39
ABC OBSERVATION FORM
Student Name: _______________
Observation Date:________
Observer: __________________
Time: _________________
Activity: ___________________
Class Period: ____________
ANTECEDENT
BEHAVIOR
CONSEQUENCE
40
ABC OBSERVATION FORM
Student: _____________________
______________________
Date: ______________
Observer:
Time: ___________
Activity: _______________
_______________________________________________________________
Context of Incident:
Antecedent:
Behavior:
Consequence:
Comments/Other Observations:
41
ABC OBSERVATION FORM
Student Name:
Observer:
Activity:
Ben S._______
Observation Date: 10/5____
R. Day____________
Time: 9:40-9:55 a.m.______
disruptive behavior____
ANTECEDENT
Teacher begins – tells students to
look at board.
Class Period: 3__________
BEHAVIOR
Ben looks around room
and at other kids.
CONSEQUENCE
Teacher continues lesson;
ignores Ben.
Teacher puts examples on board and Ben looks around and
asks class to work problems.
calls to Fran.
Teacher asks for quiet.
Teacher tells class to do 5 more
problems.
Ben turns around and
pokes Fran with pencil.
Teacher tells Ben, “get to
work, NOW!”
Ben calls out, “this is
too hard.” He throws
worksheet and book on
floor.
Teacher demands that Ben
come forward, get a hall pass,
and go to the office.
42
APPENDIX B
ABC OBSERVATION FORM
Student Name:
Trish________________
Observation Date: 10/5__
Observer: Ms.
Pasillas________________
Time: 9:40-9:55 a.m.____
Activity: disruptive behavior on the
playground
Class Period: 3_________
ANTECEDENT
Trish joins group of 4 girls playing catch.
BEHAVIOR
Trish waits for ball to
be thrown to her.
Trish yells “Throw it
to me!”
Ball is again thrown to Karen.
Trish yells “ I said
throw it to me you
jerk!”
Karen begins to walk away with the ball.
Trish runs up behind
Karen and kicks her
saying “Give it to me
damn it!”
CONSEQUENCE
Girls do not throw ball to Trish.
Girls throw ball to her, she
misses it and another girl,
LuAnne catches it and throws
it to Sandy.
Karen cries. Trish takes
the ball.
43
FUNCTIONAL ASSESSMENT SCATTERPLOT
Student: _______________________________ Grade: ________ School: ______________________________
Date(s): _______________________________ Observer(s):_________________________________________
Behavior(s) of concern: ________________________________________________________________________
ACTIVITY
TIME
DAY OF THE WEEK
Monday
TOTAL
Tuesday
Wednesday
TOTAL
Thursday
Friday
44
FUNCTIONAL ASSESSMENT SCATTERPLOT
Student: Myree
Grade: 6th
School: John B. Lynn
Date(s): 10/4/97 to 10/8/97
Observer(s):
Dennis
Behavior(s) of concern: disrupts class w/inappropriate comments and verbal threats directed at peers.
Setting: __________________________________________________________________________________
DAY OF THE WEEK
ACTIVITY
TIME
TOTAL
Monday
TOTAL
Tuesday
Wednesday
Thursday
Friday
45
46
47
48
49
50
51
Behavior Support Plan
Current Date
52
Student:
Erica Ellison
DOB:
4/4/85
Team Members:
Erica
Parents
Teacher
Specialists
Etc
Context
Erica is a sophomore in high school. She has been identified as eligible for special
education services due to ADHD and EBD. Her standardized test scores indicate math
and reading levels at the 6th to 7th grade level.
Problem Behaviors
1. Absenteeism: Erica will attend the first 1-2 periods of a school day then miss
the remainder of her school day. She has missed half or more of a school day,
on four days out of a month for each of the last three months.
2. Inappropriate Language:
3. Refusal
Problem Routines
1. Refusal and Inappropriate Language are most likely during in-class routines
when Erica is asked to perform academic tasks. She will refuse to perform the
task, and when informed that refusing in unacceptable, will use inappropriate
language.
2. No problem behaviors have been reported with peers or with adults in nonstructured, non-demand contexts.
Functional Assessment
1. The Student-Guided Functional Assessment Interview, and the FACTS teacher
interview were used.
2. Results from the interviews agreed and led to the hypothesis:
Setting Events:
Predictors:
Problem Behavior
Maintaining Conseq
None identified
Academic demands
Refusal/Inappropriate Language
Escape tasks/sent to office
3. Direct observation by the school counselor using and ABC chart across three
periods and passing times, confirmed the functional assessment hypothesis.
53
Intervention
The basic goals of the intervention will be to (a) make school more reinforcing, (b)
provide an alternative to refusal and inappropriate language for escaping academic
demands, (c) minimize the extent to which refusal and inappropriate language are
successful ways to escape academic demands. Specific strategies will include.
1. Teacher warning following refusal, followed by office discipline referral for continued
refusal.
2. Office discipline referral for inappropriate language
3. Anger control workshop
Evaluation
1. Number of office discipline referrals.
54
Hannah
Self-Management Support Plan Procedures
updated May 2001
1. Hannah uses a Self-management schedule throughout the school day.
She fills out the day, date, and special class periods, etc on the schedule during
morning activities, daily.
At the end of each activity, Hannah evaluates herself on the listed behaviors using
a rating of 3, 2, 1 (great to needs work).

During or after Hannah=s self- evaluation, the teacher provides an
accuracy check of Hannah=s rating.

If Hannah is accurate she gets an additional 2 points.

If Hannah is inaccurate and changes her rating without problem, she
gets one additional point.
At the end of the day, Hannah adds up her daily points and records them on
her deposit record.
Point spending goes through the classroom teacher.
2. Give Hannah clear directions when there is NOT a choice.
3. Following directions. This is by far the overall skill that Hannah needs to use at all
times.
4. Follow through. This is something you need to do. Provide clear directions and follow
through.
5. When Hannah chooses NOT to follow directions

Use a three attempt procedure and follow through with it even if it has to be
repeated!
1. Clearly state the direction
2. Restate the direction
3. Give a 2 minute time out by getting up and walking away from
the instructional area.
3a. During the time out, set the timer for two minutes,
remember the direction that Hannah did not follow, and
take a breather.
3b. When the timer rings, approach the instructional area
and ask Hannah if she is ready to work. If yes, repeat the
direction that wasn=t followed. If no, repeat the 2 minute
time out, repeat 3a & 3b until the original direction is
followed.
One time out equals 5 minutes of owed time to the classroom teacher. Time out
minutes get added up and paid back daily. If a time out occurs, she automatically
will score a >1' for following directions and for being respectful.
55
Hannah
Behavior Support Plan, 5/01/00-01
Summary Statement of the Problem
Follow directions
Complete work
bonus dollars, special events
(Desired behaviors)
(Maintaining consequence)
1:1 instruction
mumbles, whispers,
small group instruction
seatwork
head down, slumped
body, push away from
materials, loses pencil
(predictors)
escape task demands
(Maintaining consequence)
(problem behaviors)
follow directions, have materials,
ask for help, sit up straight,
speak clearly to be understood
(Positive alternative behaviors)
List strategies that make the problem behaviors irrelevant, ineffective, & inefficient
 Establish a morning check- in
routine to organize each day’s
schedule
Teach use of individualized
schedule for transitions &
materials prepared
Use of individualized schedule to
initiate time to work
Provide specific, clear, concise
instructions for sitting up, being
understood and task
expectations
Review written instructional
expectations before instruction
begins
Establish a goal: # of points, &
spending time
Avoid repeating directions
until H has a chance to respond
Give one reminder if you
can=t understand her, followed
by a teacher point if still does
not use positive alternative
behaviors
 Provide directions when
there is no choice (time to ...),
provide question when there is
a choice (do you want to spend
or save?).
 Supplement instructional
formats with more practice of
key concepts/strategies.
Include range of examples
Predictor Strategies
Instructional Strategies
 Provide 5 positive comments
to every corrective comment
Give points for initiation of
work time, having materials,
and completing work
Give points for following
directions, sitting up straight,
speaking clearly and being
understood the first time.
Give a teacher point for not
following directions after initial
direction and one warning
 Provide regular times for
point exchange at end of
instructional session for stickers
 Balance point book at end of
day
Spend or save options (use
menu of options attached,
include escape of task demand
options)
Consequence Strategies
56
Hannah
Behavior Support Plan, 5/01/00
Problems of Concern
Hannah slumps in her chair, covers her mouth with her hand when she speaks, mumbles, pushes
her chair away from materials/desk, hides her head on the table, and forgets to bring her pencil to the
instructional session. She spends high rates of instructional time engaging in problem behavior, which
results in social and instructional corrections. Hannah also needs multiple reminders to transition from
break to work time.
Summary Statement of the Problem
Given demands related to transitions and instructional situations, Hannah engages in problem
behaviors including slumped posture in chair, covering mouth with hand when speaking, mumbling,
talking too softly to be heard, pushing away from the desk or materials, hiding head/face on desk and
forgetting materials (homework folder, pencil, worksheet) in order to escape task and instructional
demands. About one of every three instructional sessions occurs without incident.
Structural and Environmental Strategies

Self-manager point system will be used during instructional sessions across the day. Points will
be combined, with options to spend or save on a regular basis. All staff will use the same system
throughout the school day.

Hannah will use an individualized schedule to move from one activity to the next during the
school day. She will record the number of points earned at the end of each activity, which will
serve as a signal of completion of one activity and the beginning of the next activity.

Staff remind/ give feedback to Hannah to talk clearly and loudly throughout the school day.
Instructional Strategies
Use a morning check-in routine with Hannah. During the routine, Hannah will >fix= her schedule for
the day, establish goals for the day and get materials ready.
2.
Teach Hannah to follow directions, use a clear and loud voice, sit up straight during instruction,
ask for help/ break appropriately as needed.
$
3.
provide clear expectations: follow directions the first time
Teach an instructional routine
a. check schedule and go to next activity
b. review expectations and assignment for the lesson
d. set goal for points earned
e. participate in lesson
f. complete lesson
g. trade points for stickers
h. record points and rate voice
i. check schedule and go to next activity
Hannah
Behavior Support Plan, 5/01/00-01
continued
57
Consequence Strategies
Use a point system during instructional sessions and transitions for acknowledging appropriate
behaviors and correcting inappropriate behaviors.
1.
2.
Hannah gets points for appropriate behaviors and teacher points for inappropriate
behaviors. For every teacher point Hannah loses 5 of her points. When Hannah does not
speak clearly or follow directions the first time, tell her specifically what to do again, if
she still doesn’t follow direction, give her a teacher point.
Provide regular trading opportunities from Hannah’s Activity Catalog. Items on the
Activity Catalog have different values. See attached. Hannah can have the choice of
spending or saving or both.
Monitoring and Evaluation
1.
2.
3
4.
5.
Use Hannah’s daily picture schedule to record whether or no she had her materials ready,
to record a clear voice rating and to record the total number of self-manager points.
Use a point record form to keep track of spent and saved points.
Summarize clear voice data, by adding points earned for clear voice throughout the day
and calculating an average for the day. Graph the daily average on the >I am talking
clearly@ graph.
Summarize the proportion of the day that Hannah had her materials ready, by adding
calculating an average % of activities that Hannah had her materials on a daily basis.
Hannah’s team will review the point record form, materials ready data and the talking
clearly data, at team meetings.
Hannah’s Activity Catalog
400 point items
1. Rent a video at home
2. Time with a friend at home
3. Teacher/friend reads a story
4. Swimming during weekend
Features to include when determining options for point spending:
Options that decrease task demands, but not learning opportunities
Activities including peers (not whole class attention)
Activities/roles valued by peers
Activities including adult attention
A big value item earned at home
High preference activities that will facilitate use of skills/routines
58
Self-management goals and objectives for Hannah
May 2001
Goal:
Hannah will participate in activities by engaging in appropriate behaviors (following
directions, talking clearly and audibly). Activities include: 1:1, small group, large group,
independent and transition times.
Objectives:
Hannah will use an articulate and audible voice 80% of situations including:1:1
instruction, conversations with others and group sharing.
Hannah will follow adult instructions the first time, 80% of each school day.
Goal:
Hannah will transition from one activity to the next throughout the school day. She will
be on time and have materials ready for each activity.
Objectives:
Hannah will use a picture schedule to get to each activity on time. She will record
earned points at the end of each instructional session on her schedule (for being
on time, having materials, and following directions). Her schedule will be used
each school day.
Hannah’s Activity Catalog
May, 2000
100 point items
59
300 point items
1. Computer time
1. Rent a video at home
2. Time with friend or teacher
2. Time with a friend at home
3. 5 bonus dollars
3. Teacher/friend reads a story
4. Free time
4. Swimming during weekend
Features to include:
Options that decrease task demands, but not learning
opportunities
Activities including peers (not whole class attention)
Activities/roles valued by peers
Activities including adult attention
A big value item earned at home
High preference activities that will facilitate use of skills/routines
Hannah’s Self-management plan
Today is: ____________
Today’s date is:
60
_________________
3 = did a great job
2 = did OK
1 = need to try
Check-in Time
Activity
Had
materials
Followed
directions
Reading
3 2 1
3 2 1
Used a
clear
voice
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
9:00
9:30
10:00
Recess
3 2 1
Spelling
3 2 1
Morning
32 1
Activity
Lunch/Recess 3 2 1
3 2 1
3 2 1
32 1
32 1
Math
32 1
32 1
32 1
Reading
32 1
32 1
32 1
32 1
32 1
32 1
10:45
11:00
11:30
12:30
1:00
1:30
2:45
Totals
Total points
earned
61
Functional Assessment Self-Assessment
Name of Focus Person _________________________
Date: ________________
Elements of Functional Assessment
Element Present?
1. Problem behaviors are labeled and operationally
defined
Yes
No
N/A
2. Daily routines are defined and linked with problem
behaviors
Yes
No
N/A
3. The immediate antecedent events associated with
problem behaviors are identified.
Yes
No
N/A
4. Those antecedent events (or routines) that are not
associated with problem behaviors are identified.
Yes
No
N/A
5. The ONE consequence most likely to maintain the
problem behavior(s) is defined.
Yes
No
N/A
6. Setting events that may make the problem behavior
more likely are identified (if appropriate)
Yes
No
N/A
7. The interview information is summarized into a
functional assessment hypothesis statement.
Yes
No
N/A
Yes
No
N/A
Yes
No
N/A
9. Direct observation data are provided to confirm the
hypothesis statement (if appropriate)
Yes
No
N/A
10. A formal functional analysis is provided to confirm
the hypothesis statement (if appropriate)
Yes
No
N/A
Yes
No
N/A
For Each Problem Routine


The precision of the hypothesis statement is
sufficient to guide behavior support planning.
If an escape/avoidance function is hypothesized,
the aversive, antecedent stimulus is defined.
8. The interviewee’s confidence in the hypothesis
statement is assessed.
62
A Checklist for Assessing the Quality of Behavior Support Planning:
Does the Plan (or Planning Process) have these features?
Adapted From
Horner, Sugai, Todd & Lewis-Palmer (1999-2000) Elements of Behavior Support Plans,
Exceptionality, Vol 8 (3) p. 205-216
1. _____
Is the Behavior Support Plan (BSP) based on larger Lifestyle goals?
2. _____
Does the BSP include operational definitions of problem behavior?
3. _____
Is the BSP organized around activities/routines?
4. _____
Does the BSP provide one or more functional assessment hypothesis statements?
5. Intervention/ Foundations (issues that cut across routines)

Have the following seven features been assessed, and if they affect problem behavior is
there an intervention developed to overcome the defined barrier?
a)
b)
c)
d)
e)
f)
g)
_____
_____
_____
_____
_____
_____
_____
health and physiology
communication
mobility
predictability
control/choice
social relationships
activity patterns
6. Intervention/ Prevention (make problem behavior irrelevant)

Are procedures defined for preventing problem behaviors within identified problem
routines?
a) _____ schedule
b) _____ curriculum
c) _____ instructional procedures
7. Intervention/ Teaching (make problem behavior inefficient)

Does the BSP include procedures for teaching skills that will make the problem behaviors
irrelevant or inefficient?
a) _____ replacement skills
b) _____ new adaptive skills
63
8. Intervention/ Consequences

Does the BSP include procedures that reward positive behavior and minimize
reward for problem behavior?
Extinction (make problem behavior ineffective)
a) _____ minimize positive reinforcement
b) _____ minimize negative reinforcement
Reinforcement (make appropriate behavior more effective)
a) _____ maximize positive reinforcement
Punishment (if needed)
a) _____ negative consequences contingent upon problem behavior
Safety/Emergency Intervention Plan
a) _____
clear plan for what to do if/when problem behaviors occur
1. Evaluation and Assessment

Does the BSP
a) _______
b) _______
c) _______
define the information (data) to be collected
define the measurement process (who will collect data, when)
define decision-making process ( who will meet, when)
2. Ensure Contextual Fit

Do those people who will implement procedures…
a)
a)
b)
c)
d)
e)
______
_____
______
______
______
______
know the procedures
find the procedures consistent with their values
have the skills to implement the procedures
have the resources to implement the procedures
receive the administrative support for implementation
perceive the procedures as in best interest of student
64
FRMS BEP DAILY PROGRESS REPORT
A -Day
Name:__________________________________
B-Day
Date:____________________________
Teachers Please indicate YES (7), So-So-(I), or No (0) regarding the student’s achievement for the following goals
Goals
1/5
2/6
3/7
HR
4/8
2
1 0
2
1 0
2
1 0
2
1
0 2
1 0
2
1 0
2
1 0
2
1 0
2
1
0 2
1 0
2
1 0
2
1 0
2
1 0
2
1
0 2
1 0
2
1 0
2.
1 0
2
1 0
2
1
0 2
1 0
2
1 0
2
1 0
2
1 0
2
1
0 2
1 0
Be Respectful
Be Responsible
Keep Hands and Feet to Self
Follow Directions
Be There- Be Ready
TOTAL POINTS
TEACHER INTIALS
BEP Daily Goal
/50
___ In Training ___ BEP Member
BEP Daily Score
/50
______________________________
Student Signature
Teacher Comments: Please state briefly any behaviors or achievem3ents that demonstrate the student’s progress. (If
additional space is required please attach note and indicate so below.)
Period 1/5_____________________________________________________________________
Period 2/5_____________________________________________________________________
Period 3/7 _____________________________________________________________________
Home Room___________________________________________________________________
Period 4/8_____________________________________________________________________
Parent's Signature:_______________________________________________________________
Parent’s Comments:____________________________________________________________________
______________________________________________________________________________________
___________________________________________________________________________________________
65
Fern Ridge Middle School
The High Five Program: The BEP
BEP Program Goals:



To assist FRMS students with their behavioral and academic progress.
To provide positive structure and positive support for students to ensure their success
within the school setting.
To build positive, caring, and meaningful relationships between the students and adults
at FRMS.
BEP Program Participant Expectations:
The program relies on the High Fives for student expectations.
1.
2.
3.
4.
5.
Be Respectful
Listen to all adults at school, your teacher and other students in the
classroom
Be Responsible
Follow the High Fives wherever you are in our school. Follow directions.
Start work right away and stay on task. Turn in your assignments on time.
Hands and Feet to Self
Respect yourself and others by not touching or kicking people. Respect our
school, take care of your locker, desks, computers, and other equipment at
FRMS.
Follow Directions
Do as your asked. Follow adult directions.
Be There – Be Ready
Have your completed BEP form ready. Be on time. Have your materials Agenda, books, paper and pen. Have your assignments ready to turn in. Have
your library book for silent reading on Wednesday.
66
BEP Program Guidelines:
All students new to the BEP Program will be considered in training for the first 10 days. During this
training period, extra support will be given to the student to assist her/him in learning the program
guidelines. Subsequently, the BEP participant will be expected to function independently within the
program.
Student Expectations:

Check into the BEP office near the counseling center every morning between 7:50
and 8:25. Have your agenda, notebook, books, PE clothes, paper, pens and other
school supplies.

Return signed BEP report.

Get your daily BEP Daily Progress Report. Fill in your name, date, etc.

Take your BEP Report to each of your classes; give the form to your teacher as you
enter class and pick it up after class.

If you forget the form and lose it, you make a decision to go back to your previous
class or go to the office window and ask for another BEP form.

Check out: Report to the BEP office after school with completed BEP Progress
Report.

Take the form home, along with your homework. Go over the BEP Progress Report
with your parents.

Follow the High Fives at all times!!!
67
The BEP Team Member Responsibilities:
BEP Coordinator:




Facilitate check in and check out
Provide BEP participants with positive and constructive feedback
Facilitate BEP review meetings once a week
Collect, summarize, and report BEP data each week
FRMS Staff:




Accept BEP Report form from students
Evaluate student behaviors and complete form
Offer constructive and positive feedback to students
Attend BEP weekly meetings as necessary
Parents of BEP Participants:





Attend BEP planning and review meetings
Sign BEP contact agreement
Review BEP Progress Report with my child
Provide positive, constructive feedback
Communicate with school when there are concerns
BEP Student Participants:



Follow all BEP Program Guidelines
Sign BEP contract agreements
Give it my BEST!!!
68
BEP Program Contact Agreements:
I have read the BEP Program Guidelines. I understand that my signature indicates
that I am willing to participate in the BEP Program.
Student signature ____________________________
Date ________________
Parent(s) signature ___________________________
Date ________________
Teacher signature ____________________________
Date ________________
Teacher signature ____________________________
Date ________________
Teacher signature ____________________________
Date ________________
Administrator signature(s) ______________________
Date ________________
BEP Coordinator(s) signature _____________________
Date ________________
Copies will be given to all BEP Participants. Thank you for your participation and support today!!!
69
CHECK & CONNECT MONITORING SHEET
Month______________ Student_________________ ID_________________
School_________________________________ Monitor___________________
Check
W
Th
F M
Tu
W
Th
F M
Tu
W
Th
F M
Tardy
Skip
Absent
Behavior referral
Detention
In-school suspension
Out-of-school suspension
Failing classes/behind in credits
Connect
Basic
Shared general information
Provided regular feedback
Discussed staying in school
Problem-solved about risk
Intensive
Arranged for alternative to
suspension
Contracted for behavior/grades
Communicated with parents
Made special accommodations
Participated in community service
Participated in school-sponsored
activity
Participated in social skills group
Worked with tutor or mentor
Other:__________________
___D’s
___F’s ___Classes passed out of ___total
___Credits earned out of___total
Tu
W
Th
F M
Tu
W
Th
F
High Risk
for month
M Tu
70
Attachment 8
H.U.G. (Hello, Update, Goodbye)
Helping student to follow school and classroom rules.
Pam Hallvik, Principal, Nancy Ferguson, Child Development Specialist,
Sally Helton, School Psychologist
Templeton Elementary School, Tigard – Tualatin School District
Presented at the Oregon Conference University of Oregon, Feb. 15, 2072
This presentation overviews Templeton Elementary’s successful H.U.G. Program (Hello,
Update, Goodbye), an intervention four student modeled after Fernridge Middle School’s
“BEP Program.” A check-in/check-out for students experiencing behavioral problems.
Templeton’s PBIS team developed the HUG program as a means to respond positively to
students with challenging behaviors. On a daily basis, the staff members teach students
appropriate behaviors and provide them with practice as they move from activity to
activity. The H.U.G. program provides for reinforcement and positive attention from
adults, as well as daily communication between students in the program, their teachers,
and parents. Data is collected on student success and provides a sensitive measure when
changes need to be made. Ten students graduated from Templeton’s H.U.G. program last
year, and a new group is in process of starting this year. Other schools are replicating the
effort. Handouts follow:
Handout 1
H.U.G. “Hello, Update, Goodbye” Program
The H.U.G. Program is a means to respond positively to students who need extra support
with their behavior. On a daily basis, staff can teach them appropriate behaviors and
provide them with opportunities to practice as they move from activity to activity.
Additionally, the H.U.G. Program provides for reinforcement and positive attention from
adults. The H.U.G. Program also provides for daily communication between a student and
his/her teacher and between the school and parents. Additionally, data is collected to
determine whether the program is successful or whether changes need to be made.
The HUG Program consists of a plan and process that allow students to:






Check in with a significant adult before school.
Carry a tracking form
Ask their teacher to rate their behavior
Check out at the end of each day
Take the form home to parents
Return the H.U.G. form the next morning
Prior to the student beginning the H.U. G. Program, the H.U.G. coordinator will meet with
the student and teacher to discuss the program. The coordinator will also go over the
program with the parents. All parties will sign the contract agreement.
71
The H.U.G. Program is designed to facilitate positive interactions between at-risk students
and significant adults, teach good behavior skills, and provide a means for home-school
communication. The H.U.G. check-in creates a safe space for these students; they come
to trust and respect the adults who are consistently there for them. The program does
not include negative consequences or punishment, just encouragement and positive
attention. Parents are encouraged to provide reinforcement at home when the H.U.G. goal
is met and constantly offer feedback and encouragement to their sons or daughters.
Handout 2
H.U.G. Program Overview
Morning Hello:
All H.U.G. students will check in at the counselor’s office between 8:00 and 8:30 each
morning. At that time they will receive the following:
 A positive, sincere greeting
 A check to see if they are prepared for the day (lunch ticket, materials, etc.) A check
to learn how they are feeling (any morning conflicts?)
 Collection of the returned H.U.G. form signed by parents
 Verbal reinforcement for returning the signed form possibly accompanied by a sticker
or small reward
 A new H.U.G. form
During the Day Update:
The student will give the H.U.G. form to his or her teacher. The teacher will rate the
student’s behavior at times indicated on the form and offer a brief comment to the
student about the rating. The adult on recess duty will complete the recess portions of
the form and the bus driver will complete the bus portions of the form.
End of Day Goodbye:
The students will return with their completed H.U.G. form to the counselor’s room at 2:25
each day. At that time the following will occur:
 The students will again receive a positive, sincere greeting
 The counselor or H.U.G. assistant will check to see whether the student met his/her
goal. If so, the student will receive a small reward. If not, the student will receive
encouragement to try again tomorrow along with a problem-solving discussion of what
they might do differently.
 The students will put their H.U.G. forms into their backpacks to take home to share
with their parents. Parents are encouraged to also give positive feedback to their
children. Parents then sign the form and put it in the student’s backpack for return to
school.
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Handout – Student Chart
HUG
(Hello, Update, Goodbye)
Name:______________________________ Date:______________
Goals
AM to
recess
AM recess
AM recess
to lunch
Lunch
Recess
PM
Be Safe







Be Kind







Be
Responsible
Total Points
Teacher
Initials







HUG Daily Goal ___/___
HUG Daily Score___/___
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
AM to Recess_________________________________________________________
AM Recess___________________________________________________________
AM Recess to Lunch____________________________________________________
Lunch Recess_________________________________________________________
PM_________________________________________________________________
Other_______________________________________________________________
Other_______________________________________________________________
Parent’s Signature:_____________________________________________________
Parent’s Comments:_____________________________________________________
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Handout 4
HUG TEAM MEMBERS RESPONSIBILITIES
H.U.G. Coordinator
 Sign H.U.G. Contract Agreement
 Facilitate the check-in and check-out process.
 Provide H.U.G. participants with positive, constructive feedback and small tangible
rewards.
 Instruct involved staff members and bus drivers on the use of the HUG form.
 Collect, summarize, and report H.U.G. data each week.
Teachers:




Sign H.U.G. Contract Agreement
Accept H.U.G. Report form daily from students.
Evaluate student behaviors and complete the form.
Offer constructive and positive feedback to students.
Parents of H.U.G. Participants:




Sign H.U.G. Contract Agreement.
Review H.U.G. Progress Report with child daily.
Provide positive and constructive feedback.
Communicate with the school when there are concerns or celebrations regarding the
student’s behavior.
H.U.G. Student Participants:
 Follow all H.U.G. Program Guidelines.
 Sign H.U.G. Contract Agreement.
 GIVE IT YOUR BEST!!!!
Handout 5
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TIGARD-TUALATIN SCHOOL DISTRICT
EFFECTIVE BEHAVIOR AND INSTRUCTION SUPPORT (EBIS)
H.U.G. PROGRAM AGREEMENT FORM
School:_____________________________________ Date:_______________
I have reviewed the H.U.G. program description and participant responsibilities. I
understand that my signature indicates that I am willing to participate and to have my
child participate in this program.
Student’s Name (please print):____________________________________________
Parent(s) or Legal Guardian(s) Name(s):______________________________________
Parent(s) or Legal Guardian(s) Signature(s):___________________________________
When applicable:
Student Signature:_______________________________________
Date:_________
Teacher Signature:_______________________________________ Date:_________
Administrator Signature:___________________________________ Date:_________
Case Manager Signature:___________________________________ Date:_________
75
Attachment 8A H.U.G. Data Summary, Spring 2001
Ten students were selected for the H.U.G. program at Templeton Elementary School in spring
2001. An additional ten were referred by their teachers and served as the first “control group” .
With only 10 children each in the study and control groups, statistically significant findings were
not obtained. However, there were some interesting general trends in the data.
For the ten H.U.G. students, the average gain in Oral Reading Fluency between Winter (January) and
Spring (May) on the DEIBELS (Dynamic Indicators of Basic Early Literacy Skills) was 27.2 point.
For the ten students in the control group, the average gain was 26.4 point.
A comparison with Templeton students in the general population indicated the following:
 In four first grade classrooms 51% of all students were in the deficit-emerging range on the
DIBELS (below 20 words per minute) in January. In May, the number of students in the deficitemerging range decreased to 29.5%. 70.5% were in the established range. The established group
increase 21.4% - from 49% in January to 70.5% in May.
 For the H.U.G. students, 90% were in the deficit-emerging range and 10% in the established range in
January. By May, 60% were in the establish3ed range. Thus, H.U.G. students in the established
group increased by 50%.
 For the control students, 50% were in the deficit-emerging range in January. This figure remained
at 50% in May, so on average, this suggests that the control group students did not make comparable
gains to either the H.U.G. students or the overall group.
During the program weeks H.U.G. students earned an average of 79% of their possible points daily,
with a range form 64% to 92%. There were no noticeable relationships between points earned by
individual students and gains or losses in DIBELS scores. As time goes on and more students are added
to the study, such relationships may be better examined.
Of the 10 students in the H.U.G. program, five solidly “graduated” from the program and are doing fine
in their 2nd grade classrooms this year. Tow of the ten made self-referrals at the start of this year and
are repeating H.U.G., with their parents’ and teachers’ approvals. One additional student may repeat as
he is just doing “ok”. One moved, and one was referred, tested and qualified for special education
services. Two of the students had gone through the First Step to Success program as Kindergarten
students, the one who later was placed in special education and one who graduated with honors from
H.U.G.
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Teacher Assessment of BEP
Thank you for taking the time to participate in this summary. The purpose of the questions below
is to assess (a) if the BEP process for __________ has been effective at changing his/her
behavior, and (b) if the effort you have made to use the BEP has been worth the changes you
have seen.
(Student)
has been on BEP since _______________.
Please indicate the extend to which you agree with each of the statements below:
Do not Agree
Problem behaviors have decreased since
enrollment in the BEP.
1
Agree
2
3
4
5
6
Appropriate classroom behavior has increased
since enrollment in the BEP.
1
2
3
4
5
6
There has been no real change in problem
behavior since enrollment in the BEP.
1
2
3
4
5
6
The time required to implement the BEP was
acceptable.
1
2
3
4
5
6
The BEP process for this student required
more effort than it was worth.
1
2
3
4
5
6
The amount of time required to manage this
student’s problem behavior has decrease since
enrollment in the BEP.
1
2
3
4
5
I would recommend that other schools use the
BEP process with similar students.
1
2
3
4
5
6
6
77