Targeted Interventions

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Targeted Interventions

• Iowa Behavioral Alliance Training
• Major portions of the following material were
  developed by George Sugai and Rob Horner
• OSEP Funded Technical Assistance Center
• www.pbis.org
• In conjunction with
• The Iowa Behavioral Alliance (An Initiative of
  the Iowa Dept. of Education)
• www.rc4alliance.org
• Jerome Schaefer
• jschaefer_at_nwaea.k12.ia.us
• School Psychologist
• Northwest Area Education Agency

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My homework is lost somewhere in my bookbag
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Some kids really dont know how to act their
age.
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• Major components of this presentation were
  developed by George Sugai and Rob Horner Of
  OSEPs Technical Assistance Center as well as
  Lori Newcomer of The University of
  Missouriwww.pbis.org

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In the next 90 minutes we will

• Define the key features of targeted interventions
  for at-risk students
• Review an example of an established targeted
  intervention (BEP)
• Self-assess our targeted interventions
• Begin to develop our targeted interventions

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Summary of PBS BIG IDEAS
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SW-Positive Behavior Support
Social Competence, Academic Achievement, and
Safety
OUTCOMES
Supporting Decision Making
Information
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Similarities Across all Three Levels

• Team-based decision-making
• Consensus around proactive strategies
• Ownership by those closest to kids practical,
  real
• Data-based decisions to guide interventions

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Emphasis on Prevention

• Primary
• Reduce new cases of problem behavior
• Secondary
• Reduce current cases of problem behavior
• Tertiary
• Reduce complications, intensity, severity
  
  
  
  
  of current cases

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Targeted Group Supports

• For Who
• For those students who exhibit difficulties
  despite proactive school-wide prevention efforts
• Likely to be student with both academic
  behavioral challenges
• Approximately 10 of school population

• Key Elements
• Daily monitoring and review with an adult
• Linked to School-Wide expectations
• Daily/Weekly home-school communication
• Build in self management strategies

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Important Themes

• Part of a continuum must link to school-wide
  PBS system
• Efficient and effective way to identify students
• Assessment - simple/short
• Intervention matched to presenting problem but
  not highly individualized

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Targeted Intervention - Stages

• Screening Identification
• Functional Assessment
• Intervention / Implementation
• Evaluation

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Screening Identification

• Routine review of individual student data (SWIS)
• Efficient teacher referral system
• Parent referral
• Assessment of risk factors

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Functional Analysis

• Is the problem behavior maintained by the need to
  avoid something? If so, what? Peers? Adults?
• Is the problem behavior maintained by need for
  adult attention
• Is the problem behavior maintained by the need
  for peer attention

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Intervention Implementationmultiple strategies

Once arriving at school Bryan will go directly to
his classroom.

• Proactive What environmental adjustments will be
  used to make the students problem behavior less
  effective?
• Educative What behaviors (skills) will be
  taught to replace or meet the same function as
  the students problem behavior and improve
  his/her ability to function more effectively?
• Functional How will consequences be managed to
  insure the student receives reinforcers for
  positive, and not problem behavior

Bryan will be taught strategies to use when being
bullied
Create a system to acknowledge Bryan when he
uses one of the strategies he has been taught
when bullied
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Evaluation

• Measurable student outcomes
• System to track students in targeted groups
• Regular review of data and modification of
  support as necessary
• Involve all key stakeholders

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Daily Data Used for Decision Making
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Daily Data Used for Decision Making
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Targeted Interventions

• Critical Features
• Continuously available
• Rapid access to intervention (72 hr)
• Very low effort by teachers
• Consistent with schoolwide expectations
• Implemented by all staff/faculty
• Function based
• Student chooses to participate
• Continuous monitoring

We are going to come back to this later
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Why Do Targeted Interventions Work?
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Why do Targeted Interventions Work?

• Improved structure
• Student is set up for success
• Increase in contingent feedback
• Program can be applied in all school locations
• Elevated reward for appropriate behavior
• Linking behavior support and academic support
• Linking school and home support
• Program is organized to become a self-management
  system

Remember these
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Why Do Targeted Interventions Work?

• Improved structure
• Prompts are provided throughout the day for
  correct behavior.
• System for linking student with at least one
  positive adult.
• Student chooses to participate.
• Student is set up for success
• First contact each morning is positive.
• Blow-out days are pre-empted.
• First contact each class period (or activity
  period) is positive.
• Increase in contingent feedback
• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be
  ignored or rewarded.

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Why do Targeted Interventions Work?

• Program can be applied in all school locations
• Classroom, playground, cafeteria (anywhere there
  is a supervisor)
• Elevated reward for appropriate behavior
• Adult and peer attention delivered each target
  period
• Adult attention (and tangible) delivered at end
  of day
• Linking behavior support and academic support
• For academic-based, escape-maintained problem
  behavior incorporate academic support
• Linking school and home support
• Provide format for positive student/parent
  contact
• Program is organized to become a self-management
  system
• Increased options for making choices
• Increased ability to self-monitor
  performance/progress

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An Example
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Behavior Education Program(Horner March)

• Elements of BEP
• Organization/Structure
• Identification/Referral
• Contract
• Basic BEP Cycle
• Functional Assessment
• Design of Support
• Data Collection and Decision Making

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Behavior Education Program(Horner March)

• Elements of BEP
• Organization/Structure
• Identification/Referral
• Contract
• Basic BEP Cycle
• Functional Assessment
• Design of Support
• Data Collection and Decision Making

I want you to think about these three
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Organization and Structure

• BEP Coordinator
• Chair BEP meetings, faculty contact, improvement
• BEP Specialist
• Check-in, check-out, meeting, data entry, graphs
• Together (Coordinator Specialist) 10 hours/wk
• BEP meeting 40 min per week
• Coordinator, Specialist, Sped faculty, Related
  Services
• All staff commitment and training
• Simple data collection and reporting system.

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?

• Do you have an organized or structured system to
  address the needs of students who are identified
  to be at-risk of academic concerns?
• Do you have an organized or structured system to
  address the needs of students who are identified
  to be at-risk because of social, emotional, or
  behavioral issues.

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Identification and Referral

• Multiple office referrals
• Recommendation by teacher
• Teacher Request for Assistance
• Recommendation by parent
• Time to action
• 30 min to 7 days (goal is lt 72 hours)

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?

• Do you have a system in place for identifying
  students who need targeted level interventions?
• Do you have a working referral system in place to
  deal with students displaying significant
  behavioral concerns?

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Contract/Agreement

• Agreement to succeed
• Student Student chooses to participate
• Parent
• BEP coordinator
• Teachers
• Contract may be written or verbal
• Better if written

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?

• Where do students fall in the equation?
• When do parents get involved?

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Daily BEP Cycle

• Morning check-in (Get BEP Form)
• Give BEP form to each teacher prior to each
  period.
• End of day check-out
• Points tallied
• Reward
• BEP form copy taken home and signed.
• Return signed copy next morning.

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What each student experiences at start of their
school day

• greeted (positive, personal, glad to see you)
• scanned (Ready to go to class?)
• readiness check (books, pencils, etc?)
• gets piece of paper (prompt for positive
  interaction)

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Daily Progress Report
Notice how it is connected to the SW-Expectations
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BEP Cycle
Daily
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Other Targeted Interventions

• Mentoring
• Study Skills/Academic Skills
• Social Skills
• Leadership Skills

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Getting Started(Never Stop Doing What Works)

• What targeted interventions do you have in place
  - academic and behavioral?
• Do you believe these are sufficient enough to
  meet the needs of our behaviorally at-risk
  students?

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Do you have targeted interventions in place as
defined by the critical features?

• YES - then complete the targeted intervention
  checklist to self-assess how you are doing
• NO - then todays the day to start

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What will you do for Targeted Interventions?

• Using the Critical Features of Targeted
  Interventions and the Why Targeted
  Interventions Work as guides, brainstorm ideas
  as to what targeted interventions might look like
  in your building.
• Identify the person(s) that would be responsible
  for coordinating the efforts of your targeted
  interventions and the person(s) that would
  coordinate the meetings and follow-up for
  students involved in targeted interventions.

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Can Targeted Interventions be successful?
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• Research Questions
• If we implement the BEP does behavior in the
  classroom change?
• If we implement the BEP does academic engagement
  time increase

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Participants

• Participants
• 5 sixth-grade students
• 2 receiving special education services
• Top 10 of office discipline referrals
• Identified using SWIS (May et. al., 2000www.
  SWIS.org)
• Problem behavior in the classroom gt10 of
  intervals observed
• Two students exited study
• One due to family move
• One due to low rates of problem behavior in
  baseline

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Dependent Variables

• Daily 20-min direct observations of
• Problem behavior - didnt follow rules or
  disrupted instruction
• Academic engagement
• Observed in the classroom in which they exhibited
  highest rates of problem behavior
• Peer comparison data

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Check-in/Check-outProgram Evaluation

• Kevin Filter, Moira McKenna, Elizabeth Benedict
• University of Oregon

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Purposes

• Determine if real schools can implement the
  check-in/check-out system with fidelity.
• Determine if students are more successful when
  receiving check-in/check-out support.

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Method/Process

• Three schools
• Elementary schools
• Received support from district PBIS coordinator
  (2 hour in-service)
• 17 students participated in the program
• Start school not on CI/CO
• Stay on CI/CO for at least four weeks.

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Method/Process

• Evaluators interviewed administrator, teachers
  and coordinator at school
• Evaluators observed students
• Evaluators looked at current records
• Evaluators examined office discipline referrals
  patterns (all schools using SWIS).

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Results

• Table 1 Composite Frequencies of Responses to
  Implementation Questions in the C/CTSC

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Check-in/Check-out Checklist
 
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Results (Average 45 reduction N 17)
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Results (Average 28 reduction N 17)
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Summary

• The three schools were successful in implementing
  the core features of the check-in/check-out
  program
• Family follow-up was the least consistent element
• Students had lower rates of office referral and
  minor infractions when they were on the
  check-in/check-out program.
• Only one student (1 of 17) had increased levels
  of office referral and/or minor infractions when
  he was on the program

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Check and Connect at Winston Campus in Palatine

• Craig Bowers, North Cook/DuPage PBIS Sub-region
  Coordinator
• Illinois

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Process

• Description of Winston
• What was done?
• When it was done?
• Who was involved?
• Faculty
• Students (11 individuals)
• What information was collected to assess impact?
  (before intervention/after intervention)
• Office Discipline Referrals
• Grade Point Average
• Results

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Social Skills Instruction

• Direct Instruction
• Skill based approach
• Social Problem Solving
• Strategy based approach
• Opportunistic Teaching
• Prompt students who have missed an opportunity to
  practice a skill
• Provide correction when skill is incorrectly or
  inappropriately demonstrated
• Debrief when student used inappropriate behavior
  in place of appropriate social skill

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Generalization Strategies

• Communication Communication Communication
• Coordinate classroom lessons connected to
  targeted group social skills
• Public posting, skill and skill steps
• Schoolwide
• Classrooms

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Results were better when
Monday Memo Skill of the Week Discussed Skill
of the Week during staff meetings Reinforcement
tickets weekly, skill connected to school-wide
expectations (include skill steps) Frequent
feedback to staff/student connected reinforcement
tickets School-wide video
Newcomer, 2004
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Mentoring

• Identify Students
• Data decision rule
• Teacher recommendation
• Function-based

• Identify Mentors
• Teachers
• Administrators
• Counselors
• Secretaries
• Cooks
• Custodians
• Volunteers

What kinds of kids might benefit from a mentoring
program?
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Establishing the Process

• Developing Teams
• (for targeted interventions)

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How does it happen?

• Through a commitment to supporting all students
  in a building, including those with problem
  behaviors.
• Through a building-based intervention team.
• Through the use of an effective problem solving
  process Functional Assessment
• Through the design of interventions that
  emphasize the creation of environments where
  students can experience success and progress can
  be built from there.

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Why establish a team?

• To provide a building-based system that will
  ensure supports are provided to students for whom
  school-wide practices have not facilitated
  success.
• To provide a structured problem solving process
  that will ensure effective intervention practices
  are implemented for each student or issue brought
  to the team.

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Why function based?

• Identify the events that reliably predict and
  maintain problem behaviors.
• Improve effectiveness and efficiency of behavior
  support efforts
• Professional accountability

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Function Based Support

• Motivation is avoidance - What does this tells us
  we might want to do for a targeted intervention?
• Motivation is attention - What does this tells us
  we might want to do for a targeted intervention
• Motivation is avoidance and attention - What does
  this tell us we might want to do

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How does it happen?

• Referrals are made to the team regarding
  academic, behavioral, social-emotional, or
  basic needs.
• Referrals come to the team through multiple
  avenues
• PBS Leadership Team
• Grade Level Teams
• Teacher Assistance Teams
• Teachers
• Parents

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This step helps us understand the problem before
we try to solve the problem
t
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When should it happen?

• When teacher reports indicate that a student is
  on the verge of failure, despite school-wide,
  classroom and targeted strategies and procedures.
• When school-wide data documents academic or
  behavioral problems that consistently distinguish
  a student from his or her peers.
• When existing interventions need to be more
  effective.

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Systems to Support Implementation Integrity

• Teaching
• Coaching and feedback
• Scripts for adults to follow
• Data Collection
• Follow-up support meetings
• Follow up data evaluation

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Why Do Interventions Fail?

• Bad data for decision making
• Unmeasurable outcome objectives
• Low quality plan
• Poor implementation of plan
• Lack of regular sustained monitoring
• Inadequate support for implementers
• Failure to implement/adopt function-based approach

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Summary

• Targeted interventions are
• Less time intensive, more cost effective.
• Best for low level problem behavior (e.g.
  talk-outs, minor disruption, task completion)
• Efficient because they use a similar set of
  strategies across a group of students who need
  similar support
• Effective because they focus on decreasing
  problem behavior in the classroom thereby
  increasing academic engagement and decrease
  office referrals

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Action Steps

• What are our current roadblocks for creating
  effective secondary level (targeted
  interventions)?
• What will we do in the next six weeks to move
  forward in developing targeted interventions for
  our school?

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Monitoring Progress
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Monitoring Progress