Secondary Behavioral

InterventionsWhat do we do if universal supports aren’t enough!

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 Interventions

1% - 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

•School-Based Adult Mentors (Check-In)•Intensive Social Skills Training and Support•Self-Management Programs•Increased Academic Support and Practice•Alternatives to School Suspension

•Effective Academic Support•Teaching School-Wide • Expectations•Teaching Social Skills•Effective Classroom Management•Active Supervision & Monitoring in Common Areas•Positive Reinforcement for All•Firm, Fair, Corrective Discipline

What if Universal Supports aren’t Enough?

Keep The Emphasis on

PreventionPrimary

Reduce new cases of problem behavior

Secondary Reduce current cases of problem

behavior

TertiaryReduce complications, intensity,

severity of current cases

What it looks like… At Risk:

Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language Tardy Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat Aggressive Not dangerous or violent May have low academic

achievement

Serious/Chronic:

Danger to self and/or others Destructive

At-Risk StudentsIn general…

Poor peer relations

Low academic achievement

Difficulty adjusting to school environment

Don’t earn many SW rewards

Chaotic home environments

Low self-esteem

Early Identification / Intervention:

Who needs targeted interventions?

At Monthly Meetings, EBIS Teams Review:

Office Discipline Referrals- If 3 or more, provide intervention

Teacher or Parent Request for AssistanceAbsences – If More than 5, provide interventionVisits to Health Room – If pattern, plan

intervention

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)

Student chooses to participate

Continuous monitoring for decision-making

Examples of Targeted Interventions

Behavioral Contracting

Positive Referrals

Adult or Peer Mentoring

Advisory Classes

Targeted Social/Emotional Curriculum Follow-Up (e.g., Second Steps with small group of struggling students)

Check and Connect

Check-in/Check-Out Programs such as The Behavior Education Program (BEP) or H. U. G

Check-In/Check-Out ProgramsWork Best For Students Who:

Have more than a minimum number of referrals

Have referrals across several different settings

Are not dangerous to self/others

Are Motivated by Adult attention

Overview: Check-in/Check-out

Empirically supported strategy for reducing problem behavior

Quick & easy

Before school, before dismissal

Regular setting and format (predictable)

Positive contact

Prompts, reminders, supports

Overview of Behavior Education Program

(BEP) Elements

Overview: Behavior Education

Clearly defined expectations/goals

Daily prompts from positive adult

Daily prompts at each class/activity

Daily feedback from teachers and parents

Additional support available on a daily and as-needed basis

Daily Progress Report

Increased opportunities for reinforcement and learning

Overview: All School Settings

Daily Progress Report (DPR)

All of student’s teachers/supervisors involved

Need for staff buy-in, training

Overview: Home-School Partnership

Parents meet with BEP team and student

Parents sign behavior contract

Parents review, comment and sign DPR

Overview: Positive Adult Contact

Powerful protective factor for at-risk students

First thing in morning, last thing before going home

Encourage, motivate and help support student

School Readiness for BEPSW PBS in place

Administrative support

Faculty/staff buy-in

BEP one of top 3 priorities for school year

Stable school characteristics/environment

BEP Coordinator*”SOMEONE THE STUDENTS ENJOY AND TRUST”*

Establish the Referral Process

What, Where, How long?

Maximum capacity, wait listNo more than 30 studentsOnly 15-20 for elementary schools

System for prioritizing studentsProcess for graduating from program

BEP CycleBEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Crone, Horner & Hawken (2004)

Check inCentral location

Greet students

Collect yesterday’s signed DPR

Check bags/backpacks

Provide supplies

Record names, preparedness, yesterday’s DPR

Reward for completing requirements

Prompt to have a good day

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 BEP form (prompt for positive interaction)

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

Period 1 2 1 0 2 1 0 2 1 0

Period 2 2 1 0 2 1 0 2 1 0

Period 3 2 1 0 2 1 0 2 1 0

Period 4 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Giving FeedbackStart each period off on a good noteDuring period, attend to appropriate

behavior (especially if it is a target behavior)Be specificDevelopmental considerations

At end of period, review and explain DPR ratings calmly and objectivelyBe specific

Do not engage student in debates over ratingsAcknowledge concerns/feelings, then re-direct to

next day’s/period’s/activity’s potential for more points.

End conversation immediately

Giving FeedbackPraise all points, even if goal was not met

Provide additional reward if student has a perfect periodSW incentive, early out, etc…

When ‘chunking’ periods…Consider age, task demands

Each period is a fresh start

Check OutMove quickly

Recognize student for choosing to come to check out

Collect a copy of the DPR

Reward if daily goal has been met

Prompt for a good day tomorrow

Hello ~ Update ~

Goodbye

A check in/check out system that provides support for students experiencing challenging behaviors

Reinforcement and positive attention from adults

A team approach connecting school and home

Putting the Plan Together...

Teacher/EBIS Team refers student to H.U.G. Coordinator

Identify previous interventions

Contact parent to share about H.U.G. Program and set team meeting

H.U.G. Team shares information about the program and the student

Identify attainable student goals

Sign H.U.G. contract and obtain pre-intervention data

• A positive, sincere greeting• A check to see if child is prepared

for the day (lunch ticket, materials, etc.)

• A check to learn how child is feeling• Collection of HUG form signed by

parents• Verbal reinforcement• A new HUG form

Morning - Hello

• Child gives HUG form to teacher

• Teacher and other staff rate student’s behavior for specified time periods

• Teacher offers brief comments to students about the ratings

During the Day -Update

• Student returns HUG form to HUG coordinator prior to last bell

• Student receives a positive, sincere greeting

• Review goal chart• Provide reward and encouragement \

problem solve any areas of concern• HUG forms go home

End of the Day - Goodbye

HUG Coordinator Signs HUG Contract Facilitates check in-

check out process Provides positive

feedback and rewards

Collects HUG forms and inputs data

Teacher Signs HUG

Contract Accepts HUG form Evaluates

students Provides positive

feedback

Roles and Responsibilities

Parents Sign HUG contract Review progress

with child daily Provide positive

feedback Share concerns

and celebrations with school

Students Sign HUG

Contract Follow all HUG

Program guidelines

GIVE IT YOUR BEST!!

More Roles and Responsibilities

Desktop/HUG Program documentation.doc

Review Data Regularly and Adjust Plan as Neededhttp://www.swis.org

What we’ve learnedData-based decision making does work

The H.U.G. philosophy has become an integral part of how all staff works with every student

With less or no dollars, it remains a priority

Students are finding success across all boundaries in their lives

Critical Elements For SuccessUse data to look at the WHOLE child

Find as many school staff as possible to celebrate ANY goal successes

The check-in person MUST be positive and consistent

Individualize plans and rewards with creativity, flexibility and authenticity

Student Rewards

PRAISE, PRAISE, PRAISE

Positive adult contact

Student RewardsSmall reward for successful check-in

On timeReturned signed DPRHas all materialsFilled out new DPR

Small reward from teacher (SW currency, early out, etc…) for perfect periods

Small reward/snack for successful check-outBeing there in time to make busHaving DPRMet daily goal

Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)

Graduating from the Program80% or better for at least 4 weeks, on a

daily basis

Consult with teacher, team

Meet with student to introduce graduation processShow dataExplain how to use rating card/how to judge own

behaviorCELEBRATE!

Talk with parent about graduation, how they can continue to support their child

Graduating from the Program

Shift to self-managementTeacher ratings = Student ratingsRewards for honesty and accuracy

Rewards become contingent on good behaviorFade teacher ratings, rewards (not as much)

Fade data collection

Graduating from the Program

Monitor data CLOSELY

Communicate with student, teachers

Why does Check-in/Check-out Work?

Improved structurePrompts 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 feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.

Why does Check-in/Check-out Work?Program can be applied in all school locations

Classroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day

Linking behavior support and academic supportFor academic-based, escape-maintained problem behavior incorporate

academic support

Linking school and home supportProvide format for positive student/parent contact

Program is organized to morph into a self-management system

Increased options for making choicesIncreased ability to self-monitor performance/progress

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 secondary students or 15 elementary 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.

Responding to Problem Behavior in Schools:The Behavior Education Program

A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00

www.guilford.com

"While I believe technology is extremely cool, the most

powerful tool we have to help students realize their true

potential is love.”

Peter Reynolds, founder and CEO of FableVision

http://www.youtube.com/watch?v=vr3x_RRJdd4