Secondary Behavior Interventions

ABRI

Terrance M. Scott, Ph.D.

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS

Who?

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Students per Number of Referrals

Secondary

Tertiary

Primary

High School Referrals• 1141 referrals• 476 students

What next?

SW PBS Team

(look for prediction and refer)

Student Support Team

(decision making for intervention)

data CICO

SST

HC

FBAFormal

FBAdata

dataC

lass

room

&

Aca

dem

ic

Suc

cess

data

data

Classroom and Instructional Management

Is Effective Instruction in Place?

Effective InstructionMust be present before moving to Secondary

• Specify goals and objectives – tell them what and why

• Modeling and demonstration• Proximity – keep them busy but not overwhelmed • Engagement - Questioning – opportunities to

respond• Prompting – reminders• Appropriate feedback – praise and

acknowledgement• Corrective feedback – academic and social

feedback

INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS

INEFFECTIVE PRACTICE

-

TESTING OUTCOMES

-

FAILURE

= osh = osh= osh

= osh = osh

Osh = ?

EFFECTIVE MODELS

EFFECTIVE PRACTICE

TESTING OUTCOMES

EFFECTIVE INSTRUCTION

= osh = osh= osh

Osh =

= not osh

= not osh = osh

RED SIDED RECTANGLE

SUCCESS

= osh

Respecting Others

WHAT YOU SAY TO OTHERSUse nice words and actions

Examples: please, thank you, may I, excuse meNon-Examples: put downs, name calling

HOW YOU SAY THINGSUse a pleasant tone and volume of voice

Examples: calm voice, quiet voice, explainNon-Examples: yelling, growling, arguing

WHAT YOU LOOK LIKEShow that you are calm and interested

Examples: open posture, nodding, eye contact, personal spaceNon-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists

• Select the least intrusive prompt necessary• Plan to fade

prompts• Try to first use

prompts as prevention

• Use prompts as first level of correction

Prompts, Cues, & Pre-corrects

Chris: prompts

Targeted Groups

Small Groups of Students with Similar Needs

Targeted Interventions

• Simple for teachers

• Can be used across a group of students

• Can be altered slightly for individualization

• Can be applied across the entire school

• Can be connected to home

• Can be monitored by school

Behavior Education Program(BEP)

(Check-in, Check-out Intervention)

Leanne S. Hawken, Ph.D.

University of Utah

Student Recommended for BEP

BEP Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

BEP CoordinatorSummarizes Data

For Decision Making

2 x Month BEP Meeting to Assess Student Progress

Exit Program

ReviseProgram

Basic 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

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 form (prompt for positive interaction)

Daily 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

Expectations for Teachers(Similar to Students on Contracts)

• Greet student • Provide feedback at predetermined times

– Rate behavior on the daily progress report– Explain rating to student

• Prompt appropriate behavior– “Tomorrow, let’s work on….”

Critical Features of BEP• Intervention is continuously available• Rapid access to intervention (72 hr)• Low effort by teachers• Positive System of Support

– Students agree to participate

• Implemented by all staff/faculty in a school• Adequate resources allocated (admin, team)

– Twice monthly meeting, coordinator

• Continuous monitoring for decision-making

Why does the BEP 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.

0

20

40

60

80

100

Perc

enta

ge o

f P

oin

ts

03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Progress ReportDate ________ Student _______________Teacher___________________

0 = No1= Good2= Excellent

Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands,

feet, and objects to

self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

School 1: Discipline Contacts Per Week Pre and Post BEP

0

0.2

0.4

0.6

0.8

1

1.2

1 2 3 4 5 6 7 8 9

Students

Nu

mb

er o

f R

efer

rals

by

Wee

k

Pre

Post

School 1: Discipline Contacts Per Week Pre and Post BEP

0

0.2

0.4

0.6

0.8

1

1.2

1 2 3 4 5 6 7 8 9

Students

Ave

rage

Dis

cipl

ine

Con

tact

s pe

r W

eek

Pre

Post

School 2: Discipline Contacts Per Week Pre and Post BEP

0

0.2

0.4

0.6

0.8

1

1.2

1.4

10 11 12 13 14 15 16 17 18 19 20Students

Ave

rag

e D

isci

plin

e C

on

tact

per

Wee

k

Pre

Post

School 1 Parent & Teacher Rating of BEP Acceptability 2004-05 (Median Score)

0

1

2

3

4

5

6

Behavior atSchool

ImprovesAcademic

Performance

Easy toParticipate

Worth Time &Effort

WouldRecommend to

Others

Student

Parent

Teacher

Effective Social Skills Instruction

Set-Up• Bring group together • Tell them why they are there

– To practice easy things that will help make friends and help you do well in school

• Tell them what will occur in group

• Try to engage students positively from the very beginning

2.3

Set-Up:Positive Engagement

Allow students opportunities to discuss and engage in a positive manner

1.6

Behavior Management

Point System

• listen:– look at the person who

is talking and stay quiet

• participate:– do what teacher tells

you to do

• freeze:– stop everything you

are doing

Behavior ManagementReinforce Positive Behavior

0.4

• specific praise• token points• group reinforcers

3.0

Behavior ManagementFuture Sessions: Review Rules

3.0

Lesson Components

• rule for when to use the skill– and for when not to use it

• set of useful skill variations

• natural examples

Model / Demonstrate

• model / demonstrate the skill– Teacher provides first model

and questions students to assess for understanding

– select competent and respected students and adults

– only the teacher models incorrect responses

– select examples from natural context

– at least two positive demonstrations of each example

Guided Practice• role play activities

– focus on relevant features – have student "think aloud"– teacher can provide

coaching during lesson– teacher may need to

prompt appropriate responses

– involve all members of the group by assigning tasks / questions

– have students self evaluate after activity

Review & Test• review essential rule for the day• test on untrained examples

through role plays• test each student as often

as possible (daily)• request demonstration

of skill whenever possible (verbally or role play)

• lesson homework

Promoting Maintenance and Generalization

• Strategies– Use naturally occurring examples

within role plays– Make training setting look/feel

like natural setting– Pinpoint activities in which

students are likely to engage– During training, include peers the

target students are likely to encounter in the problem setting

– Prompt students to display skill (Pre-Corrects)– Reinforce displays of skills in generalized settings– Enlist a variety of others to prompt and reinforce skills in

generalized settings

Doctoral Program In Behavior Disorders

Terry ScottProfessor and Distinguished University ScholarCollege of Education and Human Development

University of LouisvilleLouisville, KY 40292t.scott@louisville.edu

(502) 852-0576

For more information on past and future ABRI webinars, go to:https://louisville.edu/education/srp/projects/abri/trainings