1. School-wide PBIS: Secondary & Tertiary Interventions Day 1
Mitchell Yell & Christine Christle
University of South Carolina

2. Introductions Who are we? Who are you?

3. Do you have a tough school?

4. Do you have disruptive students?

5. Over 6000 schools have a solution: School-Wide PBIS!!

6. Why are we here? Review of School-wide PBIS-Year 1
Sustaining and maintaining PBIS
Continued improvement & development
Expanding school-wide PBIS
Developing Secondary &
Tertiary Systems

7. Workshop Goals
Goal 1: Review School-wide Systems and problem solve any issues
Goal 2: Identify Secondary level students, behaviors, and interventions
Goal 3: Identify Tertiary level students, behaviors, and interventions

8. Review Year 1 What is PBIS?
A systems approach to enhance the capacity of schools to educate all children by developing evidence-based school-wide discipline systems
Schools develop their own unique systems
A team-based process for systematic problem solving

9. Keeping PBIS Alive School-wide PBIS is active and alive, not static!
PBIS is not something we’ve done, it is something we’re doing!
The team keeps PBIS alive & growing by planning, support, data based decision-making, & learning

10. Fidelity of Implementation is Crucial!!
05%
22%
11%
20%
84%
58%

11. The Triangle Where does it come from and what does it mean?

12. Primary (All) Secondary (Some)
Public Health & Disease Prevention (Commission on Chronic Illness, 1957; Larson, 1994; Mrazek & Haggerty, 1994)
Tertiary (Few)
-Intensive intervention to reduce complications,
severity, & intensity of current cases
Secondary (Some)
-Targeted intervention to
reduce current cases
Primary (All)
-A universal prevention
system that reduces
new cases 20

13. Specialized & Individualized
Tertiary Prevention:
Specialized & Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

14. The Triangle is Academics too!
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

15. What is Primary Prevention?
School-wide primary prevention consists of system-wide rules, routines, & physical arrangements that are developed and taught by the school staff to prevent problem behavior and increase learning.

16. Research on SWPBIS tells us that
Efforts to prevent problem behavior are more successful if the “host environment” (your school) supports the adoption and use of evidence-based practices

17. Evidence-Based Features
Administrative leadership
Team implementation
Focus on prevention
Define and teach positive social expectations
Acknowledge positive behavior
Continuum of consistent consequences for problem behavior
Continuum of increasingly intensive interventions
On-going collection and use of data for decision-making

18. School-wide PBS School environment is predictable common language
common vision (understanding of expectations)
common experience (everyone knows & does)

19. School-wide PBS School environment is positive
Systematic & frequent recognition of desired behavior
Positive school culture

20. School-wide PBS School environment is safe
violent and disruptive behavior is not tolerated
Distinction between minor and major behavioral violations
Clear & consistent consequences for undesirable behavior

21. School-wide PBS School environment is consistent
All staff, all settings, all times
Adults & students have the same expectations of the system

22. Classroom Setting Systems Nonclassroom Individual Student
School-wide
Systems

23. School-Wide System 1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation

24. Classroom System
Classroom-wide positive expectations taught & encouraged
Teaching classroom routines taught & encouraged
Ratio of 6-8 positive to 1 negative adult-student interaction
Active supervision
Redirections for minor behavior errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum

25. Non-Classroom Systems
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement

26. Individual Student Systems
Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations

27. More School-wide Strategies
PRIDE Card Program (handout)
Criteria each 6 weeks
No missed assignments
No more than 1 absence
No discipline referrals
Benefits
You decide what is feasible

28. More School-wide Strategies
Advisor/Advisee Program
Approx twenty minute class each day or 3 X wk led by a faculty advisor with about 15 students
Confidentiality: Build trusting relationship with a least one adult in school

29. Advisor/Advisee Program
Set goals/curriculum to enhance values such as citizenship and relationship building (birthdays…)
Assist students in social and academic growth
Evaluate the program each 9 wks
Advisors and advisees

30. Team Exercise Check on your SWPBIS implementation
Report on your SWPBIS implementation

31. What does your triangle look like?
6+ referrals: Red
2-5 referrals: Yellow
0-1 referrals: Green

32. Team Action Planning

33. Team Reporting What does your pyramid look like
Team Reporting What does your pyramid look like? What are your challenges with SWPBIS

34. Secondary Interventions

35. What if primary prevention doesn’t work?
Should we…

36. Get Tough?

37. Threaten?

38. Use Punishment?

39. But is punishment effective?

40. and aren’t we educators?

41. So does punishment send the wrong message?

42. What can we do?

43. Is there a better way? Yes!! The better way is to…
Expand SWPBIS by developing and implementing secondary & tertiary interventions into your school, and
Develop a continuum of effective interventions to support ALL students
Match students with problem behavior to the appropriate intensity of intervention

44. Secondary & Tertiary Systems
~80% of Students
~15%
~5%
~5%

45. Secondary Prevention
Secondary interventions are used with individuals or small numbers of students who are not responding to primary or universal interventions
Secondary interventions are more intensive because there is a smaller number of students at risk for engaging in more serious problem behavior and need more support
Social skills training teach specific skills using effective instruction
Behaviorally based intervention effective use of reinforcement/punishment to facilitate success
Academic curricular restructuring intensive instruction in reading

46. What are secondary interventions?
Interventions that involve small groups of students or individual students
These students exhibit problem behavior but do not need the high intensity tertiary interventions

47. When are schools ready to implement?
When we have:
The SWPBIS system functioning well
Staff buy-in & participation of 80%
Set scores of 80 or more
SWPBIS has been in place for one year

48. Who receives these interventions?
At risk students
Account for 20% of 25% of student population
Typically account for 60% of a school’s discipline referrals (“frequent flyers”)
Consume significant amounts of time & resources

49. Data-based Indicators
Secondary & Tertiary Interventions
Students

50. How do you find these students?
The team examines ODRs & suspensions
Teacher referral
Parent referral
Under the radar students
High absenteeism
Academic problems
Socially isolated

51. In most cases they will find you!!
In other words…
In most cases they will find you!!

52. Identification Option: A Multiple Gate Approach (Walker & Severson, 1990)
An efficient method for quickly identifying students who might be in need of additional academic and social supports.
Usually consists of three “gates”
1. Teacher rating of externalizing and internalizing behaviors.
2. Records review, including attendance, academic performance, behavior reports.
3. Direct observations of class by trained professional (e.g. school psych, social worker, counselor, etc..)

53. A Multiple Gate Approach
Parent Interview & Discussion
1. Discuss opportunity for their child to a participate in a program that will offer additional supports.
2. Support may include academic tutoring, study skills, social development, organizational support, etc..

54. Major Secondary Intervention Features
Direct student orientation, training, practice, & review
Link to School-wide expectations, routines, etc.
Link to academic programming & expectations
Low effort by teachers

55. Secondary Characteristics
Daily-weekly monitoring, review, & evaluations with adult
Regular, overt, & frequent opportunities for positive reinforcement
Individualized academic & behavioral targets, & accommodations
Student chooses to participate

56. More Secondary Features
Daily-weekly home-school communications
Behavioral contracting
Self-management strategies
Continuous monitoring for decision-making

57. Examples

58. Why Do Targeted Interventions 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.

59. Why Do Targeted Interventions Work?
Increase in contingent feedback
Feedback occurs more often.
Feedback is tied to student behavior.
Inappropriate behavior is less likely to be ignored or rewarded.
Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor)

60. Why Do Targeted Interventions Work?
Elevated reward for appropriate behavior
Adult and peer attention delivered each target period
Adult attention (and tangible) delivered at end of day
Linking behavior support & academic support
For academic-based, escape-maintained problem behavior incorporate academic support
Linking school and home support
Provide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choices
Increased ability to self-monitor performance/progress

61. Examples of Secondary Interventions
The Behavior Education Program (BEP)
Check and Connect
Think Time
Academic Support (adult & peer tutoring)
Family Support & Parent Management Training
Behavioral Contracting
Social Skills Training
Mentoring
* Secondary prevention involves interventions that provide behavioral or academic support, mentoring, skill development, and assistance to more severely at-risk students. Students who do not respond to universal interventions become candidates for intensive, individually tailored interventions that are more expensive. Interventions for achieving secondary prevention goals are often referred to as “selected.”

62. Behavior Education Program (BEP)
Responding to Problem Behavior in Schools: The Behavior Education Program by
Deanne Crone, Robert Horner, and Leanne Hawken
(2003) Guilford Publishing, Inc.
ISBN
List Price: $25.00

63. BEP Daily Cycle *BEP coordinator greets student
Step 1: Student checks in with BEP coordinator when he/she arrives at school
*BEP coordinator greets student
*Student turns in previous days signed BEP form
*BEP coordinator gives precorrections
*Student picks-up new BEP form
*Together they review daily goals

64. Morning Contact Greeted (positive, personal, “glad to see you”)
Prompted (ready to go to class?)
Readiness check (books, pencils, etc?)
Gets BEP form (prompt for positive interaction)

65. BEP Daily Cycle
Step 2: Student gives BEP form to each teacher prior to each period
*teacher completes card
*teacher initials card
Step 3: At the end of day student checks-out with BEP coordinator
*review days points & goals
*receive reinforcer if goal met
*take card home

66. BEP Daily Cycle
Step 4: Student takes BEP form home and gives to his/her parents
*receives reinforcer from parent
*parents sign card
Step 5: Student returns signed BEP next day, Reinforcement by BEP coordinator
Step 6: Weekly BEP meeting with data graphing

67. System Issues BEP Coordinator PBIS meeting
Conducts check in/check out with students
Chairs BEP meetings,
Frequent faculty contacts
Collects student data on student improvement
PBIS meeting
BEP coordinator meets with PBIS team to report on program

68. Referral to BEP Coordinator
Multiple office disciplinary referrals
Recommendation by teacher
Recommendation by parent
Time to action: 1 week (maximum)

69. The BEP Contract
The establishment of a written behavioral agreement between a student, the BEP coordinator, teachers & student regarding the performance of specific target behaviors

70. Elements of the BEP Contract
Behaviors must be observable
Behaviors must be measurable
Clearly specify rewards or privileges
Bonuses may be included
Reliable means of record keeping

71. Rules of Contracting Contract reward should be immediate
Initially reward small approximations
Terms must be clear
Contract must be honest, & positive
Contract must be used systematically
Homme, 1970

72. Developing the BEP Contract
Select target behavior(s)
Define target behavior
Observable & measurable
Identify rewards & consequences
Define the criteria for reward
Bonus clause?
Establish record keeping
Write & sign the contract
Implement & continuously monitor

73. BEP Process Daily Morning Check-in Daily Teacher Home Evaluation
Afternoon
Check-in

74. BEP Form

75. Does BEP Work?
Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support
Hawken & Horner, in press
Journal of Behavioral Education

76. Results (Average =45% reduction; N = 17)

77. Results (Average = 28% reduction; N = 17)

78. BEP Video

79. Check and Connect Outcomes in Junior High School in Palatine, IL

80. Check and Connect Outcomes in Junior High School in Palatine, IL

81. Check and Connect Outcomes (Palatine, IL)
Bowers

82. Next Steps Is the BEP (Check and Connect) system appropriate for you?
Are there more than 10 students with chronic patterns of problem behavior?
Is a school-wide system in place?
Is there faculty commitment to work with tougher kids?
Are in-school resources available to implement?
Build Action Plan
Review and present current data
Administration/Faculty commitment
Action steps within a doable timeline

83. HUG: Hello, Update, Goodbye
Pam Hallvik, Nancy Ferguson, & Sally Helton
Tigard-Tualatin Schools,
Tigard, Oregon

84. H.U.G. Program
The H.U.G. Program consists of a plan and process that require 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

85. Advantages of H.U.G.
Responds positively to students needing additional support
Staff can teach appropriate behaviors & provide practice opportunities
Provides opportunities for reinforcement & positive attention
Encourages daily communication between teachers and parents
Data are collected to determine success of the program or whether changes are needed

86. “Hello” - Morning
The student goes to the counselor’s office when he or she arrives at school. At that time they will receive following:
Positive, sincere greeting
Check to see if they are prepared for day (lunch ticket, materials, etc.)
Check to learn how they are feeling (any morning conflicts?)
Collection of returned H.U.G. form signed by parents
Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward
New H.U.G. form

87. (Hello, Update, Goodbye)
H.U.G.
(Hello, Update, Goodbye)
Name: ____________________________ Date: ________________
Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts
HUG Daily Goal _____/_____ HUG Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.
Goals
AM to Recess
AM Recess
AM Recess to Lunch
Lunch Recess PM
Be Safe
J K L
Be Kind
Be Responsible
Total Points
Teacher Initials
Parent’s Signature ___________________________________
Parent’s Comments _________________________________________________________
__________________________________________________________________________

88. “Update” - During Day
Student: give H.U.G. form to his or her teacher on arrival to class
Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating.
Adults in other settings, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

89. “Goodbye” - End of Day
Students will return with their H.U.G. forms to counselor’s room at 2:25 each day:
Students will again receive positive, sincere greeting
Counselor or H.U.G. assistant will check to see whether student met his/her goal.
If so, student will receive small reward.
If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently.
Students take forms home to share with their parents.
Parents give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

90. H.U.G. Coordinator Signs H.U.G. Contract agreement
Facilitates the check-in/check-out process
Provides H.U.G. students with positive, constructive feedback and small tangible rewards
Instructs staff members on the use of the HUG form
Collects, summarizes, and reports H.U.G. data to the PBIS team each week

91. 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

92. Students Follow all H.U.G. Program guidelines
Sign H.U.G. Contract Agreement
GIVE IT YOUR BEST!!!!

93. Parents 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 their child’s behavior

94. H.U.G Program Contract Agreement
I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities.
Student signature: ___________________ Date ______
Parent(s) signature(s): _________________ Date ______
Teacher signature: ____________________ Date ______
Administrator signature: ________________ Date ______
H.U.G. Coordinator signature: _____________Date ______
Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!

95. Team Action Planning

96. Team Reporting What secondary systems do you already have in place
Team Reporting What secondary systems do you already have in place? Are they working?