1. Secondary Behavioral Interventions What do we do if universal supports aren’t enough!

2. Universal (All Students) School-Wide Systems of Support 80% - 90% of Students Targeted (At-Risk Students) Individual & Small Group Strategies 5% - 10% of Students Intensive (High Risk Students) Individual Interventions 1% - 5% of Students Individualized, Function-Based Behavior Support Plans Intensive Academic Support School-based Adult Mentors Intensive Social Skills Training Parent Training and Collaboration Multi-Agency Collaboration (Wrap-Around) Alternatives to Suspension and Expulsion School-Based Adult Mentors (Check-In) Intensive Social Skills Training and Support Self-Management Programs Increased Academic Support and Practice Alternatives to School Suspension Effective Academic Support Teaching School-Wide Expectations Teaching Social Skills Effective Classroom Management Active Supervision & Monitoring in Common Areas Positive Reinforcement for All Firm, Fair, Corrective Discipline What if Universal Supports aren’t Enough?

3. Keep The 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

4. What it looks like… At Risk: Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language Tardy Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat Aggressive Not dangerous or violent May have low academic achievement Serious/Chronic: Danger to self and/or others Destructive

5. At-Risk Students In general… Poor peer relations Low academic achievement Difficulty adjusting to school environment Don’t earn many SW rewards Chaotic home environments Low self-esteem

6. Early Identification / Intervention: Who needs targeted interventions? At Monthly Meetings, EBIS Teams Review: Office Discipline Referrals- If 3 or more, provide intervention Teacher or Parent Request for Assistance Absences – If More than 5, provide intervention Visits to Health Room – If pattern, plan intervention

7. Targeted Interventions: Critical Features Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention that is function-based Adequate resources (admin, team) Student chooses to participate Continuous monitoring for decision-making

8. Examples of Targeted Interventions Behavioral Contracting Positive Referrals Adult or Peer Mentoring Advisory Classes Targeted Social/Emotional Curriculum Follow-Up (e.g., Second Steps with small group of struggling students) Check and Connect Check-in/Check-Out Programs such as The Behavior Education Program (BEP) or H. U. G

9. Check-In/Check-Out Programs Work Best For Students Who: Have more than a minimum number of referrals Have referrals across several different settings Are not dangerous to self/others Are Motivated by Adult attention

10. Overview: Check-in/Check-out Empirically supported strategy for reducing problem behavior Quick & easy Before school, before dismissal Regular setting and format (predictable) Positive contact Prompts, reminders, supports

11. Overview of Behavior Education Program (BEP) Elements Daily positive adult contact Check-in/Check-out system Daily report card - Increased attention to behavioral goals For all school settings Home-School partnership Collaborative team-based process

12. Overview: Behavior Education Clearly defined expectations/goals Daily prompts from positive adult Daily prompts at each class/activity Daily feedback from teachers and parents Additional support available on a daily and as-needed basis Daily Progress Report Increased opportunities for reinforcement and learning

13. Overview: All School Settings Daily Progress Report (DPR) All of student’s teachers/supervisors involved Need for staff buy-in, training

14. Overview: Home-School Partnership Parents meet with BEP team and student Parents sign behavior contract Parents review, comment and sign DPR

15. Overview: Positive Adult Contact Powerful protective factor for at-risk students First thing in morning, last thing before going home Encourage, motivate and help support student

16. School Readiness for BEP SW PBS in place Administrative support Faculty/staff buy-in BEP one of top 3 priorities for school year Stable school characteristics/environment

17. BEP Coordinator *”SOMEONE THE STUDENTS ENJOY AND TRUST”* Lead check-in and check- out Enter data daily Process requests for assistance Enthusiastic Gather graphs and extra info for meetings Lead meetings Maintain records

18. Establish the Referral Process What, Where, How long? Maximum capacity, wait list No more than 30 students Only 15-20 for elementary schools System for prioritizing students Process for graduating from program

19. BEP Cycle BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Crone, Horner & Hawken (2004)

20. Check in Central location Greet students Collect yesterday’s signed DPR Check bags/backpacks Provide supplies Record names, preparedness, yesterday’s DPR Reward for completing requirements Prompt to have a good day

21. What each student experiences at start of his or her school day: Greeted (positive, personal, glad to see you) Scanned (ready to go to class?) Readiness check (books, pencils, etc?) Gets BEP form ( prompt for positive interaction )

22. CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time SafeResponsibleRespectful Check In 2 1 0 Period 1 2 1 0 Period 2 2 1 0 Period 3 2 1 0 Period 4 2 1 0 Today’s goalToday’s total points Comments:

23. Giving Feedback Start each period off on a good note During period, attend to appropriate behavior (especially if it is a target behavior) Be specific Developmental considerations At end of period, review and explain DPR ratings calmly and objectively Be specific Do not engage student in debates over ratings Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points. End conversation immediately

24. Giving Feedback Praise all points, even if goal was not met Provide additional reward if student has a perfect period SW incentive, early out, etc… When ‘chunking’ periods… Consider age, task demands Each period is a fresh start

25. Check Out Move quickly Recognize student for choosing to come to check out Collect a copy of the DPR Reward if daily goal has been met Prompt for a good day tomorrow

26. H ello ~ U pdat e ~ G oodbye A check in/check out system that provides support for students experiencing challenging behaviors Reinforcement and positive attention from adults A team approach connecting school and home

27. Putting the Plan Together... Teacher/EBIS Team refers student to H.U.G. Coordinator Identify previous interventions Contact parent to share about H.U.G. Program and set team meeting H.U.G. Team shares information about the program and the student Identify attainable student goals Sign H.U.G. contract and obtain pre- intervention data

29. A positive, sincere greeting A check to see if child is prepared for the day (lunch ticket, materials, etc.) A check to learn how child is feeling Collection of HUG form signed by parents Verbal reinforcement A new HUG form Morning - Hello

30. Child gives HUG form to teacher Teacher and other staff rate student’s behavior for specified time periods Teacher offers brief comments to students about the ratings During the Day - Update

31. Student returns HUG form to HUG coordinator prior to last bell Student receives a positive, sincere greeting Review goal chart Provide reward and encouragement \ problem solve any areas of concern HUG forms go home End of the Day - Goodbye

32. HUG Coordinator  Signs HUG Contract  Facilitates check in- check out process  Provides positive feedback and rewards  Collects HUG forms and inputs data Teacher  Signs HUG Contract  Accepts HUG form  Evaluates students  Provides positive feedback Roles and Responsibilities

33. Parents  Sign HUG contract  Review progress with child daily  Provide positive feedback  Share concerns and celebrations with school Students  Sign HUG Contract  Follow all HUG Program guidelines  GIVE IT YOUR BEST!! More Roles and Responsibilities

34. Desktop/HUG Program documentation.doc

35. Review Data Regularly and Adjust Plan as Needed http://www.swis.org

36. What we’ve learned Data-based decision making does work The H.U.G. philosophy has become an integral part of how all staff works with every student With less or no dollars, it remains a priority Students are finding success across all boundaries in their lives

37. Critical Elements For Success Use data to look at the WHOLE child Find as many school staff as possible to celebrate ANY goal successes The check-in person MUST be positive and consistent Individualize plans and rewards with creativity, flexibility and authenticity

38. Student Rewards PRAISE, PRAISE, PRAISE Positive adult contact

39. Student Rewards Small reward for successful check-in On time Returned signed DPR Has all materials Filled out new DPR Small reward from teacher (SW currency, early out, etc…) for perfect periods Small reward/snack for successful check-out Being there in time to make bus Having DPR Met daily goal Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)

40. Graduating from the Program 80% or better for at least 4 weeks, on a daily basis Consult with teacher, team Meet with student to introduce graduation process Show data Explain how to use rating card/how to judge own behavior CELEBRATE! Talk with parent about graduation, how they can continue to support their child

41. Graduating from the Program Shift to self-management Teacher ratings = Student ratings Rewards for honesty and accuracy Rewards become contingent on good behavior Fade teacher ratings, rewards (not as much) Fade data collection

42. Graduating from the Program Monitor data CLOSELY Communicate with student, teachers

43. Why does Check-in/Check-out 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.

44. Why does Check-in/Check-out 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 morph into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress

45. Big Ideas Schools need different systems to deal with different levels of problem behavior in schools. Targeted group interventions like the BEP are efficient systems for supporting students at-risk for more severe forms of problem behavior. Up to 30 secondary students or 15 elementary students (depending on school size/resources) can be served using a targeted group intervention. Some students are going to need more intensive support than targeted interventions can provide.

46. Responding to Problem Behavior in Schools: The Behavior Education Program A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940 List Price: $25.00 www.guilford.com

47. "While I believe technology is extremely cool, the most powerful tool we have to help students realize their true potential is love.” Peter Reynolds, founder and CEO of FableVision http://www.youtube.com/watch?v=vr3x_RRJdd4