Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June.

Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June 25-28, 2012 Howard Muscott, Ed.D. & Eric Mann, LICSW NH Center for Effective Behavioral Interventions & Supports www.nhcebis.seresc.net hmuscott@seresc.nethmuscott@seresc.net; emann@seresc.netemann@seresc.net Part 1: Nomination & Activation of Students in Need of Tier II Targeted Interventions & Supports

Agenda for Day 1 and 2 1.Welcome, Intros and Preview 2.Brief Review of Tier 1 3.Readiness for Tier 2 Systems 4.Building a Tier 2 Team 5.Nomination & Activation of Tier 2 Supports for Students a)Teacher Nomination b)Behavioral Indicators and Cut Scores c)Systematic Screening 6. Post-Screening Process: Activation of Supports

Outcomes for Days 1 and 2 1. To learn the systems features of Tier 2 behavioral supports 2. To learn about how to find the ‘right’ students for Tier 2. Nomination & activation of students at risk using: 1) Systematic Screening 2) Behavioral Indicators and Cut Scores 3) Teacher Nomination/ Responsiveness Inventory 3. To learn a post-screening process for activation of supports

Behavior Expectations Begin on time; end on time Cell phones on vibrate/silent If you need a movement break, take one Be aware of the distractibility of others Respond quickly to signal for attention Team Activities: Select a Facilitator and Time-Keeper Others?

Responsiveness to Intervention (RtI) Batsche et al. (2006) RtI is defined as: “the practice of providing: (a) high-quality instruction and interventions matched to student need, (b) monitoring progress frequently, and (c) applying child response data to important educational decisions.”

Fundamental RtI Philosophy: When students have met criteria for ‘non-response’ to interventions, it is the intervention that must be changed if likelihood of achievement is to increase. This applies to academic, social, emotional and behavioral supports.

Implementing a Systematic Approach: One System -- Not Twenty 1. Multi-tiered continuum of support. 2. Data-driven decisions throughout. 3. Practices implemented with fidelity that encourage positive behavior and discourage repetitive concerning behavior. 4. Systems that decrease staff stress and support staff to implement practices with fidelity. A systematic approach to behavioral support:

Guiding Principle: Social-Emotional Skills and School Achievement are Linked To improve the academic success of our children, we must also improve their social success. Academic and social failures are reciprocally and inextricably related. As a result, systems to support social and emotional skills and literacy should be integrated.

Positive Behavioral Interventions and Supports as Response to Intervention Muscott & Mann (2007) PBIS is a systematic framework for improving social, emotional, behavioral and learning outcomes for children in K-12 schools. PBIS uses a set of evidence-based system-wide and individualized strategies to effectively prevent and respond to problem behavior. PBIS is a strategic approach in which teams use effective group processes and data-guided decision-making to achieve desired outcomes.

Essential Beliefs of PBIS as RtI for Behavior 1. Belief that it is never too late to support behavior change. 2. Belief that academic and social-emotional successes are interconnected. 3. Belief that behavior should be taught. 4. Belief in using science and data to support practices and decision-making. 5. Belief in youth engagement and voice. 6. Belief in family engagement and voice.

Which can be embraced by faculty, administration, students, families, and community members initially with Words which develop into Actions or Behaviors and then become Habits through Practice to ultimately form Climate or Culture Supporting systemic change in a school community is a long-term journey that begins with dreams and ideas

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior PBIS Support Systems Outcomes

School-based Intensive Supports Coordinator Mann & Muscott (2007; 2010) Links to Wraparound-NH Facilitation Links to Community-based Supports Links to Regional Multi-Disciplinary Teams Intensive Behavior Support Plans and Crisis Intervention TIER 1: Effective Academic and Social Instruction Practices School-wide and Classroom Behavioral Systems for Prevention and Early Response Nomination and Activation Procedures including Screening High Rate Positive Teacher: Student Contacts Effective 2-Way Home-School Communication TIER 2: Efficient Systematic Interventions (e.g., TCCE; Simple Behavior Plans) for Students Non-Responsive to Tier 1 Supports Array of Evidence-Based Group Interventions Addressing Prevalent Functions of Behavior; Available for Students Non-Responsive to Tier 1 and Early Tier 2 Supports T IER 3: Individualized Behavior Support Planning (Functional Assessment and Intervention Planning) For Students Non-Responsive to Tier 1 and Tier 2 Supports Tier 3: School & Community- Based Intensive Supports

A 3-Tier Approach Tier 1, primary prevention, is designed to address the whole population While applied to the entire student body, the emphasis here is on reaching the approximately 80-90% of students who do not have serious behavior problems or mental health needs The purpose of universal strategies is to maximize achievement, deter problem behavior, and increase positive peer and adult interactions

Tier 1 Primary Prevention Universal Approaches 10. Data-Based Decision Making 4. Schoolwide Expectations for All Locations 3. Communication with Staff and Families 8. Responding to Problem Behavior 6. Teach Expectations in Locations 7. Recognize Students for Exhibiting Expected Behaviors 1. Universal Team and Processes Muscott & Mann (2006) 5. Classroom Management 9. Systematic Screening 2. Youth Leadership

A 3-Tier Approach Tier 2, secondary prevention, is aimed at the roughly 5-10% of students considered at risk for developing behavioral disorders or mental illness. These students enter school with risk factors and are usually non-responsive to universal (Tier 1) prevention strategies alone.

Team Activity Who: Teams What: Assess Tier I functioning using ‘Action Plan for Sustainability’ Time: 15 minutes Report Out: 5 minutes

“Insanity is engaging in the same process over and over, and expecting different outcomes.” Albert Einstein

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective 7. Data-Based Decision Making 4. Nomination & Activation Processes 3. Communication with Staff and Families 6. Targeted Group Interventions 5. Simple Behavior Plans & Function-Based Perspective Muscott & Mann (2009) Universal Primary Prevention District-wide Administrative Team 1.Tier 2 ProblemTier 2 Problem Solving Team and Processes 2. Aligning Tier 2 Team with System

Understanding Behavior Before getting into Tier 2 Features, it is important to spend a few minutes on why problem behaviors occur. The next slide won’t cover EVERY reason for behavioral output, but it explains what underlies most behavioral concerns we see in schools. At tier 2, it is not about providing higher levels of punishment or aversive consequences, it is about providing the right supports.

3 Big Ideas for Understanding Behavioral Concerns: 1. Skill Deficits 2. Function of Behavior 3. Stress Awareness and Management 22

Skill Deficits Academic Skill Deficits impact social- emotional functioning. Social-emotional Skill Deficits impact academic functioning. Either can be the catalyst to behavioral output.

6-minute Table Discussion: 1. Select a timekeeper and facilitator. 2. Discuss each of the following questions for 3 minutes: 1) How does your school address or attempt to solve academic skill deficits? 2) How does your school address or attempt to solve social-emotional skill deficits? Be ready for signal for attention.

“ To Get” (gain access to) “To Avoid” (escape from) Attention Activity/ Task Tangible Sensory Function of Behavior: ‘To Get or Avoid’, that is the question 25

How Would Identifying Function Influence a Behavior Plan? Example: 3 students consistently disrupt class and are sent to the office: Jen: Occurs at 10:30; she meets a friend who has a job in the office (Maintained by what ‘function’?) Chad: Occurs when assigned a writing task; goes to ISS – sits quietly till end of class (Maintained by what ‘function’?) Joe: Occurs sporadically; spends at least 15 minutes ‘processing’ with Assistant Principal (Maintained by what ‘function’?) How could knowing function influence behavior support practices with these 3 students? 5-Minute Group Discussion 26

STRESS Impacts Behavior 27

Managing Stress Mann, 2012 Behavioral Output can be seen as the result of: 1. What an individual experiences as stressful (different for everyone). 2. To what degree (volume and intensity) the person’s stressors are present. 3. The person’s skills in stress awareness and stress management. Presence of Stressors + Stress Management Skill Behavioral Output 28

10-minute Table Discussion (Address the following for 5-minutes each) 1. What are possible stressors that children in your school are experiencing?: 1) In the classroom. 2) Carrying into school with them. 2. What are some of the stressors that adults are experiencing?

Tier 2 Mantra: ‘Urgency plus Patience’ A sense of URGENCY is catalyst for change. If you aren’t feeling anxiety about a need to change or to improve your approach, you probably won’t. And PATIENCE is also needed. The development of multi-tiered systems and practices takes time. Urgency without Patience often leads to failed or false starts, to disappointments, and to loss of energy. Patience without Urgency often leads to foot- dragging, inaction, complacency, and lack of real change.

With a Patient Approach, A Tier 2 Timeline Could Be: Summer thru October, 2012 = Organize the team: Establish Team membership Establish Team mission Establish Team process November thru January, 2012 = Organize systems for student nomination Design initial interventions (e.g., TCCE; Simple Behavior Plans) Brainstorm likely Group Interventions February thru April, 2012 = Pilot initial interventions (e.g., TCCE; Simple Behavior Plans)

Patient Approach Timeline April thru June, 2012 = Plan and Implement a screening event Practice a post-screening process Use the data to inform needs for group interventions Use data to inform classroom and support configurations for next year September, 2013 = Be ready with Tier 2 systems and practices Have systems ready to address individualized plan development for students with intensive/comprehensive needs (Tier 3) October/November, 2013 = Implement screening or responsiveness inventory; implement post-screening process; activate interventions for 4-6 week Tier 2 sessions for at-risk students.

5-Minute Table Discussion 1. Discuss your reactions to the idea of ‘Urgency and Patience’. 2. What are your thoughts and concerns about having a patient timeline?

Tier 2 Requires: Expertise Find the ‘right’ students Understand social-emotional skills and behavior Design and deliver effective interventions Systems support: Time, Space, Priority Administrative and Faculty Commitment and Involvement

Tier 2: Basic Features 1. Effective Team Process 2. Serve the ‘right’ students 3. Have group interventions ready and implement with fidelity 4. Use data to evidence success 5. Use data to drive decisions 6. Know when supports must be individualized and/or more comprehensive (refer for plan development to folks with expertise)

Tier 2 Team Readiness 1.Tier 1 system is in place. 2.Tier 2 Team has full administrative and staff support; administrator(s) and staff understands team’s purpose. 3.T2 Team is well-constructed: People and Skills. 4.Team understands its purpose/mission. 5.T2 Team understands function-based perspective. 6.T2 Team develops Tier 2 interventions. 7.T2 Team is ready coach staff in interventions. 8.T2 Team is able to distinguish between students needing Tier 2 and Tier 3 Supports.

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective Muscott & Mann (20079 DATA SYSTEMS PRACTICES Universal Primary Prevention SAU/District-wide Administrative Team 1. Tier 2 Team and Processes

A systems approach to meeting the needs of students at risk Begins with an Effective, Efficient and Representative Team!

Steps for Implementing Tier 2 Systems in PBIS-NH 1. Create a Tier 2 support team a) Membership b) Identify coach(es) c) Identify norms and processes d) Identify Mission

Tier 2 Behavior Support Team Requires Multiple Forms of Knowledge Knowledge about the Setting Knowledge about Behavioral Theory Knowledge about the Student Adapted from Horner (2006) Knowledge about Data-based Decision Making Knowledge about Coaching Knowledge about Mental Health Knowledge about Families

Possible School Roles Represented in a Tier 2 Team (T2 Teams Typically Have 4-6 Members in a small to average sized school; 6-10 members in a larger school) Administrator Curriculum/Assessment Director General Education Classroom Teachers Special Education Teachers Behavior Specialist/Guidance/Psychologist Reading/Literacy Specialist Title I Coordinator/ELL /ESOL/ Other Specialists Paraeducator

T2 Team The Tier 2 Team works to efficiently: Identify students non-responsive to Tier 1. Plan efficiently accessed interventions. Quickly activate time-limited interventions for students. Monitor progress using data. Evaluate effectiveness of interventions. Evaluate the implementation with fidelity of interventions.

Roles of the Tier 2 Team 1. Lead the Tier 2 system and oversee T2 interventions. 2. Develop protocols for nomination to Tier 2 interventions. 3. Train, coach, and support staff (as needed) in implementing 4-6 week intervention sessions. 4. Ensure progress monitoring of interventions: a) Use data to make decisions that inform Tier 2 process. b) Assess fidelity of implementation c) Assess efficacy of interventions. 5. Communicate effectively with key stakeholders (Tier 1 team, teachers, parents, students). 6. Refine and sustain Tier 2 systems using data to drive decisions.

Effective Tier 2 Team Norms and Group Processes Roles and responsibilities defined Meeting ground rules are established Agendas are prepared Decision-making is formalized A strategic problem solving approach is used Action plans with tasks, timelines and accountability are developed Data are used for decision-making Conflicts are resolved constructively and professionally

Sample Mission Statements for Targeted Team To efficiently and effectively match children who have not responded to School-Wide supports to supports more likely to produce successful outcomes To efficiently and effectively identify students at risk of school failure early and to provide them and the staff who serve them efficient and effective early interventions that lead to successful outcomes

Collaborative Team Process Checklist Mann and Muscott, 2004 Tool to assess team functioning (14 items) Assess status (In place, Partial, Not in Place) Identify Priority (High, Medium, Low) Develop action plan based on priorities Should be completed 2xs a year (Fall, Spring) Team functioning is priority #1!

Differentiated Team Activity Who: Tier II Teams What: Chose one activity below Develop a mission statement Assess Tier II Team functioning using Collaborative Team Checklist Time: 20 minutes Report Out: None

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective Muscott & Mann (2009) Universal Primary Prevention SAU/District-wide Administrative Team 2. Aligning Tier 2 Team with System

What Systems of Support are Already in Place? Informal Supports Grade Level Teams, Collaborations Professional Learning Communities Students Support Teams Educational Service Teams Others

System for Behavior and Academic Considerations Academic Supports (EST) and Social- Emotional Supports may be overseen by the PBIS Targeted (T2) Team OR may be separate teams, but should not be duplicative. Goal: “Work smarter, not harder!”

What are the Roles of Those Teams and How Do They Align? For each team or structure, ask … What is the role of that support team? What do I have to do before using the support team (e.g., has Tier 1 been implemented with fidelity)? How are students nominated to the support team? How are supports activated?

Inventory of Informal and Formal Systems to Support Students who do not respond to SW PBIS Mann & Muscott (2007) Name of System Support (STAT; 504 Teacher mentor; Grade Team; SPED) Types of Student issues addressed through this method of support Process for nomination to the support (Criteria for nomination; Types of Info provided; How Nomination Occurs) Expected Outcomes (What a Teacher Should Expect If Using this Support) Evidence of Effectiveness? (Does the process achieve expected outcomes / demonstrated by data?) Teacher Assistance Team Academic or Behavior Concerns Teacher submits names for weekly TAT meeting Referral Form Instructional suggestions & ideas for teacher Referral to SPED or Guidance for further assessment/ observation Anecdotal report back fm teacher Summary form completed by TAT Teacher Mentor Academic /Behavior concerns Informal ProcessIdeas, suggestions, emotional support No formal measure Special Education Serious Education al Concerns Referral through Special Ed Dept.; Referral information Meet with Parent Evaluation, Team Decision-making, disability determination, individualized planning AYP

Team Activity Who: Teams What: Complete Inventory for Support Teams/ Committees that address student problem-solving (2 or more) Time: 15 minutes Report Out: Volunteers

Inventory of Informal and Formal Systems to Support Students who do not respond to SW PBIS Mann & Muscott (2007) Name of System Support (STAT; 504 Teacher mentor; Grade Team; SPED) Types of Student issues addressed through this method of support Process for nomination to the support (Criteria for nomination; Types of Info provided; How Nomination Occurs) Expected Outcomes (What a Teacher Should Expect If Using this Support) Evidence of Effectiveness? (Does the process achieve expected outcomes / demonstrated by data?)

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective 4. Nomination & Activation Processes Muscott & Mann (2009) DATA SYSTEMS PRACTICES Universal Primary Prevention SAU/District-wide Administrative Team

TABLE DISCUSSION: Finding the ‘Right’ Students for Tier 2 Supports 2 of the biggest challenges for a Tier 2 Team are: 1. Ensuring that you are serving the correct students (non-responsive to T1, but not intensive needs), and 2. Ensuring that you are getting to these students before too much disengagement or lack of social, emotional or academic success. DISCUSS: 5 Minutes

Activation Pathways to Secondary Tier 2 Systems of Blended Behavior and Academic Support Muscott & Mann (2010) Systematic Screening Behavioral Indicators (+ and -) Office Discipline Referrals, Minor Problem Behavior, Attendance, Tardiness, Nurse Visits, Work Completion, Following Directions, etc. Academic Indicators Vocabulary, Comprehension, Decoding, Numeracy, Writing, etc. Teacher Nomination Parent Nomination Responsiveness Inventory Secondary Systems Activation through Team-based Decision Making Process Students Are Not Responding to Core Curriculum & Tier 1 Systems

5-Minute Table Discussion What challenges do you foresee in finding the ‘right’ students to address with Tier 2 supports: Students who are non-responsive to Tier 1 BUT not intensive needs. What challenges do you foresee in reaching these students early enough so that too much disengagement or failure has not occurred?

A Systematic Screening Process for Behavior Disorders

What is Screening? Salvia & Ysseldyke (1988) Screening is an initial stage of assessment in which those who may evidence a particular problem, disorder, disability or disease are sorted out from among the general population. Individuals who score low on screening measures are considered “at-risk.”

Why Screen for Social-Emotional or Behavioral Concerns? Kauffman (2001) To find youth whose problems may not be immediately obvious. To identify early issues with a high degree of accuracy. Early identification allows for early intervention. Early intervention may preempt bigger problems.

Why Screen for Behavior Disorders? It’s Costly Not To! Indicators of problem behaviors are evident in preschoolers and elementary age students Internalizers are missed with other approaches Schools are the only place where we have universal access to children Evidenced-based Screening procedures are recommended by President’s New Freedom Commission, Special Education Task Force, Surgeon General, Safe Schools/Healthy Students.

Universal Screening Controversy and Challenges 1. There are worries about mandates and family’s rights to privacy. Universal screening has never been required. Parents should always have the right to opt out

Universal Screening Controversy and Challenges Ensuring effective and efficient systems to support fidelity of implementation of screening. Access to interventions and supports for students found at-risk.

Features of an Evidence-based Screening Practice Good psychometric properties: Reliability Validity Screening should report true positives and minimize false negatives Factors are associated with long term outcomes Should be efficient to implement Low cost

Sandown North Systematic Screening

Multiple Stage Screening Stage 1: Teachers rank order students along two dimensions of behavior – internalizing & externalizing; creating 2 lists of students: 1 of internalizers and 1 of externalizers. Stage 2: Teachers complete the BASC-2 Behavioral Emotional Screening Checklist for the top 3 students on from each list. Students with elevated scores from the BASC-2:BESS are candidates for the next stage. Stage 3: Student at elevated risk are nominated to the Tier 2 team for consideration of next steps and possible interventions.

General Procedures Group administration at a faculty meeting or training takes about 90 minutes to complete Stages One and Two. Classroom teachers complete Stage One considering all students in their class they have known for at least one month. A class list is needed with birth dates. Stage 1 takes about 20 minutes.

Stage One: Rank Ordering Students Evaluate ALL the students in your class on two dimensions of behavior problems: Externalizing and Internalizing

Systematic Screening for Behavior Disorders The dimensions of externalizing and internalizing account for nearly all the behavior concerns that underlie child adjustment problems in school and for which students are commonly referred to school psychological services.

Aggression Antisocial acts Social-skill deficits Hyperactivity Lack of attention Aggression Antisocial acts Social-skill deficits Hyperactivity Lack of attention Externalizing

SSBD Stage One: Externalizing Externalizing refers to behavior problems that are directly outwardly toward the external social environment. Externalizing behavior problems usually involve behavioral excesses (i.e., too much behavior) and are usually considered socially out of place by teachers and other school personnel.

Stage One: Externalizing Behaviors Displaying aggression towards objects or persons Forcing the submission of others Defying the teacher Being out of seat Not complying with teacher instructions or directives Arguing Having tantrums Being hyperactive Disturbing Others Stealing Not following teacher or school- imposed rules

Socially withdrawn Social skill deficits Anxious Inhibited Socially withdrawn Social skill deficits Anxious Inhibited Internalizing

SSBD Stage One: Internalizing Internalizing refers to behavior problems that are directly inwardly (i.e., away from the external social environment). Internalizing behavior problems frequently involve behavioral deficits (‘less’ behavior) and patterns of social avoidance, and are more likely seen as reflections of anxiety, sadness or low self-esteem.

Stage One: Internalizing Behaviors Having low or restricted activity levels Not talking with other children Being shy Timid and/or unassertive Avoiding or withdrawing from social situations Preferring to play or spend time alone Acting in a fearful manner Not participating in games or activities Being unresponsive to social initiations by others Not standing up for one’s self.

Implementation Procedures Stage One: Select 10 Externalizers Select and then Rank Order the 10 students in your class that best match the externalizing behavior(s) description.

Systematic Screening for Behavior Disorders Hill Walker Herb Severson Oregon Research Institute

Stage One: Select and Rank the Internalizers Then Select and Rank Order the 10 students in your class that best match the internalizing description.

Stage Two: Complete the BASC2:BESS for top3 on each list Complete the BASC-2:BESS for the top three students identified in each of the externalizing and internalizing lists. The BASC2:BESS is completed for 6 students total: 3 from ‘externalizing’. 3 from ‘internalizing’.

BASC-2 Behavioral and Emotional Screening System Randy Kamphaus & Cecil Reynolds Pearson Publishers 27 Questions – 10 minutes Each item rated Never, Sometimes, Often and Almost Always

After the BASC2-BESS id Done: BASC2:BESS are scored. Score coincides with a ‘risk’ classification: Not Elevated Elevated Extremely Elevated

Chamberlain Elementary School: Systematic Screening

Behavioral Screening Results for Schools Involved in PBIS-NH 2009-10 School Year SchoolGrades Classes Screened Screen Enroll- ment Pool Total At- Risk Elevated Risk Extremely Elevated Risk Sandown North Elementary School K-3rd16 Fall 2009 30028515% (43) 11% (31) 4% (12) Chamberlain Elementary School K-5th15 Winter 2010 38035022% (78)8% (22014% (50) Towle Elementary School 5-6th8 Fall 2009 16013916% (23)9% (13)7% (10) Maple Street Elementary School K-3rd4 Winter 2010 666448% (31) 33% (21) 15% (10) Antrim Elementary School K-49 Fall 2009 12512014% (17)6.5% (8)7.5% (9) Dr. Crisp Elementary School K-5th16 Spring 2010 40039317% (66) 10% (39) 7% (27)

5-Minute Discussion: Internalizers Does it make sense to you that students who internalize are just as much a concern as students who externalize? Does addressing students with internalizing behaviors represent a change at your school? If so, how do you think staff will respond to this change?

Student Risk Screening Scale Drummond, Eddy, & Reid, 1998a, 1998b The SRSS is a no-cost 7 item psychometrically sound universal screening tool used to identify students at risk for antisocial behavior – validated for elementary, middle and high school. 1. Steals 2. Lies, cheats, sneaks 3. Behavior problems 4. Peer rejection 5. Low achievement 6. Negative attitude 7. Aggressive behavior. Each student is rated using a 4-point Likert-type scale (0 = never, 1 = occasionally, 2 = sometimes, 3 = frequently). Total scores used to classify students into three levels of risk: low (0–3), moderate (4–8), and high (9–21).

Team Activity Who: Teams What: Discuss feasibility of using a systematic screening process Time: 15 minutes Report Out: Volunteers

Post Screening Process From Screening or ‘Responsiveness Inventory’ to Intervention

Process for Post-Screening Review Data review of the results of the systematic screening occurs within 2 weeks of the screening. For each student of concern, a quick holistic data check occurs.

AcademicsBelowOnAbove Reading Math Writing Other Chamberlain Street SchoolQuick Data Check Student:________________________Date:_____________ BASC-2 Score: ____ Highly Elevated ____ Elevated ____Not Elevated ____N/A Attendance: _____ Strength_____ Concern _____ Absences _____ Tardies _____ Dismissals _____ Suspensions Nurse Visits: _____ Concern_____No Concern Comments: _______________________________________________________________ Social/Emotional Behaviors: ____ Concern____ No Concern _____ # Office Referrals (Majors)____Frequent (Minors) Academics: MAPS:Reading ______Math _______ Dibels:_____

Briefly Review Each ‘At-Risk’ Student T2 team with classroom teacher determine level of concern and consider nomination to a Tier 2 intervention: Brief discussions: 15 minute max per student The process results in a recommended next step for each student. Could result in a nomination for Tier II supports. Could result in monitoring or ‘no worries’. Could result in nomination to a higher level (T3) support process. Nomination information should be shared with families and collaboration fostered.

Screening to Intervention Data: SchoolTotal Population considered for screening # of students considered for rank ordering # of students screened w/ BASC2:BESS # Elevated # Extremely Elevated East Rochester ES 278268843316 School St.92884475 School Street ES Intervention:# of Students TCCE: 4 Other: Clubs 7 Other: Behavior Plan 4 Other: Tutoring 6 East Rochester ES Intervention# of Students TCCE10 Monitor5 Tier II emotional support 2 Existing 504/IEP8 SBP2 Check-in/Check-out4

Student Activate TCP: refer to TCP Coach Refer to Behavior Support (T2 to group intervention) Function Skill Refer to TAT or Team to address Tier 2 Academic support Refer to TAT for Intensive (Tier 3) Assess/Supp ort Refer to Special Ed. Team and 504 team Assign to “monitor status or next TCP slot (or add a Tier 1 support) Not Worried at this time JohnAnxiety KellyX BethX Nottingham West Data Review Day Decision Log Date: ____________

Students Already Identified as Having Special Needs Students you are worried about at post- screening data review who are already on an IEP or 504 are referred to Case Manager to ensure IDEA or 504 Team process is followed

Chamberlain TCCE Activation Decision Form Student________________________ Teacher_______________Date:_________ Did We Review Multiple Data Sources (quick data check form)? __Yes ___NO 2. Is student an appropriate candidate for TCCE? Y or N Student concern is level is low (no intervention needed for now). Y or NAn additional Tier 1 support will be tried. Y or N Issues require more intensive intervention (Red Zone). Y or N Student is adult attention avoidant. Y or NMax # of TCCE students reached for this classroom If yes to any of the above, TCCE is not appropriate at this time for this child. STOP and consider other interventions, referral to other appropriate team, or decision to monitor. Otherwise proceed to number 3. 3. Activate TCCE process. ______ Inform parent (letter) ______ Target date for start up (Nov. 16 th ) ______ Target date for 1 st data review meeting (Dec. 17 th ). _____ Yes for TCCE _____ No for TCCE _____ Proceeding w/TCCE _____ On hold till next round

Data Review Day within an RTI Framework The process results in a decision for every at-risk student: 1) Not Worried About Student No additional support or review needed until next screening 2) Worried Enough to Nominate for Tier 2 (or other) Support 1. Initial Tier 2 intervention (e.g., TCCE) 2. Schedule short or long meeting to determine other intervention(s) 3. Nominate to intensive system team (T3) for individualized assessment and support

Screening to Initial Intervention: Once T2 interventions are activated: Begin Intervention according to the intervention protocol. 4-Week data review (6-week max) for each intervention. Identify Success/Progress indicators. Ensure/assess implementation with fidelity Identify decisions that could be made at review meeting.

Dr. Crisp Elementary School Screening Results April 2010 Enrollments = 393; 16 classrooms K-5 Elevated 39 of 393 or 10% Extremely Elevated 27 of 393 or 6.8% Total 66 of 393 or 16.8% 57 of 66 need meetings 43 Short 14 Long 9 Other

Dr. Crisp Elementary School Post-Screening Process: Short T2 Meeting Substitutes rotate to classrooms to free up classroom teachers. Other academic and behavioral data gathered in preparation for the meeting. Quick data form completed. Classroom teacher meets with T2 Team on students who screen elevated for 15 minute (max) meeting per student. Goal is to determine level of worry about each student’s performance in school – assess level of risk Decide whether to assign to T2 support, apply a T1+ intervention, monitor, or recommend for longer conversation or other team.

Dr. Crisp Elementary School Post-Screening Meeting 1.Welcome the teacher. 2.Share big ideas about the 15 minute meeting: 1.A sorting not analyzing meeting. 2.Determination of worry (concern). 3.Determine what to do next. 3.Begin with quick review of data on Quick Data Form.

Dr. Crisp Elementary School Screening April 2010 Ask Guided Questions Are the data we have accurate? If not, correct it. Review student’s reading, writing, math and social skills according to form. Ask what we are already doing for the child. Ask about other concurrent interventions: Counseling/ Psychological support (working? not working?) Medication: Medical diagnoses? (working? not working?) Tutoring (working? not working?) Other Ask Concluding Question Are we worried enough to do something different than we are already doing?

Dr. Crisp Elementary School Post Screening Disposition of 20 Students Teacher Monitor Only: 4 of 20 (20%) Targeted Team Follow Up: 3 of 20 (15%) May 7 TCCE Start: 5 of 20 (25%) Parent Meeting: 1 of 20 (5%) Lunch Bunch for Social Skills: 1 of 20 (5%) Refer for Instructional Consultation: 1 of 20 (5%) Refer IEP through Case Manager: 3 of 20 (15%) Refer to Building Level Team: 2 of 20 (10%)

10-Mintue Discussion: Screening as a Pathway for Nomination to Tier 2 Who: Teams What: Discuss your interest in, and the feasibility of, using a systematic screening process at your school. Time: 10 minutes Report Out: Volunteers

Activation Pathways to Secondary Tier 2 Systems of Blended Behavior and Academic Support Muscott & Mann (2010) Systematic Screening Behavioral Indicators: Office Discipline Referrals, Repeated Minor Problem Behaviors, Attendance, Tardiness, Nurse Visits, Work Completion, etc. Academic Indicators Vocabulary, Comprehension, Decoding, Numeracy, Writing, etc. Teacher Nomination Parent Nomination Responsiveness Inventory Secondary Systems Activation through Team-based Decision Making Process Students Are Not Responding to Core Curriculum & Tier 1 Systems

Behavioral Benchmarking at Towle Elementary School 09-10 Students: 20 Referrals: 25 Office Discipline Referrals (no minors) 08/01/2009-10/06/2009

Early Identification: Behavioral Indicators and Cut Scores 1.Behavioral risk indicators should be identified. 2.Indicators should be related to risk for school/social disengagement or failure. 3.Frequency numbers should be addressed: a)Approximately 6 – 8 weeks into school year. b)Time intervals thereafter. 4.Scores (frequency) that indicate risk should be aligned to past data and district or school policy.

Categories, Considerations and Non-Response Criteria for Benchmarking Non-Responders to Universal Behavior Support Possible CategoryConsiderT1 Non-Response Criteria ODR Disruption Disrespect/ Non-comply Language #, Time Frame, Teacher/ Admin response continuum, parent partnership 3 Majors – 1 st month of school 3 Majors/ repeated minors - no improvement after steps on response continuum (includes parent connection) Nurse Visits #, Time Frame, Reason, Nurse response process 4 visits to nurses office in 1 st month w/ soft signs of illness, followed nurse primary response procedures Attendance or Tardies #, Time Frame, Admin Response Process 4 absences in 1 st month of school; 8 overall; SW response process in place Homework Completion #, Time Frame, Teacher Response Process, TGI Not complete 2/6 assignments; 2 per wk; team response process; ref to HW club Hygiene #, time frame, intensity, response and support process, TGI Continued occurrence following parent contact, teacher conference, nurse consult & referral to guidance Address frequency and intensity criteria, referral social skill club Other Behavioral Concerns: Includes retreat/ withdrawal/ internalizing (Teacher initiated or addressed through Systematic Behavior Screening) Behavior(s), teacher response, school system response (guidance, family worker), parent partnership Continued occurrence following parent contact, observation & refer to guidance Address frequency & intensity criteria Mann & Muscott (2008)

Sandown North Tier 2 Behavioral Benchmarks IndicatorNovember 1February 1March 1 ODR Major Behavior3 or more3 or more in this timeframe 3 or more this timeframe Minor Behavior8 or more8 in this timeframe Nurse TLC Visits4 or more4 in this timeframe Tardies5 or more5 in this timeframe Attendance5 or more5 in this timeframe

Team Activity Who: Teams What: Complete the Tier II behavioral indicators chart for at least two indicators Time: 15 minutes Report Out: Volunteers

Tier II Behavior Indicators Area and IndicatorDate

I’m Concerned About A Student What Should I Do? Internal Nomination Process to Tier 2 Team Teacher Nomination to Targeted Tier 2 Team

Teacher Nomination to Tier 2 Team Begins with completion of an nomination form Form should be efficient and easy to complete It should include a reason for requesting supports It should include a quick data summary including behavioral and academic indicators It could include what has been tried Amount of information should match what’s necessary to make good decision about potential supports Consider what forms and information were used at Tier 1 teams Crisp

When Nominated for Tier 2 by a Teacher If a student is nominated for Tier 2 supports by a teacher, the teacher should be able to demonstrate that the student has received Tier 1 supports implemented with fidelity, and is non-responsive. An effective Tier 2 nomination form should provide reminders for what should have been tried prior to a Tier 2 nomination.

Nomination and Intervention After Tier 1 implementation has been assured, the teacher provides nomination information and data. Then, the Tier 2 team provides access to an initial, efficient Tier 2 support by initiating the activation protocol for the support. Initial support examples: Check-in TCCE Basic Behavior Plan

Teacher Nomination via Responsiveness Inventory Student Responsiveness Inventory A Responsiveness Inventory systematically and regularly (if scheduled) asks teachers to consider which students are non-responsive to Tier 1 supports and may be considered for nomination to Tier 2 supports. A Responsiveness Inventory is like an efficient screening, but is not research-validated. 117

Teacher Nomination via Responsiveness Inventory Student Responsiveness Inventory: An Efficient Look at Responsiveness to Tier 1 118

Why Do this Inventory? Generates Usable Data Quickly summarizes students who are ‘RESPONSIVE’ and ‘NON- RESPONSIVE’ to current supports. Identifies prevalent clusters of social, emotional or academic needs to inform the development of T2 interventions. Easy and Time-Efficient to Implement 119

‘The student is non-responsive to current educational supports’: Student: The student engages in repetitive problematic or concerning behavior that meets the school’s definition for ‘minor’ behavior and interferes with learning (self or peers) or teaching (teacher): Place a check in this column if applies: The student does not disrupt the learning process for others, but there are concerns about internalizing behaviors that may be impacting the student’s social/emotional progress or academic achievement (e.g., concerning social isolation, withdrawal, sadness, anxiety, etc.) Place a check in this column if applies: STUDENT Concern/ Need (See key on bottom) Student Responsiveness Inventory School: __________________________ (Mann, 2011) Student Responsiveness Inventory Process: 1.Quickly review your class list noting in the chart below the names of students who meet the following criterion: The student is non-responsive (considering academic achievement AND/OR social/emotional progress) to current educational supports, demonstrated by one of the following: The student engages in repetitive problematic or concerning behavior that meets the school’s definition for ‘minor’ behavior which interferes with learning (self or peers) or teaching (teacher), OR: The student does not disrupt the learning process for others, but there are concerns about internalizing behaviors that may be impacting the student’s social/emotional progress or academic achievement (e.g., social isolation, withdrawal, sadness, anxiety, etc.). For each student listed, indicate a specific student concern using the table at the bottom of the page (if more than one concern, list in order of priority of importance, and list no more than three concerns) CONCERNS/ NEEDS: *If there is more than 1 concern, list in the ‘needs’ column in order of priority: 1– Coping with Stress/Anxiety 6 – Energy needs to ‘rev’ up 10 – Peer Attention Needs 2 –Coping with Anger/Frustration7 – Energy needs to slow down11 – Social Avoidance or Withdrawal 3 - Coping with Sad feelings8 – Organization skills12 – Making positive social contacts/connections with: 4 - Distractibility a – Study skills a - Peers 5 –Impulsivity b – Time management/ planning skills b - Adults c – Task Completion13 – Sensory Needs (movement; touch; pressure) d - Homework Completion 14 – Other _____________________________ 9 – Adult Attention Needs15 – Unsure 120

Student Responsiveness Inventory – School: __________________________ (Mann, 2011) Student Responsiveness Inventory Process: 1.Quickly review your class lists noting in the chart below the names of students who meet the following criterion: The student is non-responsive (considering academic achievement AND/OR social/emotional progress) to current educational supports, demonstrated by one of the following: The student engages in repetitive problematic or concerning behavior that meets the school’s definition for ‘minor’ behavior which interferes with learning (self or peers) or teaching (teacher), OR: The student does not disrupt the learning process for others, but there are concerns about internalizing behaviors that may be impacting the student’s social/emotional progress or academic achievement (e.g., social isolation, withdrawal, sadness, anxiety, etc.). For each student listed, indicate a specific student concern using the table at the bottom of the page (if more than one concern, list in order of priority of importance, and list no more than three concerns) 121

‘The student is non-responsive to current educational supports’: Student: The student engages in repetitive problematic or concerning behavior that meets the school’s definition for ‘minor’ behavior and interferes with learning (self or peers) or teaching (teacher): Place a check in this column if applies: The student does not disrupt the learning process for others, but there are concerns about internalizing behaviors that may be impacting the student’s social/emotional progress or academic achievement (e.g., concerning social isolation, withdrawal, sadness, anxiety, etc.) Place a check in this column if applies: STUDENT Concern/ Need (See key on bottom) 122

CONCERNS/ NEEDS: *If there is more than 1 concern, list in the ‘needs’ column in order of priority: 1– Coping with Stress/Anxiety 6 – Energy needs to ‘rev’ up 10 – Peer Attention Needs 2 –Coping with Anger/Frustration 7 – Energy needs to slow down 11 – Social Avoidance or Wthdrwl 3 - Coping with Sad feelings 8 – Organization skills 12 – Making pos social contacts w/: 4 - Distractibility a – Study skills a - Peers 5 –Impulsivity b – Time mngmnt/ planning sklls b - Adults c – Task Completion 13 – Sensry Nds (mvement; prssre) d - Homework Completion 14 – Other __________________ 9 – Adult Attention Needs 15 – Unsure 123

Examples of Tier 1-PLUS Supports: 1.Regular Pre-Corrects (review of expectations prior to an anticipated problematic context) 2.Systematic (planned and/or regular) Behavioral Reminders 3.Systematic (planned and/or regular) Checks for Understanding 4.Proximity Controls (using physical proximity as a regular behavioral support strategy) 5.Systematic (planned and/or regular) check-ins 6.Systematic (planned and/or regular) Home-School Communication 7.Individualized Incentive System 8.Scheduled Breaks from School Tasks 9.Sensory Breaks 10.Extra time to complete tasks 11.Time reductions for instruction or task completion (i.e., limiting time expected to focus on listening to instruction or completed non-desired tasks) 12.Other Tier 1-Plus Supports: Any regular support provided by classroom teacher for a student that would be available for all students, but is not typically applied universally for all students. Tier 1-Plus supports can be uniquely developed or differentiated supports, or could be identical to a universal support but applied individually or applied with greater time or intensively for a particular student. 125

Team Activity: Intervention Needs: What do you think? Who: Teams What: Review the Student Concerns/Needs lists on slides 111-112 What do you think are prevalent clusters of need at your school (i.e., needs that are relevant for multiple students) Time: 15 minutes Report Out: Volunteers

Team Activity Who: Teams What: Discuss your thoughts about the early identification of at-risk students and applying efficient T2 supports (early = very soon after non-response to T1)? What do you see as potential barriers? Time: 15 minutes Report Out: Volunteers

Preview Days 3 & 4 1.Simple Behavior Plans & Functional Perspective 2.Targeted Group Interventions 1.Basic Behavior Plans 2.Teacher Check, Connect, Expect 3.Social Skills Instruction 3.Data-based Decision Making 4.Action Planning 128

Preview Outcomes for Day 3 & 4 1. To learn common Tier II interventions and supports 2. To learn how to implement and assess the effectiveness of Tier II interventions 3. To assess the current status of Tier 2 system 4. To action plan next steps 129

Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June 25-28, 2012 Days 3 and 4 Howard Muscott, Ed.D. & Eric Mann, LICSW NH Center for Effective Behavioral Interventions & Supports www.nhcebis.seresc.net hmuscott@seresc.nethmuscott@seresc.net; emann@seresc.netemann@seresc.net Part 1: Nomination & Activation of Students in Need of Tier II Targeted Interventions & Supports

Agenda Days 3 & 4 1.Welcome and Overview 2.Brief Review 3.Simple Behavior Plans & Functional Perspective 4.Targeted Group Interventions 1.Basic Behavior Plans 2.Teacher Check, Connect, Expect 3.Social Skills Instruction 5.Data-based Decision Making 6.Action Planning 131

Outcomes for Day 3 & 4 1. To learn common Tier II interventions and supports 2. To learn how to implement and assess the effectiveness of Tier II interventions 3. To assess the current status of Tier 2 system 4. To action plan next steps 132

School-based Intensive Supports Coordinator Mann & Muscott (2007; 2010) Links to Wraparound-NH Facilitation Links to Community-based Supports Links to Regional Multi-Disciplinary Teams Intensive Behavior Support Plans and Crisis Intervention TIER 1: Effective Academic and Social Instruction Practices School-wide and Classroom Behavioral Systems for Prevention and Early Response Nomination and Activation Procedures including Screening High Rate Positive Teacher: Student Contacts Effective 2-Way Home-School Communication TIER 2: Efficient Systematic Interventions (e.g., TCCE; Simple Behavior Plans) for Students Non-Responsive to Tier 1 Supports Array of Evidence-Based Group Interventions Addressing Prevalent Functions of Behavior; Available for Students Non-Responsive to Tier 1 and Early Tier 2 Supports T IER 3: Individualized Behavior Support Planning (Functional Assessment and Intervention Planning) For Students Non-Responsive to Tier 1 and Tier 2 Supports Tier 3: School & Community- Based Intensive Supports 133

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective 7. Data-Based Decision Making 4. Nomination & Activation Processes 3. Communication with Staff and Families 6. Targeted Group Interventions 5. Behavior Plans & Function-Based Perspective Muscott & Mann (2009) Universal Primary Prevention District-wide Administrative Team 1.Tier 2 ProblemTier 2 Problem Solving Team and Processes 2. Aligning Tier 2 Team with System 134

If you always do what you always did, you’ll always get what you always got! As a result, our goal shouldn’t be trying to fix all the students we teach. Our goal should be to fix systems of behavioral support for teachers so they can implement evidence-based interventions with fidelity. 135

Fundamental RtI Philosophy: When students have met criteria for ‘non-response’ to interventions, it is the intervention that must be changed if likelihood of achievement is to increase. This applies to academic, social, emotional and behavioral supports.

Implementing a Systematic Approach: One System -- Not Twenty 1. Multi-tiered continuum of support. 2. Data-driven decisions throughout the continuum. 3. Implement practices with fidelity that encourage positive behavior and discourage repetitive concerning behavior. 4. Implement systems that decrease staff stress and support staff to implement effective practices with fidelity. A systematic approach to behavioral support:

Early and Efficient Tier 2 Behavior Interventions Interventions must be readily available to implement Most efficient approach is to use one intervention for all students unless counter-indicated followed by more personalized approaches if unsuccessful Having two or three options is also popular Two most common ideas – A teacher check in and daily progress monitoring approach such as Teacher Check, Connect & Expect A basic behavior plan (contract or goal setting intervention) Regardless of approach, data must be easily collected and used for decision making 138

Tier II Interventions Basic Behavior Plans Basic Behavior Plans Using Functional Perspective Check In Programs Mentoring Programs Social, Emotional, Behavioral Skills Groups School-Study Skill Groups 139

1.Know HOW progress will be assessed. 2.Know WHEN progress will be assessed. 3.Know CRITERIA for when students are responsive to interventions (it’s working) and non-responsive to interventions (it’s not working). 4. Know what to try next along a continuum of support. ‘Data-Based’ in an RtI model Means That We: 140

A Basic Behavior Plan Using Data-Based Decision Making 1.Identify problem behaviors in observable and measurable terms including frequency, duration, context 2.Describe Intervention and Dosage (frequency, duration, etc) 3.Determine Success Indicators, How Collected and Timeframe 4.Determine date of follow-up meeting 5.Determine Communication Plan 142

Basic Behavior Plan Aligned with AAF Data-Driven Problem Solving Process Components 1. What is the problem behavior and context? (Define the Problem) 2a. What do we want the student to do instead? What are the success indicators? (Goal Setting) 2b. What is the intervention? How frequently? For how long? (Planning) 3. What will adults do? By When? (Implement with Integrity) 4. How and when will we gather the data? When will review the data to assess whether it worked? (Evaluate) 143

Behavior IS often predictable depending on understanding of the context in which the behavior occurs It is often possible to identify reliable predictors and influence them to increase likelihood of positive behavior and decrease likelihood of problem behavior When you can predict, you can prevent PREDICTING BEHAVIOR Using Behavior Pathways 144

Setting Events Triggering Antecedents Problem Behavior Simple Behavior Pathway Typical Consequences Routine: ___________________________________________________________ Desired Behavior Typical Consequences 145

Defining Behavior Clear, measurable, & objective descriptions of behaviors Consider behavior dimensions – What does it look like/ what doing? – Frequency – Duration – Intensity or force Consider definitions from Tier I data management system (SWIS, etc.) 146

Non- vs. Observable Behaviors Sugai, 2005 ( )hyperactivity ( )initiates 5 different tasks within 2 minutes ( )leaves room at least 3 times during a 30 minute lesson ( ) engages in power struggles 147

Identification of Problem Routines “Routine” = a sequence of behaviors that produce a socially important outcome Define daily schedule (what is done, when) Identify parts of schedule most likely to be associated with problem behavior. Assess common elements of problem routines 148

Routine Analysis Worksheet ScheduleActivityLikelihood Problem Behavior Low High 1 2 3 4 5 6 149

Routine Analysis Worksheet ScheduleActivityLikelihood Problem Behavior 8:00Waiting to enter building Low High 1 2 3 4 5 6 8:15Advisory & Planning 1 2 3 4 5 6 9:15Language Arts 1 2 3 4 5 6 10:15Recess 1 2 3 4 5 6 11:30Math 1 2 3 4 5 6 12:00Lunch 1 2 3 4 5 6 12:35Earth Science 1 2 3 4 5 6 1:15Art or Phy Ed 1 2 3 4 5 6 2:00Reading 1 2 3 4 5 6 2:50Waiting for bus 1 2 3 4 5 6 150

Problem Behavior Escalating disruption: throws objects, calls out, swears Simple Behavior Pathway Routine: Board Problems During Math Class 151

Antecedent Events Antecedent events occur prior to the behavior Antecedent events are of two types: Immediate (Fast Triggers) Distant Setting Events (Slow Triggers) Antecedent events can include both overt, observable behaviors as well as internal states (feelings or thinking — which are harder to assess) 152

Immediate Antecedent Events Fast Triggers Any event that occurs immediately before the behavior that increases the likelihood the behavior will occur. Can be ANYTHING that increases a particular student’s stress Triggers occur either within the same setting as the behavior or an immediately previous setting. 153

Examples of Immediate Antecedents or ‘Fast Triggers’ Sudden change in routine Late for activity Reprimands Activity/task demands (length of task; amount/quality of teacher interaction; match to skill level; type of instruction) Ignored by friend Social or Academic Corrections Lack of choice options Teased by peers Physical injury Not called on when hand is raised Transitions 154

Triggering Antecedents Teacher random call up to complete board problems Problem Behavior Escalating disruption: throws objects, calls out, swears Simple Behavior Pathway Routine: Board Problems During Math Class James 155

Describing Consequences A consequence is an event that contingently follows (immediate or distant) a behavior. The consequence effects whether a behavior will recur given a similar context. 156

Examples of Typical Consequences that We THINK are Aversive to Students Reprimand/ Yelled at Corrected Sent to time out Lose privileges Detention Poor grades Ignored Teased Extra work or homework Send to/ refer to office Call to parent Removed from class Stay in for recess Line up last Clean up a mess Apologize Not able to play sports 157

Triggering Antecedents Teacher random call up to complete board problems Problem Behavior Escalating disruption: throws objects, calls out, swears Simple Behavior Pathway Typical Consequences Sent out of class to hallway or office Routine: Board Problems During Math Class James 158

Distant Setting Events Slow Triggers Distant Setting Events occur/exist at some point distant in time from the concerning behavior that set the table for immediate events to be more likely to trigger problem behavior. Distant setting events change the value of the consequences (make the ‘function’ more necessary) 159

Distant Setting Events Sugai (2005) Environmental: prior peer/teacher interactions; home environment; social relationships; changes in routines/schedules; seating arrangements; bus ride conflicts/anxiety; hallway conflicts/anxiety Learning Styles: degree of interest or skill in activity/task; attention span; need for activity; learning challenges; prior experiences in certain teaching modality Personal factors: medications; physical / mental illness; sleep; nutrition; sensory sensitivities; anticipation of frustration/embarrassment/anger 160

Setting Events and Their Effect Sugai (2005) Lack of sleep decreases value of getting to school on time. Lack of breakfast increases value of getting sent to office (by vending machines) for failing to follow directions. Having a fight with boyfriend decreases value (likelihood) of listening to a lecture. Getting >50% of problems wrong decreases value of starting new worksheets. Lack of activity increases the value of getting out of the classroom to walk the halls 161

Setting Events History of feeling embarrassed when in front of class Weak ‘Mental Math’ / ‘Working Memory’ Skills Triggering Antecedents Teacher random call up to complete board problems Problem Behavior Escalating disruption: throws objects, calls out, swears Simple Behavior Pathway Typical Consequences Sent out of class to hallway or office Routine: Board Problems During Math Class James 162

Identify the Desired Behavior Use Your Schoolwide Core Curriculum The desired behavior is the behavior you want the student to perform Examples: Given seat work task --> work quietly Given teacher request --> compliance Given taunt from peer --> turn and walk away 163

Setting Events History of feeling embarrassed when in front of class Weak ‘Mental Math’ / ‘Working Memory’ Skills Triggering Antecedents Teacher random call up to complete board problems Problem Behavior Escalating disruption: throws objects, calls out, swears Simple Behavior Pathway Typical Consequences Sent out of class to hallway or office Routine: Board Problems During Math Class Desired Behavior Cooperatively go to board and attempt problem Typical Consequences Ignored for attempt; Verbal praise if correct; Public correction if wrong James 164

Function-Based Perspective Is the ability to generate a likely hypothesis about What is motivating the student to continue the problem behavior Why he or she continues to engage in the problem behavior What they gain or escape/avoid as a result of the problem behavior It can be a quick or lengthy process (functional behavioral assessment or functional behavioral analysis) Using an advanced behavior pathway helps develop the perspective Requires understanding maintaining consequences and replacement behaviors 165

Maintaining Consequences Examining consequences helps us determine the “function” of the behavior A maintaining consequence indicates the “payoff” for engaging in a repeated behavior 166

“ To Get” (gain access to) “To Avoid” (escape from) Attention Activity/ Task Tangible Sensory Function: ‘To Get or Avoid’, that is the question 167

Maintaining Problem Behavior After teacher gives Harry a difficult reading assignment, Harry crumples his paper and starts spitting paper wads at peers, he is sent to the hallway and escapes the assignment. When Alice is in social studies class and has not received teacher attention for over 10 minutes, she crumples her assignment and starts spitting paper wads at her classmates. Her teacher comes over to her and helps her ‘calm down.’ Alice gets the teacher’s full attention. 168

Maintaining Problem Behavior Jack gets into arguments with his math teacher if she asks him to correct his mistakes. The behavior occurs 3-4 times a week. The teacher either stops asking him to correct the mistakes or sends him to the office. The behavior is maintained by_____________. Ethel screams and pushes children when they try to use her toys during play time. The children move away and leave the toys. Ethel gets to________________________. 169

Setting Events Triggering Antecedents Problem Behavior Simple Behavior Pathway With Function Maintaining Consequences Routine: FUNCTION Desired Behavior Typical Consequences 170

Setting Events History of feeling embarrassed when in front of class Weak ‘Mental Math’ / ‘Working Memory’ Skills Triggering Antecedents Teacher random call up to complete board problems Problem Behavior Escalating disruption: throws objects, calls out, swears Simple Behavior Pathway Typical Consequences Sent out of class to hallway or office Routine: Board Problems During Math Class James FUNCTION? Desired Behavior Cooperatively go to board and attempt problem Typical Consequences Ignored for attempt; Verbal praise if correct; Public correction if wrong 171

Replacement Behavior A replacement behavior is a socially acceptable behavior, taught to the student, that achieves the same function (result) as the problem behavior An appropriate Replacement Behavior: Serves the same function as the problem behavior Is as, or more, effective than the problem behavior Is socially acceptable Can be learned in 10 school days 172

Replacing an Effective Behavior Biggest challenge in competing pathways is trying to replace a highly reliable problem behavior with a possibly less effective prosocial replacement behavior 173

Setting EventsTriggering Antecedents Maintaining Consequence Desired BehaviorTypical Consequences Problem Behavior Replacement Behavior Competing Behavior Pathway FUNCTION? 174

Setting EventsTriggering Antecedents Consequences Desired BehaviorTypical Consequences Problem Behavior Replacement Behavior Competing Behavior Pathway JAMES FUNCTION: Escape What? History of feeling embarrassed when in front of class Weak ‘Mental Math’ / ‘Working Memory’ Skills Teacher random call up to complete board problems Escalating disruption: throws object, calls out, swears Sent out of class to Hallway or Office Cooperatively go to board and attempt problem Ignored for attempt; Verbal praise if correct; Public correction if wrong 175

Setting EventsTriggering Antecedents Maintaining Consequences Desired BehaviorTypical Consequences Problem Behavior Replacement Behavior Competing Behavior Pathway JAMES FUNCTION: Delay Task History of feeling embarrassed when in front of class Weak ‘Mental Math’ / ‘Working Memory’ Skills Teacher random call up to complete board problems Escalating disruption: throws object, calls out, swears Sent out of class to Hallway or Office (Escape Task) Cooperatively go to board and attempt problem Ignored for attempt; Verbal praise if correct; Public correction if wrong Take a pass and signal teacher when he is confident about answer 176

Competing Pathways with Behavior Plan Features Desired Behavior Typical Result Setting EventTrigger Problem Behavior Consequence Replacement Behavior Setting Event Supports (Make Problem Behavior Unnecessary) Antecedent Supports (Make Problem Behavior Unnecessary) Teach Replacement Behavior and/or Social or Academic Skills (Make Problem Behavior Inefficient) Consequence Supports (Make Problem Behavior Ineffective) Features of Function-Based Plan: 177

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective 6. Targeted Group Interventions Muscott & Mann (2009) Universal Primary Prevention District-wide Administrative Team 178

Targeted Group Interventions Muscott (2007) “Targeted Group Interventions are most effective if students are identified EARLY in the at-risk process before failure is ingrained in the student and the teacher has had it with the student and his or her behavior” 179

Targeted Group Interventions TGIs address groups of students who: 1. Fail to respond to school-wide and classroom expectations and 2. Are not currently engaging in dangerous behavior 3. Require similar skill development 4. Would benefit from interventions which take into account the function of their behavior Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002 180

Targeted Group Interventions…Why? Supports rather than punishes students who are non-responsive to school-wide supports. Uses functional perspective to increase likelihood of success. Addresses multiple students with efficiency Can help the team gain credibility by managing and supporting an efficient systematic process. Helps team to stay aligned with its mission: to support a high volume of at-risk (not intensive needs) students. Promotes ‘prevention’ of further social or academic disengagement or failure. 181

Targeted Group Interventions Efficient - Similar set of behavioral strategies are used across a group of students needing similar levels of support Effective – Designed to decrease problem behavior in classroom, increase academic engagement, & decrease office discipline referrals Early – TGI’s are provided as soon as it is clear that the student will not respond to less complex interventions (before failure is ingrained in the student & the teachers has ‘had it’ with the student) 182

Using a Teaching Approach is the most likely way to increase desired behavior Provide Instruction Provide opportunities for Practice Provide Feedback and Recognition for demonstrating what is expected and what has been taught Utilize effective methods for Correction of incorrect behavior Pre-correction Reminding Re-teaching Alternative teaching methods Teach replacement behavior or skill Use Assessment for Decision-Making 183

Features of Tier II Targeted Group Interventions 1. An array of evidence-based interventions are identified to address social, emotional and behavioral needs of 5- 15% of students Very low effort by classroom teachers Consistent with school-wide expectations Known/ implemented by all staff/faculty Adequate resources for support and implementation with fidelity (administration, team) 2. Decision rules for the amount of time/density of support are identified (e.g., 30 minutes per day, 2 times a week for 6-8 weeks) 3. Indicators of success for each intervention are identified and problem solving is identified 184

Features of Tier II Targeted Group Interventions 4. The interventions and supports can be efficiently accessed through systematic nomination and activation process 5. The interventions and supports are readily available 6. System for gathering, analyzing and using data for decision making and problem solving is identified 185

Early and Efficient Tier II Behavior Interventions Most efficient approach is to use one intervention for all students unless counter-indicated followed by more personalized approaches if unsuccessful Having two or three options is also popular Two most common ideas – A teacher check in and daily progress monitoring approach such as Teacher Check, Connect & Expect A simple behavior plan which includes a contract or goal setting intervention Regardless of approach, data must be easily collected and used for decision making 186

Early and Efficient Tier II Behavior Interventions: Where to look to determine skills Begin with the skills embedded in behavioral expectations from school-wide behavior matrix Which are most problematic for at-risk students who have not responded to schoolwide approaches? Review skills being delivered in groups Review social skills programs Use data-based decision making 187

Addressing Functions with Targeted Group Interventions Big Idea with TGIs is ensuring the availability of efficient /effective supports targeted to prevalent ‘functions’ of behavior, usually: Gain Adult Attention Gain Peer Attention Escape Motivated (Avoid Academic Tasks / Avoid Social Contexts) At Targeted Group level, student need (i.e., skill strengthening) or function should influence referral to particular support. 188

Targeted Group Interventions and Functions of Behavior Access Adult Attention Examples: Check-In/ Check-Out Mentoring Programs Service Learning Access Peer Attention Examples: Social Skills Instruction Peer Mentoring Self-monitoring system with Peer Share Component Interest groups with peers with like interests Address academic task avoidance or social avoidance using Academic or Social Skills teaching Organization Skills Homework Planning or Completion Club Tutoring Specific Social Skills groups 189

RTI Tier II Intervention Planning Tool Muscott (2010) Intervention GoalsStudent Need How to Access Support Entry Criteria Dosage (Time, Days, Weeks) Success Indicator Teacher Check, Connect Expect Improve behaviors crucial to school success; relationship with classroom and other teachers; home- school communication Adult attention, structure, regular feedback Tier II Team * Exceed cut scores on benchmarks (e.g., 3 ODR, 5 absences, etc.) * Elevated screening score on BESS * Teacher and/or Tier II Team request Arrival, Dismissal and small, standardized and agreed upon number of periods per day 1-2 minutes times number of periods 18 of 20 days at 75% points and no more than one major office referral; 18 of 20 days self monitoring with similar results 192

Brief Targeted Group Interventions Activity Who: Targeted Team What: (1) Complete the ‘Intervention’ column of the targeted group interventions chart (2) For ONE intervention, compete the full line Timeframe: 20 minutes Report Out: Volunteers 5 minutes 193

RTI Tier II Intervention Planning Tool Muscott (2010) Intervention (Academic or Behavior) GoalsStudent Need How to Access Support Entry Criteria Dosage (Time, Days, Weeks) Success Indicator 194

RTI Tier II Success Indicators for Intervention Planning Tool Muscott (2010) Name of Available Intervention Success Indicator Response to Criteria Defined Success Indicator Response to Partial Criteria Defined Non-responsive Criteria Defined 195

1. Check In Programs 2. Mentoring Programs 3. Social Skills Instruction 4. Academic Support Basic Targeted Group Interventions that Address Most Prevalent Functions 196

Responding to Problem Behavior in Schools: The Behavior Education Program (AKA: Check-In / Check-Out) By Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940 www.guilford.com 197

BEP Components 1. Behavior Education Program system First thing in morning, last thing before home (some use mid-day check-in) 2. Frequent Positive Adult Contact All Day Powerful protective factor for at-risk students 3. Increased Attention to Behavioral Goals Goal-Setting Daily Progress Report (DPR) 198

BEP Components 4. Used in all school settings 5. Home-School-Student partnership Parents/ Student meet with BEP Coach Parents sign behavior contract Parents review, comment and sign Daily Progress Report daily 199

Teacher Check, Connect and Expect is an efficient, early, & systematic response for students not responding to primary prevention systems of behavior support. Occurs prior to implementing more sophisticated & less efficient secondary supports. TCCE is a procedure in which classroom teachers provide higher rates of feedback & attention to ‘at-risk’ students for exhibiting expected classroom behaviors linked to school-wide expectations TCCE allows for a systematic monitoring of student behavior using data-based decision-making. Teacher Check, Connect and Expect Mann and Muscott (2007); Adapted from Cheney (2006) 200

Potential Benefits of Teacher Check, Connect and Expect 1) Positive teacher-student contacts before relationship is damaged by repetitious conflict. 2) Easy access intervention before emerging problem behavior becomes chronic and ingrained. 3) Increased recognition for pro-social behavior. 4) Improved home-school communication and partnership. 5) Sufficient recognition to foster behavioral change for some students. 6) Connects to school-wide system of behavior support. 7) Easy assessment of ‘Is It Working?’ 8) Useful data even if the intervention is unsuccessful in producing behavioral change. 201

Teacher Check, Connect and Expect: Success Either Way Either: Improves student behavior OR Provides useful data to help Targeted Team with assessment of function 202

2 =No documentable majors or minors 1 = No more than 1 documentable minor 0 = Major or 2 documentable minors PERIOD CaringHonestyRespectResponsibility Academic Achievement Total points 1 Arrival __________/10 2 3 4 5 6 Total__________/60 __________/% At each check in remember to consider each HIGH 5 expectation separately. For example, a student who receives a minor for being unsafe may still receive full points for meeting the other 4 expectations. Total Checks:______/60 = _____% _______________________________________________________________________________________ Name:_________________________________________________ Date:______________________ Goal Met: ____Yes ____No Goal: 45 points Name:____________________________________ Date:___________________ 203

TCCE Card with Behavioral Expectations Provided at Arrival by Teacher Arrival Check In and Feedback TCCE Card with Behavioral Expectations Provided at Arrival by Teacher Arrival Check In and Feedback Teacher Provides Feedback at the End of Each Rating Period Student Carries Card to Specials Teacher Provides Feedback at the End of Each Rating Period Student Carries Card to Specials TCCE Coach Checks Data & Checks in with Teacher within 5 School Days to Ensure Fidelity of Implementation Pre-empt Possible Problems TCCE Coach Checks Data & Checks in with Teacher within 5 School Days to Ensure Fidelity of Implementation Pre-empt Possible Problems After 20 School Days (appr. 4 weeks) Tier II Team Conducts Data Review and Involves Student, Teacher, Parent After 20 School Days (appr. 4 weeks) Tier II Team Conducts Data Review and Involves Student, Teacher, Parent Exit TCCE, Consider a Different Support Continue TCCE With Revision Exit TCCE Without A Different Support Teacher Check, Connect and Expect (TCCE) Process at Gardner Pilot Academy Teacher Returns TCCE Card to Coach for Data Entry Teacher Returns TCCE Card to Coach for Data Entry Continue TCCE to Criteria Continue TCCE As Self-Monitor Teacher Provides Feedback for Period 6 Adds Daily Points, Provides Review, Parent Tear-off Completed TCCE Card to Coach Teacher Provides Feedback for Period 6 Adds Daily Points, Provides Review, Parent Tear-off Completed TCCE Card to Coach Decision is Made to Draft 1 11-29-11 204

Teacher Check, Connect and Expect Procedures: Setting Up the Program TCCE ‘Coaches’ (or ‘Leads’) are assigned to check-in with and support classroom teachers 1. Initial coaching and on-going support to classroom teachers 2. Initial explanation of TCCE to students and families (as needed) 3. Review daily report cards for accuracy and trends as an interim progress check on progress before 1 st formal review 4. Ensure data are entered into a data management system 5. Report TCCE data to Tier 2 Team 205

Sandown North Elementary School Teacher Check, Connect & Expect 206

Teacher Check, Connect and Expect Procedures: TCCE Coach-Teacher Meeting  Coach and classroom teacher(s) meet to review program, procedures & forms; address specific teacher concerns about the program per the student.  Teacher(s) practices providing greeting, ratings, feedback and end- of-day review.  Parent permission is addressed. 207

Teacher Check, Connect and Expect: Setting Up the Program Develop a file for each student Include: Referral info Data Communications and Simple form to log information and record decisions. 208

Person and Team Responsible TCCE with Individualized Features (Note Features Added) Simple Behavior Plan Academic or Social Group (Specify) Beginning Date Status (RC, PRC, NRC) Ending Date Beginning Date Status (RC, PRC, NRC) Ending Date Beginning Date Status (RC, PRC, NRC) Ending Date Individual Student Progress Monitoring Log for Secondary Tier 2 Interventions (IP Log) 2010) Muscott (2010) for New Hampshire Center for Effective Behavioral Interventions and Supports Adapted from Illinois-PBIS Network Tier Individual Tracking Tool (2009) Student: _______________________________________ School: ________________________________District/SAU: ________ Year: 2010-2011 Status: RC = Responding to Criteria; PRC = Partially Responding to Criteria; NRC = Not responding to criteria 209

Teacher Check, Connect and Expect Procedures: Preparing the Student Teacher and Coach meet with student -- discuss staff/student responsibilities:  Student is taught precisely how card will be scored  Student is taught process for getting ratings:  Student brings card to teacher at designated times, OR  Teacher goes to student’s desk to complete the card, OR  Card is held by teacher  Determine if student carries card to specials, recess, etc.  Standard initial goal is stated – typically 75% of points  Student practices desired behaviors and procedures; teacher answers any questions  TCCE coach can support teacher as necessary 210

Teacher Check, Connect and Expect Procedures: Implementing the Program – AM Greeting Classroom Teacher greets the student upon arrival to school with positive regard, shows him or her the TCCE card, pointing out expected behaviors.TCCE card The teacher begins with positive contact. Teacher coveys optimism about the student’s ability to be a High 5 Student, show Respect, Responsibility, Caring, Honesty and Achievement and meet the daily goal. Teacher scores the arrival period. Teacher gives the student the card (if desired) or holds at desk. Discussion takes approximately 1-2 minutes. 211

Teacher Check, Connect and Expect Scoring and Feedback At the end of each period, the teacher rates each behavioral expectation on the card using a 3 point scale (2, 1, 0). Teacher shares the information with the student in a 1-2 minute feedback meeting. Teacher can use a directive or non- directive approach Teacher conveys optimism for success 212

Teacher Check, Connect and Expect Procedures: Implementing the Program – AM Greeting “Good morning, Bill. How are you today? You came in, put your things away, and were pleasant. You have your homework and books for the day. That’s starting the day like a Gardner High 5 student. I’d score that 2 in each area. I know you can be respectful, responsible, honest, caring and achieve the rest of the day in order to meet your goal of 45 points. Is there anything I can do to help or anything you need? Here’s your card; Have a great day.” 213

Teacher Check, Connect and Expect Scoring and Feedback A ‘2’ indicates that the student met or exceeded standards for behaviors related to this expectation for this period. The student displayed: Specific positive behaviors related to the expectation (i.e., the student displayed ‘respectful’ behavior throughout the class connected to behavioral matrix). No instances of a MAJOR problem behavior associated with the expectation. No instances of documentable MINOR problem behavior associated with the expectation. Reminders are OK. 214

Teacher Check, Connect and Expect Scoring and Feedback Specific positive behaviors should be verbally acknowledged “You were respectful this period by speaking quietly during group work, Bill. I really appreciate it and you are getting a ‘2’ for Respect.” OR “Bill, how do you think you do with respect this period? Can you tell me what you did that was respectful? I agree you earned a 2 for respect?” 215

Teacher Check, Connect and Expect Scoring and Feedback A ‘1’ indicates the student met standards for behaviors related to this expectation for this period most of the time, but had one documentable minor in one area that needs improvement. Score 1 in the area the documentable minor occurred. 216

Teacher Check, Connect and Expect Scoring and Feedback “You did a nice job most of the period being respectful today. You followed directions, you used kind words – I appreciate that!” “There was some loud calling out during reading that didn’t stop right away when I asked. That disrupted the lesson. “Next period, I’d like you to be more respectful by raising your hand when you want to talk. I know you can do that.” Specific positive behaviors should be verbally acknowledged. Less attention/emphasis should be placed on corrective feedback for minor behaviors 217

Teacher Check, Connect and Expect Procedures: Feedback: A ‘1’ indicates both ‘Strength’ and ‘Need’ It is not recommended that a reprimand go along with a ‘1’ rating as this is not likely to increase expected behavior. A calm and specific reminder of desired behavior with encouragement (followed by a pre-correction for tomorrow) are likely to work better. The student is likely to have been reprimanded repeatedly in the past for exhibiting the behavior (he has not responded to reprimands w/ improved behavior). 218

Teacher Check, Connect and Expect Procedures Scoring and Feedback A ‘0’ indicates a ‘Major’ problem behavior If a major occurred, score 0 in all areas If 2 documentable minors occurred in same area, score 0 in that area If 2 documentable minors occurred in two areas (one each) area, score O in both areas 219

Teacher Check, Connect and Expect Returning from a ‘Major’ Problem Behavior Response to a ‘Major’ should follow typical school procedures and reported/recorded as for any other student. Student is subject to administrative responses as for any other student unless otherwise determined through an existing individualized support plan. However, when the student returns from the incident and has addressed consequences, we must start on a clean slate and focus on the future – not the past. The initial check in at arrival should therefore follow the usual optimistic protocol. 220

Teacher Check, Connect and Expect Procedures Steps for End of Day Review 1) Quick review of last period. 2) Add total points. 3) Write the total number/% achieved for the day. 4) Discuss the total and whether the daily goal was met. 1) If the student achieved the daily goal, teacher should provide verbal acknowledgement. 2) If goal was not achieved, teacher should verbally acknowledge any strengths achieved and encourage turning the needs into strengths for tomorrow. 5) Tear off and send home. 221

Teacher Check, Connect and Expect: Assessing Progress A review meeting should occur 4 weeks (20 school days) after start of the program. During the meeting, data is shared regarding goals and determination of next steps is made. Success for Basic TCCE is 75% for 16 of 20 days Success for Generalization is 75% for 18 of 20 days 222

Teacher Check, Connect and Expect: Assessing Progress Based on Data A. Success for 4 weeks – Self monitoring 4 weeks B. Partial Success -- Adapt TCCE to Basic Plus: Add behavioral specificity (i.e., target a specific behavior such as ‘completed classwork’ under ‘Responsible’) Add reinforcement Add teaching component Change aim line (70%) Continue TCCE, but add an additional support (i.e., group intervention) C. Discontinue TCCE and refer to secondary support team (according to school process) to assess ‘function of behavior’ and access group or individualized supports D. Discontinue TCCE with no additional support – monitor progress 223

Data Entry What it will look like in CICO-SWIS Student Progress Data 224

Sandown North Elementary School Teacher Check, Connect & Expect 20 students given the intervention 14 of 20 (70%) success (averaged 80% or better) 4 partial (20%) success (averaged 70-79% and variable) 2 (10%) non-responders (averaged less than 50%) 226

Mentoring as a Targeted Group Intervention Newcomer (2005) Identify Students Data decision rule Teacher recommendation Likes adult attention Identify Mentors Teachers Administrators Counselors Secretaries Cooks Custodians Volunteers 229

Mentoring Program Evaluation Newcomer (2005) Decreases in: Meetings with counselor Office referrals Time outs Suspensions Detentions Increases in: Student attendance Work completion Academic performance Homework completion Parental involvement Positive student-teacher interaction 230

Social Behaviors Social Behaviors - individual, discrete, observable acts that make up more complex social skills Examples Eye contact Shaking hands Saying hello 233

Social Skills are Specific, identifiable, and learned social behaviors, performed effectively that produce social consequences in social situations 234

Social Competence Social Competence is: A judgment-based evaluation by peers, teachers, family members, friends, about a person’s social functioning The highest form of skill acquisition More than just the sum of individual social behaviors and skills 235

Types of Social Skills 1. Basic Social Skills or Classroom Survival Skills Listening, Asking for Help, Asking a Question 2. Friendship-Making Skills Introducing Yourself, Beginning a Conversation Offering Help, Sharing, Apologizing 3. Skills for Dealing with Feelings Expressing Feelings, Showing Understanding of Another’s Feelings, Dealing with Anger 236

Types of Social Skills 4. Skill Alternatives to Aggression Dealing with an Accusation, Responding to Teasing 5. Skills for Dealing with Stress Dealing with Losing, Saying No, Responding to Peer Pressure 6. Social Problem Solving and Planning Skills Setting a Goal, Making a Decision 237

Social Skills Assumptions 1. Social skills are learned skills. 2. Social skills can be taught given effective instruction. 3. Effective instruction is instruction that is matched to the needs of the learner. 4. Learning skills in isolation and/or in a training setting is not sufficient. Students must be able to generalize and transfer the skills across settings, time, and situations. 5. Social skills are culture and context specific. 238

Social Skills Assumptions 6. Students who are socially incompetent are at risk for a wide variety of problems in adulthood. 7. Students learn new social skills and retain previously learned ones through modeling and reinforcement strategies. 8. The most robust learning takes place when all or close to all of the members of the student’s environment share a common set of values regarding which behaviors are important. 9. Effective instruction moves students from external to internal control of their behaviors. 10. Students should be taught to self-manage their behaviors. 239

An Elementary Example of a Social Skill Skill: Avoiding trouble Steps 1. Stop and think about what the consequences of an action might be 2. Decide if you want to stay out of trouble 3. Decide what to tell the other person 4. Tell the person 240

An Elementary Example of a Social Skill Skill: Dealing with being left out Steps 1. Decide what has happened to cause you o feel left out 2. Think about your choices: 1. Ask to join in 2. Choose someone else to play with 3. Do an activity you enjoy 3. Act out your best choice 241

A MS/ HS Example of a Social Skill Skill: Dealing with someone else’s anger 1. Listen to the person who is angry (Don’t interrupt; Stay calm) 2. Try to understand what the angry person is saying and feeling (Ask question to get explanations of what you don’t understand; restate them to yourself) 3. Decide if you can say or do something to deal with the situation (Think about ways of dealing with the problem. Maybe just listening, being empathic, doing something to correct the problem, ignoring it, or being assertive) 4. If you can, deal with the other person’s anger 242

Common Teaching Methods: Academic vs. Behavioral Skills Academic SkillBehavioral Skill Instruction occurs Opportunities for practice occur Assessment occurs Tangible acknowledgement of progress occurs Feedback and support occurs Correction for incorrect responses occurs Reminders Re-teaching Individualized supports occur Pre-correction Increased attention Alternative methods used Replacement skills considered Modifications considered Assume already knows correct behavior Notice incorrect behavior / state to stop Re-state rule Re-state consequence Provide reprimand / warning Detention Conference with student Suspension Contact with parent 243

Skillstreaming the Adolescent Ellen McGinnis & Arnold Goldstein Research Press 50 Prosocial Skills in 6 Categories Beginning Social Skills (Listening) Advanced Social Skills (Convincing Others) Friendship-Making Skills (Reading Others) Skills for Dealing with Feelings (Dealing with Someone Else’s Anger) Skill Alternatives to Aggression (Negotiating) Skills for Dealing with Stress (Standing Up for a Friend) 244

Skillstreaming the Adolescent Ellen McGinnis & Arnold Goldstein Research Press 50 Prosocial Skills in 6 Categories Beginning Social Skills (Listening) Advanced Social Skills (Convincing Others) Friendship-Making Skills (Reading Others) Skills for Dealing with Feelings (Dealing with Someone Else’s Anger) Skill Alternatives to Aggression (Negotiating) Skills for Dealing with Stress (Standing Up for a Friend) 245

Teaching Social Skills Using a Structured Learning Instructional Approach Why is the skill important? Define the skill Demonstrate/model the skill Show multiple prosocial examples Show one low key non-example Have students role play the skill Provide performance feedback Provide opportunities for generalization 246

1. Establish Need for Skill Goldstein & McGinnis Identify the reasons and rationale for teaching the skill Have each student describe, when, where and with whom would you find the skill useful 247

2. Define the Skill Goldstein & McGinnis Define the skill to be taught Include abstract meaning and concrete examples Solicit examples from group 248

3. Effective Modeling Goldstein & McGinnis 1. Specify the exact behavior to be taught. 2. Be sure the student is cognitively and developmentally able to model the behavior or strategy. 3. Simplify the modeled behavior. 4. Provide clear, concise, and easy to imitate models. 5. Provide models that have high status with the student (s). 249

4. Effective Modeling Goldstein & McGinnis 6. Use a variety of high status models. 7. Be sure that the student(s) are attending to the model. 8. Be sure that the desired behavior is clearly and consistently modeled. 9. Provide multiple opportunities for practice (at least 2). 10. Reinforce both the model and target student(s) for performance. 250

5. Role-Playing Goldstein & McGinnis Each student role-plays skill Set context for role-play using established need Select main actor Pick co-actor that resembles real-life person Gain physical setting and background details Conduct the role-play Coach actors as needed Continue until all have participated 251

6. Performance Feedback Goldstein & McGinnis Co-actor reacts first Other students next Trainers next Comment on how well steps were followed Provide social reinforcement Main actor last 252

7. Generalization and Transfer of Training 1. Teaching students self-control strategies. 2. Teaching skills in multiple settings. 3. Having different adults teach the skills. 4. Having the students practice the skills under different conditions, with different people and in different places. 5. Providing specific homework activities. 253

Interest Groups and ‘Peer Attention’ Interest groups or clubs can support some children’s peer attention needs VERY important to identify in advance of student involvement what you believe will be impacted by the intervention Identify baseline data Identify what will constitute progress Identify when you will check Example: RESPECT club 254

Tier 2 Secondary Prevention Targeted Approaches A Function-Based Perspective Muscott & Mann (2009) Universal Primary Prevention District-wide Administrative Team 7. Data-Based Decision Making 255

Data-Based Decision Making at Tier II Secondary Systems of Behavior Support: Types of Data Needed Tier II descriptive school level data that describes the population of students at risk of school failure Tier II descriptive school level data that describes if the interventions are being implemented with fidelity Tier II descriptive school level data (formative and summative) that describes how well the array of interventions are working for those students at risk of school failure Tier II individual student progressing monitoring data on whether the intervention(s) are working for particular children 256

Tier 2 Success Indicators for Interventions Chart Muscott (2010) Name of Available Intervention Success Indicator Response to Criteria Defined Success Indicator Response to Partial Criteria Defined Non-responsive Criteria Defined Teacher Check, Connect and Expect (TCCE) (Basic) Teacher Check, Connect and Expect (TCCE) (Basic Plus Individualized Features) Simple Behavior Plan Brief Function-based Plan Academic Group: ___________________ Social Skills Group: _________________ 257

Secondary Intervention Team Log - NH (SIT Log NH) Muscott (2010) Adapted from Il-PBIS Network To summarize success of all Tier II interventions by month and year – school level data Includes information about: Participants Number and percent responding by criteria Three category sort Responding to Criteria, Partially Responding and Not Responding Team must develop definitions for criteria 258

Secondary Intervention Team Log for Tracking School-Level Progress (SIT Log) (2010) Muscott(2010) Adapted from Illinois PBIS Network (2008) Tier2/3 Intervention Tracking Tool School Year: 2010-2011School: District/SAU: Timberlane Name of Team Tracking Data: Person Responsible: Team Members: Month Tier 2 Interventions Name of Intervention _____________________________________ #/% Students Participating #/% Students Responding to Criteria #/% Students Partially Responding #/% Students Not Responding #/% Students Participating #/% Students Responding to Criteria #/% Students Partially Responding #/% Students Not Responding August September October Totals 259

Individual Student Progress Monitoring Log-NH (IP Log NH) Muscott (2010) Adapted from Il-PBIS Network To summarize all Tier II and Tier 3 interventions used for individual students Includes information about: Starting Date Success of Intervention at Review Dates Ending Date Three category sort Responding to Criteria, Partially Responding and Not Responding Team must develop definitions for criteria 260

Person and Team Responsible Student: ________________________________________________________________ Intervention: __________________________________________________________ Beginning Date Review Date And Status (RC, PRC, NRC) Ending Date Comments Individual Student Progress Monitoring Log for Secondary Tier 2 Interventions (SPM Log) (2010) Muscott (2010) Adapted from Illinois-PBIS Network Individual Tracking Tool (2009) Status: RC = Responding to Criteria; PRC = Partially Responding to Criteria; NRC = Not responding to criteria Record the definitions of responses developed by team and described on the Secondary Intervention Team Log for Tracking School-Level Progress (SIT Log) (2010) on other side 261

Differentiated Activity Who: Targeted Team What: Complete one of the following two activities Baseline assessment of Tier II functioning using the checklist Action plan next steps for implementation Timeframe: 20 minutes Report Out: None 262

Acknowledgements Lucille Eber George Sugai Rob Horner Hill Walker Doug Cheney Kathleen Lane Julie Prescott Valarie Dumont 263

Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June.

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Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June.

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