First Step to Success: An Intervention for Young Children with Problem Behavior Barbara Mitchell, Ph.D. MO SWPBS Tier 2/3 Consultant Outcomes By the end of this session participants will be able to… • Explain the need for early intervention • Describe components of the First Step to Success program • Determine extent to which First Step may be a contextually appropriate intervention for staff and students in your setting. MO SW-PBS Antisocial Behavior • Consistent violation of behavioral expectations across a range of settings – Home – School – Neighborhood – Community (Walker et al., 1997) MO SW-PBS Antisocial Behavior • Examples include – Physical aggression – Tantrums – Hostile reactions to social initiations from peers – Defiance of adult directions – Vandalism – Disturbing and disrupting others – Pestering & Over-activity (Walker et al., 1997) MO SW-PBS What Do We Know? • Children who begin school with antisocial behavior patterns are at great risk for a number of negative long-term outcomes – School failure & dropout – Delinquency – Alcohol and drug use – Adult criminality – Dependence on welfare system – Higher death and injury rates MO SW-PBS Path to Negative Long-Term Outcomes for At-Risk Children & Youth What Do We Know? • By grade 4 antisocial behavior should be treated as a chronic condition like diabetes (not cured, but managed) • 50% will maintain disorder to adulthood – Life-course persistent antisocial behavior MO SW-PBS What Do We Know? • Punishment is not a solution • Schools that use punishment alone as a primary tool have increased rates of – Aggression – Vandalism – Truancy – Dropout (Mayer & Sulzer-Azaroff, 1991) MO SW-PBS What Do We Know? • Early intervention in school, home and community is best hope for diverting from path of negative outcomes MO SW-PBS Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems Tier Three Tier Three • Individual Students • Assessment-based • High Intensity • Individual Students • Assessment-based • Intense, durable procedures Tier Two • Some students (at-risk) • High efficiency • Rapid response Tier Two • Some students (at-risk) • High efficiency • Rapid response Tier One Tier One • All students • Preventive, proactive • All settings, all students • Preventive, proactive MO SW-PBS First Step to Success Helping Young Children Overcome Antisocial Behavior Walker, Golly, Severson, Kavanaugh, Stiller, & Feil, 1997 Sopris West First Step Description • Early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. • Teaches students to – get along with teachers and peers – engage in schoolwork in an appropriate manner MO SW-PBS First Step Research • Two studies met the IES What Works Clearinghouse evidence standards – Walker et al., 1998 & Walker et al., 2009 • Evidence indicates First Step has – Positive effects on externalizing behaviors – Potentially positive effects on internalizing behavior, social outcomes, and academic performance behaviors (e.g., academic engaged time) MO SW-PBS Implementation Guidelines • Tier 2 intervention, targets students who already show signs of risk and/or maladaptive behavior – Coach works with one child at a time in a classroom, but in the same fashion for all students who participate • Enhanced version for students with intensive needs is being developed MO SW-PBS Implementation Guidelines • Appropriate for students PreK – 3 – Preschool Kit – K-3 Kit • Role of Coach is critical! – Meant to be a positive support • Careful monitoring and follow-up required – Brief “booster shots” recommended MO SW-PBS First Step Materials • • • • • • • Implementation Guide homeBase Coach Guide Timer and stopwatch Overview video Lanyard to attach Green/Red cards Small Green/Red cards to take home Video tape MO SW-PBS • • • • Large Green/Red point cards for CLASS homeBase Parent Handbooks homeBase 3 parent bags homeBase Card Packs – • Parent help and activity cards Stickers, markers, pen, paper First Step Roles & Responsibilities Coach - Introduces program - Provides materials - Teaches behavior - Monitors progress - Phones parent - Leads homeBase MO SW-PBS Teacher - Teaches acceptable behavior Parents Student - Provides - Agrees to encouragement participate and recognition - Brings home - Provides - Participates in green/red card encouragement HomeBase - Joins in and recognition meetings HomeBase - Monitors student behavior - Practices skill building from HomeBase activities First Step Components • Includes three interconnected modules: – First Step Screening • Identifies problems of antisocial behavior – CLASS • Contingencies for Learning Academic and Social Skills • School intervention – homeBase • Home intervention • Leverages key social agents – Teacher and peers; Parents/Caregivers; Coach MO SW-PBS Which Children Are At Risk? Externalizing Behaviors • • • • • • • • • Aggression to others or things Hyperactivity Non-compliance Disruptive Arguing Defiance Stealing Not following directions Calling out MO SW-PBS Which Children Are At Risk? Internalizing Behaviors • • • • • • • • • Exhibits unusual sadness Sleeps a lot Is teased or bullied by peers Does not participate in games Very shy or timid Acts fearful Does not stand up for self Withdrawn Avoids social interactions MO SW-PBS Early Detection - Screen • Designed to identify children with elevated risk for developing antisocial behavior patterns – Screening options 1. Teacher nominations and rankings 2. Teacher nomination and ranking followed by teacher ratings using a 9-item scale 3. Teacher nomination and rankings; Teacher and parent ratings; and direct observations (Early Screening Project; ESP) MO SW-PBS Nomination & Rank Order - Screen Teacher Rating Scale - Screen School Intervention - CLASS Classroom Teacher First Step Coach Parents/Caregiver First Step Student MO SW-PBS School Intervention - CLASS • Provided within a regular classroom context • Requires a minimum of 30 program days for successful completion – Each program day has performance criterion that must be met before proceeding to next day of program – If criterion isn’t met the program day is repeated (recycled) MO SW-PBS General Procedures - CLASS • Large green/red card is used to cue student – Green = keep doing what you’re doing – Red = stop; think about what you need to do • Feedback and points are awarded for specified intervals (stopwatch) – 80% or more of opportunities scored “green” gets class reward – e.g., 5 min extra recess, popcorn MO SW-PBS General Procedures - CLASS • Coach/Teacher contacts home daily to report on student progress • Child takes green/red card with recorded score home each night • Parent rewards child or provides encouragement for meeting goal the next day; signs card and returns it to school MO SW-PBS Procedures Coach Phase - CLASS Days 15 Coach Teacher Parents -Implements program with child in classroom -Provides verbal praise -Check for green/red card each day -Announces incentive to class -Gives praise and incentive for making daily points -Communicates with parents daily -Completes green/red card; determines if goal is met MO SW-PBS -Supports delivery of incentive -Supports green/red card going home -Remains neutral if child doesn’t make daily points -Signs card and returns it to school. Procedures Teacher Phase - CLASS Days 630 Coach Teacher Parents -Implements weekly homeBase program; 6 sessions -Takes over daily intervention implementation -Participates in weekly homeBase program with coach -Records information on monitoring form -Participates in daily homeBase activities w/ child -Communicates daily with parents -Provides praise, incentives, and monitors green/red card -Provides support and consultation to teacher MO SW-PBS Maintenance Phase - CLASS Days 31 and Beyond Coach Teacher Parents -Continues homeBase program -Works with Coach to maintain positive gains -Continues homeBase program -Monitors child’s progress -Provides consultation to teacher -Collects post intervention data MO SW-PBS -Maintains communication with Parents -Works with Teacher to maintain positive gains School to Home Link - homeBase • Coach meets with family for 6 weeks – 45-60 min per week – Provides lessons for promoting school success • Parents work with child – 10-15 min per day – Skill building and practice; positive interactions – Parent uses help & activity cards MO SW-PBS School to Home Link - homeBase • • • • • • Communicating and sharing school Cooperation Setting Limits Solving Problems Making Friends Developing Confidence MO SW-PBS Parent Lesson - homeBase MO SW-PBS Parent Help Card - homeBase MO SW-PBS Parent Activity Card – homeBase MO SW-PBS Parent Activity Card – homeBase MO SW-PBS First Step Components “Although the intervention components can stand alone and be used singly and independently, it is highly recommended that they be used in concert. The First Step program has maximal impact when implemented in this fashion.” *Screen – CLASS - homeBase (Walker et al., 1997, p. 3) MO SW-PBS Barriers to Effective Implementation • Lack of stakeholder commitment – Concerns about screening children – Objections to utilizing rewards – Parent Support • Constraints of school/class schedules – Needs to occur daily • Limited resources – Coach, Time, Materials – 50-60 hours over 3 months; $500 per student MO SW-PBS Resources • Missouri PBIS Website, Session 8B http://pbismissouri.org/archives/3483 – Intervention Overview – Coach, Teacher, and Parent Roles *Documents provide a written description of the First Step intervention and key implementation responsibilities. MO SW-PBS Resources • First Step to Success Information – http://www.firststeptosuccess.org • What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/interventionreport.aspx? sid=179 • OSEP Technical Assistance Center of PBIS – http://www.pbis.org/research/secondary/first_steps_ to_success.aspx MO SW-PBS Resources • Purchase First Step to Success Materials – Preschool Edition • Starter Kit - $178 • Re-supply - $60 – School-Age Edition • Starter Kit - $204 • Re-supply - $50 • http://store.cambiumlearning.com/first-stepto-success/ MO SW-PBS Resources • First Step to Success Training Sessions – Two-day workshop (fall and spring) – October 17 or 30 – April 23 or 24 – Jefferson City • Register through South Central & Heart of Missouri RPDC MO SW-PBS Contact Information • RPDC Regional and/or Tier 2/3 SWPBS Consultant • Barb Mitchell, Tier 2/3 SWPBS Consultant – mitchellbs@missouri.edu MO SW-PBS