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
Agenda
 UPDATES
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
Learn"!
What’s next?
Moving Beyond Universal Interventions
Overview
• 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
Intervention?
Before Implementing a Secondary
Intervention, You Must Ask:
Is the Student Receiving an
Adequate “DOSE” of the Universal
Intervention?
Components often overlooked:
•
•
•
•
Positive Parent Contact
Random Reinforcement Strategies
Positive Public Posting
Continuous Behavioral Feedback for
Students
• 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
groups)
• Analysis of number of positive behavior
tickets by teacher
Keep a Positive Ratio
1000
900
800
700
600
500
400
300
200
100
0
Tiger Bucks
ODRs
Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr
Tracking the Positive
Discussion
• 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
*Classroom/Ecology
*Student
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
month
Step 2: Pre-Assessment
• Classroom/Ecology
**Is student receiving the Primary
Intervention?
• 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.
Prerequisites
•
•
•
•
Effective & Proactive SW System in Place
Team-Based Problem Solving
Administrator Participation
Local Behavioral Capacity
– Functional assessment-based behavior support
planning
– 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
Requirements
• Multiple opportunities for high rates of
academic success
• Daily behavioral monitoring
-self and/or adult
• Regular, frequent opportunities for positive
reinforcement
-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
week)
• Very low effort by teachers
• Positive system of support
– Students agree to participate
• Implemented by ALL staff/faculty in a
school
• 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
Work?
•
•
•
•
•
•
•
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
Intervention?
APPROPRIATE
• Low-level problem
behavior (not severe)
• 3-7 referrals
• Behavior must occur
across multiple
locations
• Examples
-talking out
-minor disruption
-work completion
INAPPROPRIATE
•Serious or violent
behaviors/infractions
•Extreme chronic behavior (810+ referrals)
•Require more individualized
support
-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
interventions
• 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
program
• Plan coordinator lacks skills to implement the
program (e.g., behavior intervention, computer)
• Schools expecting plan to solve all behavior
problems
• 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
student
Check-In
Mentoring
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
behaviors.
• 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.”
http://www.nwrel.org/mentoring/topic_scho
ol.html
Check and Connect
• http://ici.umn.edu/checkandconnect/
• 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
http://www.interventioncentral.org/htmdocs/in
terventions/rdngfluency/prtutor.shtml
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
techniques:
• promote student learning and academic achievement
• increase student retention
• enhance student satisfaction with their learning
experience
• help students develop skills in oral communication
• develop students' social skills
• promote student self-esteem
• help to promote positive race relations
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Resources
• 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.
www.intervention.central.org