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3/23/2015
INCLUSION ACTIVITY
• Please share…
• Your name
• Your Role,
• Your school
• A goal you have for todays’ workshop .
TARGETED INTERVENTIONS WITHIN A
MULTI-TIERED SYSTEM OF SUPPORTS:
ROLE OF THE SCHOOL PSYCHOLOGIST
DORI BARNETT, ED.D.
CASP SPRI NG SY MPOSI UM
LEARNING OUTCOMES
• Examine the role of Targeted Interventions within a
multi-tiered behavioral framework (PBIS).
• Identify the logic and key features of evidencebased targeted interventions including:
• Social Skills Instructional Groups, Mentoring, Check and
Connect, Check-In/Check-Out (Behavior Education
Program)
AGENDA
•
•
•
•
•
•
Inclusion Activity
MTSS: Logic and Tiered Supports
Evidence-based Targeted Interventions
Secondary and Tertiary Interventions Grid
Resources
Closing Activity
• Introduce planning tools, such as the
Secondary/Tertiary Interventions Grids.
• Build capacity for the school psychologist’s role in
supporting Targeted interventions within an MTSS.
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Tier 2 within a Multi-tiered System of Supports (MTSS)
Adapted from Lane & Oakes
SCHOOL-WIDE PBIS
Individualized,
Tier III
≈
Tertiary Prevention: System for
students requiring more intensive
& individualized supports for
academic, social, or mental
health services.
Tertiary Prevention (Tier 3)
≈
Targeted, Tier II
Secondary Prevention: Systems for targeted or
group-based interventions for students needing
additional support beyond the Universal or Tier I
system.
Secondary Prevention (Tier 2)
Universal, Tier I
Primary Prevention: School-wide & Classroomwide systems for all students and all staff in all
settings.
PBIS is a
Multi-tiered
Behavioral
Framework
Validated
Curricula
≈
Primary Prevention (Tier 1)
Academic
SITE LEVEL IMPLEMENTATION
Tier 3
Remember:
Additional tiers of
support are layered
on Universal
Foundations
Tier 1
Tier 2
Behavioral
Social
TIER II WITHIN A MULTI-TIERED
SUPPORT SYSTEM (MTSS)
• Tier II interventions are one
component of a continuum of
behavioral supports, and their
features and systems reflect the
structure of SWPBS
• (Sugai et al., 2011)
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KEY FEATURES OF TARGETED
INTERVENTIONS
• Intervention is continuously available
• Rapid access to intervention
• Very low effort by teachers
• Consistent with school-wide expectations
• Implemented by all staff/faculty in a school
• Home/school linkage
• Flexible intervention matched to function of
behavior
• Student is on board with participating
• Continuous monitoring for decision making
WHO NEEDS TARGETED INTERVENTIONS?
• Students at-risk for academic and/or social
behavioral concerns.
• Students who continue to engage in frequent
problem behaviors, despite effective schoolwide universal Tier 1 interventions and supports.
• Students in need of additional teaching,
monitoring, and feedback.
• Students that could benefit from extra attention
and support before they are in crisis.
• Problem behavior occurs across multiple
settings.
• Leavitt, Errington, & Harvey
WHAT DO TIER II INTERVENTIONS AND
PRACTICES LOOK LIKE?
• Tier II interventions are typically group-based,
standardized practices and systems designed to
supplement primary prevention efforts, and are
appropriate for students who exhibit problem
behaviors across multiple settings.
A MENU OF EVIDENCE-BASED
TARGETED INTERVENTIONS
Checkin/Check-Out
(Behavior
Education
Program)
Mentoring
Check and
Connect
Social Skills
Groups
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SOCIAL SKILLS AS A TARGETED
INTERVENTION
SOCI AL SKI LLS I NSTRU CTI ONAL GROU PS
https://www.youtube.com/watch?v=_Ii13vZy3O4
WHAT IS SOCIAL EMOTIONAL
LEARNING (SEL)?
• “Social and emotional learning (SEL) is
the capacity to recognize and
manage emotions, solve problems,
effectively, and establish positive
relationships with others.”
What is Social and Emotional Learning?
SEL is a process of acquiring knowledge and skills
related to five core competencies:
Recognize one’s
emotions, values,
strengths, and limitations
Manage emotions
and behaviors
to achieve
one’s goals
Selfawareness
Selfmanagement
Zins & Elias, n.d., p.1
Show
understanding
and empathy
for others
SEL
Social
awareness
Responsible
decision
making
Relationship
skills
Make ethical,
constructive choices
about personal and
social behavior
Form positive
relationships, work
in teams, deal effectively
Credit: CASEL
with conflict
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Benefits of Social and Emotional Learning
SEL STRENGTHENS FIVE KEY SKILL AREAS
Good Science Links SEL to the Following Student
Gains:
• Social-emotional skills
• Improved attitudes about self, others, and school
• Positive classroom behavior
• 11 percentile-point gain on standardized achievement
tests
S
K
I
L
L
S
Self-Awareness
Social Awareness
Responsible
Decision Making
Self-Management
Relationship Skills
SENSE OF SELF
CONNECTION TO
OTHERS
And Reduced Risks for Failure
• Conduct problems
• Aggressive behavior
GOOD LIFE CHOICES
• Emotional distress
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (in press). The Impact
of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal
Interventions. Child Development.
A VISION FOR SCHOOLWIDE SEL
Educators, students, families, and
community members work together
to support the healthy development
of all students.
All students are engaged and active
learners who are self-aware,
caring, respectful, connected to
others, responsible decision makers,
and academic achievers.
Students are contributing in positive
ways to their school and community.
PYRAMID OF SOCIAL EMOTIONAL
LEARNING SUPPORTS
Tier III: ________________________
________________________
________________________
________________________
Tier II: ________________________
________________________
________________________
________________________
________________________
________________________
Tier I: _________________________
_________________________
_________________________
_________________________
_________________________
Use the diagram to outline your school’s pyramid of Social Emotional Learning Supports:
T1- Universal (all); T2-Targeted (some); T3: Selected (few).
How will students be identified for supports at advanced tiers?
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FOUNDATIONS FOR SOCIAL SKILLS
INSTRUCTION
• Social skills can be learned
• Social skills can be taught like academics.
• Social skills deficits can be identified and
replaced with pro-social behaviors.
• Students learn, practice and apply SEL skills
through processes of modeling and interactive
learning.
• “Inappropriate” social skills meet a student need
and until we teach an “appropriate”
replacement skill they will continue to use the
inappropriate behavior.
SOCIAL SKILLS DEFICITS IN THE
CLASSROOM:
•Unable to attend to class/task
•Negative interactions with peers
•Lacks sensitivity toward others
•Has poor self-image (worthless)
•High levels of frustration or stress
SKILL DEFICIT OR PERFORMANCE DEFICIT?
TYPES OF SOCIAL SKILLS DEFICITS:
• Skill Deficits
• Lack of information regarding the critical
components (steps) of a skill.
• Performance Deficits
• The ability to implement or execute a skill
• Self Control Deficits
• Lack of self-management skills and ability for
emotional self-regulation
Generalization
• Lack of the ability to use the skill in different
settings/contexts or circumstances.
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SOCIAL EMOTIONAL LEARNING
(SEL) AND PBIS
Systemic instruction and practice of pro-social
behaviors on a school-wide basis is an important
component of the PBIS framework.
ADJUST for
Efficiency
Framework for enhancing
adoption and implementation of a
Continuum of evidence-based
interventions to achieve
Academically and behaviorally
important outcomes for
All students
Social Skills
instruction
is a key
element of
the PBIS
framework
STEPS IN TEACHING SOCIAL SKILLS:
1.
2.
3.
4.
5.
6.
7.
8.
Define the Skill
Model the Skill
Establish Student Skill Need
Select Role-Player
Set Up the Role-Play
Conduct the Role-Play
Provide Performance Feedback
Assign Skill Homework
TEACH SOCIAL SKILLS LIKE
ACADEMIC SKILLS
MONITOR &
ACKNOWLEDGE
(Continuously)
DEFINE
(Simply)
MODEL
PRACTICE
(In Settings)
STEP 1: DEFINE THE SKILL
• Introduce the skill that will
be taught through
questioning and discussion
• This is brief—no long lectures!
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STEP 2: MODEL THE SKILL
• Learning by Imitation
• Observational Learning
• Learn by observing others—mostly peers
STEP 3: ESTABLISH STUDENT SKILL
NEED
• Identify the context in which the skill might be used
(time, place, situations)
• Identify each student’s current and future need for
the skill
• Social Learning Theory suggests
that mastery is increased when
social skills are modeled with a
positive outcome.
STEPS 4-6:
SELECT, SET-UP, AND CONDUCT
THE ROLE-PLAY
• Establish
norms, roles,
and
responsibilities
• Choose
players
• Select
observers
STRUCTURE ROLE PLAYS FOR SUCCESS
• Explain expectations
• Review goal
• Start with lower level skills and work up
• Stress one skill at a time
• Do not allow one student to take up all
the time
• Allow for down time- saturation
• Not everyone feels comfortable
• Allow for some spectator behavior
• Don’t force them to speak
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STEP 7: PROVIDE PERFORMANCE
FEEDBACK
STEP 8: ASSIGN SKILL HOMEWORK
• Provide reinforcement only after role-plays that
follow the behavioral steps
• Reinforce everyone involved in the role-play
• If role-play deviates from behavioral steps, reinforce
“trying,” but re-teach the steps
• Try steps in real life settings
• Start with school environment
• Start with relatively simple assignments (lower stress
situations)
• Teacher and student decide when, how, and with
whom
LET’S PRACTICE:
KEYS TO GENERALIZATION
• Form groups of 4-6
• Choose a Skillstreaming card.
• Develop a brief role play to teach the social
skill to a targeted group of students.
• Practice the role play with your partner.
•
•
•
•
•
Involve others
Use examples from instructional universe
Teach general case and skill variations
Teach self-management strategies
Teach within and across settings
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SCHEDULING SKILLSTREAMING
LESSONS:
•
•
•
•
Targeted skills group, meets outside of class
Whole class (set time of week)
Use of peer role models (e.g., PALS)
Presentation by Specialist (counselor or school
psychologist)
SOCIAL SKILLS RESOURCES:
• Curriculums:
• Skillstreaming the
Elementary Student
• Skillstreaming the
Adolescent
• Second Step
• Stop and Think
• Thinking about You
Thinking about Me!
• Zones of Regulation
• Incredible Flexible
You
• Resources
• CASEL (CA
Association of Social
Emotional Learning)
Website
• Pinterest Social Skills
• DiscoveryEducation.
org
• PBISWorld
• Class DOJO
• Youtube
TABLE TALK
• How might you use Social Skills
Instructional groups as a targeted T2
intervention on your campus?
• What targeted student groups might be
at risk?
• Who might deliver this instruction?
MENTORING
AS A TARGETED I NTERVENTI ON
Adapted from Wayne RESA Chris McEvoy mcevoyc@resa.net
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WHAT IS MENTORING?
• Mentorship is a personal developmental
relationship in which a more experienced or more
knowledgeable person helps to guide a less
experienced or less knowledgeable person. The
mentor may be older or younger, but have a
certain area of expertise. It is a learning and
development partnership between someone with
vast experience and someone who wants to learn.
WHWHO NEEDS A SCHOOL-BASED
MENTOR?
• Rewards and consequences appear
ineffective
• Student lacks motivation
• Student appears to lack self-esteem or selfconfidence
• Student lacks positive adult role models
• Student appears to not like school
• Reference: http://en.wikipedia.org/wiki/Mentorship
GUIDELINES FOR MENTORING
Any staff person can be a mentor
Should be voluntary
Match one student per staff person
Mentors agree to spend at least 15 minutes
per week with the student – could be
spread out over the week
TIPS FOR SUCCESSFUL “TEACHER AS
MENTOR” PROGRAMS - CFES
Listen – spend two thirds of mentoring time listening; give
your full attention to the student
Try locations other than the classroom – send the
message that this is our time
Enjoy it! Don’t feel you have to “save” the student – just
try to make a connection
Do something you both enjoy
Be a “guide” – don’t try to “fix” the student’s problems
• Ask questions
• Help the student set goals
• Make suggestions
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THINGS TO DO AS A
SCHOOL-BASED MENTOR
EXAMPLES OF YOUTH MENTORING
PROGRAMS
Each lunch together
Stop in at beginning or end of day
Play a game (cards, checkers, etc.)
Shoot baskets
Sit and talk
Peer to
Peer
All Staff
Community
Volunteers
Get a snack
After School
Mentoring
Programs
Knit/sew
Take a walk
ESTABLISHING A MENTORING
PROGRAM
• Discuss ideas for develop a mentoring
program for targeted at-risk students on
your campus:
• Which staff might be involved?
• How would students be identified?
• How can mentoring be linked to PBIS on
your campus?
• E.g., theme, branding, expectations,
student referral
THE BEHAVIOR EDUCATION
PROGRAM
CHECK-I N/CH ECK - OU T (CI CO)A TARGET ED I NTERV ENTI ON
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CICO IMPLEMENTATION CYCLE
CRITICAL FEATURES OF CICO
Student Recommended for CICO-SWIS
• Increased positive adult contact
• Embedded social skills training
• Direct link to school-wide behavioral
goals and expectations
• Frequent feedback
• Daily home-school communication
• {positive reinforcement contingent on
meeting behavioral goals
CICO-SWIS is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Secondary Team
Assesses System & Student
Progress
Afternoon
Check-out
Revise
Program
CYCLE OF FEEDBACK
• Morning Check-In
•
•
•
•
Start school day positively
Check student “status”
Check Daily Progress Report that was sent home
Provide new Daily Progress Report for the current day
• Regular Teacher Feedback
• Start each class positively
Exit
Program
CYCLE OF FEEDBACK
• Afternoon Check-Out
•
•
•
•
End school day positively and encourage for tomorrow
Review the completed Daily Progress Report
Record points in CICO-SWIS
Send communication home to family regarding the CICO
day (e.g., Daily Progress Report copy)
• Parent Feedback
• Complete Daily Progress Report
• Student shares Daily Progress Report with parent/family
• Provide feedback to student at the end of period in relation
to CICO goals
• Parent praises, promotes, and encourages
• Parent refrains from negative feedback
• Parent signs home-school communication
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DAILY PROGRESS REPORT/POINT CARD
CICO PROGRAM LOGISTICS
• Daily CICO Progress Report Card
• Same expectations for all
• 3-5 school wide behavior expectations
• 3 point rating scale
• No more than 10 check in periods
• Common schedule
• All staff are taught rules for accepting,
completing, and returning the card
More information and examples are available at www.pbisapps.org in the
Resources section
LET’S TAKE A LOOK…
CICO Home Report
Name: ______________________________________________
• Behavior Education Program DVD, part 1
Date: _____/______/______
☐ I met my goal today!
☐ I had a hard day today.
One thing I did really well today is ___________________________________________________________
________________________________________________________________________________________
Something I will work on for tomorrow is _____________________________________________________
________________________________________________________________________________________
Comments: _______________________________________________________________________________
Parent Signature: __________________________________________________________________________
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WHY DOES CICO WORK?
• Improved structure
• Prompts are provided throughout the day for correct
behavior
• System for linking student with at least one positive adult
• Student agrees to participate (on board)
• Student is “set up for success”
• First contact each morning is positive
• “Blow-out” days are pre-empted
• First contact each class/activity period is positive
• Increase in contingent feedback
• Feedback occurs more often
• Feedback is tied to student behavior
• Inappropriate behavior is less likely to be ignored or rewarded
RESEARCH ON CICO
• More effective with students with attention-maintained
problem behavior
(March & Horner, 2002; McIntosh, et. al., 2009, Campbell & Anderson, 2008)
• Effective across behavioral functions
(Hawken, O’Neill, & MacLeod, 2011)
• Students who do not respond to CICO benefit from
function-based, individualized interventions
2010)
(Fairbanks, et. al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill,
WHY DOES CICO WORK?
• Program can be applied in all school locations
• Classroom, playground, cafeteria
• Anywhere there is a supervisor
• Elevated recognition for appropriate behavior
• Adult attention delivered each target period
• Adult attention (and tangible) delivered at end of day
• Links school and home support
• Provide format for positive student/parent contact
• Organized to fade into a self-management
system
• Increased options for making choices
• Increased ability to self-monitor performance/progress
Do we want to implement CICO?
Before implementing CICO, consider:
• All-faculty orientation to the CICO
intervention
• Assessment of need
• ODR Rates
• Staff Assessment
• Team to manage CICO implementation
• CICO Coordinator
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CICO IMPLEMENTATION GUIDE
CHECK AND CONNECT
Use this planning form to implement CICO with your PBIS Team.
Process
Information
People
Where, When, Who?
Data Criteria for Selection/Referral
CICO Coordinator
Location: Morning/afternoon
check-in
Progress monitoring Criteria
Behavior Support Team Members
Forms: DPR
Spreadsheets
Exit Transition
Communication Plan
• Check and Connect is an evidencebased structured mentoring program to
enhance student engagement at school
for marginalized and disengaged students
in grades K-12.
Adapted from Susan Barrett, Chicago PBIS Forum 2014
COMPONENTS OF CHECK AND
CONNECT
• A mentor who works with students and families for a
minimum of two years
• Regular checks utilizing data schools already
collect on students’ school adjustment, behavior,
and educational progress (Check)
• Timely interventions, driven by data, to re-establish
and maintain students’ connection to school and
learning and to enhance students’ social and
academic competencies (Connect)
• Engagement with families – mentors engage with
parents and strive to foster parents’ active
participation in their child’s education
CHECK AND CONNECT VIDEO
http://checkandconnect.umn.edu/model/overviewrecording.html
http://www.pbismn.org/documents/CheckConnectMentoringPresentation_MNP
BIS2013.pdf
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SAY SOMETHING
• What are the key features of Check and Connect
that you observed in the video?
• How might these features be implemented on your
campus?
• What students might benefit from CICO as a
targeted intervention?
FUNCTION BASED
INTERVENTIONS
MATCHI NG FU NCTI ON OF BEHAVI OR TO THE
I NTERVENTION
www.youtube.com/watch?v=avUsS9EKyq0
https://www.youtube.com/watch?v=W1g9RV9OKhg
FUNCTIONS OF BEHAVIOR
BEHAVIOR FUNCTIONS
• Challenging behaviors have a function.
• Challenging behavior is communicative:
• The student is trying to tell you something
• The student has learned that engaging in
such behavior will get his/her needs met
Problem
Behavior
Obtain/Get
Escape
/Avoid
• Function = Reason WHY the behavior is occurring
Social
Tangible
Sensory
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FUNCTION BASED INTERVENTIONS
• How can we use what we learned about
Function of Behavior to select appropriate
interventions?
• Match the intervention to the Function of
the Student’s Behavior.
• Identify a function-based intervention for
each of the following behaviors:
ACTIVITY: FUNCTION BASED
INTERVENTIONS MATRIX
• What do each of the practices need to look like for
an avoider or an attention seeker?
Secondary Tier
Intervention
Check and Connect
Avoider
Attention
Seeker
EXAMPLES
• A disruptive student seeks attention
from adults or peers.
• An uncooperative student avoids
doing word problems in math.
• An unmotivated student wants to
gain a specific object.
MOTIVATION ASSESSMENT SCALE
• Use this checklist to evaluate the function or
motivation of a student’s challenging behavior.
• Use the results to match the behavior function to an
appropriate intervention (function-based
intervention).
Check-in Check-Out
Social Skills Training
Mentoring
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BUILDING A MENU OF TARGETED INTERVENTIONS
TOOLS AND FORMS
TARGET ED BEHAV I OR I NTERV ENTI ONS
CICO
Check &
Connect
Mentoring
Social
Skills
Groups
Use the Matrix to draft a ”Menu” of Targeted Interventions. Write a brief description of how each might look on your campus.
ACTIVITY: BUILDING A MENU OF
TARGETED INTERVENTIONS
• Review the Menu of Interventions Diagram.
• Give an example of how each of the four
evidence-based T2 targeted interventions might
look on your campus.
•
•
•
•
Check-in/Check-Out (CICO)
Check and Connect
Social Skills Instructional Groups
Mentoring
SECONDARY AND TERTIARY
INTERVENTIONS GRIDS
• Goals:
• To make the interventions explicit.
• To develop specific processes for the intervention.
• E.g., “who,” “what,” “when,” “where,” “how,”
• Establish a consistent understanding across all faculty.
• To identify Data Criteria for student referral, progress
monitoring and exit/transition from the intervention.
• Explain the intervention to parents and students.
• What is the school psychologist’s role?
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SAMPLE SECONDARY INTERVENTION GRID
T2 TARGETED INTERVENTIONS GRID
As a team, complete the Secondary Interventions Grid for your school’s T2 Targeted Group Interventions (e.g.,
CICO, Check & Connect, Mentoring, Social Skills Groups). In Column A, list the intervention; Column B, describe
the intervention; Columns C-E, Identify the Data Criteria for Student Referral, Progress Monitoring, and Exit
Transition from the Tertiary Intervention.
Name of
Intervention/
Support
Description of the intervention:
(What, Who, When)
Entry/Referral
Criteria
Progress
Monitoring
Criteria
Exit/Transition
Criteria
Support
Description
Schoolwide
Data: Entry
Criteria
Data to
Monitor
Progress
Exit Criteria
Work
completion,
or other
behavior
addressed in
contract
Successful
Completion of
behavior contract
Behavior
Contract
A written agreement
between two parties
used to specify the
contingent relationship
between the completion
of a behavior and access
to or delivery of a
specific reward.
Contract may involve
administrator, teacher,
parent, and student.
Behavior: SRSS mod to high risk
Academic: 2 or
more missing
assignments with
in a grading
period
Selfmonitoring
Students will monitor
and record their
academic production
(completion/ accuracy)
and on-task behavior
each day.
Students who
score in the
abnormal range
for H and CP on
the SDQ; course
failure or at risk on
CBM
Adapted from Kathleen Lane, MTSS Conference, OCDE, April, 2014
Work
Passing grade on
completion
the report card in
and accuracy the academic area
in the
of concern
academic area
of concern;
passing
grades
Lane, Kalberg, & Menzies (2009). pp. 131 - 137,
Boxes 6.1 - 6.4
Tertiary Interventions Grid Example: Behavior Support Plan
T3 TERTIARY INTERVENTIONS GRID
Use this grid to plan the Tertiary (individualized) level interventions at your site. In Column A, list the intervention;
Column B, describe the intervention; Columns C-E, Identify the Data Criteria for Student Referral, Progress
Monitoring, and Exit Transition from the Tertiary Intervention.
Name of
Intervention/
Support
Description of the intervention:
(What, Who, When)
Entry/Referral
Criteria
Progress
Monitoring
Criteria
Exit/Transition
Criteria
Support
Description
BSP (Behavior
Support Plan
An indivdiualized plan
developed by the PBIS team
that is based on information
about the function of a
student’s behavior,
replacement behavior, and the
antecedent and consequence.
Schoolwide Data:
Entry Criteria
Multiple referrals
(ODRs) over a specific
period of time, e.g., a
grading period.
Multiple teacher
nominations across
content areas.
Evidence that student
is not responding to
targeted interventinos
delivered with fidelity.
Adapted from Kathleen Lane, MTSS Conference, OCDE, April, 2014
Data to Monitor
Progress:
Data collected on both the
target (problem) behavior
and (2) replacement
(desireable) behavior
identified by the team on
an ongoing basis.
Weekly teacher report.
Observation
ODR data colelcted
weekly.
ISIS
Exit Criteria
Student has
maintained
desired behavior
for a period of
three weeks with
80% accuracy in 9
of ten situations.
Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the
context of three-tiered models of prevention: Using school wide data to identify high
school students for targeted supports. Journal of Applied School Psychology, 29, 203229.
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ADDITIONAL RESOURCES
• PBIS.org
• PBIS World
• PBIS Assessments.org
CLOSING ACTIVITY
• Give one, get one…
• Think of a strategy you will use as a result of today’s
workshop on targeted interventions.
• Write the strategy on a post-it.
• Find a standing partner from another table.
• Take turns sharing your implementation strategy.
• Describe how you will take back and use this
strategy to your school site.
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