Child Specific Competencies: Doing What Works for Kids

Shannon DowdJohn EagleJody Lieske

Child Specific Competencies Identify, define and assess needs Identify evidence based

interventions Data-based decision making Evaluate outcomes

Identifying Target Needs

Always: Build a child’s skill repertoire Prioritize dangerous behaviors Target easy behaviors Response chain Generalization

Defining Target Needs

Criteria for good behavioral definition

Objective: observable, countable & measurable

Clear: unambiguous, specific, and reliable

Complete: delineate inclusions and exclusions

Define “Good”

Training Tools Role plays

• Audiotapes/videotapes

Concrete supervision• Provide examples of definitions

Target behavior worksheets

Training Tools Field-based experiences

Advanced supervision strategies• Supervisor asks open questions • Consultant comes to supervision with

revised definitions

Assessing Target Needs Ecological assessment

• Student and environmental variables

Functional assessment• Antecedents, consequences and

sequential conditions

The class was quietly doing its lesson when Russell, suffering from problems at home, prepared to

employ an attention-getting device.

Training Tools Standard questions/interview forms

Concrete supervision Identify key questions

Functional assessment worksheet

Case scenarios

Case of Servio

1. What are some possible target behaviors?2. What are some important ecological

considerations?3. What are some possible antecedents,

consequences, and sequential conditions in this case?

4. What are some possible functions of his behaviors?

5. What are some important areas to explore during the conditions analysis?

Training Tool Field-based experience

Advanced supervision strategies Socratic questions Consultants discuss expanded case

conceptualization

Effective Programs Have obtainable goals and Have obtainable goals and

objectivesobjectives Are clear and specificAre clear and specific Are minimally intrusiveAre minimally intrusive Empower parents & teachersEmpower parents & teachers

Evidence Based Interventions Search for interventions that work Follow guidelines established by…

Task Force on Evidence-Based Intervention in School Psychology • (EBI Task Force; Kratochwill & Stoiber,

2000; Stoiber & Kratochwill, 2001) What Works Clearinghouse

• (U.S. Department of Education’s Institute for Education Services, 2003)

Evidence Based Interventions

What to look for in an intervention? Focus of the intervention

• Type of Behavior Conditions for the intervention to be effective

• Settings• Client/Consultee demographics• Length of the intervention

Effectiveness studies Appropriateness of intervention

• Consumer satisfaction

Training Tools Concrete supervision strategies

• Provide intervention materials/resources

• Interventions focus on child

Training Tool

Consultant presentations Guest speakers on EBI’s Advanced supervision strategies

• Consultant brings intervention ideas to supervision

• Ecological Interventions

Data-based Decision Making

Use data for Goal development Intervention response Immediate modifications Continuous progress monitoring

Training Tool Average rate of compliance is 60%.

What is a good goal?Compliance

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Evaluate Outcomes

Child Outcomes Examine baseline and treatment

data Peer comparison Rating scales (e.g., SSRS)

Training Tool Was the goal met? Modifications/generalization?

Compliance with Instruction

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