Transcript Specialized Group

Secondary Interventions
Function-based Strategies to
Support At-Risk Students
Acknowledgements
• Rob Horner, Leanne Hawken, Rob March
• Fern Ridge Middle School, Clear Lake
Elementary, Templeton Elementary, …
Objectives
• To understand the components necessary for
secondary interventions
• To preview an example of a secondary
intervention: the Check-In Check-Out system
• To have the information necessary to
strengthen secondary interventions that are
currently in place in your school
What is a Secondary
Intervention?
•
An intervention (or set of interventions) known
by all staff and available for students during
the school day
•
Interventions that provide additional student
support in academic, organizational, and/ or
social support areas
Designing School-wide Systems for
Student Success
Academic Systems
Behavioral Systems
Tertiary Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Primary Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Tertiary Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Primary Interventions
•All settings, all students
•Preventive, proactive
Prerequisites
• Effective & proactive School-wide system in place
• Team-based problem solving
• Local behavioral capacity
– Functional assessment-based behavior support planning
– Social skills programming
– Behavioral interventions
• Administrator participation
School-wide discipline is…
1. Identify a common purpose and approach to discipline
2. Define a clear set of positive expectations and behaviors
3. Implement procedures for teaching expected behavior
4. Differentiate supports from a continuum of procedures for
encouraging expected behavior
5. Differentiate supports from a continuum of procedures for
discouraging inappropriate behavior
6. Implement procedures for on-going monitoring and
evaluation
Tier 2/3 Team membership:
Critical features
• Someone skilled in function-based assessment,
behavior support planning & implementation
• Someone skilled in data-based decision making for
individual student progress
• Administrator
• Staff who know the student(s)
• Family members
No heroes……. thanks anyway
• Do not try to provide support in isolation
• We do not want heroes,
– We want self-managers; work your way out of the
manager role
• It takes a team
• If you already know it, challenge yourself to
explain or teach it to someone else.
Create Templates for Tier 2
• Starting with a template makes frequent tasks
more efficient
– Form letter (document template)
– Business form
– Stencil
Defining Secondary Interventions at
your school
• Not all students require an intensive, individualized
intervention
• Basic rule: do the least amount to produce the biggest
effect!
• We can match students w/ pre-existing programs that
can address the function the problem behavior is serving
for a student
• Check-In Check-Out is a common, comprehensive Tier 2
Intervention framework
Tier 2: Small Group Intervention Examples
• Social Skills Groups
• Check In/Check Out
• Academic Support Groups
• Self-Monitoring Program
Think Functionally When Choosing
Interventions
• “Problem Behaviors” are functional skills
• Interventions must consider the purpose of
behavior (from student’s perspective)
• Seek a match from intervention menu for the
needs of each individual student
Requirements
• Secondary, individualized, small group
interventions
– Based on functional behavioral assessment
information
– Social skills instruction
– Behavioral programming
– Multiple opportunities for high rates of academic
success
• Daily behavioral monitoring
– Self and/or adult
• Regular, frequent opportunities for positive
reinforcement
–
–
–
–
Tangible to social
External to internal
Predictable to unpredictable
Frequent to infrequent
• Home-school connection
Other Strategies
• Behavioral contracts
• Adult mentor/monitor
• Secondary social skills instruction
– Problem solving
– Conflict management
• Self-management programming
• Academic restructuring
Critical Features
• Intervention is continuously available
• Rapid access to intervention (less than a week)
• Very low effort by teachers
• Positive system of support
– Students agree to participate
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
– Functional behavioral assessment
Critical Features
• Adequate resources allocated (admin, team)
• Continuous monitoring for decision-making
• Administrative support
– Time & money allocated
• No major changes in school climate
– E.g., teacher strikes, administrative turnover, major changes
in funding
• Plan implementation a top priority
Working with Schools Interested in
Implementing Secondary
Interventions
•
Provide Overview to Behavior Team
•
Provide Overview to all staff
–
•
Faculty vote
1-2 Professional development days for behavior team to
develop intervention to fit school culture
–
See BEP Development & Implementation Guide (Hawken, 2004)
for training content
•
After development, gather feedback from all staff on
format/structure
•
Ongoing coaching and feedback
Who is Appropriate for
Secondary Intervention?
APPROPRIATE
INAPPROPRIATE
–
Low-level problem
behavior (not severe)
– Serious or violent behaviors/
infractions
–
2-5 referrals
–
Behavior occurs across
multiple locations
– Extreme chronic behavior (6+
referrals)
–
Examples



talking out
minor disruption
work completion
– Require more individualized
support
 FBA-BIP
 Wrap Around Services
Which Schools Would Benefit
From a Secondary Intervention?
•
•
How many students does your school have in the
range of 2-5 referrals?
–
If > 10 students- secondary intervention may be
appropriate
–
If < 10 students- implement individualized interventions
The secondary intervention should be able to
reasonably accommodate 15-30 students/year
Conduct Brief Functional Assessment
Is the behavior
maintained by escape
from social
interaction?
Is the behavior
related to lack of
academic skills?
Escape Motivated
Secondary Intervention
Secondary Intervention
+ Academic Support
•Reduce adult
interaction
•Increase academic
support
•Use escape as a
reinforcer
Is the behavior
maintained by peer
attention
Peer Motivated
Secondary
Intervention
•Allow student to
earn reinforcers to
share with peers
Implement Basic Secondary Intervention
Is it Working?
Is
Yes
•Continue with Basic
Secondary
Intervention
• Transition to selfmanagement
No
Conduct Brief Functional Behavioral
Assessment
•Where does the problem behavior occur/not
occur?
•Why does the problem behavior keep
happening?
•Develop summary statement of problem behavior
and meet with team to determine plan
Obstacles to Implementation
•
Administrator not on the team that develops the plan
and looks at data for decision making
•
Plan used as punishment rather than prevention
program
•
Plan coordinator lacks skills to implement the
program (e.g., behavior intervention, computer)
•
Schools expecting plan to solve all behavior
problems
•
Fitting plan and data evaluation into existing teams
Defining Secondary Interventions
at your school
• Not all students require an intensive, individualized
intervention
• Basic rule: do the least amount to produce the biggest
effect!
• We can match students w/ pre-existing programs that
can address the function the problem behavior is serving
for a student
• Check-In Check-Out is a comprehensive Secondary
Intervention
Reading Buddies
Homework Club
Lunch Buddies
Check out
Social Skills
Club
Access to adult attention
yes
yes
yes
yes
yes
Access to peer attention
yes
yes
yes
Access to choice of alternatives/activities
yes
yes
yes
Option for avoiding aversive activities
yes
yes
Option for avoiding aversive social peer/adult
attention
yes
Structural prompts for ‘what to do’
throughout the day
yes
At least 5 times during the day when positive
feedback is set up
yes
A school-home communication system
yes
Opportunity for adaptation into a selfmanagement system
yes
Secondary Intervention
Check in
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
Big Ideas
•
Schools need different systems to deal with different levels of
problem behavior in schools.
•
Secondary group interventions are efficient systems for supporting
students at-risk for more severe forms of problem behavior.
•
Up to 30 students (depending on school size/resources) can be
served using a secondary intervention.
•
Some students are going to need more intensive support than the
secondary intervention can provide.
Research Articles
Hawken, L. S. & Horner R. H., (2003) Implementing
a Secondary Group Intervention Within a SchoolWide System of Behavior Support. Journal of
Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and
contributions of functional behavioral assessment
in schools. Journal of Emotional and Behavioral
Disorders, 10, 158-70.
Manual on how to Implement the
BEP
Crone, D. A., Horner, R. H., & Hawken, L. S.
(2010). Responding to problem behavior in
schools: The behavior education program (2nd
ed.). New York: Guilford Press.