Secondary Behavior
Interventions
ABRI
Terrance M. Scott, Ph.D.
STUDENT
OUTCOME AND
PREVENTION
MODEL FOR
SCHOOLS
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~5%
~15%
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
N u m b e r o f R e fe rra ls p e r S tu d e n t
Who?
Students per Number of Referrals
20
Tertiary
Secondary
10
Primary
0
Students
Name
14 Total
28 Total
43 Total
63 Total
83 Total
101 Total
119 Total
130 Total
147 Total
160 Total
177 Total
191 Total
204 Total
222 Total
250 Total
260 Total
280 Total
301 Total
320 Total
333 Total
356 Total
369 Total
387 Total
398 Total
417 Total
442 Total
462 Total
19 Total
77 Total
139 Total
184 Total
237 Total
293 Total
350 Total
419 Total
463 Total
85 Total
168 Total
228 Total
291 Total
363 Total
421 Total
41 Total
127 Total
328 Total
457 Total
261 Total
430 Total
264 Total
141 Total
1 Total
221 Total
High School Referrals
• 1141 referrals
• 476 students
15
13
11
What next?
9
7
5
3
1
SW PBS Team
(look for prediction and refer)
Student Support Team
Classroom &
Academic
Success
(decision making for intervention)
data
CICO
SST
HC
data
data
FBA
data
Formal
FBA
Classroom and Instructional
Management
Is Effective Instruction in Place?
Effective Instruction
Must be present before moving to Secondary
• Specify goals and objectives – tell them what
and why
• Modeling and demonstration
• Proximity – keep them busy but not overwhelmed
• Engagement - Questioning – opportunities to
respond
• Prompting – reminders
• Appropriate feedback – praise and
acknowledgement
• Corrective feedback – academic and social
feedback
INEFFECTIVE INSTRUCTION
INEFFECTIVE MODELS
= osh
= osh
= osh
INEFFECTIVE PRACTICE
-
= osh
TESTING OUTCOMES
-
Osh = ?
= osh
EFFECTIVE INSTRUCTION
EFFECTIVE MODELS
= osh
= osh
= osh
= not osh
EFFECTIVE PRACTICE
= osh
= not osh
= osh
TESTING OUTCOMES
Osh = RED SIDED RECTANGLE
Respecting Others
WHAT YOU SAY TO OTHERS
Use nice words and actions
Examples: please, thank you, may I, excuse me
Non-Examples: put downs, name calling
HOW YOU SAY THINGS
Use a pleasant tone and volume of voice
Examples: calm voice, quiet voice, explain
Non-Examples: yelling, growling, arguing
WHAT YOU LOOK LIKE
Show that you are calm and interested
Examples: open posture, nodding, eye contact, personal space
Non-Examples: in someone’s face, rolling eyes, mad face, shaking
head, fists
Prompts, Cues, & Pre-corrects
• Select the least intrusive prompt necessary
• Plan to fade
prompts
• Try to first use
prompts as
Chris: prompts
prevention
• Use prompts as
first level of
correction
Targeted Groups
Small Groups of Students with
Similar Needs
Targeted Interventions
• Simple for teachers
• Can be used across a group of students
• Can be altered slightly for
individualization
• Can be applied across the entire school
• Can be connected to home
• Can be monitored by school
Behavior Education Program
(BEP)
(Check-in, Check-out
Intervention)
Leanne S. Hawken, Ph.D.
University of Utah
Student Recommended for BEP
BEP Implemented
BEP Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
2 x Month BEP
Meeting to Assess
Student Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Basic BEP Cycle
• Morning check-in (Get BEP Form)
• Give BEP form to each teacher prior
to each period.
• End of day check-out
– Points tallied
– Reward
• BEP form copy taken home and signed.
• Return signed copy next morning
What each student experiences at
start of their school day:
•greeted
(positive, personal, glad to see you)
• scanned (ready to go to class?)
• readiness check
(books, pencils, etc?)
• gets form (prompt for positive interaction)
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Keep Hand &
Feet to Self
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions 2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be There –
Be Ready
1
0 2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
2
Expectations for Teachers
(Similar to Students on Contracts)
• Greet student
• Provide feedback at predetermined times
– Rate behavior on the daily progress report
– Explain rating to student
• Prompt appropriate behavior
– “Tomorrow, let’s work on….”
•
•
•
•
Critical Features of BEP
Intervention is continuously available
Rapid access to intervention (72 hr)
Low effort by teachers
Positive System of Support
– Students agree to participate
• Implemented by all staff/faculty in a school
• Adequate resources allocated (admin, team)
– Twice monthly meeting, coordinator
• Continuous monitoring for decision-making
Why does the BEP Work?
• Improved structure
• Prompts 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 feedback
• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be ignored or
rewarded.
o f P o in ts
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
P e rc e n ta g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
Daily Progress Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = No
1= Good
2=
Excellent
Be Respectful
Keep hands,
feet,
and objects to
self
Use kind
words
and actions
Be Your Personal Best
Teacher
Working in initials
class
Follow
directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
School 1: Discipline Contacts Per Week Pre and Post BEP
1
School 1: Discipline Contacts Per Week Pre and Post BEP
1.2
0.8
1
Number of Referrals by Week
Average Discipline Contacts per Week
1.2
0.6
0.4
0.8
0.6
Pre
Pre
Post
Post
0.4
0.2
0
1
2
3
4
0.2
5
6
7
8
9
Students
0
1
2
3
4
5
Students
6
7
8
9
School 2: Discipline Contacts Per Week Pre and Post BEP
Average Discipline Contact per Week
1.4
1.2
1
0.8
Pre
Post
0.6
0.4
0.2
0
10
11
12
13
14
15
Students
16
17
18
19
20
School 1 Parent & Teacher Rating of BEP Acceptability 2004-05
(Median Score)
6
5
4
Student
Parent
3
Teacher
2
1
0
Behavior at
School
Improves
Academic
Performance
Easy to
Participate
Worth Time &
Effort
Would
Recommend to
Others
Effective Social Skills
Instruction
Set-Up
• Bring group together
• Tell them why they are there
– To practice easy things
that will help make friends
and help you do well in school
• Tell them what will occur
in group
• Try to engage students
positively from the very
beginning
Set-Up:
Positive Engagement
Allow students opportunities to discuss and
engage in a positive manner
2.3
Behavior Management
Point System
• listen:
– look at the person who
is talking and stay quiet
• participate:
– do what teacher tells
you to do
• freeze:
– stop everything you
are doing
1.6
Behavior Management
Reinforce Positive Behavior
• specific praise
• token points
• group reinforcers
0.4
Behavior Management
Future Sessions: Review Rules
3.0
3.0
Lesson Components
• rule for when to use the skill
– and for when not to use it
• set of useful skill
variations
• natural examples
Model / Demonstrate
• model / demonstrate the skill
– Teacher provides first model
and questions students to
assess for understanding
– select competent and respected
students and adults
– only the teacher models
incorrect responses
– select examples from
natural context
– at least two positive
demonstrations of each
example
Guided Practice
• role play activities
– focus on relevant features
– have student "think aloud"
– teacher can provide
coaching during lesson
– teacher may need to
prompt appropriate
responses
– involve all members of the
group by assigning
tasks / questions
– have students self
evaluate after activity
Review & Test
• review essential rule for the day
• test on untrained examples
through role plays
• test each student as often
as possible (daily)
• request demonstration
of skill whenever possible
(verbally or role play)
• lesson homework
Promoting Maintenance and
Generalization
• Strategies
–
–
–
–
–
–
–
Use naturally occurring examples
within role plays
Make training setting look/feel
like natural setting
Pinpoint activities in which
students are likely to engage
During training, include peers the
target students are likely to encounter in
the problem setting
Prompt students to display skill (Pre-Corrects)
Reinforce displays of skills in generalized settings
Enlist a variety of others to prompt and reinforce skills in
generalized settings
Doctoral Program In Behavior Disorders
Terry Scott
Professor and Distinguished University Scholar
College of Education and Human Development
University of Louisville
Louisville, KY 40292
t.scott@louisville.edu
(502) 852-0576
For more information on past and future ABRI webinars, go to:
https://louisville.edu/education/srp/projects/abri/trainings