1. Secondary or Targeted Interventions
George Sugai
Center on PBIS
University of Connecticut

2. Example
Ms. Taken believes that 8 of her 29 students need individualized behavior intervention plans. After your observations, you note (a) managing 8 individualized behavior intervention plans will be difficult & (b) effective classroom management practices are not being used. What would you recommend?

3. Example #2
Special educator & school counselor at AE Neuman School report that 11% of students are at risk of school failure because of problem behavior. Since they are halftime staff members, they are worried about being able to support those students with more intensive interventions. What would you recommend?

4. Question
How do we provide efficient individualized behavior support when behaviors of number of students are unresponsive to school/classroom-wide approaches?

5. Possible Solution
Standardized, function-based intervention “package” that is applied to relatively small number of students
WARNING: Successful
Implementation requires
school-wide PBS
& specialized behavioral
capacity

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

7. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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

8. Kutash, K. , Duchnowski, A. J. , & Lynn, N. (2006)
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

9. What prerequisites are needed?
Effective school-wide or primary system of positive behavior support
Local behavioral competence
Function-based approach
Faculty agreement to support all students
Regular leadership team-based review & problem solving
Discipline/behavior incident data management system
District start-up resources

10. What is function based support?
Foundations in behavioral theory, applied behavior analysis, & pbs
Attention to environmental context
Emphasis on “purpose” or function of behavior
Focus on teaching behaviors
Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

11. Functions
Pos Reinf
Neg Reinf

12. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Function
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Problem Behavior
Functional Assessment
*Implementation support
*Data plan
Team-based
Behavior competence
Intervention & Support Plan
*Continuous improvement
*Sustainability plan
Fidelity of Implementation
Impact on Behavior & Lifestyle

13. Common Secondary Intervention Features
Regular function-based screening
Direct student orientation, training, practice, & review
Link to SW expectations, routines, etc.
Link to academic programming & expectations

14. Secondary – cont.
Daily-weekly monitoring, review, & evaluations with adult
Regular, overt, & frequent opportunities for positive reinforcement
Individualized academic & behavioral targets, & accommodations

15. Secondary – cont. Daily-weekly home-school communications
Behavioral contracting
Self-management strategies

16. Examples… “Behavior Education Program” “Check-in Check-out” “H.U.G.”
Fern Ridge Middle School, OR
“Check-in Check-out”
Bethel School District, OR
“H.U.G.”
Tualatin Elementary School, OR
“Social Skills Club”
Missouri
“Think Time”
University of Nebraska

17. Example: FRMS Behavior Education Plan (BEP)
SW system of behavior support in place
Relatively small # (~10-20%) students not responding to SW
Need for efficient specialized support system

18. Basic BEP Cycle Morning check-in
Prior to each period, give BEP to teacher
End of day check-out
Points tallied & reward
Copy of BEP form taken home & signed
Return signed copy next morning

19. FRMS Behavior Education Plan (BEP) (Hawkin, Horner, & March, 2002)
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Referral,
Assessment,
& Orientation

20. Behavior Education Plan Daily Progress Report

21. Identification & Referral
Multiple office referrals
Recommendations by
Teacher
Parent
Time to action = 30 min to 7 days

22. Contract Agreement to succeed Written (pref.) or verbal contract
Student
Parent
BEP coordinator
Teachers
Written (pref.) or verbal contract

23. Organization & Structure
BEP Coordinator
Chair BEP meetings, faculty contact, evaluation
BEP Specialist
Check-in, check-out, meeting, data entry, graphs
Coordinator + Specialist = 10 hrs/wk

24. All staff commitment & training
BEP meeting 40 min/wk
Coordinator, specialist, sped faculty, related Services
All staff commitment & training
Simple data collection & reporting system.

25. Data Collection for Decision-Making
Monitor BEP points earned each day
Office discipline referrals
Regular data use by BEP team

26. Daily Data Used for Decision Making

27. Daily Data Used for Decision Making

28. Functional Assessment
Pre-functional assessment interview
Defines
Problem behaviors
Routines where problems most likely
Hypothesis statement
Triggers, behaviors, consequences
Function

29. Functions

30. Importance of Functional Assessment in BEP

31. Importance of Functional Assessment in BEP

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

35. (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 _________________________________________________________
__________________________________________________________________________

36. H.U.G. Program WHAT AND WHY?
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 H.U.G. Program was 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 asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters.
HOW?
The H.U.G. 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

37. “Hello” - Morning
All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. 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

38. “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 setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

39. “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 will put their H.U.G. forms into their backpacks to take home to share with their parents.
Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

40. H.U.G. Participant 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 on the use of the HUG form.
Collect, summarize, and report H.U.G. data each week.
Teachers
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
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.
GIVE IT YOUR BEST!!!!

41. 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!!!

42. RTI & Secondary Intervention in classroom
Fairbanks, Sugai, Guardino, & Lathrop
(2007, EC)

43. RTI
Increasing intervention intensity based on responsiveness to effective interventions
“Check In/Out” at classroom level

44. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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

45. Check In/Out Pt Card Name____________________ Date ____________
GOALS:
8:30
9:30
10:30
11:30
12:30
1:30
1. RESPECT OTHERS
2. MANAGE SELF
3. SOLVE PROBLEMS RESPONSIBLY
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N

46. Percent of Intervals Engaged in Problem Behavior
Class B Results
Percent of Intervals Engaged in Problem Behavior
School Days

47. Class B Results + Composite Peers
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
School Days

48. Percent of Intervals Engaged in Problem Behavior
Study 2 Results
Percent of Intervals Engaged in Problem Behavior
School Days

49. Behavior(s) of Interest
Summary Statement of Problem Behavior Contingencies across Students
Setting Events
Antecedents
Behavior(s) of Interest
Consequences
Marcellus
N/A
(a) Easy unstructured
activities
(b) Difficult math and writing tasks
(a) Out of seat & making faces
(b) Talk outs, out of seat, &work not completed
(a) Peer attention
(b) Escape work
Blair
Independent work time
Out of seat &
talking to peers
Peer & adult
attention
Ben
Teacher-led instruction
When given direction.
Non-compliance, talk outs, making jokes
Olivia
Thinking about the loss of her sibling
During teacher- led
instruction
Playing with things, not looking at
teacher, & not
following directions
Teacher attention

50. Percent of Intervals Engaged in Problem Behavior
Study 2 Results + Composite Peer
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
Peer
School Days

54. Secondary-Targeted Interventions Checklist (draft)

55. Targeted Interventions: Self-Assessment
Foundations
Leadership
Implementation Processes
Intervention Features

56. Foundations
SW discipline (practices & systems) approach is positive & preventive, especially, expectations taught & acknowledged directly & regularly
Funding sources to cover activities for at least 3 years can be identified
Majority of staff support efforts to assist students w/ problem behaviors

57. Foundations Policy & procedural handbook developed & endorsed.
Administrative staff are active participants & supporters.
Intervention is linked directly to SW expectations & academic goals

58. Leadership Team
Team is in place to develop, manage, & support implementation
Team meets weekly to monitor implementation
Team has knowledge & fluency with function-based approach to behavior support
Team collects & uses student data to guide decision making & provides report to school quarterly

59. Implementation
General grade level screening & data review occur on quarterly basis to identify possible participants
Intervention is available continuously & daily
Intervention is accessible within 24 hours
Implementation by teachers is efficient & low effort

60. Implementation
All staff are involved in implementation of intervention
Features of intervention are based on data from functional behavioral assessment
Monitoring is continuous to guide decision making
More specialized interventions are available for students who do not benefit

61. Intervention Features
Initial participation agreements (behavioral contract) are made by school, student, & parents
Students receive direct & regular orientation, training, practice, & review of operating procedures & expectations
Self-recording tool is used by students to monitor progress & provide feedback

62. Intervention Features
Student has morning & afternoon contact with adults for precorrections, review, & feedback
Daily-weekly progress reports are given to parents
Student has opportunity for positive reinforcement that is at least hourly
Relevant & effective acknowledgements (positive reinforcers) are available

63. Example
Ms. Taken believes that 8 of her 29 students need individualized behavior intervention plans. After your observations, you note (a) managing 8 individualized behavior intervention plans will be difficult & (b) effective classroom management practices are not being used. What would you recommend?

64. Example #2
Special educator & school counselor at AE Neuman School report that 11% of students are at risk of school failure because of problem behavior. Since they are halftime, they are worried about being able to support those students with more intensive interventions. What would you recommend?