They’re "Ready, Respectful, and Ready to Learn"! What’s next? Moving Beyond Universal Interventions

They’re "Ready, Respectful, and
Ready to Learn"!
What’s next?
Moving Beyond Universal Interventions
PBIS Southern Maryland Regional Meeting
Elsa Velez, Ph.D.
May 5th, 2006
PBIS State Leadership Team
 They’re "Ready, Respectful, and Ready to Learn"! What’s
next? Moving Beyond Universal Interventions
 Some Ideas for Targeted Groups-Parks and Hanson
 Lunch
 Behavior Education Program (BEP)/Check-In Check-Out
 Some Fundraiser ideas -Stoddert
 How to Keep Momentum Going – TC Martin
They’re "Ready, Respectful, and Ready to
What’s next?
Moving Beyond Universal Interventions
• Some things to consider first
• Establishing a School wide Secondary
System: Framework
• Some Successful Programs
Things to Consider First…
• Establishment of a Universal System
(School-Wide) Does Not Guarantee
Individual Teachers are Implementing with
High Integrity
• Students Who Appear “At-Risk” May
Benefit More When Teacher Improves
Skills in Behavior Management Than
Participate in Targeted Interventions
Is It Really Resistance For
Before Implementing a Secondary
Intervention, You Must Ask:
Is the Student Receiving an
Adequate “DOSE” of the Universal
Components often overlooked:
Positive Parent Contact
Random Reinforcement Strategies
Positive Public Posting
Continuous Behavioral Feedback for
• Data on Positive Reinforcement
• Other Enhancements…
Tracking the Positive
• Analysis of number of positive behavior
tickets to discipline tickets to insure
maintenance of at least 4:1 ratio
• Analysis of number of positive behavior
tickets by group (e.g., at-risk & high risk
• Analysis of number of positive behavior
tickets by teacher
Keep a Positive Ratio
Tiger Bucks
Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr
Tracking the Positive
• Would you consider tracking positives?
• How would you go about it?
Establishing a School wide
Secondary System: Framework
• Framework/Process
• Interventions
Framework Process
1. Referral
2. Simultaneous Pre-Assessment
3. Targeted Level Intervention
4. One-Month Review
Step 1: Referral
• Students and or Teachers can Select
Themselves to Participate in this Process
• Develop a criteria: # of referrals by X time
• List will be compiled first week of each
Step 2: Pre-Assessment
• Classroom/Ecology
**Is student receiving the Primary
• Student Level
**What is the hypothesized function of
problem behavior?
Step 3: Intervention (Decision)
 Review Data from Classroom Assessment
and ABC form
 Determine if Targeted Level Intervention
needed at :
Classroom Level and/or
Student Level
 Choose a specific intervention
Step 4: One-Month Review
 Review data related to intervention and
ODRs for identified student and/or teacher
 Make decision:
1. Discontinue Targeted Intervention
2. Continue, Modify, or Change
Targeted Intervention
3. Implement Tertiary Intervention
Establishing a School wide
Secondary System: Interventions
• Framework
• Interventions
What is a Targeted Intervention?
• An intervention (or set of interventions)
known by ALL staff and available for
students during the school day.
• Interventions provide ADDITIONAL
student support in academic, organizational,
and/or social support areas.
Effective & Proactive SW System in Place
Team-Based Problem Solving
Administrator Participation
Local Behavioral Capacity
– Functional assessment-based behavior support
– Social Skills programming
– Behavioral interventions
No Heroes….Thanks Anyways
• Do not try to provide support in isolation
• We do not want heroes
-we want self-managers, work your way out
of the manager role
• It takes a team
• If you already know it, challenge yourself to
explain or teach it to someone else
• Multiple opportunities for high rates of
academic success
• Daily behavioral monitoring
-self and/or adult
• Regular, frequent opportunities for positive
-tangible to social
-external to internal
-predictable to unpredictable
-frequent to infrequent
• Home-School connection
Other Strategies
• Behavioral Contracts
• Adult mentor/monitor
• Targeted social skills instruction
-problem solving
-conflict management
• Self-management programming
• Academic restructuring
Critical Features
• Intervention is continuously available
• Rapid access to intervention (less than a
• Very low effort by teachers
• Positive system of support
– Students agree to participate
• Implemented by ALL staff/faculty in a
• Flexible intervention based on data
• Adequate resources allocated (admin, team)
• Continuous monitoring for decision-making
• Administrative support
-Time & money allocated
• No major changes in school climate
-e.g., administrative or faculty turnover
• Plan implementation a top priority
Why Do Targeted Interventions
Improve Structure
Student is “Set-Up” for Success
Increase in Contingent Feedback
Increased Recognition for Appropriate Behavior
Applied Across Settings
Links Behavior and Academic Support
Evolves into Self-Management
Who is Appropriate for
• Low-level problem
behavior (not severe)
• 3-7 referrals
• Behavior must occur
across multiple
• Examples
-talking out
-minor disruption
-work completion
•Serious or violent
•Extreme chronic behavior (810+ referrals)
•Require more individualized
-FBA (School Psychologist)
-Wrap Around Services
Which Schools Would Benefit
from a Targeted Intervention?
• How many students does your school have
in the range of 3-7 referrals?
• If >10 students- may be appropriate
• If <10 students- implement individualized
• The plan should be able to reasonably
maintain 15-30 students/year
Obstacles to Implementation
• Administrator not on the team that develops the
plan and looks at data for decision making
• Plan used as punishment rather than prevention
• Plan coordinator lacks skills to implement the
program (e.g., behavior intervention, computer)
• Schools expecting plan to solve all behavior
• Fitting plan data evaluation into existing teams
Defining Targeted Interventions
at your school
• Not all students require an intensive,
individualized intervention
• Basic rule: Do the least amount to produce
the biggest effect!
• We can match students with pre-existing
programs that can address the function of
the problem behavior is serving for a
Cooperative Learning
Social Skills Training
Peer Tutoring
Parent Training
Procedures for Discouraging Infractions
Procedures for Encouraging Expectations
Clear Expectations Choices
High Rate of Praise
Some Successful Programs
• The Behavior Education Program
-also called Check In/Check Out
-Crone, Horner, Hawken (2004)
• Adult Mentoring Relationship
• Individualized Case Management
-Check and Connect
• Social Skills Training
-Second Step
-The Coping Power Program
-I Can Problem-Solve
Behavior Education Program
• BEP is part of a larger behavior support effort in
school (i.e., PBIS)
• BEP is a school-based program for providing daily
support and monitoring for students who are at
risk for developing serious or chronic problem
• Based on a daily check-in/check-out system
that provides students with immediate feedback on
behavior& increased positive adult attention.
– Crone, Horner & Hawken (2004).
Preventing Problem Behavior in Schools: The
Behavior Education Program. Guilford Press
School-Based Mentoring
“…Is one of the most promising types of
youth mentoring operating today.
School-based programs can have
tremendous effects on academic
performance and delinquency
prevention, if implemented properly.”
Check and Connect
• Check & Connect is a model of sustained
intervention for promoting students' engagement
at school and with learning. Demonstrated
outcomes include:
-decrease in truancy,
-decrease in dropout rates,
-increase in accrual of credits,
-increase in school completion, and
-impact on literacy.
Peer Tutoring
Coping Power Program
• School-based intervention delivered to moderateto high-risk children in the late elementary school
to early middle school years.
• Addresses high-risk children’s deficits in social
competence, self-regulation, school bonding and
positive parental involvement.
• Consists of 34 group sessions designed to be
delivered over a 16- to 18-month period of time.
• Designed to serve children at the developmental
period of transition from elementary school to
middle school.
Larson & Lochman (2004)
Cooperative Learning
Why use Cooperative Learning?
• Research has shown that cooperative learning
• promote student learning and academic achievement
• increase student retention
• enhance student satisfaction with their learning
• help students develop skills in oral communication
• develop students' social skills
• promote student self-esteem
• help to promote positive race relations
• Intervention Central offers free tools
and resources to help school staff and
parents to promote positive classroom
behaviors and foster effective learning
for all children and youth.