1. Secondary Behavior Interventions ABRI Terrance M. Scott, Ph.D.

2. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS

3. Who? Students per Number of Referrals Secondary Tertiary Primary

4. High School Referrals 1141 referrals 476 students What next?

5. SW PBS Team (look for prediction and refer) Student Support Team (decision making for intervention) data CICO SST HC FBA Formal FBA data Classroom & Academic Success data

6. Classroom and Instructional Management Is Effective Instruction in Place?

7. Effective Instruction Must be present before moving to Secondary Specify goals and objectives – tell them what and why Modeling and demonstration Proximity – keep them busy but not overwhelmed Engagement - Questioning – opportunities to respond Prompting – reminders Appropriate feedback – praise and acknowledgement Corrective feedback – academic and social feedback

8. INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - FAILURE = osh Osh = ?

9. EFFECTIVE MODELS EFFECTIVE PRACTICE TESTING OUTCOMES EFFECTIVE INSTRUCTION = osh Osh = = not osh = osh RED SIDED RECTANGLE SUCCESS = osh

10. Respecting Others WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists

11. Select the least intrusive prompt necessary Plan to fade prompts Try to first use prompts as prevention Use prompts as first level of correction Prompts, Cues, & Pre-corrects Chris: prompts

12. Targeted Groups Small Groups of Students with Similar Needs

13. Targeted Interventions Simple for teachers Can be used across a group of students Can be altered slightly for individualization Can be applied across the entire school Can be connected to home Can be monitored by school

14. Behavior Education Program (BEP) (Check-in, Check-out Intervention) Leanne S. Hawken, Ph.D. University of Utah

15. Student Recommended for BEP BEP Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in BEP Coordinator Summarizes Data For Decision Making 2 x Month BEP Meeting to Assess Student Progress Exit Program Revise Program

16. Basic BEP Cycle Morning check-in (Get BEP Form) Give BEP form to each teacher prior to each period. End of day check-out –Points tallied –Reward BEP form copy taken home and signed. Return signed copy next morning

17. What each student experiences at start of their school day : greeted (positive, personal, glad to see you) scanned (ready to go to class?) readiness check (books, pencils, etc?) gets form (prompt for positive interaction)

18. Daily Progress Report

19. Expectations for Teachers (Similar to Students on Contracts) Greet student Provide feedback at predetermined times –Rate behavior on the daily progress report –Explain rating to student Prompt appropriate behavior –“Tomorrow, let’s work on….”

20. Critical Features of BEP Intervention is continuously available Rapid access to intervention (72 hr) Low effort by teachers Positive System of Support –Students agree to participate Implemented by all staff/faculty in a school Adequate resources allocated (admin, team) –Twice monthly meeting, coordinator Continuous monitoring for decision-making

21. Why does the BEP 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. Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

22. Daily Data Used for Decision Making

23. Daily Progress Report Date ________ Student _______________ Teacher___________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal BestTeacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = 50 Today ______________% Goal ______________%

27. Effective Social Skills Instruction

28. Set-Up Bring group together Tell them why they are there –To practice easy things that will help make friends and help you do well in school Tell them what will occur in group Try to engage students positively from the very beginning

29. 2.3 Set-Up: Positive Engagement Allow students opportunities to discuss and engage in a positive manner

30. 1.6 Behavior Management Point System listen: –look at the person who is talking and stay quiet participate: – do what teacher tells you to do freeze: – stop everything you are doing

31. Behavior Management Reinforce Positive Behavior 0.4 specific praise token points group reinforcers

32. 3.0 Behavior Management Future Sessions: Review Rules 3.0

33. Lesson Components rule for when to use the skill –and for when not to use it set of useful skill variations natural examples

34. Model / Demonstrate model / demonstrate the skill –Teacher provides first model and questions students to assess for understanding –select competent and respected students and adults –only the teacher models incorrect responses –select examples from natural context –at least two positive demonstrations of each example

35. Guided Practice role play activities –focus on relevant features –have student "think aloud" –teacher can provide coaching during lesson –teacher may need to prompt appropriate responses –involve all members of the group by assigning tasks / questions –have students self evaluate after activity

36. Review & Test review essential rule for the day test on untrained examples through role plays test each student as often as possible (daily) request demonstration of skill whenever possible (verbally or role play) lesson homework

37. Promoting Maintenance and Generalization Strategies – Use naturally occurring examples within role plays – Make training setting look/feel like natural setting – Pinpoint activities in which students are likely to engage – During training, include peers the target students are likely to encounter in the problem setting – Prompt students to display skill (Pre-Corrects) – Reinforce displays of skills in generalized settings – Enlist a variety of others to prompt and reinforce skills in generalized settings

38. Doctoral Program In Behavior Disorders Terry Scott Professor and Distinguished University Scholar College of Education and Human Development University of Louisville Louisville, KY 40292 t.scott@louisville.edu (502) 852-0576 For more information on past and future ABRI webinars, go to: https://louisville.edu/education/srp/projects/abri/trainings