1. Positive Peer Reporting & Tootling to Promote Generalization & Maintenance of Social-Behavioral Skills Patti Pazdera - School Counselor Nicki Poindexter - Classroom Teacher Community Elementary School Barbara Mitchell MO SWPBS MO SW-PBS

2. Attention Signal & Introductions I say, “Sweet Caroline” You say… Eyes on the speaker, voices quite, minds ready for the next thing MO SW-PBS

3. Session Objectives Describe 2 intervention strategies that can be used to – alter the social status of students with social, emotional, and/or behavioral challenges – enhance quality and quantity of positive social interactions within your classroom Positive Peer Reporting (PPR) Tootling MO SW-PBS

4. Activity & Discussion Think of a student you know with one or more of the following characteristics – Is not well-liked by other children – Has few or no friends – Is frequently reported on for problem behaviors With someone near you describe the student you identified MO SW-PBS

5. Risk & Protective Factors “In school students’ relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies” (NRC & IOM, 2009, p.108) MO SW-PBS

6. PPR & Tootling If students can learn to report problem behaviors of their peers, they can also be taught to monitor and report instances of prosocial or appropriate behaviors from peers. What’s the potential value in teaching children to recognize desired behavior? MO SW-PBS

7. Three Levels of Implementation A Continuum of Support for All Tier One All students Preventive, proactiv e Tier One All settings, all students Preventive, proactive Tier Two Some students (at-risk) High efficiency Rapid response Tier Two Some students (at-risk) High efficiency Rapid response Tier Three Individual Students Assessment-based High Intensity Tier Three Individual Students Assessment-based Intense, durable procedures Academic SystemsBehavioral Systems MO SW-PBS

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

9. Positive Peer Reporting (PPR) Description: – Simple procedure that promotes positive peer interactions. – Also improves peer perceptions of students who tend to be socially rejected or neglected. – Encourages all children to focus on and report prosocial behaviors of their peers. MO SW-PBS

10. Positive Peer Reporting (PPR) Instead of reporting inappropriate instances of problem behavior children are told they will have the opportunity to earn reinforcement (e.g., tokens) for noticing and reporting a peer’s positive behavior. MO SW-PBS

11. Positive Peer Reporting (PPR) Procedures – A target student is randomly selected as “Star of the Week” – During a specified time of day a group meeting is held where children are given an opportunity to report aloud any positive behaviors they observed from the star student that day. – Each child that reports a positive behavior earns a reinforcer (e.g., school-wide token). MO SW-PBS

12. Positive Peer Reporting (PPR) Implementation Considerations – Teach students about the strategy prior to implementing. – Identify procedures for selecting target student each week. – Determine what “reinforcers” will be provided. – Establish a time for the PPR meeting. MO SW-PBS

13. Activity & Discussion Think about … – Ideas you have for implementing Positive Peer Reporting in your setting. Pair up with someone near you. Share your ideas. Listen for the Attention Signal! MO SW-PBS

14. Tootling During Positive Peer Reporting (PPR) students focus their attention on the positive behaviors of one selected student. In contrast, Tootling provides an opportunity for the entire class to report on positive behaviors of any student in the group. MO SW-PBS

15. Tootling Description – Tootling is like tattling in that students report the behavior of another child. – However, tootles can only report instances of desired/appropriate behavior (e.g., school-wide matrix expectations). MO SW-PBS

16. Tootling Procedures – Teacher introduces and defines tootling. – Provides instruction for how to tootle & sets a tootling goal. – Students record “tootles” using an index card that is taped to their desk. – At the end of the day the cards are turned in to the teacher. – The next day the teacher reports out on the number of tootles recorded. MO SW-PBS

17. Activity & Discussion Think about … – Ideas you have for implementing Tootling in your setting. Pair up with someone near you. Share your ideas. Listen for the Attention Signal! MO SW-PBS

18. Three Levels of Implementation A Continuum of Support for All Tier One All students Preventive, proactiv e Tier One All settings, all students Preventive, proactive Tier Two Some students (at-risk) High efficiency Rapid response Tier Two Some students (at-risk) High efficiency Rapid response Tier Three Individual Students Assessment-based High Intensity Tier Three Individual Students Assessment-based Intense, durable procedures Academic SystemsBehavioral Systems MO SW-PBS

19. Implementation Example Community R-VI Elementary – Implementing SW-PBS for 6+ years – Started Tier 2 in 2012-2013 – Piloted a Tier 2 Social Skills Intervention to assess contextual fit – Selected replacement skills from the Social Skills Improvement System (SSIS) Manual MO SW-PBS

20. Implementation Example Social Skills Group Logistics – Selected time/location to meet 2 times per week, 30-35 minutes each – School Counselor provided instruction – Classroom Teacher prompted use of skills outside the intervention group meetings MO SW-PBS

21. Implementation Example Group Procedures – One skill per week Used Daily Progress Report (DPR) for monitoring student progress – Skills to be taught were listed – Student given feedback at the end of each day – Data collected and graphed MO SW-PBS

22. Implementation Example After the Social Skills Intervention – Implemented Tootling as a way to promote continued use of social skills – All students in the class were taught to look for demonstrations of skills that were taught during the intervention group – Students were instructed to record examples and submit them – Classwide goals set for number of tootles MO SW-PBS

23. Session Objectives Describe 2 intervention strategies that can be used to – alter the social status of students with social, emotional, and/or behavioral challenges – enhance quality and quantity of positive social interactions within your classroom Positive Peer Reporting (PPR) Tootling MO SW-PBS

25. More Information Reference – Skinner, C. H., Neddenriep, C. E., Robinson, S. I., Ervin, R., & Jones, K. (2002). Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders. Psychology in the Schools, 39(2), 191-202. Contact Information – poindexter@cr6.net poindexter@cr6.net – Your regional Tier 2/3 Consultant MO SW-PBS