategic/Targeted interventions will be “nested” into your schoolwide PBS process

Which Kids to Target?

• 5 to 15 % of your students • Students with 3 to 6 office discipline referrals

for “major” problems

• For individuals or small groups of students who exhibit difficulties despite school-wide and classroom PBS

• Low intensity problem behaviors

• Likely to be students with both academic and behavioral difficulties

• Behavior occurs over multiple settings

• While focus is on students with 3 to 6 ODRs remember the kids who– are referred by parents– are “under the radar”

Which Kids to Target (continued)

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Strategic/Intensive Intervention Process

Student is referred to Child Study, SST, etc.

Student is referred to Student Assist

Team

Team requests District

Assistance

District looks at Alternative Assistance

Plan developed, implemented, however more support needed

Plan developed, implemented, however more support needed

Plan developed, implemented, however more support needed

Essential Components

to Establish

Efficient referral process

Short term intervention

Function of behavior is assessed (SWIS)

Always available

Essential Components (continued)

Home school connection

All staff trained in strategies

and all provide support as needed(Adults are role models and sincere)

Coordination and team work

Why Establish Targeted Interventions?

# 1 reason =

“If You Can Predict Behavior

You Can Prevent Behavior”

On Target Goals

Decrease in number of office referrals

Students develop self-management skills

Students are able to use new skills in a variety of settings

Major Features

• Improved structure

• Increased feedback

• Increased opportunities to be taught and practice skills

What Does Not Work Well

to Prevent Delinquency and Substance Abuse

(directly from Sprague, 2005 )

Activities that are only focused on improving self-esteem

Counseling students, particularly in a peer - group context

Does Not Work Well (continued)

• Instructional programs focusing on information dissemination, fear arousal, moral appeal, and affective education

• Youth alternative activities such as recreation and community service without “potent” prevention programming

Strategic Interventions

• Pre-Correction

• Mentors

• Self Monitoring

• BEP

• Social Skills training

• Generic behavior plans

• Tough Kid® series

More Strategic InterventionsMore Strategic Interventions

• Project RIDE®

• Second Step®

• Check-in &

Check-out

• Behavior Momentum

• Positive Corrective Feedback

• ERASE

Pre-Correctionexample from The Tough Kid Book ®

• Example: teaching a replacement behavior– The “Sure I Will” plan

• replacement behavior for arguing• research shows it replaces arguing as well

as increases compliance• every teacher directive given the students

say “Sure I Will”• praise/reward randomly - about every 3 - 4th

response

Mentors

• Peer mentor example– membership in social skill group includes a

peer who is an outstanding role model– all members are voluntary and have

parent’s permission

• Adult mentor examples– check in - greet daily– “silent” mentors

Self-Monitoring Self-Management

• Teach self-monitoring and targeted social skill simultaneously

• Plan carefully for success

• Age 4 and above

• Periodic, random checks on accuracy– initially only praise/reward accuracy (until 80% accurate) then

reinforce success related to behavior monitored

Behavior Education Program

• Responding to Problem Behavior in Schools by Crone, Horner & Hawken

• Discussed thoroughly during MiBLSi training on targeted interventions

Overview of BEP Elements

• Daily positive adult contact

• Check-in/Check-out system

• Daily report card - Increased attention to behavioral goals

• For all school settings

• Home-School partnership

• Collaborative team-based process

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SST Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Check In Check Out (CICO)

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments:

Parent Signature(s) and Comments:

Social Skills Training

• Tell, Show, Practice – and practice some more

• Acknowledge – include self-talk, affirmations

• Monitor

Catalogs for social skills training

tools

Generic Behavior Plans

• Effective practices to address a specific function of behavior

• Handout in your materials– Student Who Would Rather Not– Student Who Needs to Move– Student Who Needs Control– Student Who Has Been Traumatized

The Tough Kid® Books and Audio Series

• Practical Classroom Management Strategies

• A “Tough Kid” is compliant < 40%, average kid complies with teacher requests 80% of the time

Project RIDE®

• Responding to Individual Differences in Education

• K-6 students

• 600 behavioral and academic tactics and 100 videos

Second Step®

Whole classroom • Pre-K through 9th

grade• Teacher friendly• Lots of role playing

and problem solving• Explicit teaching of

social skills• Research validated

Small Group

• Re-teach classroom lessons

• More practice• More feedback• Use puppets and role-

play

Teaches, models, and reinforces

skills in empathy, impulse control,

problem solving and anger management

Behavior Momentumexample from The Tough Kid Book®

– “Tom, will you help me hand out the papers?”

– “Thanks Tom, please help me straighten up the chairs.”

– “Now Tom, please sit down and do your math assignment.”

Positive Corrective Feedback

• Positive comment

– about every 3 - 4 correct behaviors– after a previously identified difficult situation or

problem

• Corrective feedback to incorrect response– state the desired behavior with explanation– without being critical, negative or judgmental

• Be aware of tone of voice and nonverbal behaviors

ERASEproblem behavior

Explain - What is the problem?

Reason - What is he/she getting out of it or avoiding?

Appropriate - What do you want him/her to do instead?

Support - How can you help this happen more often?

Evaluate - How will you know if it works?

Dr. Terry Scott

Twelve Strategies

Which one will you consider for

implementation?