group-based behavior interventions: tier 2 jamaica swpbis george sugai university of connecticut...
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Group-based Behavior
Interventions: Tier 2
Jamaica SWPBIS
George SugaiUniversity of Connecticut
Center on Positive Behavioral Interventions & SupportsCenter for Behavioral Education & Research
28 May 2015www.pbis.org www.cber.org
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PURPOSE
Provide brief description of group-
based behavior intervention
strategies for students who may
need additional behavior support
than school-wide alone.
• Brief Rationale• Tier II Features• Examples
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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
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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
ALL
SOME
FEW
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CORE FEATURES:School-Wide PBS
(Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide expected
behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-based
monitoring & evaluation
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CORE FEATURESTargeted PBS (Tier 2)
Team & data driven
Behavior expertise
Increased social skills instruction &
practice
Increased adult supervisionIncreased opportunity for positive reinforcement
Continuous progress
monitoring
Increased precorrection
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www.pbis.org
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CORE FEATURESIntensive PBS (Tier 3)
Multi-disciplinary Team & data driven
Behavior expertise
Functional Based Behavior Support
Planning
Wraparound Supports & Culture Driven Person
Centered Planning
Comprehensive School Mental Health Supports
Continuous progress monitoring, positive
reinforcement & adult supervision
Increased precorrection
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SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Pre
cisi
on
Eng
agem
ent
Fee
dbac
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Pra
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Team
wor
k
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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• Behavioral Contracts• Cognitive Behavioral Therapy• Targeted social skills instruction
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Characteristics Behavior Support Coordinator
Fluent w/ SW (T1) & CICO procedures
Respected positively by students & adults
Effective communication skills
Consistent w/ task follow-through & completion
Effective data decision making: student prog & interv fidelty
Capacity to train others on CICO procedures
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Example: FRMS Behavior Education Plan (BEP)
Hawken, Crone, March, & Horner, 2002
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP PlanMorning Check-In
Afternoon Check-
In
Home Check-In
Daily Teacher
Evaluation
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Hawken, Crone, March, & Horner, 2002
Tier I
Identification & Referral
Contract
Team & Coordinator
Data Collection & Decision Making
Functional Assessment
B.E.P. Features
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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
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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
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Fern Ridge Middle School Behavior Education Program (BEP)(Hawken, Crone, March, & Horner, 2002)
FEATURES• SW system of behavior support
in place• Relatively small # (~10-20%)
students not responding to SW• Need for efficient specialized
support system
BASIC 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
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
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Fern Ridge Middle School Behavior Education Program (BEP)(Hawken, Crone, March, & Horner, 2002)
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
FUNCTIONAL ASSESSMENT• Pre-functional assessment interview • Defines
• Problem behaviors• Routines where problems most
likely• Hypothesis statement
• Triggers, behaviors, consequences
• Function
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HUG: Hello, Update, Goodbye
Pam Hallvik, Nancy Ferguson, & Sally Helton
Tigard-Tualatin Schools
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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 J K L J K L J K L J K L J K L
Be Kind J K L J K L J K L J K L J K L
Be Responsible J K L J K L J K L J K L J K L
Total Points
Teacher Initials
Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________
H.U.G.(Hello, Update, Goodbye)
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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
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“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
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“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.
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“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.
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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!!!!
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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!!!
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Tier 2 Intervention in Classroom: Check In Check
Out
Fairbanks, Sugai, Guardino, & Lathrop
2007, Exceptional Children
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Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist (7r)
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Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
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Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
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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
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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
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Check-In Check-Out Features
Increased positive adult contact
Embedded social skills training
Direct link to SW behavioral goals & expectations
Frequent feedback
Daily home-school communication
Positive reinforcement linked to meeting behavioral goals