Secondary or Targeted Interventions George Sugai Center on PBIS University of Connecticut George.sugai@uconn.edu .

Secondary or Targeted

Interventions

George SugaiCenter on PBIS

University of Connecticut

George.sugai@uconn.edu

www.pbis.org

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?

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?

Question

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

Possible Solution

Standardized, function-based intervention “package” that is applied to relatively small number of students

WARNING: SuccessfulImplementation requires

school-wide PBS& specialized behavioral

capacity

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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. http://rtckids.fmhi.usf.edu

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.

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

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.

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class*Routine analysis*Hypothesis statement*Function *Alternative behaviors

*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions

*Implementation support*Data plan

*Continuous improvement*Sustainability plan

• Team-based• Behavior competence

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

Secondary – cont.

• Daily-weekly monitoring, review, & evaluations with adult

• Regular, overt, & frequent opportunities for positive reinforcement

• Individualized academic & behavioral targets, & accommodations

Secondary – cont.

• Daily-weekly home-school communications

• Behavioral contracting

• Self-management strategies

Examples…

“Behavior Education Program” – 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

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

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

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

Behavior Education PlanDaily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Identification & Referral

• Multiple office referrals

• Recommendations by

– Teacher

– Parent

• Time to action = 30 min to 7 days

Contract

• Agreement to succeed– Student

– Parent

– BEP coordinator

– Teachers

• Written (pref.) or verbal contract

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

• BEP meeting 40 min/wk

– Coordinator, specialist, sped faculty, related Services

• All staff commitment & training

• Simple data collection & reporting system.

Data Collection for Decision-Making

• Monitor BEP points earned each day

• Office discipline referrals

• Regular data use by BEP team

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

02/05 02/08 02/13 02/20 02/23Date

Rachelle's BEP Performance2000-2001

Functional Assessment

• Pre-functional assessment interview

• Defines– Problem behaviors

– Routines where problems most likely

– Hypothesis statement• Triggers, behaviors, consequences

• Function

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Importance of Functional Assessment in BEP

DECREASE NO CHANGE

INCREASE TOTAL

Adult Attention

3 1 1 5

Peer Attention

1 6 1 8

Escape 2 3 6 11

TOTALS 6 10 8 24

Importance of Functional Assessment in BEP

DECREASE NO CHANGE

INCREASE TOTAL

Adult Attention

3 1 1 5

Peer Attention

1 6 1 8

Escape 2 3 6 11

TOTALS 6 10 8 24

HUG: Hello, Update, Goodbye

Pam Hallvik, Nancy Ferguson, & Sally Helton

Tigard-Tualatin Schools

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 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.

GoalsAM to

RecessAM

RecessAM Recess to Lunch

Lunch Recess PM

Be Safe

Be Kind

Be Responsible

Total Points          

Teacher Initials          

Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________

H.U.G.(Hello, Update, Goodbye)

H.U.G. ProgramWHAT 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

“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

“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.

“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.

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

• 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.

Parents of H.U.G. Participants

• 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 the student’s behavior.

H.U.G. Student Participants

• Follow all H.U.G. Program Guidelines.

• Sign H.U.G. Contract Agreement.

• GIVE IT YOUR BEST!!!!

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!!!

RTI & Secondary Intervention in classroom

Fairbanks, Sugai, Guardino, & Lathrop

(2007, EC)

RTI

• Increasing intervention intensity based on responsiveness to effective interventions

• “Check In/Out” at classroom level

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

GOALS: 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name____________________ Date ____________

Rating Scale2 = Great1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N

Check In/Out Pt Card

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

B

ehav

ior

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

Class B Results

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Class B Results + Composite Peers

Peer

Peer

Peer

0

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20

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40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Blair

0

10

20

30

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80

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100

Olivia

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Study 2 Results

School Days

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 N/A Independent work time

Out of seat &talking to peers

Peer & adult attention

Ben N/A Teacher-led instructionWhen given direction.

Non-compliance, talk outs, making jokes

Peer & adult attention

Olivia Thinking about the loss of her sibling

During teacher- led instruction

Playing with things, not looking at teacher, & not following directions

Teacher attention

0

10

20

30

40

50

60

70

80

90

100

Olivia

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

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60

70

80

90

100

Blair

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Peer

Peer

Peer

Peer

Study 2 Results + Composite Peer

0

5

10

15

20

25

30

Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05

Months

Num

ber

of M

ajor

and

Min

or O

ffic

e D

isci

plin

e R

efer

rals

CICO begins 11/15

% Intervals w/ P.B. for Bryce

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

Sessions**Data points with arrows indicate no medication

% I

nte

rva

ls w

/ P

.B.

Baseline

Contra-IndicatedIndicatedContra-

IndicatedIndicated

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

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80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

Secondary-Targeted Interventions Checklist

(draft)

Targeted Interventions:Self-Assessment

• Foundations

• Leadership

• Implementation Processes

• Intervention Features

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

Foundations

• Policy & procedural handbook developed & endorsed.

• Administrative staff are active participants & supporters.

• Intervention is linked directly to SW expectations & academic goals

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

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

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

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

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

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?

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?