A Secondary School/Home A Secondary School/Home Intervention for Young Intervention for Young Students: First Step to Success Students: First Step to Success Annemieke Golly , Ph. D., Annemieke Golly , Ph. D., [email protected][email protected]Institute on Violence and Destructive Behavior Institute on Violence and Destructive Behavior University of Oregon University of Oregon & Oregon Research Institute Oregon Research Institute
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A Secondary School/Home Intervention for Young Students: First Step to Success
A Secondary School/Home Intervention for Young Students: First Step to Success. Annemieke Golly , Ph. D ., [email protected] Institute on Violence and Destructive Behavior University of Oregon & Oregon Research Institute. Agenda. Introduction Background and rationale - PowerPoint PPT Presentation
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A Secondary School/Home A Secondary School/Home Intervention for Young Students: Intervention for Young Students:
Institute on Violence and Destructive BehaviorInstitute on Violence and Destructive Behavior
University of OregonUniversity of Oregon
&&
Oregon Research InstituteOregon Research Institute
AgendaAgenda
• IntroductionIntroduction• Background and rationaleBackground and rationale• Overview of First Step to Overview of First Step to
SuccessSuccess– ScreeningScreening– Class componentClass component– homeBase componenthomeBase component
7-10%SOME
(At-Risk Students)Classroom and Small
Group Strategies
3-5%FEW
(High Risk)Individual
Interventions
85-90% ALL
(All Students) School-Wide Systems of Support
• Functional Assessment• Individual Behavior Management Plans• Parent Training and Collaboration• Multi-agency collaboration (wrap-around)•PMTO
• Increased academic support• Intensive social skills teaching• First Step to Success• Adult mentors (Check in – Check out)
• Social skills teaching• Positive, proactive discipline• Teaching social behavior expectations• Active supervision and monitoring• Positive reinforcement systems• Firm, fair, and corrective discipline• Data-based decision making
Five Universal Principles Five Universal Principles
1.1. Have Very Clear ExpectationsHave Very Clear Expectations2.2. Teach those expectations Teach those expectations
Use examples and non-examplesUse examples and non-examples
3.3. Reinforce the expectationsReinforce the expectations4.4. Minimize a lot of attention for minor Minimize a lot of attention for minor
inappropriate behaviorsinappropriate behaviors (Don’t make mountains out of mole (Don’t make mountains out of mole
hills)hills)
5.5. Have clear consequences for Have clear consequences for unacceptable behaviorunacceptable behavior
Selected Intervention - First Selected Intervention - First Step – Principles:Step – Principles:
1)1)• Provide consistent feedback (Provide consistent feedback (GreenGreen//RedRed card)card)• Positive Peer involvementPositive Peer involvement• Focus on positive behaviorsFocus on positive behaviors• Minimize attention for minor problem behaviorsMinimize attention for minor problem behaviors• Parents spend positive time with the childParents spend positive time with the child• Parents practice “parent tips”Parents practice “parent tips”
Why would you want to Why would you want to participate in First Step?participate in First Step?• It’s fun.It’s fun.
• We would like for every child to have the We would like for every child to have the opportunity to play the opportunity to play the “Green/“Green/RedRed card game.” card game.”
• It has helped many children get off to a great It has helped many children get off to a great start at school.start at school.
• It is research based, positive and uses best It is research based, positive and uses best practices.practices.
Characteristics of the Characteristics of the ChildChild
Characteristics of Characteristics of Problem BehaviorsProblem Behaviors
• Less “time-on-task”Less “time-on-task”
• More negative interactions with More negative interactions with parents, siblings, teachers, and peersparents, siblings, teachers, and peers
• Peer rejectionPeer rejection
Typical Problem Typical Problem BehaviorsBehaviors
Off TaskOff Task
AggressiveAggressive
Does not follow Does not follow directionsdirections
ArguesArgues
Poor social skillsPoor social skills
TantrumsTantrums
Pesters othersPesters others
Transition problemsTransition problems
BulliesBullies
Characteristics of Characteristics of Problem BehaviorsProblem Behaviors
• Antisocial behavior is part of normal Antisocial behavior is part of normal developmentdevelopment
• Crucial features are the Crucial features are the FREQUENCYFREQUENCYandand INTENSITY INTENSITYof behaviorsof behaviors
Facts on Challenging Facts on Challenging BehaviorBehavior
• If chronic problem behavior has not If chronic problem behavior has not changed by grade 4, it should be changed by grade 4, it should be treated as chronic condition like treated as chronic condition like diabetes diabetes (not cured but managed)(not cured but managed)
• Early intervention in school, home, Early intervention in school, home, and community is best hope for and community is best hope for getting kids on successful pathgetting kids on successful path
Why do most children Why do most children misbehave?misbehave?
•AttentionAttention (adult, peer) (adult, peer)
•AvoidanceAvoidance (Task too hard, (Task too hard, too easy, boring)too easy, boring)
Universal ScreeningUniversal ScreeningLetter home to all parentsLetter home to all parents
If parent does not want child screened they If parent does not want child screened they return signed formreturn signed form
Teacher meets with Coach: Teacher meets with Coach:
Externalizing students identified and teacher Externalizing students identified and teacher completes Early Screening Project scales completes Early Screening Project scales
(ESP)(ESP)
Early Screening Project (ESP)Early Screening Project (ESP)
Adaptive Behavior ScaleAdaptive Behavior Scale(No risk, At risk, High risk, Extreme risk)(No risk, At risk, High risk, Extreme risk)
Maladaptive Behavior ScaleMaladaptive Behavior Scale((No risk, At risk, High risk, Extreme risk)No risk, At risk, High risk, Extreme risk)
Social Skills ScaleSocial Skills Scale( No risk, At risk)( No risk, At risk)
Aggression ScaleAggression Scale(No risk, At risk, High risk, Extreme risk)(No risk, At risk, High risk, Extreme risk)
Classroom ObservationsClassroom Observations
• Three Classroom observationsThree Classroom observations
pagespages• Paper airplane partyPaper airplane party• Freeze DanceFreeze Dance
• Free timeFree time• Hand StampsHand Stamps• Extra recessExtra recess• Computer timeComputer time• P.E. / MusicP.E. / Music• Blowing bubblesBlowing bubbles• VideosVideos• Shaving cream artShaving cream art• GameGame• Lunch with teacherLunch with teacher
POSITIVE ATTENTIONPOSITIVE ATTENTIONGestures & Proximity & Interest:Gestures & Proximity & Interest: Smiles, eye contact, thumbs up, pat on shoulder, wink, Smiles, eye contact, thumbs up, pat on shoulder, wink,
looking at students work, calling on student, asking looking at students work, calling on student, asking questions…questions…
Specific Praise:Specific Praise:
Great when teaching new or infrequent behaviors! “Thank Great when teaching new or infrequent behaviors! “Thank
you for you for raising your hand!raising your hand!””
General Praise:General Praise: Enthusiastic but not specific. “Good work”, “Wow!”Enthusiastic but not specific. “Good work”, “Wow!”
Character Praise:Character Praise: Builds Self esteem and positive self image. “You are Builds Self esteem and positive self image. “You are
working quietly, that’s very responsible ” or “That was a working quietly, that’s very responsible ” or “That was a very kind thing to do”.very kind thing to do”.
REINFORCEMENT SCHEDULES
When teaching a new behavior it must be reinforced every time.
After a behavior is established it needs to be randomly reinforced.
“You never know when you’re going to get a surprise.”
Reinforcement
Want a minimum of a 3:1 ratio of positive attention to negative consequence.
5:1 is better!
CLASS Procedures:CLASS Procedures:• One student at a time plays the One student at a time plays the GREENGREEN//REDRED
•Ignore minor misbehaviorsIgnore minor misbehaviors
•Encourage target student for playing Encourage target student for playing GREENGREEN//REDRED•card game wellcard game well
•Thank target student for earning a surprise for the classThank target student for earning a surprise for the class
CHILD’S ROLE:CHILD’S ROLE:
•Agrees to participateAgrees to participate
•Brings home Brings home GREENGREEN//REDRED card card
•Chooses “surprises” for the classChooses “surprises” for the class
•Participates in homeBase activitiesParticipates in homeBase activities
CARETAKER’S ROLE:CARETAKER’S ROLE:
• Provides encouragement and Provides encouragement and surprises/activitiessurprises/activities
• Signs Signs GREEN/GREEN/REDRED card every day card every day
• Participates in weekly homeBase Participates in weekly homeBase meetingsmeetings
Role of Role of Parent/CaregiverParent/Caregiver
Each day when the child brings the Each day when the child brings the card home:card home:
• Give at least 3 positive statements Give at least 3 positive statements about school.about school.
• Do something fun with the child for 5 Do something fun with the child for 5 or 10 minutes.or 10 minutes.
Home Reward ActivitiesHome Reward Activities• Extra storyExtra story
• 10 min. walk or 10 min. walk or bike ride alone bike ride alone with parentwith parent
• 10 min. extra 10 min. extra playing time with playing time with parent.parent.
• Board game with Board game with parent.parent.
• Help mom or dad Help mom or dad with special project with special project (e.g., baking, working (e.g., baking, working in garage or yard)in garage or yard)
• Special snack/desertSpecial snack/desert
• Drawing time with Drawing time with parent.parent.
• Blowing Blowing bubbles/play ball bubbles/play ball with parent.with parent.
homeBasehomeBaseSkills Building for ChildrenSkills Building for Children
• Communicating/Sharing AboutCommunicating/Sharing About SchoolSchool• CooperationCooperation• Understanding & Accepting LimitsUnderstanding & Accepting Limits• Problem SolvingProblem Solving• Friendship SkillsFriendship Skills• Building Self ConfidenceBuilding Self Confidence
hOMEBASEhOMEBASE
• Commitment for parents/caregivers:Commitment for parents/caregivers:
– Weekly meetings with First Step coach: 30-45 minutesWeekly meetings with First Step coach: 30-45 minutes
• Complete Check-up lists (How well do you know your child?).Complete Check-up lists (How well do you know your child?).
• Discuss Parent Tips (Do’s and don’ts of good parenting).Discuss Parent Tips (Do’s and don’ts of good parenting).
• Practice Games to play with child (Focussed on school Practice Games to play with child (Focussed on school success).success).
– Daily practice and activities with child: 5-10 minutesDaily practice and activities with child: 5-10 minutes
For more information:For more information:For more information:For more information:
Annemieke Golly, Ph.D.Annemieke Golly, Ph.D.
Oregon Research InstituteOregon Research Institute
Resources:Resources:• Golly, A. (2006). Five Universal Principles of Positive Golly, A. (2006). Five Universal Principles of Positive
Behavior Support and the Story of My Life.Behavior Support and the Story of My Life.www.AttainmentCompany.comwww.AttainmentCompany.com
• Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave : Twenty Tips and Measurable BIPs: Twenty Tips and Measurable BIPswww.AttainmentCompany.comwww.AttainmentCompany.com
• Golly, A., & Sprague, J. (2005). BEST Behavior: Building Golly, A., & Sprague, J. (2005). BEST Behavior: Building Positive Behavior Supports in Schools.Positive Behavior Supports in Schools.
www.Sopriswest.comwww.Sopriswest.com
• First Step to Success ProgramFirst Step to Success Program www.Sopriswest.comwww.Sopriswest.com
• Music Wand: Music Wand: www.twww.treeblocks.comreeblocks.com