Supporting Students At- risk by Implementing a SW Targeted Intervention Teri Lewis-Palmer July 10, 2008

The Challenge Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998). Teachers report that “uncivil” behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000). Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990).

Typical Response Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992). Exclusion and punishment are ineffective at producing long-term reduction in problem behavior (Costenbader & Markson, 1998; Walker et al., 1996).

However… Punishing problem behaviors, without a proactive support system, is associated with increases in: Aggression Vandalism Truancy Dropping out

The Response Need a prevention focus “Schools that are safe, effective, and controlled are not accidents.” (Sugai, Sprague, Horner & Walker, 2000) Need to build school capacity to support all students Need a continuum of behavior support Level and intensity of intervention matches severity of problem

“Positive Behavior Support” PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Universal Interventions School-wide discipline system for all students, staff, & settings that is effective for “80%” of students. Clearly & positively stated expectations. Procedures for teaching expectations. Continuum of procedures for teaching expectations. Continuum of procedures for encouraging expectations. Continuum of procedures for discouraging rule violations. Procedures for monitoring & modifying procedures.

Targeted Group Interventions (Secondary) Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. Functional behavior assessment based interventions Daily behavioral monitoring. Regular & frequent opportunities for positive reinforcement. Home-school connection. Individualized academic accommodations for academic success. Planned social skills instruction. Behaviorally based interventions.

Individual Interventions Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions. Simple request for assistance. Immediate response (24-48 hours). Functional behavioral assessment-based behavior support planning. Team-based problem solving process. Data-based decision making. Comprehensive service delivery derived from a wraparound process.

Today Provide an overview of a targeted-intervention Prerequisites and Readiness Critical features Acknowledgements Rob Horner, Leanne Hawken, Rob March Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary

Purpose Develop specialized, group system for addressing needs of students with at- risk or significant problem behaviors

Prerequisites Effective & proactive school-wide system in place Team-based problem solving Local behavioral capacity – FBA-BIP – Social skills programming – Behavioral interventions Administrator participation

Group-based Programming Requirements Targeted, individualized, small group interventions based on functional behavior assessment information social skills instruction behavioral programming 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 Group-based Programming Requirements

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 Flexible assessment-based intervention Functional behavioral assessment

Adequate resources allocated (admin, team) Continuous monitoring & decision-making Administrative support Time & money allocated No major changes in school climate e.g., teacher strikes, administrative turnover, major changes in funding Plan implementation a top priority Critical Features

Who is Appropriate for Intervention? APPROPRIATE – Low-level problem behavior (not severe) – 3-7 major referrals – Behavior occurs across multiple locations – Examples talking out minor disruption work completion INAPPROPRIATE – Serious or violent behaviors/ infractions – Extreme chronic behavior (8-10+ referrals) – Require more individualized support FBA-BIP Wrap Around Services

Which Schools Would Benefit From a Targeted Intervention? How many students does your school have in the range of 3-7 major referrals? If > 10 students- may be appropriate If < 10 students- implement individualized interventions The plan should be able to reasonably maintain students/year

Behavior Education Program (BEP) (March & Horner, 1998) Need 7% of students with chronic problem behavior Targeted, group based intervention needed Expected to work for most but not all students Interventions must be functional assessment based 24 students at Fern Ridge participated in Secondary Interventions

Referrals per Student

BEP Features Students identified with multiple office referrals or recommendation Student-parent-school contract formed Connection to school-wide expectations Individualized, daily monitoring

BEP Set-up Teach students, teachers, & parents routines Establish school & home reinforcers Establish data collection system Conduct abbreviated FBAs

BEP Daily Cycle 1. Check in office at arrival to school Reminder binder (day planner) Pre-corrections Turn in previous days signed Daily Progress Report (DPR) form Pick-up new DPR form Review daily goals

BEP Daily Cycle 2. At each class Student completes DPR card Teacher checks & initials 3. Check out at end of day Review the points & goals for the day Receive reinforcer if goal met Take successful day card home Pre-corrections

BEP Daily Cycle 4. Give successful day card to parent(s) receive reinforcer from parent have parent sign card 5. Return signed card next day

Student Recommended for Secondary Interventions (SI) SI Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in SI Coordinator Summarizes Data For Decision Making Bi-weekly SI Meeting to Assess Student Progress Exit Program Revise Program

Daily Progress Report

Tracking Student BEP Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/16/ /17/ /18/ /19/ /20/ /23/ /24/

Daily Data Used for Decision Making

Big Ideas Schools need different systems to deal with different levels of problem behavior in schools. Targeted group interventions are efficient systems for supporting students at-risk for more severe forms of problem behavior. Up to 30 students (depending on school size/resources) can be served using a targeted group intervention. Some students are going to need more intensive support than the plan can provide.