Presentation on theme: "Six Evidence Based Behavior Interventions Prior to or Instead of Behavior Plans Diana Browning Wright Diana Browning Wright, M.S., L.E.P. www.dianabrowningwright.com."— Presentation transcript:
1 Six Evidence Based Behavior Interventions Prior to or Instead of Behavior Plans Diana Browning WrightDiana Browning Wright, M.S., L.E.P.
2 Today’s PurposeReview six interventions likely to alter problem behavior without a functional behavioral analysis and a behavior plan. Learn when you can and cannot use these interventions and how to address the consideration of special factors. Diana Browning Wright, M.S., L.E.P.
3 Session Road Map7 Big Ideas: Before we begin the Tier II discussion, where does it fit?Tier II interventions and special education law, making sense of behavior impeding learning, BIPs and TiersThe Tier II interventions, what makes each evidence- based?Diana Browning Wright, M.S., L.E.P.
4 The Landscape of Today’s School-Based Mental Health Problems Externalizing ProblemsInternalizing ProblemsOppositional behaviorsConduct problemsDisruptive behaviorsHyperactivity/ImpulsivitySubstance abuseAnxietyDepressionTraumaSubstance abuseDiana Browning Wright, M.S., L.E.P.
5 Building a Pathway to Negative Life Outcomes Behavior and academic problemsReceive punitive discipline and have negative experiences in schoolDrop out of schoolUnemploymentPetty crimeGo to jailDiana Browning Wright, M.S., L.E.P.
6 Popular Yet Ineffective Treatments Making Restricitive Settings Work for Students with ED and StaffPopular Yet Ineffective TreatmentsTreatment/InterventionPunitive discipline -.13 to + .06Referral to outside counseling .00 to + .08Meeting with the student .00Analyze cognitive strengths & weakness .00Effect SizeDiana Browning Wright, M.S., L.E.P.All rights reserved to the authors: Cook and Browning Wright
7 Less Popular Treatments That Do Work Making Restricitive Settings Work for Students with ED and StaffLess Popular Treatments That Do WorkTreatment Effect SizePBIS + .90Mentor-based support +.60 toSocial emotional learning + .90Social skills training + .68Proactive classroom management + .81Formative evaluationgraphing + reinforcementSupplemental academic instruction to 1.50Behavior contract, self-monitoring > +.50Kavale (2005); Marquis et al. (2000); Cook, et al. (in press); Blueprints for Promising Treatments (1999)Diana Browning Wright, M.S., L.E.P.All rights reserved to the authors: Cook and Browning Wright
8 So Why Do We Persist With Non-evidence- Based Approaches in Education? Making Restricitive Settings Work for Students with ED and StaffSo Why Do We Persist With Non-evidence- Based Approaches in Education?Isn’t that doing the same thing over and over and expecting a different result? ~ Albert EinsteinIf you always do what you always did, you will always get what you always got ~ Moms (Janet) MableyDiana Browning Wright, M.S., L.E.P.All rights reserved to the authors: Cook and Browning Wright
9 RTI Occurs at All TiersProcess of documenting change in performance as a function of an intervention, and making decisions based on the student’s responseDiana Browning Wright, M.S., L.E.P.
10 RTI Occurs at All Tiers RTI is the practice of: Serving ALL students through continuum of careProactively identifying students who are at-riskMatching evidence-based interventions to student needFrequently monitoring student progress to make decisions with regard to an intervention or goalsCollecting treatment integrity data to make legally sound and valid educational decisionsDiana Browning Wright, M.S., L.E.P.
11 Response to Intervention Is a service delivery system frameworkNot a measurement system (e.g., CBM-DIBELS)Not an intervention or series of interventions (e.g., Read180)Not only reserved as a general education processDoes not cease once students are determined eligible for special educationDiana Browning Wright, M.S., L.E.P.
12 Like balancing a mattress on a bottle of wine The “7 Big Ideas”1. Multiple Tiers of SupportRefers to the service delivery logic of providing a graduated sequence of intensifying interventions in order to match services to student needWe are about to review Tier II default behavior interventions, but using them without a solid Tier I.Like balancing a mattress on a bottle of wineDiana Browning Wright, M.S., L.E.P.
13 Selected (SOME At-risk Students) Small Group & Individual Strategies Tier III Menu of Individual Supports for a FEW:FBA-based behavior intervention planReplacement behavior trainingHome and community supportsIN AN IDEAL WORLD:Menu of a continuum of evidence-based supportsIntensity of Assessment and SupportsTargeted/Intensive(High-risk students)Individual Interventions(3-5%)Tier II Menu of Default Supports for SOME:Behavioral contractingSelf monitoringSchool-home noteMentor-based programClass pass interventionPositive peer reportingSelected(SOME At-risk Students)Small Group &Individual Strategies(10-25% of students)Diana Browning Wright, M.S., L.E.P.Tier I Menu of Supports for ALL:School-wide PBISSEL curriculumGood behavior gameProactive classroommanagementThis graphic is not the same one as in bullying because the arrows have different content than what you see here,Tier 2 is different in bullying/victimsUniversal(All Students)School/class-wide, Culturally RelevantSystems of Support(75-90% of students)
14 The “7 Big Ideas”2. Evidence-based/scientifically validated interventionsRefers to idea that the interventions or supports implemented under an RTI model of behavior are supported by scientific research to improve student social and behavior functioningDiana Browning Wright, M.S., L.E.P.
15 What Is Scientifically Based Knowledge? Making Restrictive Settings Work for Students with ED and StaffWhat Is Scientifically Based Knowledge?Scientifically based knowledge is:ObjectiveRules out alternative explanationsInvolves direct measurementReliable and validKey: Independent replication by investigator who does not have a conflict of interestProvides us with confidenceMeta analysis are the highest level, with calculated effect sizes for the interventionDiana Browning Wright, M.S., L.E.P.All rights reserved to the authors: Cook and Browning Wright
16 The “7 Big Ideas” 3. Universal, proactive screening Refers to a systematic process of detecting a subset of students from the entire student population who are struggling behaviorally and are at-risk for experiencing a range of negative short- and long-term outcomesMultiple methods for universal screeningOffice referrals (but won’t catch internalizing disorders)Multiple gating system for externalizing/internalizingEasy to use Web-based system such as universal screeners at:Diana Browning Wright, M.S., L.E.P.
17 The “7 Big Ideas” 3. Universal, proactive screening All universal screening must be correlated with longer at-risk screeners such as Achenbach or BASC to produce reliable dataNote: You can’t make up your own, or go to “referrals” and have the same false positives and false negativesDiana Browning Wright, M.S., L.E.P.
18 Student Risk Screening Scale Student NameStealingLying,Cheating, SneakingBehavior ProblemsPeer RejectionLow Academic AchievementNegative AttitudeAggressive BehaviorsSUMBILLYSALLY12315JOHNNY16BEN6MELISSADIANAFRANK7Diana Browning Wright, M.S., L.E.P.9 or more = AT-RISK5 to 8 = ON THE RADAR4 or less = Not AT RISKThis screener is in the public domain, Drummond has said that it can be reproduced to many educators(not specifically stated to me, but in the literature). If you wish, I can get a releaseStudent Risk Screening Scale (SRSS; Drummond, 1993)
19 Why Universal Screening? Who wants “wait-to-fail” model of service delivery?Wait-to-dieE.g., mammogram, cholesterol checkIt is a prevention-oriented procedureGets good services in the hands of disadvantaged people (i.e., those in need)Evaluates quality of Tier I (universal system)Diana Browning Wright, M.S., L.E.P.
20 The ‘7 Big Ideas’ 4. Progress monitoring Refers to the practice that is used to assess students’ academic or behavioral performance and evaluate the effectiveness of instructionKey Concept: All Tier II and Tier III interventions require 3-4 weeks of implementation (4 data points) to evaluate the progress monitoring data to determine if the intervention should be maintained, modified, faded to Tier I or advanced to Tier IIIDiana Browning Wright, M.S., L.E.P.
21 What Are We Looking for in a Progress Monitoring Tool? General outcome measurePredicts overall emotional/behavioral functioningFeasible administrationEasy to implement in terms of time and costReliable and validConfidence in the scores obtained from the measureRepeated administrationCapable of being continually administered to track progressDiana Browning Wright, M.S., L.E.P.
22 The “7 Big Ideas” 5. Treatment integrity (i.e., fidelity) Interventions or supports being implemented in an RTI model for behavior should be implemented as intended to enable appropriate and legally defensible decision-makingKey: You can’t say the student didn’t respond, if you did not implement with fidelity!Diana Browning Wright, M.S., L.E.P.
23 Importance of Treatment Integrity Poorly implemented interventions compromises effectivenessFailure to collect data on treatment integrity leads to invalid decision-makingWhy did the student fail to respondPoor interventionOr a intervention implemented poorlyConsistency (every time) vs. accuracy (all components implemented)Diana Browning Wright, M.S., L.E.P.
24 The “7 Big Ideas” 6. Data-based decision-making occurs Refers to a critical element of the problem-solving process that entails consulting student response data in order to make decisions whether to intensify, keep in place, or remove particular interventions or supportsDiana Browning Wright, M.S., L.E.P.
25 Data-Based Decision-Making Intervention is implemented with fidelityIf no, do not make data-based decisionIf so, make a data-based decisionData-based decisionMaintain existing supportsModify existing supportsLower down a tierBump up a tierDiana Browning Wright, M.S., L.E.P.
26 The “7 Big Ideas” 7. Problem-solving Refers to the dynamic and systematic process that guides the Behavior Support Team’s behavior in(a) identifying the problem,(b) analyzing the problem,(c) developing a plan of action,(d) implementing the plan, and(e) evaluating the outcomes of the plan.Diana Browning Wright, M.S., L.E.P.
27 CautionThe following slides illustrate evidence-based Tier II interventionsImplementing these without the 7 Big Ideas will not produce the change you had in mind, e.g., fidelity will not likely occur, decisions will be as good as a coin tossUse these interventions as default behavior interventions BEFORE the behavior planDiana Browning Wright, M.S., L.E.P.
28 How Do Tier II Interventions Intersect With Special Education Law? If no IEP: Child Find issues may applyIf student is non-responsive to well implemented graduated sequence of interventions through 3 Tiers of interventions, evidence is there to suspect a possible underlying disability requiring comprehensive assessment to determine if the student has a disability under IDEA or 504 and is in need of“specialized instruction”contentmethodologyinstructional strategiesDiana Browning Wright, M.S., L.E.P.
29 How Does This Intersect With Special Education Law? If student has an IEP: “Behavior Impeding Learning of Student or Peers”?Not all students with at risk features from universal screening have impaired academic learning,But, all students with at risk features from universal screening have impaired social-emotional learning.Practice pointer: If behavior impedes learning, IEP team must specify strategies, including positive behavioral interventions strategies and supportsDiana Browning Wright, M.S., L.E.P.
30 If IEP, and Established At-risk on Universal Screener: Determine if behavior impedes learningYes, Maybe, or NoIf yes, specify Tier II supports in the IEP, establish monitoring frequency and write a goal (4-week decision points!)If maybe, discuss what would cause the behavior to rise to “impede learning” in IEP notes, write a goalIf no, (unlikely if picked up on the screener) remember to evaluate both academic AND social-emotional learningKey concept: For every need discussed in an IEP meeting, have a goal!Diana Browning Wright, M.S., L.E.P.
31 But Wait a Minute!Doesn’t every behavior that impedes learning need a BIP?Special education law specifically does not state a BIP is always requiredA BIP is one method of documenting positive behavioral interventions strategies and supports (supplementary aids) have been implementedTier II supports are also positive behavioral interventions strategies and supportsDiana Browning Wright, M.S., L.E.P.
32 What About Students With More Than 10 Days of Suspension and Risk on the Universal Screener? An FBA must occur for each suspension event if behavior was a “manifestation”A BIP will likely have been developed, or a rationale for why one has not been developed will be in the IEPA Tier II intervention can be included in the BIP if a BIP already is in placeIf no BIP in place, conclusion of FBA can be recommendation of a Tier II intervention or a TIER III interventionDiana Browning Wright, M.S., L.E.P.
33 Bear in MindSometimes Tier II interventions work better than a BIP (Tier III)!All students are entitled to a graduated sequence of evidence based interventions, inclusive of students with IEPs and inclusive of students in restrictive settings for E/BDDiana Browning Wright, M.S., L.E.P.
34 RTI in Action Across the Continuum Progress MonitoringProgress MonitoringDiana Browning Wright, M.S., L.E.P.Progress MonitoringUniversal screeningSpecial EducationClay cook and I made this graphicComprehensive Evaluation
35 3 Tiers w/in the Restrictive Setting Intensified Level I:Classroom-Wide System:SWPBS, token economy (points and levels) with motivation system (honors room/honors outings, boring room), Social skills training, social-emotional learning, proactive classroom management, good behavior game, self-governance meetingsIntensified Level II:Packaged Supports: Behavior contract, mentor-based, self-monitoring, school-home note System; small group social skills or social emotional learningIntensified LEVEL IIITherapeutic Interventions: Cognitive behavior therapy; FBA-based behavior support plan; wraparound services~50 to 60% of Students~20-25%~10-25%Diana Browning Wright, M.S., L.E.P.Clay cook and I made this graphic and it is in the LRP book we wrote
36 Myths about Interventions The Silver BulletOne Size Fits AllInterventions are found equally liked by all staffToo little time and not enough staffDiana Browning Wright, M.S., L.E.P.
37 Purpose of Tier II Interventions ~10-20% of students who continue to experience emotional and behavioral problems despite the implementation of TIER I supportsDetected as at-risk by universal screeningAim is secondary prevention, which is to reverse or reduce emotional and behavioral problemsPrevent harm or disrupt trajectory towards negative outcomesHelps create more orderly and safe learning environmentsDiana Browning Wright, M.S., L.E.P.
38 Selected HERE WE GO! (At-risk students) Classroom & small group Strategies(10-20% of students)HERE WE GO!Diana Browning Wright, M.S., L.E.P.
39 Evidence-based Tier II Interventions 1. Mentor-based support*e.g., Check in/Check out2. Behavior contracting*3. Self-monitoring*4. School-home note system*Dependent group contingency (one student earns for all)First Step to SuccessChoice-makingProgress monitoring combined with rewarding goal attainment*5. Class pass intervention*6. Positive peer reporting*Academic intervention to address skill deficitNoncontingent reinforcementSmall group social-emotional learning*Small group social skills trainingDiana Browning Wright, M.S., L.E.P.
40 See your SIM handout Diana Browning Wright, M.S., L.E.P. This graphic was made by Clay Cook, but we both use in our joint work, sometimesHe makes a graphic, sometimes I do. Do you want copyright release then?
41 Behavioral Contract AKA – Contingency contract Represents a negotiated agreement between a student and authority figuresBringing the student to the table to broker a dealSpecifies the contingencies under which each party must actComponents of behavioral contract:Description of expected behaviorsGoal statementList of rewards to earn for meeting goalsDiscipline for continuing to engage in problem behaviorSignaturesWho should attend the meeting:Parent(s), teacher, behavioral specialist, counselor, administratorDiana Browning Wright, M.S., L.E.P.
42 Differences: Effective & Ineffective Behavior Contracts Negotiated agreementDescribes what the student should doProvides a goal statementOutlines what the student will earn as a reward for meeting goalTeacher uses contract to precorrect and prompt behaviorNon-negotiatedDescribes what the student is doing wrongProvides no goal statementOutlines how the student will be punished if problem behavior continuesNo other adult follow- through with the contractDiana Browning Wright, M.S., L.E.P.
43 5 Steps to Implementing Behavioral Contracts 1. Arrange a meeting between the student and adultsWho should attend the meeting:Parent(s), teacher, behavioral specialist, counselor, administratorPurpose of the meeting:Not to condemn, reprimand, or remind the student of the wrongs in his way of behaving“We are here because things aren’t working for you or us, so we want to make a deal with you. You have something we want, and we have stuff that you want.”Diana Browning Wright, M.S., L.E.P.
44 5 Steps to Implementing Behavioral Contracts 2. Holding the meeting to negotiate and develop the behavior contractIntroductions and description of the meaning and purpose of a contract so the student has a concept and understanding of what a contract entailsThe introductions should not involve emphasizing what the student has done wrong, but rather that the current situation is not working for anyone and there is a need to work out a deal. The adults are willing to have the student have some say in what goes on instead of telling the student what to doIt is important to make it a big deal. Describe how a contract is essentially a legally binding deal.” Are you a person of your word? Do you keep your promises? I do!”Make sure to describe the contract in kid-friendly language so the student is able to comprehendDiana Browning Wright, M.S., L.E.P.
45 5 Steps to Implementing Behavioral Contracts Describe the alternative appropriate behaviors or social skills you would liketo see, and gather the student’s input to get him to commit to engage in4545 those behaviorsMake sure the student is actually capable of exhibiting the appropriate behaviors; therefore, the positive behavior or social skill is within the student’s repertoire and all that is needed is a motivational component that encourages the student to display the behaviors he already knows how to exhibitIf the student can’t exhibit the appropriate behaviors or social skills because he has not learned them, then time will need to be devoted to teaching the student how to exhibit them using a tell-show-do instructional approachDiana Browning Wright, M.S., L.E.P.
46 5 Steps to Implementing Behavioral Contracts Help the student identify rewards, activities, or privileges to be earned if he is able to hold up his end of the bargain by meeting the goalThis should be student-driven in that the student selects preferred items, activities or rewards that he will earn based on good behaviorAn important consideration is how frequently should the reinforcer or reward be earned?A good rule of thumb is to gauge how the long the student can actually delay gratification. This entails considering how the far the student can look into the future and wait. If the student can only think a day at a time, then he should be able to earn the reinforcer or reward on a daily basis. Generally, the younger the student, the more frequent they will need to be able to earn the reinforcer or reward.Diana Browning Wright, M.S., L.E.P.
47 5 Steps to Implementing Behavioral Contracts 3. Make copies of the behavior contract for all parties involvedEveryone, including the student, should have a copy of the behavior contractMake extra copies of the behavior contract just in case the student loses his copy. If the student loses the behavior contract, there is no need to lecture the student and/or discipline him. Instead, simply provide him with another one and continue implementing the steps.Diana Browning Wright, M.S., L.E.P.
48 5 Steps to Implementing Behavioral Contracts 4. Teacher implementation of precorrection and promptingPrecorrection involves the teacher reminding the student of the expectations outlined in the behavior contract prior to class beginning or transitioning to other activities under which the student has a history of exhibiting emotional and/or behavior problems; these precorrection gestures or statements are best delivered immediately preceding the context in which the behavior is expected and provide students with a reminder to increase the probability of successDiana Browning Wright, M.S., L.E.P.
49 5 Steps to Implementing Behavioral Contracts 4. Teacher implementation of pre correction and promptingThe prompting tactic consists of responding to incidents of the student’s problem behavior by cueing him to engage in the appropriate behavior or social skill outlined on the contract and reminding him of the reward to be earnedIf the behavior problem continues despite providing a few prompts, then the teacher should carry out the typical progressive discipline plan (for example, removal of privileges, reprimands, in-class time-out, office referral)Diana Browning Wright, M.S., L.E.P.
50 5 Steps to Implementing Behavioral Contracts 5. Follow-up to ensure fidelity of implementation and troubleshoot any problemsProblems to troubleshoot:Student isn’t interested in the rewardExperiment with other reinforcerss, ask the student to identify reinforcer, or have the student sample the reinforcerDiana Browning Wright, M.S., L.E.P.
51 5 Steps to Implementing Behavioral Contracts Student has to wait too long to get access to reinforcer (pay off)Allow the student to access reinforcers in shorter periods of time or deliver tokens that can be periodically given and exchanged for desired items/privilegesTeacher does not implement precorrection and promptingPerformance-based feedbackDiana Browning Wright, M.S., L.E.P.
52 Structured Mentor-Based Support Check in/Check OutCheck, Connect, and ExpectCheck and ConnectAssignment of adult mentor who provides unconditional positive regard and feedbackMultiple behavioral components:Behavioral momentumPrecorrectionPerformance feedbackPositive reinforcementGoal specification and attainmentDiana Browning Wright, M.S., L.E.P.
53 Simple Vs. Structured Mentoring Simple MentoringStructured MentoringMentor meets with the student once or twice a weekMentor is there to be a positive role model — doesn’t provide precorrectionCan handle significantly more studentsMentor meets with the student on a daily basisMentor precorrects problem behaviorDaily ratings of behavior performanceLimitations with regard to the number of students a school can handleDiana Browning Wright, M.S., L.E.P.
54 4 Sequences of Structured Mentoring 1. Check In2. Teacher Feedback by PeriodPositive greetingCheck for school readinessCutoff problems beforeReminder of expected behaviorsTalk about reward to be earnedGive student monitoring chartTeacher monitoringPrompts to engage in expected behaviorReminder of reward to be earnedNon-emotional feedbackDiana Browning Wright, M.S., L.E.P.
55 Sequence of Structured Mentoring 3. Check Out4. Parent feedbackPositive greetingDeliver praise/rewardProvide nonjudgmental feedbackAllow student to tabulate resultsDeliver consequences at home based on behavior at schoolProvide encouragement for a better day tomorrow, or,Celebrate successDiana Browning Wright, M.S., L.E.P.
56 Sample Daily Behavior Report Card Making Restricitive Settings Work for Students with ED and StaffSample Daily Behavior Report CardGoalsPeriod 1Period 2Period 3Period 4Period 5SafeRespectfulResponsibleTargettotalDiana Browning Wright, M.S., L.E.P.This is my chart2 = excellent (no problems)1 = good (1 one or two prompts, but desired behavior occurred)0 = unacceptable (three or more prompts, with no compliance)(Chart Diana Browning Wright)All rights reserved to the authors: Cook and Browning Wright
57 Empirical Support for Mentor-based Support Todd, A.W., Campbell, A.L., Meyer, G.G., & Horner, R.H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of Check in-Check out. Journal of Positive Behavior Interventions, 10,Hawken, L.S., MacLeod, K.S., & Rawlings, L. (2007). Effects of the Behavior Education Program on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9,Filter, K.J., McKenna, M.K., Benedict, E.A., Horner, R.H., Todd, A.W., & Watson, J. (2007). Check in/Check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education & Treatment of Children, 30,Lehr, C.A., Sinclair, M.F., & Christenson, S.L. (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the Check & Connect Model. Journal of Education for Students Placed at Risk, 9,Diana Browning Wright, M.S., L.E.P.
58 Self-MonitoringIncreases student’s self-management through structured self-reflection time points and self-recording of behavior according to pre-established goalsConsists of have a student systematically reflect on her behavior and record it on a chartTwo componentsSelf-observation (reflection of behavior over a certain amount of time) and self-recording (marking down on the chart whether behavior met or did not meet expectations)Diana Browning Wright, M.S., L.E.P.
59 Limbic System Leap first; then look! Paralyzing fears Responsible for: Diana Browning Wright, M.S., L.E.P.Responsible for:Emotions and motivations such as fear, anger, and sexual drivePleasure and satisfaction seekingFight or flight (survival responses)
60 Prefrontal Cortex What every teacher dreams about! At what age can we expect?Diana Browning Wright, M.S., L.E.P.Responsible for:Stop to think before actingWeighing the consequencesSelf-regulationDecision-makingModerating correct social behaviorOrientation towards the future
61 Why Self-Monitoring Works Students with behavior problems have deficits in self- managementEmbeds prompts and cues for self-reflectionIncreases their awareness of their behaviors and the consequences associated with themEnhances self-regulatory behaviors by activating pre- frontal cortexStudents are reinforced for engaging in expected behaviors, which allows them to learn and make the connection between appropriate behavior and positive outcomesDiana Browning Wright, M.S., L.E.P.
62 Making Self-Monitoring Work Combined with a reward component for meeting a preset goal to increase self-regulation and self-controlAdds value or meaning to recording behavior of the chartUse of technological device or natural breaks or transitions to prompt self-reflection and self-recording of behaviorThe student must comprehend the self-monitoring chartDiana Browning Wright, M.S., L.E.P.
63 Making Self-Monitoring Work Rest assured that teachers find this intervention to be the most acceptableTier II interventionEnhances independence and self-relianceLittle teacher timeViewed as more ethical and acceptable than other approachesDiana Browning Wright, M.S., L.E.P.
64 Candidate Students for a Self-Monitoring Intervention Students with:Behavior excesses (e.g., blurting out answers, calling others names, getting out of seat)Behavior deficits (e.g., not participating in class, failure to initiate social interactions)Externalizing behavior patterns (e.g., oppositional defiance, aggression, impulsivity)Internalizing behavior patterns (e.g., withdrawn, somatic complaints)Students whose problem behaviors occur with a certain degree of regularityDiana Browning Wright, M.S., L.E.P.
65 How to Do a Self-Monitoring Intervention Step 1:Identify what the student should be doing instead of the problem behaviorsCan be more than one thing:e.g., sitting in seat, keeping desk clean, respectful to others, following directions, participating in class, interacting with others etc.Make sure that student understands and knows how to perform the behaviors that are expected of herLink the behaviors to the specific performance goalsDiana Browning Wright, M.S., L.E.P.
66 How to Do a Self-Monitoring Intervention Step 2:Determine how frequently the student will self-monitor and record her behaviorsRule of thumb is the more times the problem behavior occurs, the more frequently students need to self-monitorCan have student self-monitor once every five minutes, at every natural break during the day, or twice daily (e.g., once before lunch and once at the end of the day)Diana Browning Wright, M.S., L.E.P.
67 How to Do a Self-Monitoring Intervention Step 3:Develop self-monitoring chart and decide how student will be prompted to self-monitorHave natural breaks in the class (e.g., recess, lunch, transition to library) prompt student to self-monitorUse of vibrating watches or clocks to trigger student to self-monitorComputer softwareStep 4:Develop a goal with the student, and identify the reinforcers the student will earn if the goal is metThis will make the chart take on value and become a currency that can be exchanged for desirable goodsDiana Browning Wright, M.S., L.E.P.
68 How to Do a Self-Monitoring Intervention Step 5:Start the self-monitoring interventionStudent will likely need reminders to self-monitor at the beginningTeacher conducts periodic honesty checks of the student’s recordingPut a slash (/) through the circle if you agree with the student and an X if you disagreeDiana Browning Wright, M.S., L.E.P.
69 How to Do a Self-Monitoring Intervention Step 6:Collect the self-monitoring chartsDetermine whether the student is complying with the intervention and meeting preset goalsProvide feedback to the student based on performanceDiana Browning Wright, M.S., L.E.P.
70 How to Do a Self-Monitoring Intervention Step 7:Data-based decisionLeave the intervention in placeStudent is responding, but not enoughChange the interventionIntervention is not workingStop the intervention (back to Tier I)Student responded adequately to the interventionDiana Browning Wright, M.S., L.E.P.
71 Diana Browning Wright, M.S., L.E.P. this is my work
72 School-Home Note System Establishes collaboration and consistency between school and home environmentsInvolves two-way communication regarding student performanceTeacher to parent and parent back to teacherEncourages parents to deliver consequences at home based on the student’s behavior at schoolParent can share information with school about outside stressors that may be impacting student behavior at schoolDiana Browning Wright, M.S., L.E.P.
73 Candidate Students for School-Home Note Students who are unaffected by typical school-based disciplinary consequencesReprimands, office referral, & loss of privileges don’t workStudents whose parents are open and willing to collaborate with the schoolStudents whose parents could benefit from learning effective parenting strategiesDiana Browning Wright, M.S., L.E.P.
74 School-Home Note Decision Tree BEHAVIORAL GOAL METYES - GOAL METNO - GOAL UNMETDiana Browning Wright, M.S., L.E.P.PARENT RESPONSECELEBRATE YOUR STUDENT’S SUCCESSENCOURAGE YOUR STUDENT TO HAVE A BETTER DAY TOMORROW (discipline)
75 Consequences Delivered by Parents Celebrating the student’s success (aim is to create positive contrast by making the student’s life more exciting, pleasurable, and/or fun)Access to privilegesComputer time, video games, talking on the phone, staying up later, hanging out with friends, TV timeReward with item or activityBuy-out of chore, money, invite friend over, play outside, after-dinner dessert, playing with toys, etc.Praise and positive recognitionDiana Browning Wright, M.S., L.E.P.
76 Consequences Delivered by Parents Encouraging a better day tomorrow (aim is to create negative contrast by making the student’s life boring, unpleasant, or introducing nothing)Discuss what went wrongApply loss of privilegesRemoval of TV time, computer, video games, playing outside, talking on the phone, or anything else that is considered to be funTask-based groundingHave the student perform chores that are outside of typical responsibilitiesGrounded until the chore or chores are completedDiana Browning Wright, M.S., L.E.P.
77 Diana Browning Wright, M.S., L.E.P. This is from our book
78 Class Pass Intervention CPI is for students who engage disruptive classroom behaviorWork may be too difficult, views class as boring, or simply doesn’t like a subjectAllow students to escape/avoid academic tasks for a pre-determined amount of time by issuing class passEngage in a preferred activity for a certain amount of timeDiana Browning Wright, M.S., L.E.P.
79 Class Pass Intervention Incentivize students to not use class passes by holding onto them and exchanging them for something even more desirable than escape/breakIt works because students:Can exercise choice by requesting a break with class passTolerance for academic work is increasedAre able to earn access to desired reward/activity based on staying in the presence of the difficult, boring, or frustrating academic taskDiana Browning Wright, M.S., L.E.P.
80 Guidelines for Class Pass Reward for a saved pass: Example of a Class PassFRONTBACKGuidelines for Class PassIf you use the pass…1. Choose a time when you need to step out of the class.2. Fill out one of your passes.3. Show pass to teacher.4. Walk to ____________________.5. Have adult where you walked initial pass on your way back to class.6. Enter class quietly.7. Join classroom activity.If you save the pass…Earn a reward!!!!!!!CLASS PASS# ______Name: ________________Time: __________Where to?: ___________________Initial: __________Diana Browning Wright, M.S., L.E.P.Our graphicsReward for a saved pass:____________________________________________________________________________________________________________________________________________
81 Class Pass Intervention Steps Meet with the student to teach them the CPI and how to appropriately request a break using the class passIdentify a spot where the student can break and engage in a preferred activity for 3 to 7 minutes (this depends on how long staff are willing to accept)Determine the rewards and/or privileges that can be earned by saving the class passes (make it such that the more passes means the better the reward and/or privilege)Diana Browning Wright, M.S., L.E.P.
82 Class Pass Intervention Steps Give the student a predetermined amount of class passes (anywhere from 3 to 5)When implementing the CPI, provide prompts to the student to use the class pass if you see him beginning to engage in problem behaviorMonitor and track the effectiveness of the interventionGive the student feedback about how he is doingDiana Browning Wright, M.S., L.E.P.
83 Positive Peer Reporting Designed to enhance the social status and interaction skills of peer rejected or isolated youthCan also be used to alter a negative peer ecology that is characterized by put downs, tattling, or aggressive behaviorThe intervention rewards youth for providing genuine and specific positive peer reports about a target student who is peer rejected or isolated youthThe target youth is identified as the “MVP”Diana Browning Wright, M.S., L.E.P.
84 The MVP (Most Valuable Person) MVP is the student in the class who is identified to be the recipient of positive peer reportsRig it to make it look like the selection of the MVP was a random process (e.g., pick name out of a hat)The student will remain as the MVP for a minimum of two days to a maximum of a weekThe teacher will select a new MVP each weekThe name of the MVP should be prominently displayed in the class for the other students to seeDiana Browning Wright, M.S., L.E.P.
85 Preparing for Positive Peer Reports Targeted/Tier II Positive Behavior SupportsPreparing for Positive Peer ReportsMust teach students how to give positive peer reports (PPR) (compliments)Positive peer reports consist of talking about what the MVP:Did (behaviors)Said (verbal interaction)Achieved/earnedPositive reports can be done directly or anonymouslySecondhand compliments are often more powerfulFind a time to solicit positive peer reports5 to 15 minutes of class timeIdentify the class rewards that can be earned and method of tracking progress toward goal attainmentDiana Browning Wright, M.S., L.E.P.OH SST Region 13
86 Class-wide Systems to Cue, Shape, and Model Behavior: Strategies for Teachers “Pit Crews” as a PPRUse peers to support student with problem behavior?Diana Browning Wright, M.S., L.E.P.+These graphics I madeSource:
87 Emotional Problem or Behavior Problem? Emotionally driven problemsPoor emotional control is at the root of the person’s problemPerson gets upset easily and engages in regrettable, problematic behaviorsBehavior problemsPerson engages in risky, harmful, or disruptive behaviorsPerson’s values or beliefs are maladaptive and result in problems for self and othersDiana Browning Wright, M.S., L.E.P.
88 CBT for 2 Classes of Mental Health Problems Externalizing BehaviorsAggressionPoor self-controlImpulsivityGuiding self statements (“Stop, Think Act”)Positive self statements (“You can solve this problem.”)Problem-solving skillsAccurate interpretation of social eventsRelaxation training (controlled breathing, meditation, progressive muscle relaxation)Thick reinforcement for using skillsDiana Browning Wright, M.S., L.E.P.My chart
89 CBT for 2 Classes of Mental Health Problems Internalizing BehaviorsDepressionSchool refusalSeparation anxietyGeneralized anxietySpecific phobiasSocial phobiaObsessive Compulsive DisorderRecognition of faulty cognitions (“I can’t go in that elevator.” “Everyone will laugh at me when I give my talk.”)Positive self statements (“I can handle this.” “I know that’s just my anxiety telling me lies.”)Relaxation trainingModeling, role-playing, reinforcement for using CBT skillsExposure to a hierarchy of anxiety- producing situationsDiana Browning Wright, M.S., L.E.P.My chart
90 Small Group Social Skills or Social Emotional Skills Training Group of 3 to 5 students who lack either social skills or social-emotional skillsCan’t do problems vs. won’t do problemsSocial skillsActive listening, taking turns, sharing, being on time, waiting patiently, etc.Social-emotional skillsEmotion regulation, coping skills, empathy, resiliency, problem-solving, attention trainingDiana Browning Wright, M.S., L.E.P.
91 Thank YOU for all you do for kids! Feel free to contact me if I can be of further assistance:Diana Browning Wright(626)Diana Browning Wright, M.S., L.E.P.