Behavior Support Intervention

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Behavior Support Intervention
Kimberly Thier, PhD Christopher De Jesus

• May Institute
• Hedgepeth/Williams M.S.

Trenton Public Schools Data Conference EST
June 3, 2004
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Introduction

• May Institute
• nonprofit human service organization founded in
  1955
• focus on research, training, and service
• leading expert in providing behavior support
  strategies to schools and individuals
• validated, data-driven best practices
• consultation to more than 100 school districts
  each year

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Introduction

• The Positive Schools program was developed to
  help schools create an environment conducive to
  learning - one in which students are ready to
  learn, prepared to participate, and able to make
  progress.

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Continuum of School-wide Positive Behavior
Support
TARGETED Interventions for high risk students
UNIVERSAL Interventions for all students, staff,
and settings
SELECTED Interventions for Students with At-Risk
Behavior
Sugai and Horner (2002)
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Positive Schools
Tertiary Prevention Individualized Interventions
A comprehensive systemic approach to positive
behavior support
Individual
Small Group
Secondary Prevention Selected Interventions
Classroom-Wide
Primary Prevention Universal Interventions
School-Wide
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Positive SchoolsBehavior Support Plans

• Rules Expectations
• Lesson Plans
• Monitoring
• Recognition System
• Corrective Procedures
• Schedule for Staff Training Program Launch

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Primary PreventionSchool-wide and Class-wide

• Develop a data management system to effectively
  design solutions and evaluate change
• Develop an individualized PREVENTATIVE
  school-wide behavior support plan
• Develop with each teacher PREVENTATIVE
  classroom-wide behavior support plans
• Consult to individual teachers as necessary
• Monitor treatment integrity through data
  collection
• Train staff to evaluate outcomes

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Positive SchoolsSchool-wide Outcomes

• Improvements in the school behavioral climate

• Decrease in
• office referrals
• suspensions, detentions
• disruptive classroom behavior
• number of high risk students

• Increase in
• academic performance
• teacher time for instruction
• student on-task behavior
• parent, student and staff satisfaction
• staff retention and attendance

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School-wide Outcomes
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Estimated Increases in Instructional Time from
Year 1 to Year 2

• Decrease of 1455 referrals 232 suspensions
  (September-April)

20 minutes/referral 6 hours/suspension
112,618 minutes or 1877 hours
313 days of additional instruction
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Estimated Increases in Administrative Time from
Year 1 to Year 2

• Decrease of 1455 referrals 232 suspensions
  (September-April)

10 minutes/referral 45 minutes/suspension
24,989 minutes or 416 hours
52 days of additional administrative opportunities
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School-wide OutcomesDecrease in Violence
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School-wide OutcomesFewer Students Suspended
127 fewer students suspended this year
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Classroom-wide Outcomes
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Classroom-wide Outcomes
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Data-Based Decision Making

• School-Wide Information System (SWIS)
• Web-based system that provides school personnel
  with accurate, timely, practical information
  for making decisions about discipline systems
• Design management of school-wide behavior
  support systems
• Target interventions for problem areas
• Individual student behavior support systems

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Data-Based Decision Making

• SWIS summarizes discipline referrals
• Per day per month
• By problem behavior
• By location
• By time
• By student

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Questions
Thank You