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Transcript of Kathleen Lane 1 Three-Tiered Models of Prevention to Prevent and Respond to Challenging Behavior: A...
Kathleen Lane 1
Three-Tiered Models of Preventionto Prevent and Respond to Challenging
Behavior: A Comprehensive & Integrated Approach
Kathleen Lynne Lane, Ph.D., B.C.B.A
Vanderbilt University
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What are the goals for this in-service?
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In-Service Goals
Gain a clear understanding of three-tiered models of the positive behavior support design to prevent learning and behavior problems from occurring and strategies for responding to existing problems
Learn how to design a plan with primary, secondary, and tertiary levels of academic and behavior support
Examine the bridges and barriers of implementing a three-tiered model of prevention.
Learn how to develop a plan for implementing and assessing your three-tiered model of prevention.
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Agenda1. Introduction Why do we need three tiered models of prevention?
2. Primary Prevention Efforts• Overview: Three-Tired Models of Prevention• Establishing Expectations that Meet Teacher Expectations• Incorporating Systematic Screenings• Designing a Comprehensive Assessment Plan
3. Secondary Prevention Efforts
• Overview• Illustration• Resources• Critical Components
4. Tertiary Prevention Efforts
• Overview• Illustration• Resource• Critical Components
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Why do we need a three-tiered plan of prevention?
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National Concern:School Safety & Antisocial Behavior Antisocial and violent behavior in public schools is one of the top
concerns in education today (Walker & Severson, 2002).
Concern for increased violent crimes among school-aged children, especially in school setting (Annual Report on School Safety, 2000)
5% of students between 12-18 years report being victimized during the school day during the last 6 months (NCES, 2005).
Homicides in schools have increased in recent years.
Although number of violent crimes is decreasing, the magnitude and severity is increasing (Walker, Ramsey, & Gresham, 2004).
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National ResponseLegislative & Federal Mandates
Title IV of Improving America’s Schools Act of 1994 and Safe and Drug-Free Schools and Communities Act (1994) spurred a zero tolerance stance on weapons and drugs.
White House issued a mandate calling for schools to be safe, nonviolent settings.
Surgeon General’s Report on Youth Violence (2001) requested the use of evidence-based practices to dismantle antisocial networks by increasing academic success, developing positive school climates, and subscribing to a primary prevention model (Satcher, 2001).
Individuals with Disabilities Education Act (IDEA; 2004) included language to support this call “providing incentives for whole-school approaches … positive behavior interventions.”
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Three-Tiered Models of Prevention
Positive Behavior Support (PBS) and Response to Intervention (RtI) ModelsPrimary Level
Prevent harm from occurring
Secondary Level Designed to reverse harm by supporting students who do not
respond to primary prevention efforts
Tertiary Level Reduce harm by supporting students exposed to multiple risk
factors who may have not responded to primary or secondary efforts
(Severson & Walker, 2002; Sugai & Horner, 2002)
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Three Tiered Models of Prevention: A Comprehensive Approach
Primary Prevention
Academic
Behavioral Social
Goal:
Prevent Harm
Secondary Prevention
AcademicBehavioral Social
Goal: Reverse Harm
Tertiary PreventionAcademicBehavioral Social
Goal: Reduce Harm
Address varying responses to intervention.Three-tiered school-base intervention model.
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Schools Respond:
Tertiary Prevention
~5%
Secondary Prevention ~15%
Primary Prevention~80%
Goal: Prevent HarmSchool/Classroom-Wide Systems for All Students, Staff, & Settings
Goal: Reverse Harm Specialized Group Systems
for Students with At-Risk Behavior
Goal: Reduce Harm
Specialized Individual Systems for Students with High-Risk Behavior
(Horner & Sugai)
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Positive Behavior Support Program developed entirely by the school and individualized to
its particular needs
Coordinated system of multi-level, strategic intervention designed to address the social and academic needs of all students within a particular setting.
Offers a continuum of support ranging from broad, universal interventions to more individualized interventions
Has demonstrated success at the elementary, middle, and high school levels.
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Three-Tiered Models of Prevention: Focus
More than preventing problem behavior from occurring
Focuses on teaching more appropriate functional skills that will promote success in the school environment and provides a context for the practice and reinforcement of these skills (Lewis et al., 2002; Turnbull et al., 2002)
Goal: Create an individualized school plan based on the faculty’s expectations for their students
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Universal Support
Procedures for Teaching Lesson Plans (Stop-Drop-Teach) Posters Videos Assemblies
Procedures for Reinforcing Tickets or Cards Award Assemblies Prizes (Tangibles & Non-tangibles)
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Targeted Interventions School-wide data are used to determine students who
need additional levels of support
Examples: attendance, discipline, grades, behavior screeners, etc.
Additional levels of support
Secondary Level of Support Small group interventions
Tertiary Level of Support One-on-one interventions
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Primary Prevention:PBS is a framework, not a curriculum
Team-based, data-driven approach Clarify and define expectations Teach all students the expectations Planned and implemented by all adults in the school Give opportunities to practice Reinforce students consistently, facilitate success Rules, routines and physical arrangements Monitor student progress Use school-wide data to identify students who need more
support
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Primary Prevention: Baseplan
PreventionRules
RoutinesArrangements
Remediation
Rules - Tardy “must be inside the room”Routines – warning bell 30 sArrangements – faculty/staff in doorways and hallways providing prompts
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Instructional Approach
Behavioral expectations taught directly like academic skills
Academic engagement & success are maximized
Influence of instructional support is considered
George Sugai, University of Oregon
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A Balanced Approach
Reinforcement (Success)
Punishment (Failure)
4:1
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Underlying Principles of Effective Management
What are the predictable failures?
What can we do to prevent this failure?
How will we maintain consistency?
How will we know if it is working?
2
1
3
4
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Primary Prevention Plan
Logical = would work if done by all Feasible = can be done reasonably by all
What’s the simplest thing that would work?
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What do we do when primary prevention is not enough?
Secondary Prevention Efforts
Tertiary Prevention Efforts
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Limitations of Current Practices
Response to Intervention models utilize curriculum-based measures but not behavioral performance other than office discipline referrals (ODRs)
ODR data suffers from poor reliability if the system used to collect these data is not implemented with strong procedural fidelity
Lack of systematic methods of monitoring behavioral performance
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Three Tiered Models of Prevention: A Comprehensive Approach
Primary Prevention
Academic
Behavioral Social
Goal:
Prevent Harm
Secondary Prevention
AcademicBehavioral Social
Goal: Reverse Harm
Tertiary PreventionAcademicBehavioral Social
Goal: Reduce Harm
Address varying responses to intervention.Three-tiered school-base intervention model.
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Solutions to the Problem
Incorporate systematic screening tools to monitor the level of risk at a given school to identify students whose behavior patterns suggest nonresponsiveness
Available tools: Systematic Screening for Behavior Disorders
(SSBD; Walker & Severson, 1992)
Student Risk Screening Scale (SRSS; Drummond, 1994)
Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)
Behavioral and Emotional Rating Scale (BERS; Epstein & Sharma, 1998)
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Illustrations
Practical illustrations of how to use these screening tools within a three-tiered model as a part of regular school practices at the elementary, middle, and high school levels.
Used within the context of three-tiered models of support, systematic screening tools: Measure the overall level of risk present in a school over
time, and Identify students who may require more targeted supports in
the form of secondary and tertiary prevention efforts.
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Kathleen Lane
Using the Systematic Screening for Behavior Disorders
Using the Student Risk Screening Scale
An Illustration at the Elementary School Level
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Designing the Primary Plan
A team-based approach: An administrator, two general education teachers, a special education teacher, a reading specialist, a counselor, a parent, and a student attended a year long PBS training series where they developed a comprehensive three-tiered model of support to meet students’ progressive needs.
The primary plan contained academic, discipline, and social skills components specifying student, teacher and parent responsibilities for each component.
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Procedures for Teaching
Three behavior expectations: Respect Best Effort Responsibility
Expectations were taught with: Classroom lessons Posters Skits at assemblies Broadcasts over the intercom in the morning
Setting
Classroom Hallway Playground Cubbies Cafeteria Restrooms
Respect -Eyes on speaker
-Listen
-Follow directions
-Space & materials
-Walk
-Quiet
-Hands off walls
-Hands to self
-Follow game rules
-Respond when called
-Share/include everyone
-Use your own stuff
-Wait your turn
-4 people at a time
-Hands to self
-Low voice
-Eat your own food
-Clean up
-Clean up
-Allow privacy by only knocking on door once
Best Effort -Quality of work is accurate, neat, and complete
-Watch the person in front of you
-Zone Zero
-Walk on 3rd square
-Pick up trash
-Report unsafe objects or behavior
-Help keep area safe and clean
-Eat, then talk
-Stay in seat
-Keep floor clean
-Appropriate use of facilities
Responsibility -Follow Eagle Expectations
-Be on time
-Be prepared
-Observe rules of tattling vs. telling
- Be Aware of personal space
-Report visitors without stickers
-Remind others to be quiet
-Be Aware of personal space
-Follow playground rules
-Play approved games
-Put materials and clothes where they belong
-Unpack all materials
-Know what to order
-Bring lunch/ lunch money
-Get all items
-Raise hand
-Wash hands
-clean up after self and others
-Report messes
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Procedures for Reinforcing
PBS Tickets paired with behavior specific verbal praise
Daily classroom drawings
Weekly school wide drawings
Quarterly assemblies
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Procedures for Monitoring
Procedures for Monitoring Student Outcomes Overall Level of Risk Treatment Integrity Social Validity
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Elementary Assessment Schedule
Measure Quarter 1 Quarter 2 Quarter 3 Quarter 4
Attendance X X X X
SWIS (ODR) X X X X
GEIT & SPED X X X X
IAI Reading & Math X X
STARS Reading X X
TOWL (Writing) X
TCAP X
Tickets X X X X
SRSS & SSBD X X X
Treatment Integrity X X X X
EBS Survey X X
Social Validity X X
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SSBD Screening ProcessPool of Regular Classroom Students
TEACHER SCREENINGon Internalizing and Externalizing Behavioral
Dimensions
3 Highest Ranked Pupils on Externalizing and on Internalizing Behavior Criteria
TEACHER RATINGon Critical Events Index and Combined
Frequency Index
Exceed Normative Criteria on CEI of CFI
DIRECT OBSERVATIONof Process Selected Pupils in Classroom
and on Playground
Exceed Normative Criteria on AET and PSB
PASS GATE 1PASS GATE 1
PASS GATE 2PASS GATE 2
PASS GATE 3PASS GATE 3
Pre-referral Intervention(s)
Child may be referred to Child Study Team
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What is the Student Risk Screening Scale?
The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior.
Uses 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3
Teachers evaluate each student on the following items- Steals - Low Achievement- Lies, Cheats, Sneaks - Negative Attitude- Behavior Problems - Aggressive Behavior- Peer Rejection
Student Risk is divided into 3 categories- Low 0 – 3- Moderate 4 – 8- High 9 + (SRSS; Drummond, 1994)
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Student Risk Screening Scale(Drummond, 1994)
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Secondary InterventionsSupport Description Schoolwide
Data: Entry Criteria
Data to Monitor Progress:
School wide data? Other?
Exit Criteria
Check, Connect, and Expect
This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day.
Students who score moderate to high risk on the SRSS
Daily BEP Progress Reports
Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase.
Project WRITE
Improving the writing skills of students with behavioral concerns and poor writing skills
Behavior (SRSS: SSBD) and TOWL (<25)
Writing probes
Story elements of 5+ more (stable)
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Tertiary InterventionsSupport Description Schoolwide
Data: Entry Criteria
Data to Monitor Progress:
School wide data? Other?
Exit Criteria
Function-based interventions
Individualized interventions developed by the behavior specialist and PBS team
Students who score high risk on the SRSS
Target and replacement behavior
Students who have met there goal consistently for 3 weeks will move to maintenance.
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Will this work at in middle and high schools?
Lane, Robertson, & Graham-Bailey (2006)
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Changes in Student Risk Status Over Time
Change Status Instructional RatersScreening Status N Percentage
Fall 2004 Fall 2005
Stable 332 80.98Low Low 321 78.29Moderate Moderate 9 2.20High High 2 0.49
Improved 61 14.89Moderate Low 45 10.98High Moderate 4 0.98High Low 12 2.93
Declined 17 4.14Low Moderate 16 3.90Low High 1 0.24Moderate High 0 0
Note. Low refers to Student Risk Screening Scale (SRSS; Drummond, 1993) total scores of 0 to 3; Moderate refers to SRSS total scores of 4 to 8; High refers to SRSS total scores of 9-21.
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Changes in Student Risk Status Over Time
Screening StatusChange Status Fall 2004 Fall 2005 Support Considerations
StableLow Low Responder: Additional Supports Not RequiredModerate Moderate Secondary PreventionHigh High Tertiary Prevention
ImprovedModerate Low Responder: Additional Supports Not RequiredHigh Moderate Responder: Additional Supports Not RequiredHigh Low Responder: Additional Supports Not Required
DeclinedLow Moderate Secondary PreventionLow High Tertiary PreventionModerate High Tertiary Prevention
Note. Low refers to Student Risk Screening Scale (SRSS; Drummond, 1993) total scores of 0 to 3; Moderate refers to SRSS total scores of 4 to 8; High refers to SRSS total scores of 9-21.
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Secondary Intervention Plan
Step 1: Identify your secondary supports Existing and new interventions
Step 2: Determine entry criteria Nomination, academic failure, etc.
Step 3: Identify outcome measures Pre and post tests, CBM, etc.
Step 4: Identify exit criteria Reduction of discipline contacts, academic success, etc.
Step 5: Consider additional needs
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Sample Secondary Intervention Plan
Support Description Method Currently Used to Identify
Students
Schoolwide Data: Entry
Criteria
Data to Monitor Progress:
School wide data? Other?
Exit Criteria
Study Skills Group
Students meet with a paraprofessional 2 days a week for 30 minutes lesson in study skills. Lessons are conducted during the regular school day.
Teacher recommendation
One or more below average grade (C or N); or students who are missing 30% of class work in a give month
Teachers complete a school-home note with the percentage of assignments completed/ participation and an accuracy rating
Students are exited from the program when they have 3 consecutive weeks of 90% or better work completion or participation with 80% or better work accuracy
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Agenda1. Introduction: Why do we need three tiered models of prevention?
2. Primary Prevention Efforts• Overview: Three-Tired Models of Prevention• Establishing Expectations that Meet Teacher Expectations• Incorporating Systematic Screenings• Designing a Comprehensive Assessment Plan
3. Secondary Prevention Efforts
• Overview• Illustration• Resources• Critical Components
4. Tertiary Prevention Efforts
• Overview• Illustration• Resource• Critical Components
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Three Tiered Models of Prevention: A Comprehensive Approach
Primary Prevention
Academic
Behavioral Social
Goal:
Prevent Harm
Secondary Prevention
AcademicBehavioral Social
Goal: Reverse Harm
Tertiary PreventionAcademicBehavioral Social
Goal: Reduce Harm
Address varying responses to intervention.Three-tiered school-base intervention model.
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Primary PreventionPrimary Prevention
Primary Plan Overview Sample Primary Plan Teacher Expectation Survey Results School Expectations and Matrix Building Your Primary Plan
Area I: Academic Area II: Behavior Area III: Social Skills Procedures for Teaching Procedures for Reinforcing Procedures for Monitoring
EBS Survey
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Implementation Features
1. Establish PBS leadership team2. Secure school-wide agreements and supports3. Establish data-based action plan4. Arrange for high fidelity implementation5. Conduct formative data-based monitoring
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What do PBS schools look like? More than 80% of students can tell you what is expected of
them and give behavioral example Taught, actively supervised, practiced, and acknowledged.
Positive adult-to-student interactions exceed negative Evidence-based practices are being used Function-based behavior support is foundation for addressing
problem behavior. Data- and team-based action planning and implementation are
operating. Administrators are active participants. Full continuum of behavior support is available to all students
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“Working Smarter” means…
Do less, but better Do it once, but for a long time Invest in clear outcomes Invest in sure thing
www.pbis.org
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Data-based decision making
George Sugai, University of Oregon
Reinforcement Rates Academic and Behavior Screenings Academic and Behavior Outcomes Treatment Integrity
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Primary Plan Components
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Part I: Academic
Part II: Behavior
Part III: Social Skills
Elements
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School-wide Expectations
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School Expectations
3-5 Expectations Clearly stated Taught Reinforced
Expectations should be explicitly defined for each school setting.
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Example
Contra Costa High School’s Expectations
1. Arrive on time and ready to learn
2. Be respectful to both peers and adults
3. Show school pride
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Expectation Matrix
Middle/ High School
Settings
Classroom Hallway Cafeteria Bathroom Bus
Arrive on time prepared to learn
- Be seated in assigned seat before tardy bell- Bring all necessary materials, including the school planner- Make up work when absent- Participate in all activities- Complete all assignments to the best of your ability
- Use a quiet voice- Walk on the right side of the hallway- Keep hands to yourself
- Know your order when walking through lunch line- Have money ready - Find a set quickly and stay with it
- Use facility quickly and quietly,- Return to class promptly
- Be ready when bus arrives- Carry on all personal belongings needed
Be respectful to peers and adults
- Follow the dress code- Use kind words towards others; avoid gossip- Use appropriate ways to show affection to others- Listen to and follow directions- Be truthful
- Keep hands to yourself- Use appropriate ways to show affection to others- Walk in the hallway
- Share lunch tables with others- Follow directions first time asked- Keep food on your plate- Eat your own food- Clean up area
- Take care of your own business- Remain in own stall- Minimize chatting- Keep water in the sink
- Share seating on the bus- Listen to and follow the bus driver’s directions the first time given- Speak in a quiet inside voice- Remain seated after entering the bus
Show school pride
- Keep desk area clean- Use classroom supplies and books appropriately
- Respect materials- Keep the hallways clean
- Keep lunch tables clean- Clear any trash- Recycle
- Keep bathroom clean- Throw away any trash properly
- Keep bus clean- Take off all personal belongings
ELEMENTARY Settings
Classroom Hallway Cafeteria Playground Bathroom Bus
Respect - Follow directions-Use kind words and actions- Control your temper - Cooperate with others - Use an inside voice
- Use a quiet voice- Walk on the right side of the hallway- Keep hands to yourself
- Use an inside voice- Use manners- Listen to and follow adult requests
- Respect other peoples’ personal space- Follow the rules of the game
- Use the restroom and then return to class - Stay in your own bathroom stall- Little talking
- Use kind words towards the bus driver and other students- Listen to and follow the bus drivers’ rules
Responsibility - Arrive to class on time- Remain in school for the whole day- Bring your required materials- Turn in finished work- Exercise self-control
- Keep hands to yourself- Walk in the hallway- Stay in line with your class
- Make your choices quickly- Eat your own food- Choose a seat and stick with it- Clean up after yourself
- Play approved games- Use equipment appropriately- Return equipment when you are done- Line up when the bell rings
- Flush toilet- Wash hands with soap- Throw away any trash properly- Report any problems to your teacher
- Talk quietly with others- Listen to and follow the bus drivers’ rules- Remain in seat after you enter the bus- Use self-control
Best Effort - Participate in class activities- Complete work with best effort- Ask for help politely
- Walk quietly - Walk directly to next location
- Use your table manners- Use an inside voice
- Include others in your games- Be active- Follow the rules of the game
- Take care of your business quickly- Keep bathroom tidy
- Listen to and follow the bus drivers’ rules- Keep hands and feet to self
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Academic Component
Why? Academic performance influences student behavior Teachers’ behavior will reflect students’ behavior
How? Academic expectations should be stated clearly and enforced
consistently Fosters an environment which sets the stage for productive
academic time Consider
High traffic areas Praise: Correction Statement Ratio Entry activities Closing activities
Look at your teacher expectation survey for suggested focus areas (see cooperation).
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School Behavior Plan
Two-Fold1. Reactive
- Schoolwide consequences for inappropriate behaviors
2. Proactive- Clearly stated expectations- Explicitly teach expectations- Model expectations- Give students opportunities to display
expectations- Provide feedback and reinforcement- Monitor behavior
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Elements of School-wide Behavior Plan
1. Common approach to discipline
2. Clear set of positive behavioral expectations
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring and evaluation
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Social Skills Plan
Use schoolwide data to identify primary concerns within school EBS Survey
We will use these results to identify common concerns across faculty.
Concerns may include Bullying Prevention Programs Social Skills Instruction Conflict Resolution Instruction Violence Prevention Programs
Examples of Schoolwide Programs Bullying
The Bully Prevention Program Olweus, 2000 $200 per school, $65 per teacher for materials Phone: 303-492-8465
Steps to Respect Committee for Children, 2001 $649 (currently 50% off -- $325) www.cfchildren.org
Bully-Proofing Your School Garrity, Jens, Porter, Sager, and Short-Camilli, 1994 $449.49 for entire program, additional materials $20 + www.sopriswest.com
Violence Prevention The Second Step Violence Prevention Program
Committee for Children, 1992 $159 per grade (Elementary, Middle, High School, Families, Spanish) www.cfchildren.org
Social Skills LIFT
Eddy, Reid, and Fetrow, 2000 Social Skills Intervention Guide *
Elliott and Gresham, 1991 $92.99 (includes 43 lessons) http://www.agsnet.com/ *Edited version
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Procedures for Teaching
Posters
Lessons
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Procedures for Reinforcing
Tickets Prizes/Drawing
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Procedures for Monitoring
Attendance (Tardy; Absence Rates)Discipline Contacts (SWIS)Behavioral Performance (Behavioral Screeners)Referrals (SPED, GEIT, S-Team)Standardized Test Scores (IAI; TCAP; Gateway)Ticket Distribution/Turn-InTreatment Integrity (SET, Observation, Self-Report)
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Measure Aug Sept Oct Nov Dec Jan Feb Mar Ap May
Report Cards and Progress Reports X X X X
Writing Assessment X X X
Curriculum-based Measures (CBM) X X X X X X X X X X
State-wide Assessment X
Office Disciple Referrals (ODR) X X X X X X X X X X
Student Risk Screening Scale (SRSS; Drummond, 1994)
X X X
Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)
X X X
Attendance X X X X X X X X X X
Counseling Referrals X X X X X X X X X X
Bullying Referrals X X X X X X X X X X
Social Validity Survey: Primary Intervention Rating Scale (PIRS; Lane, Robertson, & Wehby, 2002)
X X
School-wide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Hornet, 2001)
X X
Treatment Integrity: Self-Report and Direct-Observations by an Outside Observer
X X X X X X X X X X
Rate of Access to Reinforcement (PBS Tickets) X X
Effective Behavior Supports (EBS; Sugai, Horner, & Todd, 2000)
X X
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Agenda1. Introduction Why do we need three tiered models of prevention?
2. Primary Prevention Efforts• Overview: Three-Tired Models of Prevention• Establishing Expectations that Meet Teacher Expectations• Incorporating Systematic Screenings• Designing a Comprehensive Assessment Plan
3. Secondary Prevention Efforts
• Overview• Illustration• Resources• Critical Components
4. Tertiary Prevention Efforts
• Overview• Illustration• Resource• Critical Components
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71
Three Tiered Models of Prevention: A Comprehensive Approach
Primary Prevention
Academic
Behavioral Social
Goal:
Prevent Harm
Secondary Prevention
AcademicBehavioral Social
Goal: Reverse Harm
Tertiary PreventionAcademicBehavioral Social
Goal: Reduce Harm
Address varying responses to intervention.Three-tiered school-base intervention model.