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Tier Two Strategies for Anxiety and Stress) Positive Interventions and Effective Strategies in the Classroom: Tier 2 Strategies Behavior Doctor Seminars ™® Laura A. Riffel, Ph.D. [email protected] 1 Decision Rule: If 80% of your students have 0-1 Office discipline referrals- then you Are ready for Tier Two. If less than 80% of your Students have 2 or more Office Discipline Referrals- You Are not ready For Tier Two. Data Use You should be using your ODR Data in the following way: • ODR per day per month- to make monthly decisions about future years • Location- to know which areas need more support • Time of Day- to know what time of day needs more support • Day of the week- to know what days need more support • Problem Behavior- to know which replacement behaviors need to be taught • Student- to know which students need tier two and tier three support o 2-5 ODR – Tier Two o 6 or more ODR- Tier Three Universal Screening Behavior Doctor Seminars ™® Laura A. Riffel, Ph.D. [email protected] 2 UNIVERSAL SCREENING FOR BEHAVIOR EXAMPLES Existing Data Office Discipline Referrals (ODRs) Grades/GPA Attendance Screening Scales/Tools: School-wide Information System (SWIS)- University of Oregon- Web Based Program Cost: $250 per year The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. The three primary elements of SWIS are: • An efficient system for gathering information • A web-based computer application for data entry and report generation • A practical process for using information for decision making These three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time periods of the school day. SWIS reports indicate times and/or locations prone to elicit problem behaviors, and allow teachers and administrators to shape school-wide environments to maximize students' academic and social achievements. Systematic Screening for Behavioral Disorders (SSBD, Walker & Severson, 1992; Sopris West) Cost: Approximately $300 plus cost of protocols This resource permits educators to assess and identify students who may be at risk of developing behavior disorders. The three-stage procedure employs teacher judgment as well as direct observation. • Compound gating procedures o Stage 1: teacher rank orders students from most like to least like on internalizing & externalizing. o Stage 2: Teachers Rate Top 3 Students (Internalizing & Externalizing) on Critical Events, Adaptive & Maladaptive Scales • Data -based practice o Evidence of efficiency, effectiveness, & cost benefits o US Office of Special Education (OSEP) and Council for Children with Behavior Disorders • Internalizing and Externalizing components for Targeted Behaviors • Normed on K-6 and Middle School (Calderella, Young, Richardson & Young, 2008) Behavior Doctor Seminars ™® Laura A. Riffel, Ph.D. [email protected] 3 Behavioral Assessment System for Children – 2nd Edition: Behavioral and Emotional Screening System (BASC-2: BESS; Kamphaus & Reynolds, 2008. Pearson Pub.) Cost: Approximately $70 The Behavior Assessment System for Children (BASC) is a synchronized system of instruments that gauges the behaviors, thoughts, and emotions of children and adolescents. It centers on assessing both adaptive and maladaptive behaviors. The BASC consists of 5 components: a self-report scale; a teacher rating scale; a parent rating scale; a structured developmental history; and a form for the recording and classifying classroom observations. This scale measures adaptive and problem behaviors in school, home and community settings. • AIMS web Behavior includes this screener • Based on BASC by Reynolds & Kamphaus which is frequently used in SPED evals • Developed as universal screener examining social & academic areas. • Intervention guide available that is linked to assessment • Normed for preschool & K-12, • Scanable forms available • Teacher, parent, and self-rating forms grades 3-12. 3-5 minutes per form/student. Completed on all students in class Social Skills Improvement System – Performance Screening Guide (SSIS: Performance Screening Guide; Elliot & Gresham, 2008. Pearson Pub.) Cost: Approximately $72.00 The Social Skills Improvement System (SSIS; Gresham and Elliot, 2008) is intended to support the screening and classification of students aged 8 to 18 who are suspected of being affected by significant social skill deficits. The SSIS offers support in the development of interventions for students who rank significantly impaired. This tool is a revision of the Social Skills Rating System (SSRS; Gresham and Elliott, 1990). Improvements from 1990 include updated norms, additional subscales, greater overlap across forms, validity scales, improved psychometric properties and Spanish versions of the forms. • Normed for K-12 • Developed as Universal screener focused on four areas: o Prosocial Behaviors o Motivation to Learn o Reading Skills o Math Skills • Teacher rating forms K-12, approx. 25 minutes per class • Pro-social & Motivation to Learn areas included in AIMS web Behavior Student Risk Screening Scale (SRSS; Drummond, 1994). Cost: Free Behavior Doctor Seminars ™® Laura A. Riffel, Ph.D. [email protected] 4 The SRSS is a universal screening tool used three times across the year to ascertain students with antisocial behavioral patterns. The screening tool consists of seven items: 1. Aggressive behavior 2. Behavior problems 3. Low academic achievement 4. Lying, cheating, sneaking 5. Negative attitudes 6. Peer rejection 7. Stealing • Originally normed K-6, recently normed middle & high school (Lane, Kalberg, Parks, & Carter, 2008) • Externalizing behavior screener • Teacher form, 10 minutes per class, score indicates level of risk (low, medium, high) • Research-based Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001) Cost: Free The SDQ is a assessment measure for early detection of behavioral problems and strengths in children and adolescents. Areas addressed by SDQ subscales include emotional symptoms, conduct problems, hyperactivity/inattention, ADHD, peer relationship problems, and pro-social behavior. The SDQ is designed to include both positively and negatively worded items. • Behavioral screener age 3-16 • Most research & focus has been clinical – Bourdon, Goodman, Rae, Simpson & Koretz (2005) Universal Screening Burke, M., Davis, J., Lee, Y. H., & Hagan-Burke, S. (in press). Universal screening for behavioral risk in elementary schools using SWPBS expectations. Journal of Emotional Behavior Disorders Free Staff score students using a Likert Scale against the school’s expectations: 5= almost always exhibits this behavior - 4= most of the time exhibits this behavior- 3= sometimes exhibits this behavior- 2= rarely exhibits this behavior- 1= never happens Respect Others Community Knowledge Self Total Anna 5 4 5 5 19 Bob 4 3 3 5 15 Behavior Doctor Seminars ™® Laura A. Riffel, Ph.D. [email protected] 5 Eve 4 5 5 4 18 Gig 4 4 3 4 15 Hannah 2 1 1 2 6 Izzi 3 4 2 3 12 Lil 5 5 5 5 20 Mim 1 1 1 1 4 Noon 5 4 5 5 19 Pip 4 3 2 3 12 Sis 5 4 5 5 19 Tot 4 4 5 5 18 Viv 4 4 4 4 16 The next step is to put this chart into ascending order according to the total points. This will show who needs tertiary and who needs secondary supports added to their universal supports. The next figure shows the scale after reordering. Behavior Doctor Seminars has created a scoring tool: (materials- data collection tools- sample ranking on expectations) http://behaviordoctor.org/wp-content/uploads/2013/12/samplerankingonexpectations.xls Universal Screening Sorted by Support Levels Respect Others Community Knowledge Self Total Mim 1 1 1 1 4 Hannah 2 1 1 2 6 Izzi 3 4 2 3 12 Pip 4 3 2 3 12 Bob 4 3 3 5 15 Gig 4 4 3 4 15 Viv 4 4 4 4 16 Eve 4 5 5 4 18 Tot 4 4 5 5 18 Anna 5 4 5 5 19 Noon 5 4 5 5 19 Sis 5 4 5 5 19 Lil 5 5 5 5 20 Those students with a total between 16 and 20 scored 80% or higher on behavioral expectations, so they would most likely only require the universal supports. Students totaling between 12 and 15 points are scoring 60% or higher on behavioral expectations, so Behavior Doctor Seminars ™® Laura A. Riffel, Ph.D. [email protected] 6 they would most likely require the targeted group supports in addition to the universal supports. Those students scoring fewer than 12 points are below 60% on behavioral expectations, and therefore, they may actually require a full FBA or intensive supports. This book will focus on those students who require the intensive supports. Check-in/Check-out Check-in/Check-out (CICO) is an evidence based strategy utilized in PBIS at the Tier Two Level. PBIS uses 2-1-0 and only the teacher gives a score for the student’s behavior. John Hattie’s meta- analysis of interventions tells us that students measuring their own success has one of the highest ratings for success. This modified version has the student measuring and the teacher measuring and then comparing for a score. We also believe using a zero or a sad face to measure behavior sends a negative self-concept message to a student. We prefer to use 3-2-1. The teacher grades their behavior on a few positively stated expectations every hour using a scale of 3-2-1 (3 means everything went extremely well that hour, 2 means things went well but could have been a little better , and 1 means things could have been better). I do not believe in using a zero or a sad face with a child because children equate this with “I’m a zero. I’m not worth anything.” (As soon as a child believes this about themselves they will begin to act as if they are a zero or not worth anything and that is not where we want any child’s self-worth to rest.) The child grades their behavior on the same scale of 3-2-1.
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