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10/30/2016
1
Structuring and Supporting Successful Programs for
Students with Emotional and Behavioral Disabilities
(EBD) and Chronic Problem Behaviors
November 2 and 3, 2016
Lisa Hoyt, Ph.D.
Bridget Walker Ph.D.
Welcome & LogisticsAll presentation slides are posted on the Sound Supports K-12 website (near the bottom of the Resources page on the left you will see From Conflict to Competence and the presentations and articles mentioned are found there):
http://soundsupportsk12.com/resources/
Be sure you have your clock forms submitted and paid for this morning.
Restrooms are out the door to the right.
Lunch Will Be At 12:00 Each Day – Light Breakfast Out Again Tomorrow at 8:00
We Will End Each Day by 4:00
Welcome & Warm Up!
Take a moment to answer these questions:
1. Who are you and what do you do?
2. What are you hoping to take away from
today’s session?
3. What are three things you believe are
essential to a successful program supporting
students with chronic behavior challenges?
Meet and Share
Introduce yourself to someone nearby that you don’t already know and take 1 minute to share your responses to the three warm up questions!
We will switch a couple of times so listen for the signal- then find someone new to meet!
Go for It!
Agenda Day 1
Participants will be Introduced to Key Practices of Effective Programs for
Students with EBD that includes:
Program Philosophy and Systems
Statement of Mission & Philosophical Framework
Re-EDucation Philosophical Framework
Nine Stage of Re-Education Part 1
Structures of the EBD Program
Nine Stages Of Re-Education Part 2
Classroom Structure and Predictability
Rules, rituals, routines
Classroom Structure Checklist
Agenda for Day 2
Participants will be Introduced to Key Practices of Effective
Programs for Students with EBD that includes:
Climate and Group Process
Transforming the Conflict Cycle to the Coping Cycle
Social Emotional Learning & Prosocial Skill Development
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Group ExpectationsBe Responsible
Be an active participant
Return promptly from activities & breaks
Clean up your table/area at end of each day
Be Respectful
Use technology to support today’s learning (be here now)
Use activity time well & meaningfully
Ask relevant/clarifying questions*
Be Professional
Enter discussion with an open mind and take a learner’s stance
Actively listen to and respond to one another’s ideas
Share the Air ( be self aware) in small and large group discussions
Allow think time for self and others before launching into discussion/activities
*“Your Turn” will provide a chance to ask individual or program specific questions of the presenters
(Hoyt & Walker, 2015)
The Three Tier Model Also Plays Out in Specialized Programs for Students
with Challenging Behaviors
The Three Tiered Model Exists
Even in Specialized Settings:
What Differs is the Frequency
and Intensity of the Supports
SWPBIS OutcomesImproving classroom &
school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for
students w/ EBD
Integrating academic &
behavior initiatives
A History of Poor Outcomes Cycle of poverty, school failure, antisocial behavior & criminality
(Walker, Ramsey, Gresham, 2004)
Ongoing problems with discipline and antisocial behavior increase as students get older (Bradley, 2008)
More academically capable, but fail more frequently (Bradley, 2008)
More than half (55%) drop out of school (Bradley, 2008)
Significant over-representation of children of color, while under identifying girls and students with internalizing issues (Hosp & Reschly, 2004)
Increasingly low overall social and emotional functioning that continues into adulthood (Wagner, 2003)
Ongoing Issues with Access to Quality
Services for Students with EBD
Shortage of highly qualified teachers with specific training & expertise (Henderson et al., 2005)
Teachers report being under-prepared and lack necessary training (Cook, et al. 2003)
Many program practices are inconsistent and utilize a punitive approach rather than strength based & proactive structures and interventions
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Ongoing Issues with Access to Quality Services for
Students with EBD
Programs lack use of evidence based practices (Johns & Guetzloe, 2008)
Programs have little access to mental health &/or behavioral support services (Wagner, et al., 2006)
Students participate in general education less than other types of disabled peers (Wagner, et al., 2006)
Students have lower participation rate in instructional activities than non-disabled peers (Bradley, 2008)
Activity #2
What are some of the issues that affect your ability to
support meaningful change and improvements in the
programs for students with EBD and related disabilities
that you work with?
Share with someone you have not yet talked with and
then we will check in as a large group.
How to Create Change that is
Meaningful and is Sustainable?
“You can’t mandate what
matters” (Fullan, 2007)
“Change is a journey not a
blueprint” (Fullan, 2000)
(Walker, 2015)
program
Program Philosophy & Systems
Structure
Climate & Group Process
Individual Programming:
Builds Academic and Social Competence
Statement of Mission and Philosophical Framework
Meaningful Family Development
Ongoin
g P
rofe
ssional D
evelo
pm
ent
Cle
ar
Refe
rral a
nd R
ein
tegra
tion P
rocess
Balanced Behavior Management
Group Meetings & Pro-Social Skills Development
Effective Instructional Style & Strategies
Scheduled High Levels of Engagement
Effe
ctiv
e C
risis Pre
ventio
n
Data
Base
d D
ecis
ion M
akin
g
Rule
s, Ritu
als, R
outin
esP
osi
tive R
esp
onse
s to
Feelings
& N
eeds
Meaningful Overall Assessment
Academic Accommodations and Modifications
Useful and Effective FBAs & BIPs
Culturally Relevant Supports and Interventions
Effective Therapeutic Supports
Elements of an Effective Re-EDucation Program for the 21st Century
© Bridget Walker & Frank Fecser
PEER-EBD Key Components of an
Effective Specialized Program
Program Philosophy &
SystemsStructure
Climate & Group Process
Individual Programming Builds Academic and
Behavioral Competence
(© Walker & Cheney, 2015)
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•Statement of Mission & Philosophical Framework
•Ongoing Professional Development
•Meaningful Family Involvement
•Clear Referral & Reintegration Process
Program Philosophy & Systems
•Balanced Behavior Management
•Effective Crisis Prevention and Intervention
•Schedule/High Level of Engagement
•Data-based Decision Making
Structure
•Group Meetings and Prosocial Skills Instruction
•Rules, Rituals, Routines
•Effective Instructional Style & Strategies
•Positive Responses to Feelings and Needs
Climate & Group Process
• Meaningful Overall Assessment (including transition)
• Academic Accommodations & Modifications
• Useful and Effective FBA & BIP
• Wraparound Supports as appropriate
• Culturally Relevant Supports and Interventions
• Effective Therapeutic Supports
Individual Programming: Builds Academic and Behavioral
Competence
( © Walker & Cheney, 2015)
Philosophical
Framework:
Programs that have a well
developed philosophical foundation
that is used as part of ongoing
decision making are more effective
than those who do not.
Provides a framework for decision
making, program development and
implementation.
(Cheney & Barringer, 1999; Fullan
2007; Senge, 2000)
Meaningful Philosophical
Frameworks…
Are strength based
Integrate and align with evidence based practices
Focus and unify the direction and approach of the
program
Provide a structure & foundation for problem solving
and decision making
Communicate focus and priorities of program to
stakeholders
Renton Academy
Renton Academy’s Mission
Renton Academy is a team of specifically trained teacher/counselors
who are passionate and committed to creating an environment where
learning abounds inside and outside the classroom. This effort is
made complete by our students, their families, and the surrounding
community. The Re-ED philosophy drives this venture, to build on
every student’s strengths and help them become a contributing and
participating member of our society.
Renton Academy is a public K-12 therapeutic school for students
with EBD in the Renton, WA school district that is founded in the
Re-EDucation philosophical framework.
Your Turn – Activity #3!
What is the Mission and Philosophy of your Program? Part 1
What is the mission or focus of the your classroom/program?
What is your program’s philosophical framework?
What aspects are critical to implement in YOUR work with the kids & families served in your program?
How are the mission and philosophy of your program shared with staff, students and families
Your responses do not need to be fully developed but can a list of ideas, bullet points, thoughts.
We will work with these throughout the morning.
Re-ED is:
Re-EDucation
for children and youth with
Emotional Disturbance
The Philosophical Framework of
Therapeutic Re-EDucation
Nicholas
Hobbs, Ph.D.
Founder of
Project
Re-ED
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Hobbs’ asked a different question…
Re-ED provides the framework for developing a program that can change the lives of our students.
We are here because we believe that we can
make a difference
Special
Education
Glass of
Water
The Roots of Project Re-ED:• A grant for $2 million in 1961 from NIMH, awarded to Dr. Nicholas Hobbs at Peabody
College
• Established two short term residential schools(in TN and NC)
• Funded a thorough program of controlled research
• 8 year demonstration project, with follow-up
What Re-ED Offers:
• The Re-ED philosophy, principles and practices have the unusual advantage of being
applicable to the broad spectrum of children and families, with the incredible range of
strengths and needs they represent.
• It also allows for the integration of a continuum of evidence based practices in a
manner that supports the growth and development of our children and youth.
Hobbs’ work in Re-ED laid the
foundation for evidence
based practices that have
emerged over the last 50
years
The Spirit of
Re-EDucation &
Teacher/CounselorsBy Frank Fecser, Ph.D.
Inadequately Trained &
Overwhelmed Teachers
EBD teachers enter the field through more alternative routes, have fewer years
of experience & are the most likely to be non-credentialed than all other special
educators (Billingsley, Fall & Williams, 2006)
Teachers report being under-prepared and lack necessary training to support
students with EBD (Cook, et al. 2003)
EBD teachers report greater stress and less job satisfaction than other teachers (Singh & Billingsley, 1996; Cross & Willlingly, 1994; Center & Steventon, 2001)
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Hire, Train, and Coach Excellence
within the Teacher/Counselors
T/Cs have a unique role
Primary change agents are those who spend the most time with the children
Integrates educational and therapeutic supports and interventions within one role
This concept has versatility and power to facilitate change…
Teacher/Counselors
Responsibilities
Create experiences of success
Experiential Education
Individualized Curriculum
Strength based programming
Alternative educational opportunities
Foster community
Service Learning Projects
Goal Groups
Field Trips
Family and Community Events
Find and embrace teachable moments
Willing to stop and indulge a child’s curiosity
Develop relationships of trust
Constant engagement –walking & talking TCs
Structure and Predictability
Consistent programming
Positive Meetings
Model healthy relationships
Cross Talking
Full Value Contract
Professional Learning Communities
Evaluation Teams
Classroom Team Meetings
Have Fun
(Fullan and Steigelbauer)
"Educational change
depends on what
teachers do and think -
it's as simple and as
complex as that."
Positive Key Relationships Can…
Students who build strong positive relationships
with school staff showed significant increases
in:
Academic Performance
Positive Social Interactions
Improved Parent Relationships
Student Self-Esteem
Work Completion
Sense of Safety at School
(Hawkins, Catalano & Arthur, 2002)
The Power of Key Relationships
Students who build strong positive relationships with school staff have significant long term reductions in:
Aggressiveness
Delinquency
School Drop-out
Substance Abuse
Court Adjudications
Suspensions and Expulsions
Academic Failure
Teen Pregnancy
(Hawkins, Catalano, & Arthur, 2002)
A strong positive alliance with school staff is a key aspect of the development of resiliency.
Culture of Questioning
Integration of emerging as well as proven evidence based practices
Response to Intervention (RTI) or Multi-tiered Systems of Support
(MTSS) drives problem solving and decision-making (Gresham, 2000;
OSPI 2006; 2015).
1. Is the student demonstrating growth and improvement?
2. Are we implementing the most effective program?
3. What does our data and our relationship with the student tell us
is the best next step?
4. Is what we are doing in the best interest of THIS child?
Willingness to challenge assumptions at the policy and practice levels
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Resources by Hobbs and others
around the Psycho-Educational
model
The 12 Principles of Re-EDucationWe are emotional beings who
need each other.
Growth can be enhanced. Today can be used to build
health.
TRUST is essential …
FEELINGS should be nurtured …
GROUPS are major sources of instruction…
COMMUNITIES’ benefits must be
experienced.
INTELLIGENCE can be taught …
COMPETENCE makes a
difference …
SELF CONTROL can be learned …
PHYSICAL experiences help us
define ourselves..
NOW is when life is to be lived
…
TIME is an ally when positive
changes are made in the life
of a child …
CEREMONY gives stability …
JOY should be built into each
day…
The constant challenge is to design a daily program so engaging, so varied and new, yet orderly and stable… so meshed with the growth of the child’s mind, so rich in human interchange… filled with success in matters small and large, so unconcerned with failure, so appreciative of individuality and of common purpose.. so joyous, so aware… that the disturbed child finds him or herself immediately committed to a new way of living at once more satisfying to him or herself, and more satisfactory to the people in his/her life.
- Nicholas Hobbs, Ph.D. the architect of Re-EDucation
Your Turn! Activity #4
Your Mission & Philosophy
Take a look at your mission statement and program philosophy
notes.
1. Is there anything you heard this morning that you would like
to capture or add to your mission/philosophy?
2. How does my/our current practice relate to the mission and
philosophy?
3. What is the starting point for you to bring this mission and
philosophy into reality?
Share with someone nearby
9 Psychological Stages of Therapeutic
Re-EDucation Supported by
Evidence-Based Classroom Practices for Classrooms
Serving Students with EBD
Based on the work of Nicholas Long, PhD
“From Re-ED Classroom to the General Ed Classroom”
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Learning Objectives
Participants will
Align the Nine Psycho-educational Stages of Re-ED to
current evidence-based PBIS practices
Understand typical behaviors in Tier 3 settings and
identify corresponding current evidence-based PBIS
strategies at each stage of the Reclaiming Journey
Connect the Nine Stages of student growth to the context
of Tier 3 settings and student movement toward LRE
Rose School-Four Year Study
1. Does the student progress through identifiable stages in the process of improving?
2. Does the student’s behavior present specific psychological, social, and academic issues at each stage?
3. What impact do these behaviors and stages have on the teacher?
4. Do each of these stages demand different teacher skills?
5. Can the teacher skills be identified and placed within a program in a sequential way to help students respond successfully to a psycho-educational program?
Spiral Model
of Student
Change
Time
Sta
ge
s o
f Im
pro
ve
me
nt
Behavioral and academic
changes are not conceptualized as linear
functions.
Learning evolves around
significant interpersonal
relationships.
The quality of the
teacher-student
relationship is critical
to the process of
student change.
10/30/2016
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The success of the student’s
Re-EDucation program is also
dependent on the stability of
his/her home and
community life.
Stage One: The Honeymoon
“This is the Best School I Ever Had!”
Student Behaviors
Checking Things Out
Observing
Determining The Social Order
Helping Behaviors
Clearly Communicate Your
Systems and Expectations
Build That Relationship!
Stage Two: Limit Testing
“I’ll Find Out How Far You’ll Go!”
Student Behaviors
Tests Authority
Splits Staff
Disruptive
Oppositional
Helping Behaviors
Avoid Staff Splitting
Establish a Safe and Predictable Environment
Good Limit Setting
Prompts and Cues
Differential Reinforcement
Stage Three: Active Resistance
“I’ll Make You Give Up, I’ll Show You My Worst!
Nobody’s Going To Help Me!”
Student Behaviors
Creates Conflict Cycles
Personal Attacks
Overtly or Passively Aggressive
Projects Blame
Helping Behaviors
Avoid Conflict Cycles
I Messages
Decode Behaviors
Use Effective Behavior Modification Strategies
Teach Personal Responsibility
Decoding...
“You think you know
what I said,
but what you don’t
know is,
what I said is not
what I meant.”
Helping a student connect what they are saying and doing to
what they are thinking and feeling.
What It Does...
•Teaches the ability to recognize specific feelings that drive inappropriate behaviors
•Conveys that talking about feelings and anxieties may not be as difficult as
anticipated.
•Builds confidence in the ability to manage feelings and behaviors and find
alternatives.
•If not done, feelings continue to fester and impede progress.
Long, Wood, & Fescer, 2001
Decoding is…
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Re-EDucation believes
that all behavior has
meaning and behavior
reflects underlying
needs. Our job is to
respond to both.
Beyond the tip of the Iceberg“I would rather be praised then
punished. I would rather be punished
than ignored!”
“I would rather look bad than stupid!”
First Three Stages:
Stage One-The Honeymoon
Stage Two-Limit Testing
Stage Three-Active Resistance
Your Turn – Activity #5
Think about stages 1-3… As a team discuss:
How does the structure of your program build the
meaningful relationships in Stage 1?
What systems are set up to ensure effective and consistent
limit setting for stage 2?
What system/structures are set up for team members to
debrief and productively plan around the extreme
behaviors found in Stage 3?
What would your team like to add to the program to
solidify integration into the program?
Stage Four: Beginning Trust and Achievement
“Gee, Maybe this Place is Different After All!”
“What Would Happen If I Did Try?”
Student Behaviors
Reaches Out
Right Attitude BUT the Wrong
Behaviors
Unrealistic Sense of Progress
Inconsistent
Helping Behaviors
Beware Rescue Fantasies
Clear Boundaries
Remain Objective
Define and Measure Progress
Concretely
Stage Five: Program Acceptance & Achievement
“This is My Class and I Am Proud Of It!”
“Wow! I Didn’t Know I Could Do That!”
Student Behaviors
Identifies With School
Feels Safe and Sense of
Belonging
Makes Social and Academic
Progress
Helping Behaviors
Fade External Rewards
Increase Expectations
Teach Pro-social and Coping
Skills
Use the Group
Social Skills Instruction
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Stage Six: Negative Personal Demands and Jealousy
“This Can’t Be For Real! You Don’t Really Care About Me!”
Student Behaviors
Retests Boundaries and
Relationships
Demanding
Anticipates Rejection and Afraid to Trust
Sabotages own Progress
Changes Emerge!
Helping Behaviors
Understand Dynamics of Closeness
DECODE!
• Set and maintain realistic boundaries
• Avoid overreacting to academic or behavioral setbacks
• Use group meetings-all types
• Shape, promote, cue and reinforce
Keep Professional Perspective
Life Space Crisis Intervention
Life Space Crisis Intervention
(Long, Wood & Fecser, 2001)
Uses a student crisis as an opportunity to create
insights about their chronic pattern of self defeating
behavior.
It helps an individual understand and cope with a
specific crisis that they could not handle effectively on
their own.
It is conducted by someone who is part of their
natural environment and takes place as soon as
possible after the incident occurs. Promoting positive
relationships
Promotes insight, personal responsibility, alternative
behaviors, and problem solving skills for students.
www.lsci.org for more information
Activity #6
Stages 4-6
How are you using data to evaluate growth?
How is your team growing and developing each other to support consistent boundaries and adding to the expectations as students are improving?
What kinds of groups are you currently running and what might you want to start/add to these?
Stage Seven: Clear Academic and Social Progress
“It is A Whole New Me and I Think I Like It!”
Student Behaviors
Intolerant of Needs
of Others
Judges Others Harshly
Ready for New Challenges
Successful/Falls Apart
Helping Behaviors
Reinforce Emerging Sense of Self Esteem and Competence
Encourage Independence
Prepare for Mainstreaming
Use Self-Management
Stage Eight: Separation and Regression
“I Am NOT Really Ready To Go!”
“See, I Am Worse Than Ever!”
Student Behaviors
Flooded With Anxiety and Fear
Panics and Regresses
Unable To Cope
Appears Worse Than Ever!
Helping Behaviors
DECODE, for the Underlying
Issues
Understand and Support The
Process of Letting Go
Stage Nine: Attachment and Sadness
“I Will Really Miss This Place, But I Can’t Wait For the Next Thing!”
Student Behaviors
Reminiscent and Nostalgic
Overwhelmed and Excited
Thankful and Sad
All At Once!!
Helping Behaviors
Ceremony and Ritual Rite of Passage
Help Find Closure
Reinforce and Support New Skills
Push Them From The Nest
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Time is an Ally
KS 9/22-5/31
1
2
3
4
5
6
1 12 23 34 45 56 67 78 89 100 111 122 133 144 155 166 177 188
Dates
Poi
nts
Ear
ned
Series1
Linear (Series1)
Your Turn – Activity #7
Think about stages 7-9…Focus is about re-integration into a less restrictive
setting:
Currently, how does your team determine that a student is ready for
transitioning to a less restrictive setting?
How does your program set the goal for transitioning out your programs
as the intention of the work?
As a team, how will the reality that students will have significant
behavior before being recommended for less services be communicated
to the faculty?
What ceremonies or rituals are currently in place to celebrate student
success?
What would your team like to add to the program to solidify the
transition and integration routines?
Lunch
