Tier 2 System - Wikispacespbisiowa-technicalassistance.wikispaces.com/file/view/Targeted... · What does a Tier 2 System of Support ... Intensive intervention option if risk factors

Tier 2 System

Tier 2 Interventions

Lori Newcomer, Ph.D.

SCHOOLWIDE SYSTEMS OF POSITIVE BEHAVIOR SUPPORT

University of Missouri

Columbia, Missouri

2

Lori Newcomer, Ph.D. 2009 University of Missouri

What is a Tier 2 intervention? Tier 2 interventions provide additional support for those students who do not sufficiently respond to Tier 1 strategies implemented in School-wide systems of Positive Behavior Support (SWPBS).

What are the critical features of Tier 2 Interventions?

Continuously available to student

Rapid access to intervention

Very low effort by teachers with maximum benefits for students

Consistent with school-wide expectations

Implemented uniformly by all staff/faculty

Flexible based on student needs and function of behavior

Student chooses to participate

Continuous progress monitoring linked to systemic decision making process

Intervention “packages” matched to student need

What are the benefits of Tier 2 Interventions?

Improved structure

Student is “set up” for success

Increase in contingent feedback

Applied across school settings

Increased reward for appropriate behavior

Evolve to self-management

Supportive response to teacher

What does a Tier 2 System of Support look like? Tier 2 interventions are most efficiently implemented in the same way the PBS Leadership Team has implemented School-wide Systems of PBS; an integration of data, systems and practices.

Data ODR Suspension Detention Minors Intervention

data

Systems Structured

team meeting Bi-monthly

meetings Nomination

process Progress

monitoring

Practices Classroom

management CICO Check & Connect Social Skill Training Organizational

Skills Homework Club Newcomers Club

Data

PracticesSystems

Targeted Intervention Quick Sort

QUICK SORT MATRIX

CHECK IN CHECK OUT

CHECK &

CONNECT

SOCIAL SKILLS

GROUP

ORGANIZATION SKILLS

HOMEWORK CLUB

NEWCOMERS CLUB

Adult attention

Peer attention Encouraging adult relationship Choice of alternatives/activities * Teach replacement behavior Teach problem solving skills Increase precorrects and prompts for behavior expectations

Monitor risk factors School/home communication system (Adapted from MiBLSi)

* design reinforcement strategy that allows for escape/avoidance

4


Area of Concern

Targeted Group

Intervention Soci

al

Beh

avio

ral

Aca

de

mic

Emo

tio

nal

Ne

w

Stu

den

t

Description Reference /

Resource Materials

Check in – Check out (performance deficit)

X X

Students identified and enrolled within a week.

Check-in and check-out daily with an adult at school.

Regular feedback and reinforcement from teachers.

Family component.

Daily performance data used to evaluate progress

Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: The Guildford Press www.guilford.com

Check and Connect X X X

Students matched with mentor/monitor

Mentor monitors risk factors daily/weekly

Regular feedback and problem solving with mentor

Intensive intervention option if risk factors increase

Family component

Christenson, S.L., Thurlow, M.L., Sinclair, M.F., et al.(2008). Check & Connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of MN Ici.umn.edu

Social Skills Training (skill deficit) X

Identify critical skills

Develop social skills lessons

“Teacher, practice, monitor, acknowledge”

Match language to school-wide expectations

Use generalization strategies

Provide clear and specific activities all staff follow to promote generalization

Elliot, S. & Gresham, F (2008). Social skills improvement system (SISS) intervention guide. Minneapolis, MN: Pearson. PearsonAssessments.com Second Steps: A violence prevention curriculum www.cfchildren.org/ssf/ssf/ssindex/

5


Targeted Group

Intervention Soci

al

Beh

avio

ral

Aca

de

mic

Emo

tio

nal

Ne

w

Stu

den

t

Description Reference /

Resource Materials

Organization Check-up

X

Empty items out of the target area(s) and organize contents according to the Organizational Checklist

Teach daily assignment log process

Weekly check-in on the target area(s) using the Organizational Checklist.

Regular feedback and organization

Evans, S.W., Schultz, B.K., White, L.C., Brady, C., Sibley, M.H., VanEck, K. (2009). A school-based organization intervention for young adolescents with attention deficit/hyperactivity disorder. School Mental Health 1(2), 78-88.

Homework Club X

Home partners assigned

Partners call each other to remind assignments are due

Homework support available after school

Reinforcers for students/teams who show improvements

Newcomers Club X

Structured programs that pairs new student with established students.

Student is given orientation materials describing “tips for success”, helpful contacts, etc.

School-wide behavior expectations are taught

Adults make extra effort to provide positive contact and positive reinforcement for new student

Family contact is made by school staff

6


Tier 2 Teaming Process

Who should be on the Tier 2 Team?

The team functions as a support team and should be comprised of a variety of personnel who bring different skills and expertise to process. Suggested members include: Members of the team should include:

Administrator

Counselor

Reading teacher

Special educator

Individual with behavioral /FBA expertise

Targeted Intervention Coordinators (e.g. CICO, Check & Connect, Social Skills, Organization Check, Newcomers Club)

The team meets every two weeks to review students identified for support through data review or teacher/parent nomination. Responsibilities of the team include (a) review of newly identified students, (b) assessment of students to the targeted intervention that meets the needs of the student, (c) review the progress of students in targeted interventions, and (d) Your Tier 2 team should meet every two weeks review students who have been referred or nominated for support and review progress data of students enrolled in tier 2 interventions.

How are students identified for Tier 2 interventions?

There are several ways that students can be identified for enrollment in a Tier 2 intervention. The two most common methods are based on review of the school ODR and disciplinary action data and or referral by someone who has information or concerns regarding a particular student

Data decision rule (e.g. 3 – 5 office referrals; 2 detentions, 2 suspension, incomplete work)

Teacher or parent nomination

A Systematic Approach Step One: Student Selection Students are identified by (a) a predetermined data decision rule (e.g. 3 – 5 office referrals, 6 minors, 2 below average grades) or (b) a teacher or parent nomination. The teacher completes a Nomination Form (see appendix A) and a Cumulative Folder Review (see appendix B). The Tier 2 team will review both of these documents.

7


Step Two: Assess and Enroll Students in Appropriate Tier 2 Interventions The Tier 2 team meets to review all new referrals. The Tier 2 Student Review (appendix C) guides the team through a brief functional assessment and sorting matrix to match students with an appropriate targeted group intervention. Step Three: Monitor Progress Data The coordinator of each Tier 2 intervention collects, assembles and presents individual student and group progress data. Step Four: Evaluate success and modify program Determine if some student are ready to fade the intervention or, for those students who are not responding, need a more intense intervention. What if no Tier 2 targeted group interventions are appropriate for a particular student? Complete a brief functional assessment (see appendix D) and develop a simple function-based support plan (see appendices E & F). Tier 2 System Appendices:

A) Nomination Form B) Cumulative Folder Review C) Tier 2 Student Review with function statement D) Functional Assessment Checklist for Teachers & Staff (Brief FBA) E) Intervention Plan Development Guide F) Positive Behavior Support Plan Template

8


Tier 2 Intervention Decision Process

1. Prior to the meeting, review new referrals and/or nominations.

a. Complete the Cumulative Record Review

2. Complete the Student Review

a. Identify the reasons for the referral/nomination (social-behavioral, academic or

emotional)

b. Operationally define the behavior and briefly identify where, when and how

frequently the behavior occurs.

3. After completing the Student Review (appendix C) determine if an existing Tier 2

intervention appropriately addresses student need, function and the desired

replacement behavior. Refer to the Quick Sort Matrix to assist.

4. The Coordinator for the Targeted Intervention contacts the student and parents to

enroll the student in the intervention

5. If an existing tier 2 is not appropriate, complete a brief functional assessment (appendix

D) and develop a simple function based support plan (appendices D and F).

9


Student At-Risk Nomination Form appendix A

General Information Student Name:____________________________________

Referring Teacher (s) ____________________________

____________________________

Parent/Guardian: _______________________________________

Phone Number: _________________________________________

Address:__________________________________________________

How and when was parent notified about referral: ____________________________________________________________________ Reason for Referral (Primary Concern):

__________ Academic __________ Behavioral __________ Emotional

Please describe the specific concerns prompting this referral. What makes this student difficult to teach? List any academic, social, emotional or other factors that you think negatively impact the student’s performance. ______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

How do this student’s academic skills compare to those of an average student in your classroom? ______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

In what settings/situations does the problem occur most often?

In what settings/situations does the problem occur least often?

What are the student’s strengths, talents, or specific interests?

What have you tried to resolve this problem?

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

How did it work? ______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

When did you start the intervention?_______________ When did you end the intervention? _________________________

10


Cumulative Record Review appendix B

School:____________________________________ Student: __________________________________

Reviewed by: ______________________________ Review Date: ______________________________

Attendance Grade

1 Grade

2 Grade

3 Grade

4 Grade

5 Grade

6 Grade

7 Grade

8

Total tardy/absent out of total days

Tardy / Absent / Has the student been retained?__________________________ If so, what grade(s)?________________ Support the student is receiving or has received (indicate year). Special Education________________________________________________________________

504___________________________________________________________________________

Counseling_____________________________________________________________________

ELL___________________________________________________________________________

After School Programs____________________________________________________________

Other: ________________________________________________________________________

MAP or other scores

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Reading/LangArt Math

REFERRALS SOURCE (e.g. classroom, gym, lunchroom, specials)

# Office Referrals to date

# ISS Days to date

# OSS Days to date

Health concerns:

Medications:

NOTES

11


Tier 2 Student Review appendix C

School ________________________________________________ School Year ____________________

Student: _______________________________________________ Grade/Room ___________________

Data referral (describe)___________________________________________________________

Teacher/parent referral (name of person who initiated referral) __________________________

Meeting Date ___________________________________________ Time _________________________

Current Attendance: Absent __________ days Tardy ____________ days Reason for student review:

Social-Behavioral Concerns Student has 2 to 5 Office Discipline Referrals (majors) per year Student has 2 or more detentions or suspensions Inappropriate behavior interferes with friendships and academics Student is not engaged in school (frequent absences, tardies, fails

to complete work) Academic Concerns Student does not master academics at same rate as peers

Student does not complete assignments/homework Emotional Concerns Student is withdrawn and/or disengaged from school

Student is socially isolated Student is experiencing circumstances that may impact

performance (e.g. death in family, homeless,

Operationally define the behavior

Where does it occur?

When does it occur?

How frequently does it occur?

Based on the behavior definition, which of the following best explains the reason (function) of the behavior Behavioral Academic Lacks necessary skills Lacks necessary skills Has limited motivation Has limited motivation Seeks attention from adults Struggling academically Seeks attention from peers Other:_________________________________ Reacting to teasing/bullying Other:_________________________________ Tries to escape from work or setting Other:_________________________________ Seeks access to privileges, rewards Other:_________________________________ Seeks sensory stimulation Other:_________________________________ Other Other:_________________________________

12


Tier 2 Student Review page 2

Based on the previous discussion, can the team identify the function of the behavior? Positive Reinforcement (student is able to access peer attention, adult attention, preferred

activity, desired item or object) Negative Reinforcement (student is able to escape or avoid adult or peer interaction or

attention, settings, work, environmental conditions). Skill Deficit Not Sure (consider completing Simple Functional Assessment, see Appendix D)

What is the desired replacement behavior(s)?________________________________________________

Is an existing Tier 2 intervention appropriate based on the established concern, function, and desired replacement behavior? (See Quick Sort Matrix below)

Yes Which tier 2 intervention is appropriate? Who facilitates the selected Tier 2 intervention? When and how will this student be referred to the intervention facilitator?

No If no Tier 2 is an appropriate intervention for this student, consider developing a simple function based plan. Proceed to Brief Functional Assessment (Appendix D)

QUICK SORT

MATRIX CHECK

IN CHECK OUT

CHECK &

CONNECT

SOCIAL SKILLS

GROUP

ORGANIZATION SKILLS

HOMEWORK CLUB

NEWCOMERS CLUB

INTE

RV

ENTI

ON

FU

NC

TIO

N/F

OC

US

Adult attention

Peer attention

Encouraging adult relationship

Choice of alternatives/activities

Teach replacement behavior

Teach problem solving skills

Increase precorrects and prompts for behavior expectations

Monitor risk factors

School/home communication system

13


Brief Functional Assessment appendix D

Functional Assessment Checklist for Teachers & Staff (FACTS) March, Horner, Lewis-Palmer, Brown, Crone, Todd & Carr (2000)

Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.

Schedule (Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

Low High 1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Focus on the routines/activities/contexts with (a) similarity of activities (conditions) with ratings of 4, 5 or 6 and (b) similarity of problem behavior(s). Complete the next portion based on those activities/settings/routines. Routine/Activities/Context: Which routine/activity / context is the focus?

Routine/Activities/Context Problem Behavior(s)

Provide more detail about the problem behavior(s): What does the problem behavior(s) look like?

How often does the problem behavior(s) occur?

How long does the problem behavior(s) last when it does occur?

What is the intensity/level of danger of the problem behavior(s)?

14


What are the events that predict when the problem behavior(s) will occur? (Predictors)

Related Issues (setting events) Environmental Features Illness drug use negative peer group conflict at home academic failure

Other _______________________________________________________________________________________________

Reprimand/correction Physical demands Socially isolated With peers Other

Structured activity Unstructured time Tasks too boring Activity too long Tasks too difficult

What consequences appear most likely to maintain the problem behavior(s)?

Things that are Obtained Things Avoided or Escaped From Adult attention Peer attention Preferred activity Money/things

Other ____________________________________________________________________________

Hard tasks Reprimands Peer negatives Physical effort Adult attention

Other ____________________________________________________________________________

SUMMARY OF BEHAVIOR Identify the function of the behavior:

Positive Reinforcement (Obtained)

Negative Reinforcement (Avoided)

Attention

Tangibles/Activities

Sensory

Identify the summary that will be used to build a plan of behavior support.

Setting Events & Predictors Problem Behavior(s) Maintaining Consequences(s)

How confident are you that the Summary of Behavior is accurate?

Not very confident Very Confident 1 2 3 4 5 6 If the level of confidence is 4 – 6, proceed to intervention development (see appendix x). If the level of confidence is 1 – 3, complete a full functional assessment or functional analysis

15


Intervention Development appendix E

Student_______________________________________________ Date ___________________

Problem Behavior with operational definition

Function

Behavior Goal

Replacement Behavior

* See appendix G for guiding questions on antecedent conditions

After answering the questions above, choose the indicated method template to develop the intervention.

Can the student perform the

replacement behavior?

YES NO

Do existing (antecedent)

conditions represent

effective practice?*

Do exiting (antecedent)

conditions represent

effective practice?*

Method 1 Teach the

replacement behavior

Method 1 & 2 Teach the

replacement behavior and improve the environment

Yes

No

Method 2 Improve the environment

Method 3 Adjust the

contingency

Yes

No

Umbreit, Ferro, Liaupsin, Lane, 2007

16


Intervention Method 1: Teaching the Replacement Behavior

Method 1 Elements Resulting Intervention Elements

Adjust antecedent conditions so new behaviors are learned and aversive conditions avoided

Provide appropriate reinforcement for replacement behavior

Withhold the consequence that previously reinforced the target behavior

Intervention Method 1 and Method 2: Teaching the Replacement Behavior & Improve the Environment

Method 1 and 2 Elements Resulting Intervention Elements

Adjust the antecedent conditions so new behaviors are learned and aversive conditions avoided. (Method 1)

Adjust the antecedent conditions so that the conditions that set the occasion for the target behavior are eliminated and the replacement behavior is more likely to occur. (Method 2)

Provide positive reinforcement for the replacement behavior. (Method 1 and 2)

Withhold the consequence that previously reinforced the target behavior when it occurs. (Method 1 and 2)

17


Intervention Method 2: Improve the Environment


Adjust the antecedent conditions so that the conditions that set the occasion for the target behavior are eliminated and the replacement behavior is more likely to occur;

Provide appropriate reinforcement for the replacement behavior.

Withhold the consequence that previously reinforced the target behavior when it occurs.

Intervention Method 3: Adjust the Contingency


Provide positive reinforcement for the replacement behavior.

Adjust the antecedent conditions to make it more likely that the replacement behavior will occur.

Withhold the consequence that previously reinforced the target behavior when it occurs.

18


Prior to implementing the intervention, determine how baseline data will be collected

Uniform Behaviors: Discrete behaviors that have an agreed upon beginning and end.

Non-uniform Behaviors: Behaviors that can vary in length.

Method When to use: Description Frequency The behavior is uniform and the

observations sessions are equal in length Count the number of times the behavior occurs within an observation period.

Rate Same as frequency, except the data come from observation sessions that vary in length

The rate of behavior is expressed in a ratio with time. Divide number of events (i.e. frequency) by number of minutes student is observed

Intensity/magnitude Addresses force of behavior and usually requires subjective judgment by the observer (e.g. very loud, loud, quite, very quiet)

Less precise than frequency or rate measures, and results in a qualitative measure that is hard to standardize

Duration Behavior is continuous and the concern is not the number of times a behavior occurs but how long a behavior occurs

Record the duration of each occurrence, or start and stop the timer every time the behavior occurs which results in total duration for the session

Latency When concern is not how long it takes a student to do a task, but how long it takes to begin a task.

Measure the length of time between when the instruction or prompt is given and the student initiates the task.

Whole Interval Recording

Appropriate for continuous behavior to determine an approximation of the actual number of times behavior occurs

Observation period (usually 10” – 60”) is divided into equal intervals (5 seconds, 10 seconds, 15 seconds or 30 seconds). Record and X if the behavior occurs during the length of the interval

Time Sampling Appropriate for behaviors that are frequent or of long duration

Similar to interval recording, however intervals are typically minutes rather than seconds. Observer records at end of each interval if student is engaged in behavior

Data to be collected: Purpose Type When/How Who

Baseline

Progress Monitoring

Integrity

When will baseline be collected? ___________ When will the intervention start? __________

Is the Behavior Uniform?

Yes No

Select from these Event Based Methods: Frequency Rate Intensity/Magnitude Partial Interval Recording

Select from these Time Based Methods: Duration Latency Whole Interval Recording Time Sampling

19


Simple Behavior Support Plan Template appendix F

STUDENT NAME: ______________________________________________DATE:____________

Target Behavior (operationally defined)

Replacement Behavior

Function

Behavioral Objective

Data to be collected:

Purpose Type When/How Who

Baseline

Progress Monitoring

Integrity

Intervention Procedures Antecedent Modifications to Reduce Probability of Problem Behavior:

Replacement Behaviors and how they will be taught:

20


Reinforcement Procedures (based on identified function of behavior)

Reactive Procedures (what will happen if the problem behavior occurs):

Personnel and Roles

When will baseline be collected? ___________________________________________________

When will the intervention start?___________________________________________________

Who is responsible for implementing the intervention?_________________________________

When will the Case Liaison check-in with the teacher(s) about this intervention? ____________

Program Review Date: __________________________________________________________

How acceptable is this intervention to the classroom teacher? 1 2 3 4 5 Low Medium High

21


Determining if Antecedent Conditions Represent Effective Practice appendix G The acronym ICE refers to the antecedent conditions that should represent effective practice and that can be changed. A positive behavior support plan looks for ways to modify the Instruction (how you teach), Curriculum (what you teach) and Environment (where you teach). The following questions will help determine if the existing conditions represent effective practice. Instruction

r Instruction begins with clear explanations of outcomes / objectives. Advance organizers are used.

r Most of the day/period is allocated to instructional activities that maximize teacher led engagement.

r Materials prepared and ready to go r Student attention is maintained throughout the lesson r Students are engaged in active responding with high rates of opportunities to respond r There are multiple ways for students to actively respond (e.g. choral, gestures, peer-

based) r Opportunities for students to practice r Frequent and detailed positive feedback given to students r Appropriate error correction and review strategies employed. r Down time is minimal

Curriculum

r Assignments can be completed within allotted time period r Content presented at student level resulting in high levels of engagement r Frequent checks for student learning/understanding r Instructional focus builds on student’s current and past skills r Clear set-up and directions for task completion

Environment

r Rules are posted r Routines are posted r Precorrects are given prior to transitions r Transitions are smooth and orderly r Students receive verbal praise for following rules r Maintains a 4:1 ratio of positive to negative comments r A clear and consistent attention signal is used across instructional contexts r Traffic flow minimizes physical contact between peers and maximizes teacher’s mobility

Newcomer, 2010 Small Group Intervention Assessment 1

Targeted and Small Group Interventions: Assessing What You Have

How are students identified as in need of simple Tier 2 interventions?

How are students identified as in need of Tier 3 (FBA based) interventions?

What current data sources are used to identify students who are non-responders to universal PBS

prevention procedures and in need of Tier 2 interventions?

How do you currently measure progress of students on Tier 2 or Tier 3 interventions.?

What procedures for requesting support for students at Tier 2 and Tier 3? Are teachers aware of their

role in the process?

Which data based processes are in place for indentifying students in need of behavior supports:

Screening

Nomination

ODRs

Testing

Observations

Progress Monitoring

Other: ___________________________________________________________________

How is information on the number and progress of students receiving Tier 2 and Tier 3 interventions

communicated across faculty?

New

com

er, 2

010

Sm

all G

rou

p In

terv

enti

on

Ass

ess

men

t

2

List

all

the

targ

ete

d /

sm

all g

rou

p in

terv

enti

on

s cu

rren

tly

imp

lem

ente

d in

yo

ur

sch

oo

l? W

hic

h in

terv

enti

on

s m

eet

all o

f th

e

follo

win

g cr

ite

ria?

Inte

rven

tio

n

Wh

at r

epla

cem

ent

beh

avio

r d

oe

s it

teac

h?

Wh

at is

th

e en

try

crit

eri

a?

Wh

at is

th

e ex

it

crit

eri

a?

Ho

w is

pro

gres

s

mo

nit

ore

d a

nd

wh

at a

re t

he

ou

tco

me

mea

sure

s?

Wh

at

gen

eral

izat

ion

pro

ced

ure

s ar

e in

pla

ce?

1


Check in – Check out (Crone, Horner, Hawken, 2004)



Columbia, Missouri

Tier 2 Interventions Lori Newcomer, Ph.D.

2


Check-in and Check-out: The Behavior Education Program (Crone, Horner, Hawken, 2004) Purpose: Increased collaboration between school and home and increased opportunities for self-management. Essential Features: Increased structure; check-in, check-out; connection with key adult Who can benefit?

• Students with low level, disruptive problem behavior across settings • Students with a pattern of office referrals • Students who receive a number of office referrals above data decision mark • Students who find adult attention reinforcing

For whom is the intervention not appropriate?

• Students with serious or violent behavior • Students for whom referrals are context driven (e.g. unsupervised playground) or when

referrals come from one location. Adjust the reinforcer to match the function:

• Adult attention: Check in with adult, teacher and parent • Peer attention: Use peer interaction or activity as earned reinforcer • Escape / Avoid: Reduce adult interaction, use homework pass, early dismissal, choice,

etc. as reinforcer • Lack of academic or organizational skills. Focus BEP goals on academic organization.

Consider Organization Check Up as targeted intervention.

Basic Approach:

1. Define behavioral expectations 2. Teach the expectations 3. Build a regular cycle of checking in and checking out with adults. 4. Formalize consequences for problem behaviors across the school and home. 5. Collect information for ongoing evaluation and adaptation.

3


Critical Features of the BEP

1. Personnel assigned (BEP coordinator) to oversee implementation of system.

Primary responsibilities are to (a) lead morning check-in; (b) lead afternoon check-out; (c) enter DPR data onto spreadsheets on a daily basis; (d) maintain records in central location; (e) process BEP referrals; (f) create BEP graphs for team review; (g) prioritize students for team meeting; (h) complete any tasks assigned at team meetings.

Coordinators Time Allocation Task Frequency Duration Total time / week Morning Check-in 5 times per week 30 minutes 150 minutes Afternoon Check-out 5 times per week 10-15 minutes 50-75 minutes Enter DPR data onto spreadsheet/data base

5 times per week 20 minutes 100 minutes

Maintain records 5 times per week 15 minutes 75 minutes Prioritize BEP students 1 time per week 20 minutes 20 minutes Process BEP referrals As needed 10 – 20 minutes 10 – 20 minutes Create BEP graphs for review

1 time per week 30 minutes 30 minutes

Complete tasks from meetings

As needed 60 minutes 60 minutes

TOTAL TIME Approximately 7-8 hours

4


2. Determine problems to be addressed by BEP system: • Academic • Behavior (escape or attention maintained) • Academic and behavior

3. Determine goals for students on the program. 4. System in place to track student progress on the BEP program. 5. In-service for all staff on how to implement BEP system. 6. Provide information to parents regarding program via newsletter, parent conferences, or

orientation.

Morning Check-in

1. Greet each student individually. 2. Collect the signed (by parents) DPR from the previous day. 3. Check to see if student has loose-leaf paper, pens, pencils, and other necessary items for

the day (provide extras to the student if necessary). 4. Student takes a new DPR, signs and dates it. 5. Prompt student to have a good day and meet his or her BEP goals. 6. Give student reinforcer ticket or equivalent for checking in successfully.

Enter DPR Data CICO data can be entered using an EXCEL spreadsheet** or the Check in Check out (CICO) function on SWIS. If using SWIS, contact your SWIS facilitator for assistance in setting up your CICO account. If using an excel spread sheet:

1. Each student is entered on database with a corresponding line of data 2. Each day add a new date for a new column of data from the day before. 3. Enter the percentage points earned by the student in the cell that matches the new date

with the student’s name.

**Downloadable XLS spreadsheets available at: www.resa.net/curriculum/positivebehavior/tiertwo/ Download daily summaries and weekly summaries xls CICO templates

Student's Name Year 2008

Comments Standard 75%

Week Possible Points

Points Earned Weekly %

9/1/2008 60 47 0.78

9/8/2008 120 91 0.76

9/15/2008 138 101 0.73

9/22/2008 138 90 0.65

10/6/2008 156 113 0.72

10/13/2008 114 98 0.86

10/20/2008 138 125 0.91

10/27/2008 150 127 0.85

11/3/2008 138 130 0.94

11/10/2008 102 99 0.97

11/17/2008 138 111 0.80

11/24/2008 90 87 0.97

12/1/2008 180 164 0.91

12/8/2008 180 180 1.00

Standard

0 75%

1 75%

George

Behavior Review meetings - October 9, Nov. 12, Dec.16

Data Entry Section

Weekly Check In Check Out Data Summary

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

Weekly Percentage of Points Earned

http://www.resa.net/curriculum/positivebehavior/tiertwo/�

5


Creating BEP Graphs Data should be graphed for all students for review at the team meeting. The coordinator may choose to print only those students who are “priority” students for the meeting, however, a master file should be kept of all weekly graphs. Prioritizing Students The Coordinator should review all student graphs prior to the meeting. Students who continue to perform poorly, have poor attendance or have received detention or suspension should be reviewed by the team. Office referrals, detention and suspension decisions and progress reports should be reviewed by the team. Data Review At the Tier 2 team meeting, the team should (a) review the BEP graphs, (b) look at office discipline referral reports, and (c) review any information that adds to the understanding of the student. The team should then make one of 4 decisions:

• Student is ready to be removed from BEP • Things are going fine; keep on current BEP • Having some problems – think of simple additional supports (Who is responsible?

Timeline?) • Having larger problem – student needs a comprehensive, function based assessment

and intervention (Who is responsible? What is the timeline?)

For more information on Check in – Check out: Crone, D.A., Horner, R., & Hawkins, L.S. (2007). Responding to problem behavior in schools: The Behavior Education Program. New York, NY: The Guilford Press. **Examples of Check in Check out forms can be downloaded at: http://www.ed.utah.edu/users/leanne.hawken/BEPresource.htm

http://www.ed.utah.edu/users/leanne.hawken/BEPresource.htm�

6


Check in - Check out Point Sheet

Name______________________________________________ Date ______________________ Points Possible ____________________ Goal Met __________ Points Received____________________ 2 = excellent % Percent of Points ________________ 1= room to improve 0 = did not meet expectations

Target Behaviors

MATH SOCIAL STUDIES

SPECIALS RECESS LANGUAGE ARTS

SCIENCE

Be

Respectful: Use

appropriate language

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be a Learner Stay on task

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be

Responsible: Follow adult

directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Parent Signature:

1

Check & Connect (Christenson, Thurlow, Sinclair, Lehr, Kaibel, Reschly, et al., 2008)



Columbia, Missouri


2


Check & Connect (Christenson, Thurlow, Sinclair, Lehr, Kaibel, Reschly, et al., 2008) Purpose: Enhance student engagement with school and learning, promote student competence and provide persistent support for academic and behavioral standards and expectations. Essential Features: (a) A mentor who keeps education salient for students; (b) Systematic monitoring (the “check” component); (c) Timely and individualized intervention (the “connect” component); (d) Enhanced home-school communication and home support for learning. Who can benefit? Elementary Indicators Behavioral: Late to school, absenteeism including excessive excused absences, history of educational neglect, behavior referrals to office, suspension or expulsion, frequent school moves Academic: Not completing assignments, failing classes, reading below grade level, below proficiency on state standardized tests Cognitive: Minimal interest in school, resistance to learning, low academic self-efficacy and perceived competence Affective: Social isolation, feelings of not belonging to school

Secondary Indicators Behavioral: Skipping classes, absenteeism, truancy, in-school suspension, out-of-school suspensions, office referrals, detention, expulsion, history of dropping in and out of school, frequent number of school moves, limited extracurricular participation Academic: Credit deficiency, failing classes, below proficiency on state standardized tests, poor task completion rates, low success rates, incomplete homework assignments Cognitive: Minimal interest in school, resistance to learning, low academic self-efficacy and perceived competence Affective: Low expectation to graduate, social isolation, feelings of no belonging to school

Basic Approach:

1. Meet daily to a minimum of weekly with student to review risk factors and check-in with the student.

2. Record progress on “Check” section of the monitoring sheet 3. Record focus of contact with student in the “Connect Basic” section of the monitoring

sheet. 4. Record any actions taken based on contact in the “Connect Intensive” section of the

monitoring sheet. 5. Refer to Check & Connect Intervention List for intervention suggestions

Step One: Complete Intake Form for Targeted Students

Collect information about family circumstances, demographic characteristics, and school experiences that may place student at additional risk.

3


Step Two: Select Mentors Desirable characteristics include (a) willingness to persist with students; (b) personal belief that all students have abilities and strengths; (c) willingness to cooperate and collaborate with school staff; (d) advocacy skills; (e) organizational skills; (f) a willingness to be a mentor (i.e. “want to, not obligated to”).

Step Three: Use “Check” Procedures and Monitoring Sheet Mentor meets daily, or at a minimum weekly, to complete the “Check” portion of the Mentoring Sheet to make decisions about whether to deliver basic or intensive interventions. Increased risk leads to introduction of interventions to reconnect students by implementing intensive intervention support. If student is showing increased signs of disengagement, increase the frequency of checking and monitor student performance daily.

Step Four: Implement “Connect” Procedures and the Monitoring Sheet Determine the level of intervention needed. The kind of intervention support is based on levels of risk indicated by regular monitoring. See Table 1 for guidelines on indicators and criteria for high risk.

Table 1: Guidelines for defining indicators and criteria for high risk Indicator of Risk Definition High Risk Tardiness Arriving late either for school or for class. Five or more incidents per month or ≥ 15

percent incidents per month Skipping Missing selected class periods within a day

without an excused reason. Three or more incidents per month or ≥ 15 percent incidents per month (e.g., # classes skipped / # classes times days enrolled).

Absenteeism Full day’s absence for excused or unexcused reasons. Days when the student is absent for out-of-school suspensions should be included here.

Three or more incidents per month or ≥ 15 percent days per month (e.g., # days absent / # days enrolled).

Behavior referrals Being sent to administrative or resource staff for inappropriate behavior

Three or more referrals per month.

Detentions A consequence for inappropriate behavior for which the student “owes” time either before or after school. (The student is often required to perform some custodial function on school grounds, complete school work, or sit quietly.)

Two or more incidents per month.

In-school suspension

A consequence for inappropriate behavior for which the student spends the school day(s) in a separate area or classroom of he school building.

Two or more incidents per month.

Out-of-school suspension

A consequence for inappropriate behavior for which the student spends a defined number of school days at home. (The student is not allowed on school property for the suspension period.)

Two or more days suspended per month.

4


Failing classes Receiving a grade of D or F in any class. Two or more D’s per grading period and/or one or more F.

Behind in credits Earning too few credits to be on track to graduate in four years

Earning less than 80% of the possible credits per grading period.

Christenson, Thurlow, Sinclair, et al. (2008) BASIC INTERVENTION: All students, regardless of risk, receive the basic intervention on a weekly basis. If students are meeting expectations, connecting through basic intervention may be faded to less often (e.g. twice monthly), but always on a regular schedule.

Share general information about Check & Connect. Share general information about monitoring system and provide information to parents or guardian about mentors role.

Provide student with regular feedback. Praise students for improvements or continued success in various aspects of performance (e.g. attendance or grades). Let students know you are concerned about their connection to school (e.g. tardy to class or incomplete homework assignments). Review Monitoring Sheet to provide concrete, visual representation of progress.

Regularly discuss importance of learning and staying in school. Ask student about the importance of school and share “facts” of staying in school: Students have to attend regularly to do well in school. Dropouts earn an average of $60 a week less than high school graduates. During a lifetime, dropouts earn approximately $200,000 less than those who complete high school.

Monthly problem solving about indicators of risk. Problem solve with students about indicators of risk and staying in school. Gide students through real or hypothetical problems using a cognitively oriented five-step problem solving plan: 1. Stop! Think about the problem. 2. What are some choices? 3. Choose one. 4. Do it. 5. How did it work? (August, Anderson & Bloomquist, 1992)

The use of the five-step problem solving strategy helps to empower students to take control of their behavior and is a basis for teaching productive coping skills such as seeking social support, focusing on solving the problem, working hard, and seeking to belong and participate. Mentors help students integrate their thoughts, feelings, and behaviors to meet the demands of the school environment.

INTENSIVE INTERVENTION: Intensive interventions are implemented in addition to the basic intervention for students exhibiting high risk. Mentors may begin by implementing intensive intervention if student is at high-risk and work toward the student receiving only basic intervention.

5


Academic Support • Connect students with a tutor. Possible resources include tutoring services offered by

the school; older or more advanced students; neighborhood or community agencies; college and university interns

• Develop individualized academic contracts. Tips for contracts include keeping it simple (focusing on only one or two target tasks), positive (stating the tasks in terms of what the student will do), realistic (making sure the student is capable of reaching the goal), and collaborative (involving the student in determining the task, reward, and the time involved to achieve the goal).

• Assist teachers in making accommodations for students who are struggling.

Problem-Solving • Facilitate student social skills groups. Possible resource materials include Skill Streaming

the Adolescent, The Prepare Curriculum, Building Social Problem Solving Skills. • Facilitate family problem-solving meetings. Suggestions for making family meetings

more successful include providing a meal (doesn’t have to be fancy but this is an excellent ice breaker and conversation flows more freely over food); providing child care for younger siblings (one inexpensive way is to hire several of your students whose families will be attending); providing transportation (bus tokens, cab fare, or providing rides); holding meetings in a centrally located place other than the school. Funds may be available from a variety of sources to support family problem-solving meetings: school parent-teacher organizations, a business partner, church groups, or community service organizations. Some school districts have resources available for transportation to school functions.

• If family problem-solving meetings aren’t feasible, consider home visits to provide families with problem-solving information. Hold immediate problem-solving sessions with students regarding high-risk behaviors. Structure the conversation around the five step plan.

• Develop individualized behavior contracts. Tips for contracts include keeping it simple (focusing on only one or two target tasks), positive (stating the tasks in terms of what the student will achieve), realistic (making sure the student is capable of reaching the goal), and collaborative (involving the student in determining the task, reward, and the time involved to achieve the goal).

• Explore alternatives to out-of-school suspension. Possible alternatives include in-school suspension, Saturday school, several detentions, restriction from athletics or other extra-curricular activities, and family mediation services.

Recreational and Community Service Exploration • Facilitate youth involvement in after-school activities. • Learn about existing programs that are offered through community organizations, such

as your Parks and Recreation Department, YMCA, YWCA, religious organizations, Boys and Girls Clubs, Big Brothers ⁄ Big Sisters, or community education.

6


• Help students arrange for summer jobs or other structured summer activities. Possible resources include city- or state-wide youth agencies or employment counselors at schools. Assist students in completing applications. Help students obtain needed documents such as birth certificates and social security cards. Role play interview sessions with the student and review “dress codes.”

Connecting with Parents Mentors function as liaisons between home and school and strive to build constructive family-school relationships and increase home-school communication and to support families to be more engaged at school and with their children’s learning Home-school communication strategies:

Call parents on a regular basis, not just when there are problems Write notes to parents to let them know what is going on in school (make language

simple and in family’s first language). Make home visits regarding educational progress. Make home visits at least once a year for a positive reason. Find out whether parents need suggestions, resources, or support to help with sudent at

home. Directly invite parents to be partners. Attend parent-teacher conferences with parents.

Step Five: Provide Mentor Support and Supervision: Check & Connect Coordinator holds regular meetings with mentors to provide necessary orientation for implementing Check & Connect and maintaining intervention integrity. Step Six: Evaluate Program Graph and analyze daily/weekly data collected on risk indicators for individual students and for program effectiveness. Data should be graphed for all students for review at the team meeting. The coordinator may choose to print only those students who are “priority” students for the meeting, however, a master file should be kept of all weekly graphs.

For more information on Check & Connect: Christenson, S.L., Thurlow, M.L., Sinclair, M.F., Lehr, C.A., Kibel, C.M., Reschly, A.L., et al. (2008). Check & Connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of Minnesota, Institute on Community Integration. Manuals ($45) can be ordered from: Publications Office Institute on Community Integration University of Minnesota 109 Pattee Hall 150 Pillsbury Dr. SE Minneapolis, MN 55455 http://ici.umn.edu/checkandconnect/

7


Check & Connect Intake Form Information should be based on student status at time of referral:

Student name

Date of signed permission

Student ID

Monitor/Mentor

Date of birth Grade at referral Gender ☐Male ☐Female

Ethnicity / race ☐African American ☐American Indian/Native ☐Alaskan ☐Asian or Pacific Islander ☐Caucasian ☐Hispanic ☐Other _________________

Special Services ☐Special Education ☐Title 1 ☐ELL ☐None ☐Don’t know

Residence ☐Lives with parent(s)/guardian ☐Lives with other family ☐Lives with foster parent(s) ☐Out-of-home placement ☐Single parent home ☐Other __________________

Indicate the at-risk behaviors the student has engaged in, as documented by records.

Since the beginning of the current school year and prior to intervention

During the prior academic year

Behavior Mark one box If yes Mark one box If yes

Yes No Don’t know

# of times

Yes No Don’t know

# of times

Late to school (excused/unexcused) Absent (excused/unexcused) Behavior Referrals Detention Bus Incidents Suspension Poor Academic Performance Grade Retention Out-of-home Placements Running Away Substance use or abuse Does student have a history of withdrawal (e.g. absences) prior to DATE

Yes No Don’t know

Family Risk / Stressor: English second language Siblings with history of school problems Parent(s) did not complete school Physical health challenges

Homeless / Shelter Unemployment Substance abuse

8

Check & Connect Monitoring Sheet Month___________ Student __________________________ Mentor__________________________ DATE Risk

Indicator

CHECK M T W T F M T W T F M T W T F M T W T F M T W T F Tardy ≥ 5 Skip ≥ 3 Absent ≥ 4 Behavior referral ≥ 3 Detention ≥ 2 In-school suspension ≥ 2 Out-of-school suspension ≥ 2 Failing classes ______ D’s ______ F’s risk indicator ≥ 1 F and/or ≥ 2 D’s per grading period Behind in credits ______ Credits earned out of _____ total earning <80% of possible credits per grading period CONNECT BASIC Shared general information Provided regular feedback Discussed staying in school Problem-solved about risk INTENSIVE Arranged for alternative to suspension

Contracted for behavior or grades

Communicated with parents Made special accommodations Participated in community service

Participated in social skills group Worked with tutor or mentor

Other______________________

< High risk for m

onth


Social Skills Training (Christenson, Thurlow, Sinclair, Lehr, Kaibel, Reschly, et al., 2008)

Organizational Check-up Evans, Schultz, White, Brady, Sibley, Van Eck (2009)



Columbia, Missouri


2


Organizational Skills Evans, Schultz, White, Brady, Sibley, Van Eck (2009)

Purpose: To facilitate student organization and promote student ability to sort and store paperwork, identify assigned homework, and locate completed assignments when they are due. Essential Features: Consistent monitoring and routine check-ups, adherence to checklists and tracking forms and frequent reinforcement. For whom is the intervention appropriate? Students who turn in homework assignments and projects less than an average of 90% of the time across classes. Basic Approach: Materials Needed for Intervention and Evaluation: Organization checklist, binder, book bag and locker, predetermined student contingency Implementation Procedures: 1. Spend time with the student emptying items out of the target area(s) and begin organizing

the contents according to the Organizational Checklist (Appendix A). Students may not need to target all three areas (binder, book bag & locker). The binder is the most critical area for academic success and the priority.

• Have the student label the different folders/binders according to his/her class enrollment, as well as the pockets within each folder according to the guidelines on the Organizational Checklist.

• A sample binder should be kept on site to provide an example of how a finished product should look.

• When completed, the binder, book bag, and locker should meet all criteria on the Organizational Checklists.

• If a teacher is already using a particular binder system, the interventionist should work within the parameters of that system.

2. Following the initial organization meeting, check the target area(s) using the Organizational Checklist.

• When the student does not meet full criteria in any area, have the student correct the problem in your presence and prompt him/her to do it correctly (if needed).

• Repeat this process at least one time per week. • Establish contingencies based on goals set using the following procedures. Begin by

using verbal praise and increase motivation with more tangible rewards as needed and progressively increase the goal. For example, if a student’s baseline level of binder organization was 5/10, the interventionist should provide verbal praise each

3


day the student achieves a score of 7/10. The student’s goal should become more challenging as the student achieves higher levels of organization. For example, if the student whose baseline was 5/10 continually achieves a score of 7/10, increase the goal so that the student is trying to achieve 8/10.

3. After the student has earned 100% on the targeted area(s) for 3 consecutive checks, begin

to fade out the intervention. Continue to do periodic checks (once a month) and have the student complete his/her own Organizational Checklist sheet while you verify criterion and check for accuracy.

• When the student has mastered completing the Organizational Checklist on their own, has kept his/her book bag and binder organized and experienced 100% accuracy on the form for a series of 2 checks, he/she has demonstrated their ability to check and record organization independently.

For more information on Organizational Skills Intervention: Evans, S.W., Schultz, B.K., White, L.C., Brady, C., Sibley, M.H., VanEck, K. (2009). A school-based organization intervention for young adolescents with attention deficit/hyperactivity disorder. School Mental Health 1(2), 78-88.

4


Organizational Checklist Get organized! Be able to find your assignments and turn them in! Be able to locate your notes to study for tests! Open your binder and go down the checklist: for each item, write a Y (for Yes) if you meet the criteria fully for all binders being checked or an N (for No) if you do not meet the criteria fully. Example: if you meet all criteria for the question for your math and science binders but not for your history binder, record an N. If your planner or correct binders are absent (e.g., absence of even binders on an even day) record an N. When finished, divide the number of Y’s by 8 and record this in the last space as the percentage of binders that are organized.

BINDERS/ BOOKBAG DATES

Do you have the correct binders for today (i.e., even binders on even day, ‘B’ binder on ‘B’ day)?

Are your binders free from loose and irrelevant material (e.g., non-subject related material)?

Is your planner present?

Is your planner free of loose and irrelevant material?

Inside your binders: are there clearly defined locations for storing incomplete assignments? “I keep them in__________________________________________________

Inside your binders: are there clearly defined locations for storing completed assignments (i.e., those assignments ready to be turned in.)? “I keep them in ___________________________________________________________

Inside the binders: are there clearly defined locations for storing all other class papers (e.g., graded assignments, class notes, class handouts)? “I keep them in ___________________________________________________________

Is there a clearly defined central location for recording all long-term projects for each subject? “I record them in __________________________________________________________

What percent of your binder is organized? Divide the number of Y’s by 8 and then multiply by 100.

Odd Day Binders Checked

Even Day Binders Checked?

Planner Checklist

Get organized! Be able to complete your assignments and turn them in! For each item, write a Y (for Yes) if you meet the question fully or an N (for No) if you do not meet the question fully. If your planner is absent, record an N.

Long-term projects/assignments: Once a week, answer the following questions about the entire previous week. DATES

Has a long-term project/assignment, in any class, been recorded in the last week?

Was the subject recorded in which the assignment is due?

Was the due date of the assignment recorded?

Was there sufficient detail recorded in order to complete the project?

Short-term projects/assignments: Once a week, answer the following questions about the last time you could have been assigned work/ the last time you had the class. *See below for examples.

DATES

Engl

ish

Has a short-term project/assignment been recorded in the last week, including “none”?




Record the NUMBER of missing assignments.

Mat

h






6


Scie

nce






Soci

al S

tudi

es






Elec

tive

:






TOTAL Record the percentage of accurately recorded assignments for the date.

7


Social Skills Training (Christenson, Thurlow, Sinclair, Lehr, Kaibel, Reschly, et al., 2008)

Social Skills Training



Columbia, Missouri


2


Social Skill Training

Purpose: To teach and reinforce specific skills for those students who demonstrate a skill deficit. Essential Elements: Methodological approach for intensive small-group instruction (tell, show, do, practice, monitor progress and generalize). Who can benefit? Students who demonstrate skills deficit in a specific social skill area (e.g., how to perform skills, when to perform a skill, etc.). Who will not benefit? Students who demonstrate a performance deficit; those students who have the requisite social skills, but are not engaging in the skill under the appropriate conditions. Basic Approach 1. Establish the Need to Learn the Skill To sell a social skill to students, consider doing the following

a. Ask students why the skill might be important to them. b. Point out potential consequences of using or not using the skill. c. Use examples from television, movies, etc. in which characters use the skills. d. Identify situations in which the skill could come in handy for students.

2. Identify Skill Components To help students know what steps and in what order they must perform the behavior in question, analyze the steps of the social skill by doing the following.

a. Present a social skill b. Brainstorm what the students would have to do to execute the skill. c. Write all the students’ suggestions on the board or flip chart. d. Discuss with the group the relevance of each suggestion. With the group, decide what

behaviors would be important and unimportant and why. e. Decide with the group the list of behaviors that would be most important in performing

the skill in question. f. Decide with the group the order in which they should perform the behaviors. Identify

potential problems that might occur in performing the skill.

3. Provide the Modeling Display a. Decide if you or a student will model the skill. b. Point out the board or flip chart list of skills that are necessary for performing the skill. c. Before presenting the modeling display, review the steps to be performed. d. Instruct students to watch and see if each step is performed in the proper sequence. e. Model the skill for the group or have a student model the skill. f. After modeling, invite the students to evaluate the modeling sequence. Discuss their

comments.

3


4. Rehearse the Skill To help the students remember the steps of the behavior, invite different students to model the skill for the group. 5. Provide Specific Feedback

a. Point out the correct things students did in performing the skill b. Offer suggestions for how the students might improve their performance. If necessary,

remodel the skill and have students rehearse once again.

6. Program for Generalization a. Role-play a number of different situations in which the skill would be appropriate. Vary

these situations as much as possible in terms of who, what, when, and where the skill will be performed.

b. Teach a number of different ways in which the students could perform the skill. Since an infinite number of ways exist in which people can have a conversation, teach a sufficient number so that the students can generalize the skill.

Guidelines for Behavior Rehearsal A. Covert Rehearsal

1. Have students close their eyes. Then present a scene involving social interaction. 2. Have students imagine themselves engaging in a particular social skill in the scene. 3. Have students imagine how the other people in the scene will respond to their behavior. 4. Have students imagine alternative acceptable behaviors they could perform in the same

social situation and the consequences associated with each behavior. B. Verbal Rehearsal

1. Present a social situation involving interaction. 2. Have students specify each step involved in performing a social skill. 3. Have students orally arrange these steps in proper sequence. 4. Have students describe situations in which the social skill would be appropriate. 5. Have students describe the potential consequences of performing the social skill. 6. For each situation, have students describe alternative social behaviors and the

consequences associated with each behavior. C. Overt Rehearsal

1. Describe a role-play situation, select participants, and designate roles for each participant.

2. Have participants role-play the social situation; instruct observers to watch the performances of each participant closely.

3. Discuss and evaluate the performances in the role-play and provide suggestions for improved performance.

4. Ask the participants to incorporate the feedback suggestions as they replay the scene. 5. Select new participants to role-play the same social situation.

Coaching

4


1. Present a social concept. For example, ask the group what is meant by cooperation. 2. Ask for definitions of the given social concept. 3. Provide clarification for the group’s definition of a social concept. For example, say,

“Cooperation could also mean…as well as…” 4. Ask for specific behavioral examples of the concept. For example, say, “What are some

things people might do to show they were cooperating? 5. Elicit potential outcomes for performing the skill and for not performing the skill. 6. Generate situations and settings in which the skill would be appropriate; generate

situations and settings in which the skill would be inappropriate. 7. Use behavior rehearsal to practice the skill. 8. Use specific informative feedback about behavior rehearsal. 9. Based on feedback of the initial behavior rehearsal, have students replay the skill. 10. Based on feedback of the initial behavior rehearsal, have students replay the skill. Social Problem-Solving 1. Provide a general orientation to the problem. Indicate that many ways exist to solve

problems with others in a socially appropriate manner. 2. Define and formulate the problem by asking the students questions like the following:

What exactly is the problem? What are the facts concerning the problem? Are you focused on being angry or upset instead of trying to find out what is really going on in this situation?

3. Generate alternative solutions to the problem by brainstorming as many solutions as possible. Don’t focus on how good the solutions are. Make a list of all the brainstormed solutions.

4. Have students identify what would be the consequence (outcome) of each alternative solution identified in the brainstorming.

5. Based on consequences the students generate, invite the students to choose the solution that leads to the best outcome.

6. Discuss what must be done to implement the solution (e.g. who, what, where, when and how).

7. Verify the outcomes of the solution. Ask the students (a) Did the solution work? (b) Could a better outcome been achieved in a different way? (c) How could you modify what you did to achieve a better outcome?

Using Peer-Initiated Strategies 1. Recruit peer confederates for peer-initiation training of social skills. Recruit children who

display a high degree of self-confidence and who are well liked by peers. 2. Train peer confederates in social-initiation strategies. Use modeling, behavioral rehearsal,

reinforcement for competent performances, and direct instruction in specific behaviors required to initiate a social interaction.

3. Using procedures listed above, prepare peer confederate for initial rejection of their initiation bids.

4. Periodically conduct “booster” sessions to retrain peer confederates and to discuss unique problems they may be having in social initiations.

5


Using Reinforcement-Based Strategies 1. Use positive reinforcement as the first choice in changing behavior. Verbal praise or a

special reward following appropriate behavior increases the frequency of the desired behavior.

2. Create a list of possibilities for reinforcement. Remember there are no universal reinforcers, and what adults may think is reinforcing may not be reinforcing for students.

3. In selecting student-determined reinforcers, try to use naturally occurring reinforcers, such as praise and access to preferred activities.

4. In some cases you may need to use negative reinforcement. Negative reinforcement refers to an increase in appropriate behavior that offers an escape from or avoidance of distasteful consequences (e.g. no homework if work completed in classroom).

5. Reinforce immediately after a behavior so student is able to see the relationship between the behavior and its consequences.

6. Reinforce frequently after initiating a behavior; decrease after the behavior is established. 7. Teach student self-reinforcement strategies. Facilitating Generalization 1) Train Diversely

a) Use sufficient stimulus exemplars. 1. Vary situations and settings used in the social skills training sessions 2. Use different people, places, things and so on in role-plays of social skills. 3. Vary ways in which you teach a given skill (e.g. modeling, coaching, verbal

instruction, etc.)

b) Use sufficient response exemplars 1. Teach multiple ways of responding to the same social situations 2. Use brainstorming to generate with the group the ways in which a person could

respond in a given social situation 3. Demonstrate how the children could use the same behavior in different ways (e.g.

using words, gestures, voice tone, voice volume, physical orientation to other people, and so on).

2) Teach Relevant Behaviors

a) Teach behaviors that have a high probability of being reinforced in other environments. b) Teach behaviors that teachers, parents and other students rate as important.

3) Teach Functional Mediators a) Use a common social stimuli.

1. Incorporate, if possible, peers from the generalization environment into your social skills training environment.

2. To administer consequences in the home and involve parents, use behavioral contracts and school-home notes.

b) Use self-mediated stimuli.

6


1. Teach the child to use the following responses as they instruct themselves on the performance of a social skill. a) What is the problem? b) What are some things I could do? c) What is the best thing to do? d) Ok, I’ll do it. e) What happened when I did it?

2. Teach children to self-monitor their own behavior by doing the following: a) Determine what they will record. b) Determine how they will record the behavior. c) Determine how they will use the self-monitored data.

3. Use homework assignments to facilitate generalization of social skills across settings.

For more information on Social Skills Instruction: Elliott, S.N. & Gresham, F.M. (2008). Social skills improvement system (SSIS) intervention guide. Minneapolis, MN: Pearson Pearson PO Box 1416 Minneapolis, MN 55440 800-627-7271 PearsonAssessments.com

Documents

Tier 2 System - Wikispacespbisiowa-technicalassistance.wikispaces.com/file/view/Targeted... · What does a Tier 2 System of Support ... Intensive intervention option if risk factors