RESOURCES FOR USE WITH CHILDREN Academic and Behavioral Interventions

Tier I: Examples of Large Group Interventions Academic Problems Title 1 School-wide reading initiative (e.g., read one book) Behavior Problems  Implement a school-wide behavior management plan  Provide multiple and varied opportunities for students to respond to instruction.  Minimize transition time between activities.  Provide direct and immediate corrective feedback. Social Problems  Anti-bullying (psycho-educational programs)  Empathy training Emotional Problems  Teacher training to identify problems  Provide positive feedback  Establish “success” events

School Wide Behavior Support Targets only the most important behaviors.  Expected behaviors are clear and operationally defined.  Expected behaviors are positive (do) not negative (don’t do).  Often based on “catch them being good.”  Expected behaviors are posted and explained. Is generally a reward system.  Usually involves “tokens” or “tickets” to trade in for reward  Rewards must be something kids like that school can offer Is done at a school-wide level.  Anyone can provide the reward  Anyone can obtain the reward

Second Step Focuses on violence prevention. With training, this can be done by many different types of professionals. Research-based Curriculum Is available at levels from Preschool through Middle School.

Creating a Success Event Children’s emotional well-being is tied into their feelings of self-efficacy. By identifying what a child is good at and providing an opportunity to succeed, the child experiences success and increases feelings of self-efficacy. A school success event allows students to showcase their strengths in a positive manner. A classroom success event can be incorporated by allowing the children to investigate or address the learning experience in a way that they choose. The expectation must be obtainable by the student

Tier II: Examples of Small Group Interventions Academic Problems o Small group classroom work. o General education pull out programs o Para-professional assistance Behavioral Problems  Check in and Check out (CICO): additional structure, prompts, instruction, feedback, and acknowledgement (low-level probs.)  Stop-and-Think programs Social Problems  Social skills training programs (psycho-educational)  Self-esteem building programs Emotional Problems  Talking, feeling, doing game  Parent training groups  Group therapy

Check In Check Out (CICO) Expected behaviors are clear and operationally defined. Expected behaviors can be more explicit and targeted due to the smaller group size. Based on a reward system Constant feedback from the person providing the reward. Often involves a feedback form similar to a report card. Frequent observations are part of the process.

Social Skills Training Is best performed in a “social” environment (not individual therapy). Works with with children who are Emotionally and Behaviorally Disordered. Comes with the idea that the child is lacking a specific skill set. Types of programs include:  “Self-talk” training programs  Problem solving programs  Direct instruction programs

Social Skills Training: Techniques Coaching Modeling Rehearsal Feedback Reinforcement Goal setting Instructions Discussions Peer training Problem solving training Self-instruction Self-monitoring Self-evaluation Self-reinforcement

Talking, Feeling, Doing Game Developed to enable therapists to learn more about their child patient's psychological processes. Is nonthreatening. Proved helpful for shortening the therapeutic process. Must be conducted by a professional WITH SUPERVISION.

Parenting Resources

Tier III: Examples of Individual Interventions Academic Problems Direct Instruction (one-on-one) Computer-based Instruction Behavioral Problems  Functional Behavioral Assessment (FBA): Assessment for determining the Antecedent, Behavior, Consequence (ABC).  Behavioral Intervention Plan (BIP): Incorporates the FBA information into a behavioral plan [required prior to alternative punishment options for children with emotional disturbance. Social Problems  Psycho-educational therapy (ineffective outside of a group)  Peer support/ helper (especially good for children with developmental disabilities) Emotional Problems  Individual Therapy  Family Therapy

Building a BIP Includes:  Operationally defined problem behaviors.  Antecedent information on problem behaviors.  Positive procedures for redirecting behavior.  An intervention plan (rewards and consequences).  Procedures to teach positive replacement behaviors.  Methods of evaluation.  Criteria for success. Interventions target:  Antecedent  Behavior  Consequence

Peer Support/ Social Skills Use a model child to work with a target child. Peer support child must:  Be willing to be a peer supporter.  Receive training on what is expected.  Know who to go to in case they need additional help.  Must have skills themselves. Target child:  Must be willing to be supported and work with other child.  Should have mild problems.  Should not be exhibiting violent or criminal behavior.  Needs to have access to the peer supporter.

School-based Individual and Family Therapy Individual therapy  Working with only one client (can be multiple therapists).  Often referred to as individual counseling as well. Family therapy  Working with either part of or the entirety of a family.  Working with a group of individuals who identify themselves as family.  Can be provided in the schools given that all parties consent.  Usually provided as an after-school service.  Almost impossible to require as part of an IEP.