Implementing Social Contracting and Targeted Group Interventions as Part of a Continuum of Academic

1
Implementing Social Contracting and Targeted
Group Interventions as Part of a Continuum of
Academic and Behavioral Support

• Eric Mann, LICSW
• Howard S. Muscott, Ed.D.
• New Hampshire Center for Effective Behavioral
• Interventions and Supports
• www.nhcebis.seresc.net

2
Acknowledgements

• Special thanks to the following people who
  influenced our thinking
• Doug Cheney
• Leanne Hawken
• Rob Horner
• Arnold Goldstein
• Debra LeClair
• Linda Potter
• Stacy Szczesiul
• George Sugai

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Agenda

• Welcome and Preview the Day
• Continuum of Behavior Support
• Social Contracting
• Targeted Group Interventions
• Behavior Education Program/Check In and Check Out
• Social Skills Instruction
• Preparing and Supporting Self Managers

4
Goals for the Day

• To learn how to implement social contracting
  programs
• To learn how to implement and assess targeted
  group interventions that address major functions
• To create an action plan for implementing a
  targeted group intervention

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Continuum of Behavior Supports New Hampshires
System of Care and Education
School-wide and General Education Classroom
Systems for Preventative Instructional and
Behavior Management Practices Systematic
Screening Promote Positive Parent Contact
Efficient Systematic Intervention for Students
Who Do Not Respond to SW and Classroom
Prevention and Response Systems Social Contracting
Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior
Available for Students Who Dont Respond to SW
and Social Contracting
Mann Muscott (2007)
Function-Based Support Planning (Functional
Assessment and Intervention Planning) Available
for SW and Group non-responders
School-based Intensive Supports Coordinator
Linkages to Wrap-NH Facilitation
Intensive Behavior Support Plans and Crisis
Intervention
School-based Intensive Supports
Linkages to Community-based Supports
Linkages to Case Centered Collaboratives
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Continuum of Behavior Supports New Hampshires
System of Care and Education
Efficient Systematic Intervention for Students
Who Do Not Respond to SW and Classroom
Prevention and Response Systems Social Contracting
Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior
Available for Students Who Dont Respond to SW
and Social Contracting
Mann Muscott (2007)
Function-Based Support Planning (Functional
Assessment and Intervention Planning) Available
for SW and Group non-responders
School-based Intensive Supports Coordinator
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School-wide and General Education Classroom
Systems for PreventativeInstructional and
Behavior Management PracticesSystematic
ScreeningPromote Positive Family Engagement

• School-Wide PBIS
• Basic Classroom Management
• Systematic Screening for Behavior Disorders
• Positive Family Engagement

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School-wide Systems of Behavior Support are In
Place

• Universal Team
• Data-based Decision Making
• SW Expectations
• Behavioral Matrix
• Expectations Taught
• Acknowledgement System

• Problem Behavior Defined
• Office Discipline Referral Form
• Process for Responding
• Consequences Defined
• Data Management System

9
Basic Classroom Management Systems are In Place

• Instructional/Curricular Management
• Environmental Management
• Proactive Behavior Management

10
Teachers Understand Basic Behavioral Premises

• Human behavior is learned
• Human behavior is triggered by antecedent events
• Human behavior is shaped by its consequences
• Human behavior is lawful teachable it can be
  impacted and shaped
• Human beings repeat behaviors that result in a
  benefit and reduce behaviors that result in
  detriment
• If behavior continues, the result is serving a
  need or purpose for the person (gain/access or
  avoid/escape) it has a function

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Schoolwide Screening as a Universal Strategy

• Similar to the process schools use regularly to
  identify students with emergent academic or
  health problems, schoolwide screening for
  students at-risk for developing ongoing emotional
  or behavior problems can help schools more
  effectively focus existing resources and supports
  on at-risk students, before their problems become
  chronic.

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SSBD is a cost-effective process for
systematically screening and identifying
school-aged students who may be at risk for
developing behavior disorders. The screening
process is proactive and incorporates a
three-stage, multigated process that takes into
consideration both teacher judgments and direct
observations.
Systematic Screening for Behavior Disorders
(SSBD) Program KitSopris West (1999)
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Family Engagement in Schools

• The closer the parent is to the education of the
  child, the greater the impact on child
  development and educational achievement.
• Michael Fullen 1991

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Prerequisite for Social Contracting Activity

• Who Targeted Team
• What Quickly review (1) universal school-wide
  systems, (2) classroom management, (3) systematic
  screening, and (4) family engagement. Rate each
  system as a whole as In Place, Partially In
  Place, or Not in Place. Use an 80 standard to
  guide your answers. Consider how you would share
  your findings with your Universal Team.
• Time 15 minutes
• Report out None

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SYSTEMS
Early Identification and Referral Processes
Targeted Team And Processes
Secondary Prevention Targeted Approaches
DATA
Communication with Staff and Families
Data-Based Decision Making
Social Contracting
Behavior Support Plans
Targeted Group Interventions
Functional Assessment
PRACTICES
Muscott Mann (2007)
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Efficient Systematic Intervention for Students
Who Do Not Respond to SW and Classroom Prevention
and Response Systems

• Social Contracting
• Basic
• Basic Plus

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Social ContractingMann and Muscott (2007)

• Social contracting is a highly efficient, early,
  and systematic response for students who do not
  respond to universal, primary prevention systems
  of behavior support prior to the implementation
  of more sophisticated and less efficient
  secondary prevention supports.
• Social contracting is a procedure in which
  classroom teachers provide high rates of
  reinforcement and attention to students for
  exhibiting expected classroom behaviors linked to
  school-wide expectations while monitoring the
  effects on problem behavior using data-based
  decision-making.
• Social contracting offers a relatively immediate
  and low effort approach whereby teachers greet
  students at the beginning of the day, rate their
  behavior on a daily report card, and provide
  feedback and encouragement at the end of the day
  on student performance relative to a
  pre-established universal criteria.

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The Potential Benefits of Involvement in Social
Contracting

• Provides increased positive teacher-student
  contacts
• Provides increased reinforcement for students
  following expectations
• Provides increased home-school communication and
  partnership
• Provides an early, effective and efficient
  response to emerging problem behavior before it
  becomes chronic and ingrained
• Connects logically and easily to school-wide
  system of behavior support
• Provides an efficient and measurable assessment
  of progress that helps determine if interventions
  are working
• Provides information that may be useful for
  identification of predictors of behavior should
  more supports be needed.

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Student Nominated for Social Contracting Systemati
c Screening ODR Teacher or Parent Referral
Mann Muscott (2007)
Parental Approval / SC Coach Assigned Review
Meeting Date Set Teacher(s) Coached SC
Implemented
SC Coach Summarizes Data Keeps Targeted Team
informed
Contract Card with SW Behavioral
Expectations Provided in AM
Classroom Teacher feedback at set intervals
throughout day
Meet after 20 School Days with Student, Teacher,
Parent to Review Progress
One Minute Review at end of day with Classroom
Teacher / Lead Teacher Sheet to Coach
Consider Different Support
Exit Program
Revise Program
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Prerequisites for Social Contracting Program are
Identified

• School-wide and classroom practices that must
  take place prior to referral are identified
• Evidence that student is not responding to
  school-wide program is available

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Social Contracting ProceduresSetting Up the
Program

• 1. The student of concern is referred to Targeted
  Team for participation in one of the following
  ways based on criteria designed and ratified at
  your school
• Teacher referral occurs in the absence of
  behavioral referrals
• Teacher, administrator or team referral based on
  student receiving 3 major behavioral referrals
  within past month
• Student is referred based on results of
  systematic screening
• Parent referral

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Social Contracting Teacher Referral Information

• Simple and quick referral form that is completed
  by the teacher(s) and given to the targeted team
• Strengths/Interests
• Evidence of Non-Response to SW and Classroom
  Systems
• Problem behaviors based on school expectations
• Possible contexts
• Possible functions

Referral Form
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Social Contracting ProceduresSetting Up the
Program

• 2. A member of the Targeted Team is identified as
  a social contracting Coach to support the
  classroom teacher or teachers in a
  departmentalized middle or high school and
  oversee the process.
• The coach is responsible for (a) initial training
  and on-going coaching to the classroom
  teacher(s), (b) summarizing and analyzing data
  provided by the classroom teacher(s), and (c)
  coordinating and facilitating the review
  meetings.

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Social Contracting ProceduresSetting Up the
Program

• 3. The coach and classroom teacher(s) hold an
  initial meeting to discuss the program, review
  procedures and forms and address any concerns the
  teacher(s) have about the program.
• The teacher(s) practice providing student
  feedback and the coach provides feedback to the
  teacher(s).

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Social Contracting Meeting Decision Form

• Simple form to log information and major
  decisions
• Parallels decision log used by NH CEBIS teams
• Includes information about group processes

Form
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Social Contracting ProceduresSetting Up the
Program

• 4. The classroom or lead teacher contacts the
  parents and they collectively decide whether to
  discuss the program over the phone or in a
  face-to-face meeting.
• If by phone, the teacher reviews the program and
  the potential benefits for their child. Once the
  parent approves, the program can begin the
  following day.
• If by face-to-face, a meeting is scheduled
  between the parent, classroom or lead teacher and
  the coach. During the meeting, the teacher
  reviews the program and the potential benefits
  for their child. Once the parent approves the
  program, the program can begin the following day.

Procedures
Form
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Social Contracting ProceduresSetting Up the
Program

• 5. As soon as parent approval is obtained, the
  coach immediately coordinates date and time for
  the initial review meeting and confirms with all
  parties.
• The meeting should occur approximately one month
  (20 school days) following the first day on the
  program.
• The decision regarding whether the student should
  attend the meeting is a team decision.

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Social Contracting ProceduresSetting Up the
Program

• 6. The classroom or lead teacher meets with the
  student to discuss the program and the students
  responsibilities.
• A determination of whether the student will bring
  his card to the teacher at designated times or
  whether the teacher will complete the form at the
  students desk is determined.
• The procedure for carrying the card to specials
  and departmentalized classes is determined.
• The student is made aware of the goal they are to
  achieve (80 initially). The student practices
  the desired behaviors and the teacher answers any
  questions.

Card
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Social Contracting ProceduresImplementing the
Program

• 1a. In elementary school, the classroom teacher
  greets the student upon arrival with positive
  regard and shows him or her the social
  contracting card, pointing out the expected
  behaviors. The teacher is optimistic about the
  students ability to meet the daily goal. The
  discussion takes 1-2 minutes. The teacher keeps
  the card.
• Good morning Billy. How are you? I know you
  can show me safe, responsible and respectful
  behavior today and meet your goal of 28 points.
  Is there anything I can do to help? Have a great
  day.

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Social Contracting ProceduresImplementing the
Program

• 2a. In elementary school, the classroom teacher
  connects with the student at the end of
  predetermined periods throughout the day. This
  usually corresponds to the schedule of
  activities/routines.
• The teacher provides brief feedback and rates
  the behavior for each expectation on the card.
  The teacher retains the card unless the child is
  going to a special whereby he/she takes the card
  with them.

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Social Contracting ProceduresImplementing the
Program

• 1b. In middle and high school, the lead teacher
  greets the student upon arrival with positive
  regard and shows him or her the social
  contracting card, pointing out the expected
  behaviors. The teacher is optimistic about the
  students ability to meet the daily goal. The
  discussion takes 1-2 minutes. The teacher gives
  the student the card to take to class.
• Good morning Billy. How are you? I know you
  can show me safe, responsible and respectful
  behavior today and meet your goal of 28 points.
  Is there anything I can do to help? Have a great
  day.

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Social Contracting ProceduresImplementing the
Program

• 2b. The middle or high school student brings the
  Contract Card to the teacher at the beginning of
  each period throughout the day. The teacher is
  optimistic about the students ability to meet
  the daily goal. The discussion takes less than a
  minute. The teacher keeps the card.
• Hi Billy. Its nice to see you today. I know
  you can show me safe, responsible and respectful
  behavior in math and meet your goal of 28 points.
  Is there anything I can do to help? Have a great
  period.

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Social Contracting ProceduresImplementing the
Program

• 3. At the end of each period, the classroom
  teacher rates each behavioral expectation for the
  period on the card using a 3 point scale (2, 1,
  0). The teacher shares the information with the
  student in a brief 30 second feedback meeting.
  In elementary school, the teacher keeps the card
  for the next period unless the student is going
  to a special. In middle and high schools, the
  student takes the card to the next period class.

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Social Contracting ProceduresImplementing the
Program

• The rating process is a BRIEF process (20-30
  seconds).
• Teachers are encouraged to provide verbal
  acknowledgement if the student has displayed any
  of the behaviors that demonstrate the behavioral
  expectations.
• A reprimand is NOT likely to increase expected
  behavior.
• A specific reminder and encouragement (followed
  by a pre-correction tomorrow) are more likely to
  work better.
• The student is likely to have already been
  reprimanded when they exhibited the behavior.

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Social Contracting ProceduresImplementing the
Program

• Scoring and Feedback
• Score a 2 if there were frequent displays of
  the positive behavior (e.g. student displayed
  safe behavior throughout the class) or no
  instances of problem behavior associated with
  that expectation.
• The positive behaviors that were displayed should
  be verbally acknowledged.
• You did a great job being respectful,
  responsible and safe this period Billy.
  Congratulations.

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Social Contracting ProceduresImplementing the
Program

• Scoring and Feedback
• Score a 1 if both positive behaviors and
  problem behaviors were displayed and the problem
  behaviors were minor in nature.
• The teacher should only verbally acknowledge the
  positive behaviors while refraining from
  commenting on the problem behaviors.
• You showed responsibility by completing all your
  work. Thank you.

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Social Contracting ProceduresImplementing the
Program

• Scoring and Feedback
• Score a 0 if the student exhibited major
  problem behavior related to the expectation.
• The teacher should simply provide a reminder of
  the expected behavior and voice encouragement for
  the next period in a matter of fact way.
• The teacher should refrain from commenting on the
  problem behaviors.
• Youll have another chance to respect personal
  space next period and Ill be sure to notice when
  you do!

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BARRY CardAmherst Street Elementary SchoolBe a
Safe, Respectful, Responsible You!

• 2 Frequent positive behaviors 1 Some
  positive behaviors, no major problems
• 0 Few or no positive behaviors or major problem
  

Goal 29 points (80)
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Social Contracting Card

• 2 Great 1 Good 0 Better Tomorrow

Daily Goal 24 Points (80)
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Social Contracting ProceduresImplementing the
Program

• 4. At the end of each day, the classroom or lead
  teacher meets with the student and conducts a
  brief 1-2 minute meeting, following these steps.

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Social Contracting ProceduresImplementing the
Program

• Review the day while adding up the points
• Write the total number/percentage achieved for
  the day.
• Discuss the total and whether the daily goal was
  met.
• If the student achieved the daily goal, the
  teacher should provide verbal acknowledgement.
• If the student did not achieve the goal, the
  teacher should verbally acknowledge any
  expectations that showed positive results and
  provide encouragement for meeting the goal the
  next day.
• Write the total/percentage in the For Home
  column so that the student can report progress to
  his/her parents.
• Rip off the For Home part of the Contract Card
  and gives it to the student to put in a safe
  place to give to parents.

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Social Contracting ProceduresImplementing the
Program

• 5. Each day, the teacher puts the completed
  Contract Card(s) in the coaches mailbox (or
  designated place) so that he/she may enter data
  into a data-base that can produce visual displays
  in the form of graphs.

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Social Contracting ProceduresCoaching the
Teacher

• The coach schedules a time to observe the
  teacher(s) providing feedback to the student
  during the first week of implementation.
• The coach meets with the teacher(s) during the
  first week of implementation to check on progress
  and provide feedback on fidelity of
  implementation.
• The coach checks in with the teacher(s)
  periodically thereafter the teacher(s) can
  request a coaching conference as needed.

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Assessing Progress

• 1. A review meeting or phone contact with the
  parent occurs after 1 month (20 school days) of
  the program. During the meeting, data is shared
  with respect to the goal and a determination of
  next steps is made. If the meeting occurs over
  the phone, the information about student progress
  should be sent home in advance.

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Assessing Progress

• 2. A decision is made as to next steps based on
  progress. The options include
• (a) discontinuing program based on success
• (b) continuing basic social contracting,
• (c) implementing basic plus contracting,
• (d) referral to targeted team for targeted group
  intervention or function-based support plan.

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Social Contracting Basic Plus

• Specific behaviors from matrix are targeted under
  each expectation
• Feedback from teacher is more specific and
  related to target expected behaviors
• Home-School Contract is signed
• Incentives for meeting goal is included in plan
• 2 week implementation

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Readiness for Social Contracting Activity

• Who Targeted Team
• What Discuss how likely it is that your school
  is ready for a social contracting program? If
  likelihood is high, what would need to take place
  to get the authority/go-ahead for implementation?
  If likelihood is low or medium, what are the
  challenges that need to be addressed to increase
  buy-in?
• Time 15 minutes
• Report out None

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Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior
Available for Students Who Dont Respond to SW
and Social Contracting
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SYSTEMS
2. Early Identification and Referral Processes
1. Targeted Team And Processes
Secondary Prevention Targeted Approaches
DATA
3. Communication with Staff and Families
8. Data-Based Decision Making
4. Social Contracting
7. Behavior Support Plans
Muscott Mann (2007)
5. Functional Assessment
6. Targeted Group Interventions
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Targeted Group Interventions Lewis-Palmer (2007)

• Specialized group administered system for
  students who display high-risk problem behavior
  are unresponsive to universal interventions.
• Approximately 5-10 of the student population

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Before implementing a secondary intervention,
you must determine whether or not the student is
receiving an adequate DOSE of universal
supports?
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Something to Consider Before Targeted
Interventions

• The establishment of a Universal System
  (School-Wide) does not guarantee that all
  teachers are implementing with fidelity
• Students who appear at-risk may benefit more
  from improvements in their teacher(s) behavior
  management skills or ability to make academic
  accommodations than from participation in
  Targeted Group Interventions

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Targeted Group Interventions

• Address groups of students who
• Fail to respond to school-wide and classroom
  expectations and
• Are not currently engaging in dangerous or
  extremely disruptive behavior
• Share similar functions based on a functional
  assessment
• Require similar skill development

Adapted from Crone, Horner, Hawken, 2004
Hawken Horner, in press March Horner, 2002
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Targeted Group Interventions

• Efficient - Similar set of behavioral strategies
  are used across a group of students needing
  similar levels of support
• Effective Decreasing problem behavior in
  classroom, increasing academic engagement,
  decreasing office discipline referrals

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Targeted Group InterventionsWhy?

• Targeted Group interventions address potential
  gaps in continuum of service for all students
• Targeted Group Interventions provide efficient
  solutions/interventions for multiple students who
  need more than the SW and classroom interventions
  but less than an individualized BSP
• Helps the TT ease into support mode within a
  school where they are more likely to be seen and
  utilized as aligned with TT mission to support
  at-risk students - not students with intensive
  and chronic needs
• Helps TT to gain credibility because they manage
  and support an efficient process

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Targeted Group InterventionsWhy?

• Helps create a collaborative model between
  teacher, Targeted Team and home.
• Family engagement matters Research supports that
  interventions that involve family are more likely
  to be successful
• The intervention itself helps solve the problem
  of providing higher rates of attention for
  positive performance to those who need adult
  attention
• The intervention may help prevent the experience
  of
• Escalating problem behavior
• Repetitive school failure
• Disengagement
• Provides readily available next steps for
  classroom teachers

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Targeted Group InterventionsMuscott (2007)

• Targeted Group Interventions, like Social
  Contracting Interventions, are most effective if
  students are identified EARLY in the at-risk
  process before failure is ingrained in the
  student and the teachers has had it with the
  student and his or her behavior.

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Major Features of Targeted InterventionsHorner,
Hawken March (2005)

• Intervention is continuously available
• Rapid access to intervention (72 hr)
• Very low effort by teachers
• Consistent with school-wide expectations
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
• Functional Assessment
• Adequate resources (administration, team)
• Weekly meeting, plus 10 hours a week
• Student chooses to participate
• Continuous monitoring for decision-making

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Big Idea Addressing the Functions

• Big Idea with Targeted Group Interventions is
  efficient /effective support that is targeted to
  the more prevalent functions of behavior
• Gain Adult Attention
• Gain Peer Attention
• Escape Academic Tasks
• Escape Social Contexts
• At Targeted Group level, student function should
  influence referral to a particular support

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Considerations When Organizing Targeted Group
Interventions

• Can be efficiently accessed
• Is designed to be available for multiple students
• Has a data gathering component to provide an
  evidence-basis for progress
• Utilizes teaching, feedback, reinforcement and
  assessment components

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Targeted Group Interventions ConsiderationsLewis
(2006)

• Efficient and effective way to identify students
• Data Decision Rules
• Assessment simple sort
• Not fixed group
• Students needs vary across continuum over time
  and within academic/social area
• Least intrusive but matched to student need
• Intervention matched to presenting problem but
  not highly individualized

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Behavior Support Challenges at Secondary Level

• Resources (time money) in schools are scarce
• Must match level of support to level of need
• Need an efficient and effective intermediate
  level intervention system that targets students
  who are at-risk for, but not currently engaging
  in, severe problem behavior
• Need to be able to differentiate students who
  would benefit from targeted from those who
  require intensive or comprehensive,
  multi-systemic supports

63
Assessment for Targeted Group InterventionsLewis
(2006)

• Focus is on sorting student for service, not
  diagnosis and placement.
• Emotional Concerns
• Adult mentors
• Social-Behavioral Concerns
• Social skills
• Self-management
• Academic Concerns
• Peer Tutors
• Homework club

64
Targeted Group Interventions and Functions of
Behavior

• Access Adult Attention/Support
• The Behavior Education Plan (BEP)
• Mentoring Programs
• Access Peer Attention/Support
• Social Skills Instruction
• Peer Mentoring
• Self-management Programs
• Access Academic Support
• PASS Program
• Homework Club
• Peer Tutoring

65
(No Transcript)
66
Working Smarter Targeted Group
Interventions (Some interventions such as Service
Learning may be available to all students as a
universal intervention)
67
Procedures for Assigning Students to Targeted
Group Interventions

• Student does not respond to social contracting
• Targeted team and teacher(s) surveys available
  group interventions and determines which TGI is
  the best fit based on student function and skills
  if none, then function-based support is
  initiated
• Targeted team contacts lead staff member of TGI
  to provide student information and determine when
  the intervention could begin
• Parent is notified and options discussed

68
Procedures for Assigning Students to Targeted
Group Interventions

• 4. Meeting with student (and parent as needed) is
  scheduled and program information, duration and
  outcomes of participation are discussed.
• 5. Student agrees to participate and contract is
  signed by student and staff.

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Basic Targeted Group Interventions that Address
Most Prevalent Functions

• Behavior Education Program
• Social Skills Instruction
• Academic Support (PASS)

70
Targeted Group Interventions
Supporting Decision Making
Supporting Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting Student Behavior
71
Responding to Problem Behavior in SchoolsThe
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
72
What Does BEP add to Social Contracting?

• BEP is similar to Social Contracting, but
  provides additional support
• Targeted Team takes lead (weekly progress review)
• AM PM meetings with CI/CO Coach
• AM Check-in PM Check-out occur outside the
  classroom
• Relationship-building with an outside of
  classroom support
• Behaviors are more Targeted to identify specific
  behaviors for increase
• Specific teaching, practice and acknowledgement
  of desired behaviors occurs

73
What Does BEP add to Social Contracting?

• AM provides a readiness check with positive
  acknowledgement and an individualized
  pre-correct for the day
• Increased opportunity for peer attention embedded
  since AM Check-in and PM Check-out occur with
  group of students
• Home-School communication expectations increase
  (daily feedback)
• Easily adapted into self-management system

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Behavior Education Program School Readiness
Features

• SW PBIS (Green Zone) is in place (best if SW is
  well-established and SET score is 80/80 or
  better)
• Administrative support for CI/CO (FTE established
  and supported)
• CI/CO Coach(es) are identified
• Faculty/staff buy-in is established
• Overview is provided
• Staff agree to support CI/CO
• Stable school characteristics/environment No
  major changes in school climate
• e.g. teacher strikes, administrative turnover,
  major changes in funding

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Who Benefits from BEP? Common Student
Characteristics

• Organization/planning challenges
• Sensitivity to change, stress
• History of low levels of meaningful reinforcement
  for positive behavior
• History of poor relationships
• Low self-esteem
• Need for adult attention

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For Whom is BEP Appropriate or Inappropriate?
APPROPRIATE - Low-level problem behavior (not
severe) - Repeated (not extreme or constant)
behavior referrals - Behavior occurs across
multiple locations - Behavior Examples talking
out minor disrupt not working
INAPPROPRIATE - Serious or violent behaviors/
infractions - Extreme chronic behavior (8-10
referrals) - When student requires more
individualized support - Functional
Assessment - Individual BSP - Wraparound
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BEP Components

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

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BEP Components

• Used in all school settings
• Home-School-Student partnership
• Parents / Student meet with BEP Coordinator and
  Team
• Parents sign behavior contract
• Parents review, comment and sign DPR Daily

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Behavior Education Program (BEP)
Student Recommended for BEP
BEP Implemented
BEP Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Weekly BEP Meeting to Assess Student Progress
Afternoon Check-out
Exit Program
Revise Program
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Qualities and Roles of the BEP Coach

• Must be Enthusiastic
• SOMEONE THE STUDENTS ENJOY AND TRUST
• SOMEONE WHO ENJOYS THE STUDENTS!
• Enters data daily (Excel)
• Creates graphs for meetings
• Prioritizes which students to address at monthly
  CI/CO meetings
• Schedules and Leads CI/CO meetings
• Processes referrals

81
Qualities and Roles of the BEP Coach

• Coordinates orientations for students and
  families
• Maintains records
• Contributes to decisions regarding students
• Coordinates availability of reinforcers
• Coordinates staff trainings (1-3 hour in-service)

82
Procedures for BEP

• Central location
• Greet students
• Collect yesterdays signed DPR
• Check bags/backpacks
• Provide supplies
• Record names, preparedness, yesterdays DPR
• Recognition for completing requirements
• Prompt to have a good day

83
Example Check-in Record
From Crone et. al, 2004
Check-in Leader
Date
Check-in
Check-out
84
Adapted from Crone, Horner Hawken (2004)
Points Possible ______   Points Received
______   of Points ______   Goal
Achieved? Y N
Daily Progress Report
Name __________________________ Date
____________   Rating Scale 3Good day 2
Mixed day 1Will try harder tomorrow   GOALS
 
Positive Behaviors Today ________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____________
Parent Signature(s) and Comments
_______________________________________________
85
Daily Progress Report Adapted from Crone, Horner
Hawken (2004)
Points Possible ______ Points Received
______ of Points ______ Goal Achieved?
Y N
Name Date
Rating Scale Good day 3 points
Mixed day 2 points
Will try harder tomorrow 1 point
GOALS
Positive behaviors today
Parent Signature(s) and Comments
86
Establishing a Goal

• 80 of total points possible
• May be adjusted for some students
• Better to establish an attainable initial goal
  before starting
• During introductory meeting (or after any
  changes), students will know what their target
  point total is
• Check for understanding

87
Behavior Education Program Weekly Data
88
Bob - Middle SchoolCheck-In 8825

• Bob arrives at library with two of his friends
  and is greeted by Mrs. D (Check-in adult). Bob
  gives her yesterdays DPR (signed by Bobs
  father). Mrs. D tells Bob she is glad to see him
  at Check-in today and she gives him a new DPR.
  Bob puts name and date on the form. Mrs. D asks
  Bob to show the supplies needed for the day. Bob
  opens his backpack, and she sees that Bob forgot
  to bring paper with him. Mrs. D gives Bob a few
  sheets of paper and reminds him to use his
  supplies checklist tomorrow (rehearses the
  process with Bob and praises his role play). She
  asks Bob to state a specific behavior to focus on
  today that would help him meet his DPR goal (She
  circles this behavior on the DPR). She gives him
  a Learning Zone Ticket for completing check-in.

89
Bob Middle SchoolClassroom Check

• Bob arrives at class and gives DPR to the teacher
  who welcomes him to class and asks Bob to show he
  is ready (has his materials). Teacher praises for
  being ready (one of the schools expectations)
  and says that he is very glad to see him. During
  the period, the teacher looks for opportunities
  to reinforce Bob for appropriate behavior (looks
  for targeted behaviors that including the
  behavior Bob chose for focus). At the end of
  class, teacher gives the DPR back to Bob, and
  briefly tells him how each score was decided
  (stating specific behaviors when possible). Bob
  leaves thinking about a positive behavior he
  displayed.

90
Check Out Procedures

• Recognize student for coming to check out
• Collect copy of the DPR
• Recognition if daily goal has been met
• Prompt for a good day tomorrow

91
Bob Middle SchoolCheck-Out

• Check-out. Bob leaves class 5-10 minutes early
  so he can return to the library for check-out.
  He gives DPR to Mrs. D, who keeps one copy for
  schools records and returns one copy to Bob so
  he can have his parents sign it. If Bob has met
  his goal for the day, he receives a Learning
  Zone ticket. The coordinator congratulates Bob
  for his behavior and rehearses how/when he will
  show his DPR to his parents.

92
Getting Started BEP Team Checklist

• Administrator Commitment established (FTE and
  space made available)
• BEP Leader Identified
• Referral Criteria and Process Established
• Goals for Students on Program is Established
• System in Place to Track Student Progress on the
  (Daily Progress Report and spreadsheet created)
• Reinforcers (tangible recognition) Identified and
  Supplied
• In-service for all Staff on How to Refer,
  Implement, Support BEP Process
• Staff Commitment Established
• Process for Parent Orientation Established
• Process for Student Orientation Established

93
Classroom Teacher Time Commitments
94
Potential Problems

• Doesnt like check-in/out adult
• Being punished by parents for poor DPRs
• Teachers using DPR points punitively
• Needs more support
• Teacher(s) not implementing with fidelity

95
Lessons Learned From Schools

• Action Plan
• Start Small
• Meet often at beginning of implementation
• Select staff who are positive and students trust
• Provide support to CI/CO coaches
• Appoint and train a back up CI/CO Coach
• Every school is unique
• Careful selection of students
• Keeping students too long or not long enough

96
Indian Head Elementary School
97
Critical Features of BEP

• Principal Support
• Students agree to participate
• Positive Staff
• Continuous intervention for students
• Data shared with staff

98
BEP (Check-In/Check-Out)

• Students are trained in the Check-In/Check-Out
  program.
• Students check-in each morning before breakfast.
• Students check-out according to the schedule
  below
• 310 5th Grade
• 320 4th Grade
• 330 2nd and 3rd Grade
• Students shop for prizes when they reach their
  daily goal five times.
• Students receive a Dream Catcher for checking in
  and out each day.

99
What Happens When Our Students Reach the Goals?

• Self-Monitoring
• 90 of the time for 6 weeks
• Student completes a DREAM Card along with the
  classroom teacher.
• Independent Self-Monitoring Card
• Teacher and student cards match for (85 or more)
  of the items on the DREAM Card.
• Lunch celebration with Principal, Vice Principal,
  School Psychologist, BEP Staff, and Parent!
• Monthly meeting with BEP Team to discuss progress.

100
Classroom Teachers Role Indian Head Elementary
School

• Greet the student kindly
• Provide feedback at predetermined times by
• Rating behaviors on the DREAM Card
• Explain the rating to the student
• Prompt appropriate behavior by saying, Tomorrow,
  lets work on

101
Resources

• School Allocation
• Donations from local businesses
• Wal-mart
• Jaycees
• Our PTO

102
Why Does the BEP Work? Indian Head Elementary
School

• Improved structure
• Prompts are provided throughout the day for
  correct behavior.
• System for linking student with at least 1
  positive adult.
• Student is set up for success
• First contact each morning is positive
• First contact each class or activity period is
  positive.
• Increase in feedback to student
• Feedback occurs more often and is tied directly
  to student behavior.
• Inappropriate behavior is less likely to be
  ignored or rewarded.

103
DansOffice Referrals
88 decrease
104
Jane
105
JanesOffice Referrals
106
(No Transcript)
107
(No Transcript)
108
Baseline Data Collection Matthew Henson Middle
School

• Each teacher collects data for up to 10 days
• Student is not aware that data is being
  collected
• Baseline percentage is established for each
  class
• Established goal is determined by SST after
  reviewing all baseline data
• WOW area for notes and effective interventions

109

• Huskies Report
• Matthew Henson Middle School
• Check in
• 3 Major Positive Traits Pride, Spirit, and
  Commitment
• 6 possible points per period
• Flexible goal setting
• WOW area for positive comments
• Parent signature daily
• One copy home and one copy for school

110
(No Transcript)
111
BEP at Matthew Henson

• In SY 2005 2006 we had a check-in/check-out
  person for each of the three grade levels. We
  had 18 students on the BEP throughout the year
  with several who graduated from the program
• Regular education and special education students
  were served through the BEP

112
BEP at Matthew Henson A Case Example

• Background info
• 13-year-old, 7th-grade student
• Previously identified as Emotionally Disturbed
• Educated in an inclusion setting

113
BEP at Matthew Henson A Case Example

• Behaviors Prior to BEP
• 2004-2005 School Year
• 15 referrals last year (physical aggression,
  disrespectful, disruptive, non-complaint, etc.)
• 3 out-of-school suspensions
• Suspended to the Superintendent and placed in an
  alternative setting for 45 days (2004-2005)
• Citizenship grades were Satisfactory -gt
  Unsatisfactory for the year
• 2005-2006 School Year
• 4 referrals between September to December 2005
• 1 out-of-school suspension
• Citizenship comments ranged from Satisfactory -gt
  Unsatisfactory

• Behaviors Since BEP
• Since 1/25/2006
• 0 referrals
• Citizenship grades ranged from Outstanding -gt
  Satisfactory
• Grades improved 3rd and 4th Quarter
• BEP data (next slide)

114
Josh - Office Referrals
67 decrease
115
John
John
No office referrals or suspensions after being
placed on BEP
116
For more information -
visit our website http//www.ccboe.com/henson/
or contact Ron Stup, principal rstup_at_ccboe.com Ly
nne Weise, PBIS co-chairperson lweise_at_ccboe.com
117
Assessing Adult Attention Activity

• Who Targeted Team
• What Complete the chart on the next slide to
  determine existing supports for a student with
  challenging behavior who is motivated by adult
  attention.
• Time 15 minutes
• Report out None

118
Are there available supports in place for a
student motivated by adult attention?
119
Basic Targeted Group Interventions that Address
Most Prevalent Functions

• Behavior Education Program
• Social Skills Instruction
• Academic Support (PASS)

120
Social Behaviors

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

121
Social Skills are

• Specific, identifiable, and learned social
  behaviors, performed effectively that produce
  social consequences in social
  situations

122
Social Competence

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

123
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
  Anothers Feelings, Dealing with Anger

124
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

125
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.
126
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 students
  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.

127
Common Teaching Methods Academic vs. Behavioral
Skills
128
Using a Teaching Approach is the most likely way
to increase desired behavior

• Provide Instruction
• Provide opportunities for Practice
• Provide 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

129
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

130
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

131
2. Define the Skill Goldstein McGinnis

• Define the skill to be taught
• Include abstract meaning and concrete examples
• Solicit examples from group

132
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).
133
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.

134
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

135
6. Performance FeedbackGoldstein McGinnis

• Co-actor reacts first
• Other students next
• Trainers next
• Comment on how well steps were followed
• Provide social reinforcement
• Main actor last

136
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.
137
Skillstreaming the Elementary School ChildEllen
McGinnis Arnold GoldsteinResearch Press

• 60 Prosocial Skills
• 5 Categories
• Classroom Survival Skills
• Friendship-Making Skills
• Skills for Dealing with Feelings
• Skill Alternatives to Aggression
• Skills for Dealing with Stress

138
Skillstreaming the Adolescent Ellen McGinnis
Arnold GoldsteinResearch 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 Elses Anger)
• Skill Alternatives to Aggression (Negotiating)
• Skills for Dealing with Stress (Standing Up for a
  Friend)

139
Prerequisites for Social Skills Instruction
Program are Identified

• School-wide and classroom practices that must
  take place prior to referral are identified
• Evidence that student is not responding to
  school-wide program is available
• Evidence that student is not responding to social
  contracting is available

140
Implementing Social Skills Instruction as a
Targeted Group Intervention

• Unlike the Behavior Education Program, schools
  typically have a social skills instructional
  programming offered by a number of educators
• On the one hand, this makes implementation easier
  because there is instructional expertise
• On the other hand, implementation is confounded
  by systems integration challenges

141
Implementing Social Skills Instruction as a
Targeted Group Intervention

• In order to address this challenge, it is
  recommended that an inventory of available social
  skills groups (e.g., Skills for dealing with
  feelings Skill alternatives to aggression, etc.)
  and their specific skill set be available to the
  targeted team.

142
Social Skills Instruction Asset Inventory
143
Social Skills Asset Inventory Activity

• Who Targeted Team
• What Complete one line on the Social Skills
  Asset Inventory
• Timeframe 10 minutes
• Report Out None

144
Implementing Social Skills Instruction as a
Targeted Group Intervention

• The Targeted Team (with teacher and parent input)
  determines what type of social skills instruction
  the student would benefit from.
• If the group exists, a referral is made following
  the procedures outlined.
• If the group does not exist, the TT has three
  options
• Choose another TGI
• Create a TGI that meets the need (with
  administrator approval)
• Begin function-based support

145
Implementing Social Skills Instruction as a
Targeted Group Intervention

• Remember that TGI are NOT long term interventions
  typically 2-4 weeks of instruction
• Data is collected in similar fashion to Social
  Contracting using the contract card
• Specific social skills are identified on the
  contract card
• Data is analyzed every two weeks to determine
  effectiveness of the program
• A reinforcement plan is identified that aligns
  with success in the program (80 of points to
  begin

146
Basic Targeted Group Interventions that Address
Most Prevalent Functions

• Behavior Education Program
• Social Skills Instruction
• Academic Support (PASS)

147
PASS System Elementary School
Students are taught and supported by a PASS
Mentor using a planning process for successful
work completion and self-advocacy
148
Vignette Who are We Talking About?

• Jake is consistently inconsistent with his work
  completion and is a bit of a whirling dervish He
  gets started on his work after prodding but his
  work is messy, rushed and incomplete. Its very
  difficult to read his writing. There are reams
  of frayed papers and old food items in his desk.
  Jake needs reminders for everything and if you
  look at him during paper/pencil tasks, hes often
  not working. Hes often impulsive but he
  generally means well and is very happy when he
  pleases adults or peers. When I talk with him
  about behavior, he usually tells the truth, and
  usually says the right things (Im sorry, or I
  wont do it again), but you can sense that hes
  forgotten the conversation the moment he starts
  to walk away.

149
PASS System Needs / Issues Addressed at
Elementary Level

• Planning / Time management
• Basic academic content and skill instruction
  (not rising to the level of specialized
  instructional support)
• Work completion skills
• Knowing when and how to ask for help
• Readiness for independent work
• Problem behavior motivated by escape / avoidance
• Problem behavior motivated by need for adult
  attention

150
Remember This is Targeted, Not IntensiveHave
the Right Student in Mind

• Although Jake has his moments, he is not an
  oppositional-defiant kid, and it doesnt feel as
  though he really wants to be difficult or unkind.
  He gets into some trouble (he knows the
  assistant principal), but you mostly sense its
  more about immaturity and impulsivity rather than
  a desire to be non-compliant. He may be
  diagnosed with ADHD, but he still wants to please
  peers and/or adults. Yet, he may not be very
  skilled in how to best make social connections or
  get his social needs met. Jake has not done
  particularly well in school although he is still
  somehow able to show that he has average ability
  and that his achievement is in the average range
  You worry that if his school performance
  continues as is, hes going to be a candidate for
  school failure in the future. You and the
  counselor do not suspect a learning disability or
  an emotional /behavioral or mental health
  disorder at this time.

151
Issues not addressed by PASS

• Underlying and unaddressed learning disability
  that impacts the learning of presented material
• Underlying and unaddressed emotional, behavioral
  or mental disorder influencing function of
  behavior

152
Supporting Jake Activity

• Who Targeted Team
• What Complete the chart on the next slide to
  determine existing supports for Jake.
• Time 15 minutes
• Report out None

153
Are there existing supports in place to address
Jakes motivation to escape academic tasks?
154
We Know That

• If effective supports can be provided prior to
  lengthy school failure, the likelihood of
  disengagement (and resulting behaviors) decreases
• If the function of the problem behavior is escape
  motivated, the problem behavior becomes
  unnecessary if the reason to escape is no longer
  present.
• In other