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TRANSCRIPT
Welcome to our Spotlight on
FIRST STEP Next
A Tier 2 Behavioral Intervention for young students with behavioral challenges
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 1
Materials to Support Your Efforts
PRESENTERS
1. Early Intervention (Ed) 2. The FIRST STEP Next Intervention (Marilyn) 3. Research Summary (Ed) 4. Wrap-up and Questions (Marilyn)
Dr. Ed Feil Marilyn Sprick
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 2
Research Team Hill Walker, Ed Feil, Andy Frey, John Seeley, Jon Lee, Annemieke Golly, Jason Small, Steve Forness, and Loretta Serna
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Research
Problem Behaviors • Are evident in young children • Progress from low intensity
(noncompliance) to high intensity (stealing) over time
• By grade 4 are chronic (and can be managed not cured)
Why Screen Young Children?
FIRST STEP Next Presented Dec. 1, 2015
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Perseverance from Early Childhood
1. Bring antisocial pattern to school
2. Early starter
3. Chronic offender
All three factors predict 100% of violent male adolescent offenders.
4orbelow 5 6 7 8 9 10 110
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An3socialAt-Risk
Boy's Grade When Arrested Source:Pa@ersonetal.(1992)
Cumulative Number of Arrests for Antisocial and At-Risk Groups
Num
ber o
f Arr
ests
FIRST STEP Next Presented Dec. 1, 2015
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Punishing youth alone is not a solution.
• Aggression • Vandalism • Truancy and Dropouts
(Mayer & Sulzer-Azaroff, 1991)
Schools that use punishment as a primary tool have increased rates of:
• Usurp more than their fair share of time. • Drive even the strongest of teachers to . . . • We tiptoe around and whose interactions
with others are simply . . .
FIRST STEP serves young children who. . .
Changing the Trajectory
EXTERNALIZERS
FIRST STEP Next Presented Dec. 1, 2015
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Who is FIRST STEP Next for? Young children who may:
• Tantrum • Be physically aggressive • Damage property of others • Suddenly cry or display inappropriate
affection • Ignore teacher warnings or reprimands • Make lewd or obscene gestures • Be teased, neglected,
or avoided by peers
The Intervention FIRST STEP Next requires
Time Approximately 30 Program Days Who Partnership: Parent (caregiver), Teacher,
Behavioral Coach What a) 7 days with the coach: One-on-one
behavioral skill lessons and in-class coaching b) For following 23 days: In-class coaching by the teacher
FIRST STEP Next Presented Dec. 1, 2015
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FIRST STEP Next includes . . . Screening and Eligibility
Pre-Implementation • Building Partnerships
Maintenance Phase Plans
Troubleshooting
CLASS Sessions
Skill Lessons, Coaching, Reinforcement •
Yes Is gaining peer or adult attention a primary motivator?
Yes Is the teacher willing to work with a coach?
Yes
Were two or more of seven behavioral skills rated as needing improvement or a cause for concern?
Yes
Is the student at moderate, high, or extreme risk on the Aggressive Behavior Scale?
Is noncompliance, impulsivity, or disruptiveness a problem?
and/or
Eligibility
If all four criteria are met, the student is eligible. If three of four criteria are met, professional judgment should guide the eligibility decision.
FIRST STEP Next Presented Dec. 1, 2015
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FIRST STEP Next includes . . . Screening and Eligibility
Pre-Implementation • Building Partnerships
Maintenance Phase Plans
Troubleshooting
CLASS Sessions
Skill Lessons, Coaching, Reinforcement
Turning Things Right Side Up Requires a Partnership
• Coach • Teacher • Parent/Caregiver
FIRST STEP Next Presented Dec. 1, 2015
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Agenda Items Build Collaboration
Parent, Teacher, Coach Meeting
Video Training
SAMPLE
Follows directions (listens to directions, does what an adult asks right and without delay, completes each step of the direction)
• Usually • Sometimes • Rarely
Common Problems
Shared Goals
FIRST STEP Next Presented Dec. 1, 2015
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FIRST STEP Next includes . . . Screening and Eligibility
Pre-Implementation • Building Partnerships
Maintenance Phase Plans
Troubleshooting
CLASS Sessions
Skill Lessons, Classroom Coaching, Connections at Home
First 7–10 Days STEP 1 Super Student Skills Lessons
• One-on-One
Explicit 10 Minute Lessons • Practice with positive and
negative examples • Practice with a Green
and Red Card to deliver feedback
FIRST STEP Next Presented Dec. 1, 2015
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Seven Replacement Skills • Follow Directions
• Be Safe
• Ask for Attention the Right Way
• Be a Team Player
• Do Your Best
• Be Cool
Lesson plans and a video sample are included.
Video Training
FIRST STEP Next Presented Dec. 1, 2015
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First 7–10 Days STEP 2 • CLASS Sessions With the Coach
In-Class Coaching with the Green and Red Card
Video Training
Continuous Feedback from the Coach
Points earned toward peer celebrations
Gradually increasing session length: 20 to 50 minutes Gradually increasing point intervals: 20 seconds to 5 minutes
FIRST STEP Next Presented Dec. 1, 2015
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• Daily Connections Note and Coach Check-Ins
First 7–10 Days STEP 3 Home Connections
Video Training
FIRST STEP Next Presented Dec. 1, 2015
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• Transfer of lessons to the home with a coloring book format • Activity suggestions build positive interactions
Coach Phase
COACH TIME: 7–10 Days Approximately 1 Hour
TEACHER PHASE: 11–20 or 30 Days Check-Ins
Consistency and Congruency
DAYS 1–7 Days 8–10 Days 9–20 to 30 Coach Phase
Coach and Teacher Transition
Teacher Phase
FIRST STEP Next Presented Dec. 1, 2015
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• Transfer of the Green Card game to the teacher at Day 8
• Gradually increasing point intervals (5 minutes to 10 minutes)
• Gradually increasing session length (1 hour to all day)
Transitioning
Coach to the Teacher
Next 8–20 or 30 Days Teacher Phase and Home Connections
FIRST STEP Next includes . . . Screening and Eligibility
Pre-Implementation • Building Partnerships
Maintenance Phase Plans
Troubleshooting
CLASS Sessions
Skill Lessons, Classroom Coaching, Connections at Home
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 15
First Step Research • 1st was Model Development grant from the US Dept. of Ed.
– randomized, waitlist control design in 46 regular Kindergarten classrooms.
• Diverse student populations – African-American, Native American, Latino, Native Hawaiian, Asian American
• Diverse settings – preschool, kindergarten, & primary grades
• Diverse disorders – ADHD and High (Tertiary-Level) Risk
• Used with over 2,000 K-3 students in past 15 years. • Adoptions and implementation sites
– 20 U.S. states, four Canadian provinces, Holland, Norway, Turkey, Japan, Australia and New Zealand.
• Mix of single subject and group designs to address key questions of effectiveness
• Today talk about – Model Demonstration Kinder, Single Subject Kinder, Large diverse urban
elementary and preschool adaptation
Model Development Research Participants
• 46 Kindergarten children (2 cohorts) • Eugene Oregon School District • 26% Female • 33% Special Education Eligible • 37% Received Reduced/Free Lunch • Results showed significant reductions in
negative and increases in positive behaviors
• Encouraging results
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 16
0
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Adap3ve Maladap3ve CBC-Aggression
CBC-Withdrawal
ClassObserva3on
Pre
Post1stGrade
2ndGrade
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TeacherScores
%Engagedfor
ClassroomObs.
Normsare+/-1SD
Raw Score Profile of Cohort 1 Across Measures Pre- and Post-Intervention for First Steps
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 17
Albuquerque Elementary Study Child Sample Demographics
Total (n=200)
Control (n=99)
Intervention (n=101)
Test Statistic
p value
Age M(SD) 7.2 (1.0) 7.1 (0.9) 7.2 (1.0) -1.00 .317
% Female 49 (24.5%) 28 (28.3) 21 (20.8) 1.52 .218
Grade 0.85 .653
% in 1st grade 83 (41.5) 43 (43.4) 40 (39.6)
% in 2nd grade 69 (34.5) 35 (35.4) 34 (33.7)
% in 3rd grade 48 (24.0) 21 (21.1) 27 (26.7)
SSBD Rank 3.34 .189
1st ranked student 158 (79.0) 73 (73.7) 85 (84.2)
2nd ranked student 36 (18.0) 22 (22.2) 14 (13.9)
3rd ranked student 6 ( 3.0) 4 ( 4.0) 2 ( 2.0)
% receiving services 11 ( 5.5) 3 ( 3.0) 8 ( 7.9) 2.30 .129
% Spanish-speaking 22 (11.1) 14 (14.1) 8 ( 8.0) 1.91 .167
% Hispanic 114 (57.0 %)
60 (60.6) 54 (53.5) 1.04 .308
% ELL 32 (16.4) 17 (17.7) 15 (15.2) 0.23 .630
% Free or reduced-lunch eligible 127 (69.8%)
61 (66.3) 66 (73.3) 1.07 .302
SSRS Social Skills
Figure 5. SSRS - Social Skills/Teacher
70
75
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90
95
100
105
110
Pre Post
Cnt Exp
p<.001
SS-T d=.86
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 18
Problem Behavior
Figure 2. SSRS - Problem Behavior/Teacher
100
105
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115
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130
Pre Post
Cnt Exp
p<.001
PB-T d=.73
Preschool FIRST STEP Research Design
• RCT across Oregon and Kentucky § Targeted 1 at risk student per class § 3 cohorts (2009, 2010, and 2011) § Randomized 128 of the 149 eligible
children § Baseline data collection § Randomization • First Step to Success • ½ day training and wait list control § First Step to Success § Post-test data collection
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 19
Preschool First Step Results: Process
• Adherence § 95% of core components implemented
• Satisfaction § Teacher (M = 4.36; 5= point scale) § Parent (M = 4.36)
Figure 1: Teacher-Reported Social Skills
130
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90
80
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60Baseline
Normative Range
Usual Care
Intervention
Post-Test
Mea
n SS
iS S
tand
ard
Scor
es
d=.91
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 20
Figure 2: Teacher-Reported Problem Behaviors
130
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90
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70Baseline Post-Test
Mea
n SS
iS S
tand
ard
Scor
es
d=.98
Normative Range
Usual Care
Intervention
Research Summary
• FIRST STEP is effective in: § Reducing negative behaviors § Increasing prosocial behaviors
• Effect sizes medium to large § Teacher rating of prosocial behaviors
showed the greatest effects
Suggestion: Download the Research PowerPoint on the Archived Webinars Page for more information about specific research.
FIRST STEP Next Presented Dec. 1, 2015
© Pacific Northwest Publishing 21
Goal: Consistency of Efforts
Behavior is taught by the coach. Behavior is reinforced in the classroom by the coach and teacher. Behavior is reinforced at home.
Not a Panacea
A powerful option for students who will not be successful without intervention Intensity of Intervention Varies by Student Some students may need a combination of procedures (e.g., If a child is at risk to cause harm to himself or to others, emergency procedures will need to be place alongside FIRST STEP Next). NOTE: Emergency procedures should be consistent with state and district guidelines and requirements.
FIRST STEP Next Presented Dec. 1, 2015
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