Response-to-Intervention Across Three Tiers of Behavioral Prevention and Intervention:

Transcription

1 Response-to-Intervention Across Three Tiers of Behavioral Prevention and Intervention: Teaching and Reinforcing Students Self-Management Skills Howard M. Knoff, Ph.D. Director, Project ACHIEVE Director, Arkansas State Improvement Grant Little Rock, AR Copyright 2010 by Howard M. Knoff/Project ACHIEVE Press. All rights reserved. No part of this PowerPoint publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, or by any information storage and retrieval system, without the expressed written permission of the author or Project ACHIEVE Press Incorporated. All rights reserved Project ACHIEVE Press 1

2 Presentation Overview Defining Social Competence/Self- Management and Socially Competent Behaviors and Skills Connecting Social Competence/Self- Management to Effective Schools and Achievement The Scientific Foundation to Positive Behavioral Support Systems Presentation Overview Project ACHIEVE s Positive Behavioral Self-Management System Prevention (Tier 1): Skills, Accountability, Consistency Strategic Intervention (Tier 2): Selected Behavioral Interventions Intensive Services Overview (Tier 3) All rights reserved Project ACHIEVE Press 2

3 The Ultimate Educational Goal TO: Maximize ALL Students Academic Achievement and Social, Emotional, and Behavioral Development From a Student Perspective Academic Learning, Mastery, and Achievement Social, Emotional, and Behavioral Development Independent Learner Our Goal is to create Self-Manager All rights reserved Project ACHIEVE Press 3

4 Today s Focus: Social Competency and Self-Management Academic Learning, Mastery, and Achievement Social, Emotional, and Behavioral Development Independent Learner Self-Manager A Definition of Self-Competency or Self-Management Self-Competence/Management involves: A child or adolescent s ability to: Be socially, emotionally, and behaviorally aware of themselves and others Demonstrate successful interpersonal, social problem solving, conflict prevention and resolution, and social-emotional coping and behavioral skills Effectively control their own emotions and behavior All rights reserved Project ACHIEVE Press 4

5 Operationalizing Social Competency Social-Emotional Competency (How you Feel... ) Behavioral Competency (What you Do... ) A Cognitive-Behavioral Perspective: Key Self-Management Competencies Personal/Self-Management Behaviors Attention Control Cognitions/Skills Emotional Control and Coping Cognitions/Skills Self-Concept/Self-Esteem Cognitions/Skills Interpersonal Behaviors Engagement/Response Skills Social Problem-Solving Skills Conflict Prevention and Resolution Skills Environmental/Situational Behaviors Classroom Routine Skills Academic Supporting Behaviors Building Routine Skills All rights reserved Project ACHIEVE Press 5

6 Early to Middle Elementary School Social Skills Listening Waiting for an Adult s Attention- Following Directionsi How to Interrupt Asking for Help Dealing with Losing Ignoring Distractions Apologizing Dealing to Teasing Dealing with Consequences Contributing to Discussions/ Answering Classroom Questions Deciding What to Do Asking for Permission Joining an Activity Giving/Accepting a Compliment Understanding Your/Others Feelings Avoiding Trouble Dealing with Anger Dealing with Being Rejected or Left Out Dealing with Accusations Dealing with Peer Pressure Factors Affecting Children s Social Competence Changes in the family structure e.g., the impact of divorce/single i parent (grandparent) homes/both parents working TV, computer or video games, music, the Media Poverty and other economically stressful conditions Poor parenting skills and low/inappropriate i parental supervision Drugs and alcohol Low expectations for success, hopelessness All rights reserved Project ACHIEVE Press 6

7 But...These Factors Do Not Cause Social Incompetence or a Lack of Self-Management Do all children from homes of divorce lack social skills? Do all children from two-parent working homes lack social skills? Do all children from poverty lack social skills? When children lack social competency/ selfmanagement skills, it is usually because they have not been taught them. Schools can teach social competency skills. Teachers/Related Services Professionals can partner with parents to reinforce these skills. Students Social-Emotional/Behavioral Skills Facilitate their Academic Achievement Research over the past 20 years indicates that students, at the elementary- and middle-school levels, with sound social and emotional skills, demonstrate: * Fewer problem behaviors, * High levels of positive adjustment, and * Enhanced academic performance All rights reserved Project ACHIEVE Press 7

8 Students Social-Emotional/Behavioral Skills Facilitate their Academic Achievement Teaching students social-emotional/behavioral skills and positive attitudes leads to (improved) adjustment and (enhanced) academic performance as reflected in: * More positive social behaviors, * Fewer conduct problems, * Less emotional distress, and * Better grades and achievement test scores (CASEL, 2005; Diekstra, 2008; Greenberg, Weissberg, O Brien, Zins, Fredericks, Resnik, & Elias, 2003; Payton, Weissberg, Durlak, Dymnicki, Taylor, Schellinger, & Pachan, 2008; Wilson, Gottfredson, & Najaka, 2001; Weissberg, Kumpfer, & Seligman, 2003; Zins, Weissberg, Wang, & Walberg, 2004) And yet, Despite Research, Practice, and these Outcomes: Administrators and Other Educators: Academic Learning, Social, Emotional, Mastery, Rarely Commit Instructional Time and to and Teach/Reinforce Students Needed Behavioral Social Achievement Development Competency Skills to Strengthen Positive School Climate and Safety, and Academic Achievement All rights reserved Project ACHIEVE Press 8

9 Organizational Model For Maximizing Student Achievement Strategic Planning and Organizational Analysis and Development Academic Instruction & Intervention (PASS) Effective School, Schooling, and Professional Development Problem-Solving, Teaming, and Consultation Processes SPRINT/ R t Behavioral Instruction & I Intervention (PBSS) 2 Parent and Community Training, Support, and Outreach Data Management, Evaluation, and Accountability The Interdependency between Academics and Behavior Academic S Behavioral Instruction P Instruction & & Intervention R Intervention I N T Academic Success Do students act out B h i l S due to academic frustration? Functional Assessment and Data-Based Problem Solving Helps us to tell the difference. Behavioral Success Do students have less academic success when they do not have certain behavioral skills? All rights reserved Project ACHIEVE Press 9

10 A New Challenge for Schools: Teaching Both Academic and Behavioral Skills Academic Success Social, emotional, and behavioral competence increases academic achievement. Integrating gacademics and Behavior How do we facilitate both academic and socialemotional and behavioral competence in the classroom? Behavioral Success Academic success Influences students positive attitudes, motivation, and prosocial classroom behavior. Organizational Model For Maximizing Student Achievement Positive Behavioral Support Systems (PBSS) S P R I N T Behavioral Instruction & Intervention All rights reserved Project ACHIEVE Press 10

11 Developing and Implementing Positive Behavioral Support Systems in the schools. Different School-wide Approaches to Discipline, Behavior Management, and Safe Schools Lee Canter s Classroom Management System Fred Jone s Tools for Teaching/ Classroom Management Randy Sprick s Safe and Civil Schools Project ACHIEVE s Positive Behavioral Self-Management System (PBSS) * U. of Oregon/Connecticut Positive Behavioral Interventions and Supports (PBIS) * Project ACHIEVE is Arkansas PBIS program. It is the only Evidence-based Program of those listed above. All rights reserved Project ACHIEVE Press 11

12 Project ACHIEVE: present Project ACHIEVE is: An evidence-based (through U.S. Department of Health & Human Services) district-wide school improvement/school success model focused on maximizing the academic and social, emotional, behavioral progress and proficiency of all students The Arkansas State Improvement/ Personnel Development Grant Five-Year Multi-Million Dollar Grants from the U.S. Office of Special Education Programs State Personnel Development Grant ( ) * Add Mathematics (K through 12) State Improvement Grant ( ) * Literacy (K through 12; Reading First, SIM) * Positive Behavioral Supports/SBMH * Parent Outreach (Literacy/Behavior) i * Recruitment, Retention, Professional Development Now Working w/schools in Improvement Status Across the State All rights reserved Project ACHIEVE Press 12

13 Desired Goals and Outcomes of a Positive Behavioral Support Program 1. High levels of academic engagement and academic achievement for all students. 2. High levels of effective interpersonal, social problem-solving, conflict resolution, and coping skills/behaviors by all students. 3. High levels of critical thinking, reasoning, and problem-solving skills by all students. 4. High levels of teacher confidence relative to instruction, classroom management, and in helping students with academic or behavior problems. Desired Goals and Outcomes of a Positive Behavioral Support Program 5. Consistently effective instruction and classroom management across all teachers/instructional support staff. 6. Low levels of classroom discipline problems, discipline problems that need to involve the Principal, or discipline problems that require student suspensions or expulsions. 7. High levels of parent support and involvement in student self-management. All rights reserved Project ACHIEVE Press 13

14 Positive Behavioral Self- Management Systems (PBSS) Start in the Grade-level and classroom. Students Succeed Because of Their Instructional Environments Teacher-Instructional Factors: Are teachers well-matched to their students and curricula? Student Factors: Are students prepared and programmed for success? Curricular Factors: Are curricula well-matched to students and teachers? All rights reserved Project ACHIEVE Press 14

15 And yet.... When Students are Unsuccessful Teacher-Instructional Factors: Are teachers well-matched to their students and curricula? Student Factors: There must be something wrong with the student. Curricular Factors: Are curricula well-matched to students and teachers? The Scientifically-Based Components of Effective Classrooms Positive School and Classroom Climates Effective Instructional Grouping Effective Academic (Differentiated) Instruction Student Instruction in their Zones of Success Well-Designed and Implemented Progress Monitoring and Authentic Assessment Systems Effective Classroom Instruction/Management Academic/Social Skill Instruction and Use Effective Student Motivation and Academic/Behavioral Accountability Approaches Consistency Modifications, Remediations, Accommodations Early Academic and Behavioral Intervention All rights reserved Project ACHIEVE Press 15

16 Components of Effective Classrooms: Behavioral Instruction Positive Teacher Practices Children need to receive 5 Positive Interactions for Every 1 Negative Interaction in their classroom or school Teachers need to identify and reinforce clear Behavioral Expectations that are used with all students Teachers need to be trained in and continuously teach social skills in their classrooms, while demonstrating their own Good Choice behaviors with colleagues and students Components of Effective Classrooms: Behavioral Instruction Positive Teacher Practices Teachers need to have meaningful Incentives and Consequences in their classrooms to motivate appropriate, social behavior and to respond to inappropriate student behavior Teachers need to be consistent in their behavioral expectations, their use of classroom social skills, and their use of classroom incentives and consequences when responding to student behavior Teachers need to be consistent across different classrooms and settings, and they need to coordinate with the building principal/director, office staff, counselors, and other support staff All rights reserved Project ACHIEVE Press 16

17 Integrating the PBSS Components Functionally in the Classroom Expectations Identify Related Behaviors Teach Behaviors to Mastery Prompt Students with Advanced Organizers Reinforce or Correct Demonstrated Behavior Maintain Consistency Organizational Model For Maximizing Student Achievement Strategic Planning and Organizational Analysis and Development Academic Instruction & Intervention (PASS) Effective School, Schooling, and Professional Development Problem-Solving, Teaming, and Consultation Processes SPRINT/ R t Behavioral Instruction & I Intervention (PBSS) 2 Parent and Community Training, Support, and Outreach Data Management, Evaluation, and Accountability All rights reserved Project ACHIEVE Press 17

18 Intervention Follows a Response-to- Intervention Prevention-focused Model Academic Systems Behavioral Systems Universal Interventions All students Preventive, proactive Targeted Interventions Some students (at-risk) High efficiency Rapid response Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive Targeted Interventions Some students (at-risk) High efficiency Rapid response Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Adapted from Horner & Sugai RtI 2 - Response-to-Instruction/ Intervention: A Definition... A broad-based, targeted process to evaluate a student s t response to instruction/intervention ti t ti * The focus should be on (EARLY, EFFECTIVE, and ADAPTIVE) INSTRUCTION/INTERVENTION. * The DESIRED OUTCOMES (i.e., the student RESPONSE) as a result of instruction/intervention are monitored over time to determine their success. * In a concrete sense, the collected data (evaluating the outcome and the student s response) demonstrates whether the instruction/intervention WORKED or DID NOT WORK. All rights reserved Project ACHIEVE Press 18

19 Problem Solving and Response-to-Intervention Problem Identification What is the Problem? Response to Intervention Is it working? III II I Problem Analysis Why is it occurring? What are we going to do about it? Intervention Design Intervention Follows a Response-to- Intervention Prevention-focused Model What is the Problem? Prevention for All Is it working? Why is it occurring? Strategic Intervention for Some Intensive Need or Crisis Intervention for Few What are we going to do about it? All rights reserved Project ACHIEVE Press 19

20 Prevention Services for All Students Positive School and Classroom Climates Effective Classroom Instruction Effective Instructional Grouping Effective Classroom Management Student Instruction in Zones of Success Social Skill Instruction and Use Well-Designed and Implemented Accountability Systems Consistency Student Modifications & Accommodations Early Behavioral Intervention Implementing Response-to-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Interventions Howard M. Knoff, Ph.D. Project ACHIEVE Arkansas Department of Education Published: 2009 (540 Pages) Single Unit Price: $39.95 Site License Price: $ Order: All rights reserved Project ACHIEVE Press 20

21 The Core of Project ACHIEVE s Positive Behavioral Self-Management System Skill Accountability Consistency Special Situations The Core of the Positive Behavioral Self-Management System Skill Accountability Consistency The Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution Skills Classroom/Building Routines The Behavioral Matrix Grade-Level Classroom Expectations Building and Common Area Expectations The Educative Time-Out Process Skills, Accountability, Staff, Students, Parents Special Situations-Setting and Student All rights reserved Project ACHIEVE Press 21

22 The Core of the Positive Behavioral Self-Management System Skill Accountability The Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution Skills Classroom/Building Routines The Behavioral Matrix Grade-Level Classroom Expectations Building and Common Area Expectations The Educative Time-Out Process Consistency Skills, Accountability, Staff, Students, Parents Special Situations-Setting and Student ACCOUNTABILITY:... in a Positive Behavioral Self- Management System (PBSS) Need: A Grade- and Student-Level Accountability Matrix that * Identifies specific behavioral expectations of students in classroom and school settings * Encourages positive responses, incentives, and rewards for students when they make good choices * Identifies specific inappropriate student behaviors along a continuum from annoying to dangerous * Connects meaningful negative or corrective responses, consequences, and needed interventions to this continuum All rights reserved Project ACHIEVE Press 22

23 Developing the School-Wide Behavioral Matrix Grade Expected, Prosocial Behaviors Classroom Common Areas of the School Inappropriate, Challenging Behaviors Intensity I: Annoying Behavior Intensity II: Disruptive/Interfering Behavior Positive Responses, Incentives, Rewards Corrective Responses Corrective Responses plus Consequences Intensity III: Persistent/Antisocial Behavior *** Consequences plus Interventions Intensity IV: Severe/Dangerous Behavior *** Administrative Response plus Wrap-around Intervention *** Functional Assessment/Strategic Intervention Here Kindergarten Expected Classroom Behaviors: Incentives & Rewards: Listen Walking inside the classroom/building Stamps Treasure box Keep hands/feet to self Raising hand before talking Stickers Positive Postcard Home Follow directions Sharing Special lunch in the classroom Extra Center Time Use inside voice Ignoring Distractions Praise, praise, praise! High Fives/Class Cheers Taking Turns Asking for Help Intensity 1 Behaviors: Passive off-task behaviors Talking out of turn Not following directions Tattling Distracting others Loud Voice Bad Touch behavior Not listening/not paying attention Non-speech noises that disrupt Rocking, tilting, falling out of seat Talking without permission Calling/blurting out answers Not putting materials/toys away Pushing in line Corrective Responses: Visual, non-verbal, physical prompt Proximity Redirection Warning Stop and Think prompt Folder mark Move student to another seat Note sent home Intensity 2 Behaviors: Continuing Intensity 1 Behaviors Not following directions Arguing with teacher/talking back Chronic socializing with peers Inappropriate language Pushing/poking Screaming/shouting out Passive or active defiance Lying Running in Class Hands inappropriately on others Swearing Consequences: Move student to another seat Loss of privileges Loss of recess Time-out in class Phone contact with parent Parent/teacher conference Lonely lunch Stay inside at recess with teacher Intensity 3 Behaviors: Continuing Intensity 2 Behaviors Not following directions/significant defiance Throwing furniture/dangerous materials Hazardous behaviors/safety issues Physically threatening behavior Stealing Physical aggression Vandalism Fighting with intent to cause bodily harm Spitting Bullying/verbally threatening behavior Biting Consequences: Office referral Phone contact with parent Parent/teacher conference In-school suspension All rights reserved Project ACHIEVE Press 23

24 Developing the School-Wide Behavioral Matrix The Process of Development: Phase 1: Phase 2: Phase 3: Phase 4: Phase 5: Phase 6: Grade or Cluster Levels Building Level Discipline Team Grade Level Check-off (Student and Parent Involvement) Building Level Check-off Faculty Adoption School-wide Roll-out and Implementation All rights reserved Project ACHIEVE Press 24

25 Developing the School-Wide Behavioral Matrix Grade Inappropriate Behaviors Corrective Responses Intensity I- Annoying Behaviors: Behavior problems in the classroom that teachers handle with a minimum of interaction or intervention (e.g., using physical proximity, a social skills prompt, reinforcing other students appropriate behavior, giving a non-verbal cue to the student). Sample Intensity I Worksheet Example: Grade 4/5 Intensity I Behaviors Inappropriate Behaviors Passive off-task behavior (e.g., head on desk, staring out the window) Not listening/not paying attention Leaving seat without permission Not being in a designated area Talking out of turn Making noises that disrupt the class Distracting others Calling/Shouting/blurting out answers Not following directions Corrective Responses Teacher visual, non-verbal, or physical prompt Teacher proximity Teacher redirect Teacher Stop & Think prompt Teacher warning Name on the blackboard Moving student s seat Student makes public apology Loss of recess/privilege All rights reserved Project ACHIEVE Press 25

26 Developing the School-Wide Behavioral Matrix Grade Inappropriate Behaviors Corrective Responses plus Consequences Intensity II- Disruptive or Interfering Behaviors Behavior problems in the classroom that t teachers handle with a more directed intervention (loss of student points or privileges, a classroom time-out, a note or call home, completion by the student of a behavior action plan). Sample Intensity II Worksheet Example: Grade 4/5 Intensity II Behaviors Inappropriate Behaviors Consequences Continued or more intense Loss of opportunity to earn points Intensity I behaviors Loss of reinforcement tickets Loss of extra privileges Not following directions/passive or active Loss of free time (on a graduated scale) Arguing with the teacher/talking back Write name in discipline log/book Poor attitude/rudeness Student writes a remediation plan Talking to neighbors without permission Student needs to model appropriate Chronic socializing with peers behavior Inappropriate language (e.g., racial, Student repairs/replaces damaged item sexual) Letter to parent written by student Inappropriate hand gestures Time-out: In-class, then out-of-class Staring/non-verbal intimidation Detention Leaving seat without permission Phone contact with parent Not being in a designated or specified area Conference with parent All rights reserved Project ACHIEVE Press 26

27 Developing the School-Wide Behavioral Matrix Grade Inappropriate Behaviors Consequences plus Interventions Intensity III- Persistent or Antisocial Behaviors Behavior problems in the classroom that are so significant or so persistent that they require some type of out-of-classroom intervention (e.g., a referral to the office or in-school suspension room) and some type of systematic problem solving and classroom-based intervention after the out-ofclassroom consequence. Activity: Developing a Behavioral Matrix Grade 3: Which of the behaviors below do you feel are Intensity III Behaviors? Group 1 Group 2 Not following directions Lying Significant defiance Chronic socializing with peers Arguing with teacher Running in Class Inappropriate language Inappropriate language Bullying Pushing Verbal threats Poking others Physical threats Swearing Stealing Lying Harassment Throwing things Spitting Destroying school property Taunting Inappropriate sexual touching Teasing Not following directions Wandering in the classroom Physical aggression/fighting All rights reserved Project ACHIEVE Press 27

28 Developing the School-Wide Behavioral Matrix Grade Inappropriate Behaviors Administrative Response and Wrap-Around Interventions Intensity IV- Severe or Dangerous Behaviors Very severe behavior problems that are usually addressed in a District s Code of Conduct and that usually require some type of student suspension from school. Developing the School-Wide Behavioral Matrix Grade Expected Behaviors Sources: Positive Responses, Incentives, and Reinforcers Social Skills Replacement Behaviors from Identified Problem Behaviors Common Sense Expectations All rights reserved Project ACHIEVE Press 28

29 Ridpath Primary Behavior Matrix- Grades 1 and 2 Positive School Behaviors- Demonstrating good listening Following directions quickly and the first time Focusing on/completing work in a timely way Waiting to be called on to speak Using appropriate tone, volume, pitch of voice Talking with others positively and supportively Accepting consequences quickly and appropriately Apologizing appropriately Treating personal, school and other s property with respect Asking adults for help to solve serious problems or stay safe Being kind to others Cooperating and Sharing with others Treating others with dignity and respect Taking responsibility for your actions and statements Telling the truth Dealing appropriately with peer pressure School-wide Incentives for Positive Behaviors- Praise or compliments Positive phone calls or notes home Positive notes on papers Special recognition in school or classroom newsletters WOW awards Positive visit to the Principal Positive postcards home Opportunities to help Hugs, high fives, applause, pats on the Back All rights reserved Project ACHIEVE Press 29

30 Ridpath Primary Behavior Matrix- Grades 1 and 2 Inappropriate Behaviors- Level 1 Passive off-task behavior Not listening/not paying attention Talking out of turn/ Shouting out/ Making noises Rocking, tilting, falling out of seat Not following directions Talking to neighbors without permission/distracting others Poor attitude/ rudeness/ inappropriate tone or volume of voice Teasing or Tattling Corrective Responses- Level 1 (Organized along a Continuum) Teacher visual, non-verbal, or physical prompt Teacher proximity Teacher redirect Teacher warning Teacher Stop & Think prompt Move student to another seat in the class Student apologizes to teacher/ class Loss of recess time Student needs to write an action plan Teacher ends activity for the studentstudent watches others complete tasks Note sent home Ridpath Primary Behavior Matrix- Grades 1 and 2 Inappropriate Behaviors- Level II Continued or more intense Level I Behaviors Not following directions/ Passive or active defiance Continued talking/socializing with peers Staring at peer/ Bullying/Threatening other students Distracting Others/ Hands in other s area/ Pushing or Poking others Not telling the truth Taking other s property Continued talking out/shouting out Cheating Consequences- Level II Move the student to another seat in the classroom Loss of privileges Loss of recess time Student needs to model the appropriate behavior Teacher ends activity for the studentstudent watches others complete activity Letter home to parent Phone call home Student/Teacher Conference Time out-- Level I or II All rights reserved Project ACHIEVE Press 30

31 Ridpath Primary Behavior Matrix- Grades 1 and 2 Inappropriate Behavior- Level III Continued or more intense Level II Behaviors Not following directions Significant defiance/arguing with teacher Inappropriate language Bullying/Verbally or Physically threatening Stealing Lying Harassment Throwing things/ Dangerous behavior Spitting Destroying school property Consequences- Level III Send to office Loss of recess Student writes action plan with Principal or Counselor Community Service/Student pays for or replaces damaged items Student writes letter to parent Detention/ Time out in Office Phone contact with parent Parent/Student/Teacher/Principal/ Counselor Conference In-school suspension Out-of-school suspension Extending the Behavioral Matrix To Common Areas of the School. All rights reserved Project ACHIEVE Press 31

32 Developing the School-Wide Behavioral Matrix All Grades Expectations In the Hallway Positive Responses, Incentives, Rewards Expectations In the Cafeteria Positive Responses, Incentives, Rewards Expectations In the Rest Rooms Positive Responses, Incentives, Rewards Expectations Going To/From Buses Positive Responses, Incentives, Rewards (Or When Entering/Leaving the Building) Expectations On the Playground/ Courtyards Positive Responses, Incentives, Rewards Sample Expectations for the Common Areas of a School Hallway Bathroom Eyes forward Hands by your side Mouth quiet Walking to the right Watching your [The Traveling Position] Enter/Walk on the left One at a time at a stall or urinal/flush once when done Mouth quiet Keep your space/ Respect others privacy Wash your hands/one towel...in the trash All rights reserved Project ACHIEVE Press 32

33 Sample Expectations for the Common Areas of a School Bus Cafeteria Walk on the bus and to the first open seat... starting in the back Always sitting, Eyes forward, Hands in your space Inside voice, One-seat talking, Positive talk Exit only when bus in stopped Enter/Walk on the right Eyes forward, Hands by your side, Mouth quiet, Space Always walking, Positive talking, Six-inch voices, Always Good Choices Food on your tray or in your mouth Raise hand for help Table clean, Throw away your own trash Sample Expectations for the Common Areas of a School Playground Walk to stay, Run to play Stay in designated places; Use your equipment or game rules Watch your space Six-foot voices Play fair; Have fun; Solve disagreements calmly Be a good winner and good loser Find an adult when help is needed Listen and Follow adult requests promptly Line up promptly at the signal Assemblies Walk in; Good line; Sit in your designated area Eyes forward, Hands by your side, Mouth quiet, Space Listen, Watch, and Learn Raise your hand (mouth closed) to ask questions, get help, or participate Positive comments; Clap for or Thank your program leader Good line, Walk out, Keep your space All rights reserved Project ACHIEVE Press 33

34 Developing the School-Wide Behavioral Matrix Holding Students Responsible for their School and Classroom Behavior: Developing a School-wide Accountability System to Encourage Student Self-Management and Staff Consistency E-book (130 Pages) Single Unit Price: $34.95 Site License Price: $ All rights reserved Project ACHIEVE Press 34

35 The Core of the Positive Behavioral Self-Management System Skill Accountability The Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution Skills Classroom/Building Routines The Behavioral Matrix Grade-Level Classroom Expectations Building and Common Area Expectations The Educative Time-Out Process Consistency Skills, Accountability, Staff, Students, Parents Special Situations-Setting and Student The Goal of an Evidence-Based Social Skills Program TO: Teach Children Interpersonal, Problem- Solving, and Conflict Resolution Skills That facilitate their Social-Emotional/ Behavioral Development, and Help them develop Self-Management Skills All rights reserved Project ACHIEVE Press 35

36 Social Skills vs. Character Education Programs Social Skill programs ARE Character Education programs, but Character Education programs ARE NOT Social Skill programs State legislation: character education vs. Character Education Virtually ALL Character Education programs that ARE NOT Social Skill programs ARE NOT evidencebased Free TA Paper: THE CHARACTERISTICS OF A QUALITY SOCIAL SKILLS PROGRAM An effective social skills program: 1. Is based on a social learning theory model that uses teaching, modeling, role-playing, providing performance feedback, and an active focus on the transfer of training across time, setting, people, places, and circumstances for instruction; 2. Uses a core (universal) language that facilitates cognitive behavioral scripting and mediation, and conditions self-control and self-managed behavior; 3. Is explicit and developmentally appropriate, yet flexible and adaptive to students individual communication skills, cultures, maturational levels, and needs; All rights reserved Project ACHIEVE Press 36

37 THE CHARACTERISTICS OF A QUALITY SOCIAL SKILLS PROGRAM 4. Provides a defined, progressive, yet flexible, sequence of behaviors that recognizes that some prerequisite skills must be mastered before more complex skills are introduced; 5. Employs an evidence-based pedagogical approach to instruction that sequences instruction, application, and teachable moments; 6. Was designed for implementation by regular classroom teachers as the primary instructors; and 7. Has been demonstrated to be acceptable, socially valid, and easy to implement thereby facilitating implementation integrity (see figure below for more characteristics of effective social skills programs). School Districts: Should choose their social, emotional, behavioral programs/curriculum/approaches pp the same way that they choose their (for example) new district literacy programs. All rights reserved Project ACHIEVE Press 37

38 Evidence-based Social, Emotional, and Behavioral Programs Lions Quest Social-Emotional Competency Positive Action Second Step Providing Alternative Thinking Strategies Life Skills Training Boys Town Skillstreaming Stop & Think Social Skills Program Behavioral Skills Instruction The Stop & Think Social Skills Program Four Developmental Levels: prek-grade 1/Grades 2-3/Grades 4-5/ Grades 6-8 Sensitive to Children s Developmental and Maturational Differences Teach Behaviors and not Constructs of Behavior Teach through Behavioral Instruction and Practice and not Talk, Pray, and Hope All rights reserved Project ACHIEVE Press 38

39 Review of the Contents of the Stop & Think Social Skills Program Contents: Stop & Think Social Skills Teacher's Manual Reproducible Forms Booklet Stop & Think Posters Stop & Think Stop Signs Stop & Think Social Skills Script Cards Building Needs: Stop & Think Grade Level Kits Stop & Think Signs Other Support Materials Early to Middle Elementary School Stop & Think Social Skills At the Grade 2 through Grade 3 level, the ten primary skills are: Listening Waiting for an Adult s Attention- Following Directions How to Interrupt Asking for Help Dealing with Losing Ignoring Distractions Apologizing Dealing to Teasing Dealing with Consequences Contributing to Discussions/ Answering Classroom Questions At the Grade 2 through Grade 3 level, the ten advanced skills are: Deciding What to Do Asking for Permission Joining an Activity Giving/Accepting a Compliment Understanding Your/Others Feelings Avoiding Trouble Dealing with Anger Dealing with Being Rejected or Left Out Dealing with Accusations Dealing with Peer Pressure All rights reserved Project ACHIEVE Press 39

40 Middle School/Early Adolescent Stop & Think Social Skills At the Middle School/Early Adolescent level, the ten primary skills are: Listening/Following Directions Asking for Help Ignoring (Distractions) Dealing with Teasing, Being Rejected, or Left Out Apologizing Dealing with Consequences Understanding Your/Others Feelings Dealing with Anger/ Walking Away from a Fight Dealing with Peer Pressure Dealing with Accusations At the Middle School/Early Adolescent level, the ten advanced skills are: Setting a Goal Evaluating Yourself Beginning/Ending a Conversation Giving/Accepting a Compliment Being a Good Leader Standing Up for your Rights Responding to Failure Avoiding Trouble Dealing with Fear Dealing with Another Person s Anger The Stop & Think Social Skills Calendar Classroom and Building Routines Classroom Routines Instructional The Hand Raising Skills Participating in Classroom Discussions Answering Questions during Lessons Working in a Cooperative Group Doing Seatwork or Independent Work Assignments When You Finish a Classroom Paper or Assignment Transitions from One Classroom Subject to Another Taking Books and Other Materials to Class Taking Timed Tests Classroom Routines Procedural Entering a Classroom Hanging Coats and Backpacks Lining Up to Leave the Classroom (During the School Day) The Dismissal Skill Classroom Routines Situational When Your Teacher Gives You a Time Out When Your Teacher Asks You to Leave the Classroom (As a Consequence) When the Teacher is Absent Visitors in the Class or Building All rights reserved Project ACHIEVE Press 40

41 The Stop & Think Social Skills Calendar Classroom and Building Routines Building Routines Procedural Walking in Line in the Building Putting Clothes in Your Cubby Washing Hands for Lunch/Snack Lunchroom Behavior: Behavior in Line Getting food/going to Tables Eating/In-Seat Behavior Busing Trays/Tables after Lunch Table Clean-Up Leaving the Cafeteria Playground Behavior (specify) Keeping the Classroom Clean Bathroom Behavior (specify) Special Situation Routines Knowing when to tell (an adult) about a Safety Issue Reporting an Accident or a Dangerous Situation Walking Away from a Fight or Conflict The Fire Drill The Stop & Think Social Skills Calendar Classroom and Building Routines Grade Levels: K and 1 Building Routines Procedural Special Situation Routines Walking in Line in the Building Putting Clothes in Your Cubby Washing Hands for Lunch/Snack Lunchroom Behavior: Behavior in Line Getting food/going to Tables Eating/In-Seat Behavior Busing Trays/Tables after Lunch Table Clean-Up Leaving the Cafeteria Playground Behavior (specify) Keeping the Classroom Clean Bathroom Behavior (specify) Knowing when to tell (an adult) about a Safety Issue Reporting an Accident or a Dangerous Situation Walking Away from a Fight or Conflict The Fire Drill All rights reserved Project ACHIEVE Press 41

42 The Definition of Skill Mastery Skills are mastered when they are successfully performed under conditions of emotionality Another Important Skill Fact Most emotional reactions (behaviors) are Classically Conditioned (Remember Pavlov??) All rights reserved Project ACHIEVE Press 42

43 Increasing Behavior: Self-Control The Emotional Reaction Paradigm: Physiological Triggers Cues Behavior Prevent Prepare Skills can be demonstrated as long as a person is not past the Physiological Point of No Return Conditioning Behavior: Self-Control Counter-Condition Appropriate Behavior Physiological Inappropriate Triggers Cues Behavior Appropriate p Behavior Uncondition Recondition All rights reserved Project ACHIEVE Press 43

44 Increasing Behavior: Self-Control What is the Difference between: Conditioned Behavior (Pavlov) VERSUS Motivated Behavior (Skinner)??? ANSWER: TWO SECONDS SOCIAL SKILLS:... in a Positive Behavioral Self- Management System (PBSS) Critical Components of the Stop & Think Social Skills Program ** A Universal language that helps to condition behavior. ** A Universal teaching process that results in student learning, mastery, and self-management. All rights reserved Project ACHIEVE Press 44

45 THE STOP & THINK SOCIAL SKILLS UNIVERSAL LANGUAGE 1., you need to Stop & Think. 2. Are you going to make a Good Choice or a Bad Choice? You need to make a Good Choice. 3. What are your (Good) Choices or Steps? [Tell/Guide your student here using a specific Skill Script ] 4. All right, now let me see you Just Do It!!! 5. Great job!!! Tell yourself you did a great job!!! THE STOP & THINK SOCIAL SKILLS UNIVERSAL PROBLEM SOLVING STEPS All rights reserved Project ACHIEVE Press 45

46 WHY THE STOP & THINK SOCIAL SKILLS UNIVERSAL LANGUAGE WORKS Impulse Control/Self-Control/Self-Management Accountability: Incentives and Consequences; Cognitive Pre-set Cognitive-Behavioral Scripting and Preparation Guided Behavioral Implementation Positive Self-Reinforcement Applying the Stop & Think Language to Prompt/Guide Behavioral Change Targeting Behaviors for Change: Increasing or establishing new behaviors Decreasing or eliminating inappropriate behaviors Teaching attention & engagement skills Teaching social, self-management & self-control skills Addressing externalizing behavior (anger, acting out, aggression) Addressing internalizing behavior (anxiety, withdrawal, depression) Increasing student motivation Peer engagement & management skills All rights reserved Project ACHIEVE Press 46

47 Identifying Problematic Behaviors Problem Behavior Running in the Hallway Swearing Taking Someone s Toy Blurting Out Answers Verbal Taunts Throwing Food in the Cafeteria Sexual Harassment What is Your Behavioral Goal? Identifying Replacement Behaviors Replacement behaviors describe desired d skills or outcomes Replacement behaviors cannot be described using not, stop, or don t Replacement behaviors must be: Observable Measurable Attainable/realistic All rights reserved Project ACHIEVE Press 47

48 Identifying Replacement Behaviors Problem Behavior Replacement Behavior? Running in the Hallway Swearing Taking Someone s Toy Blurting Out Answers Verbal Taunts Throwing Food in the Cafeteria Sexual Harassment Skills Taught Using the Stop & Think Social Skill Process Classroom/Building Routines Social Skills Academic Support Skills Academic Skills All rights reserved Project ACHIEVE Press 48

49 WHO TEACHES the Stop & Think Social Skills? ** THE TRAINING MUST TAKE PLACE IN THE CLASSROOM SETTING OR THE PRIMARY LOCATION WHERE APPROPRIATE BEHAVIOR IS EXPECTED ** THE TRAINING MUST BE CONDUCTED BY THE CLASSROOM TEACHER AS THE PRIMARY ROLE MODEL. Questions Relevant to Social Skills Training ** WHAT IS THE ROLE OF SUPPORT SPECIALISTS? ** WHY SHOULD REAL LIFE SITUATIONS? ** WHY IS DAILY PRACTICE IMPORTANT? All rights reserved Project ACHIEVE Press 49

50 The Stop & Think Social Skills Calendar Classroom and Building Routines Grade Levels: Week 1 Classroom/Building Routine Skills Building Routines: Day 1: Line/Hallway Walking Lunchroom behavior (behavior in line, busing trays after lunch, getting to the Playground release behavior) Getting on the Bus to get home Day 2: Getting off the bus and to class in the morning Bathroom behavior Day 3: Recess behavior (Especially getting into line and returning to the classroom) Day 4/5: Reinforcement of all routines above Teaching Social Skills: The Importance of Skills & Script Stop & Think I m going to make a Good Choice! What are my Choices or Steps? THE SKILL BOX: GO TO SKILL SCRIPT Now, I m ready to Just do it! Great! I did a Great Job! All rights reserved Project ACHIEVE Press 50

51 Sample Social Skill Scripts Lining Up in the Classroom 1. Stand up and put your Chair under your desk. 2. Walk into the line. 3. Eyes forward, Hands by your side, Mouth closed, and Space. 4. Hold and Wait for your teacher s next direction. Sample Social Skill Scripts Transitions from One Classroom Subject to Another 1. Listen to the teacher s Three Minute Warning. 2. Finish up your work. 3. Put your work away when your teacher tells you. 3. Listen to your teacher s next direction. 4. Follow the direction so you are ready for the next lesson or activity. 5. Look at your teacher so your teacher knows you are ready. All rights reserved Project ACHIEVE Press 51

52 Sample Social Skill Scripts Doing Seat Work Assignments 1. Name Put your name on the paper. 2. Directions Read the directions with the teacher. 3. Problem Do the first problem or question. 4. Review Check your work and go on to the next problem or question. Skills Taught Using the Stop & Think Social Skill Process Classroom/Building Routines Social Skills Academic Support Skills Academic Skills All rights reserved Project ACHIEVE Press 52

53 Early to Middle Elementary School Stop & Think Social Skills At the Grade 2 through Grade 3 level, the ten primary skills are: Listening Waiting for an Adult s Attention- Following Directions How to Interrupt Asking for Help Dealing with Losing Ignoring Distractions Apologizing Dealing to Teasing Dealing with Consequences Contributing to Discussions/ Answering Classroom Questions At the Grade 2 through Grade 3 level, the ten advanced skills are: Deciding What to Do Asking for Permission Joining an Activity Giving/Accepting a Compliment Understanding Your/Others Feelings Avoiding Trouble Dealing with Anger Dealing with Being Rejected or Left Out Dealing with Accusations Dealing with Peer Pressure Middle School/Early Adolescent Stop & Think Social Skills At the Middle School/Early Adolescent level, the ten primary skills are: Listening/Following Directions Asking for Help Ignoring (Distractions) Dealing with Teasing, Being Rejected, or Left Out Apologizing Dealing with Consequences Understanding Your/Others Feelings Dealing with Anger/ Walking Away from a Fight Dealing with Peer Pressure Dealing with Accusations At the Middle School/Early Adolescent level, the ten advanced skills are: Setting a Goal Evaluating Yourself Beginning/Ending a Conversation Giving/Accepting a Compliment Being a Good Leader Standing Up for your Rights Responding to Failure Avoiding Trouble Dealing with Fear Dealing with Another Person s Anger All rights reserved Project ACHIEVE Press 53

54 INITIAL INSTRUCTION: A DEVELOPMENTAL SEQUENCE OF TEACHING STEPS FOR SELF-MANAGEMENT (SOCIAL) SKILLS INSTRUCTION... in a PBSS Identify and Teach Behavioral Expectations Teach/Condition Position, Emotional Control, and Related Skills Teach the Behavioral Expectations by Teaching the Cognitive-Behavioral Scripts that represent the Steps that will Guide Behavior Pair Relevant Scripts with the Overt Behavior; Behaviorally Condition (Pavlov) Behaviors as Relevant Examples of Some Stop & Think Position Skills to Condition The Listening Position The Ask/Answer a Question Position The Turtle/Shoulder Pivot Ignoring Distractions Position The Traveling Position The Relaxation Position All rights reserved Project ACHIEVE Press 54

55 Skills Taught Using the Stop & Think Social Skill Process Classroom/Building Routines Social Skills Academic Support Skills Academic Skills REVIEW: A DEVELOPMENTAL SEQUENCE OF TEACHING STEPS FOR SELF-MANAGEMENT (SOCIAL) SKILLS INSTRUCTION... in a PBSS Identify and Teach Behavioral Expectations Teach/Condition Position, Emotional Control, and Related Skills Teach the Behavioral Expectations by Teaching the Cognitive-Behavioral Scripts that represent the Steps that will Guide Behavior Pair Relevant Scripts with the Overt Behavior; Behaviorally Condition (Pavlov) Behaviors as Relevant All rights reserved Project ACHIEVE Press 55

56 THE NEXT STEPS OF THE DEVELOPMENTAL SEQUENCE OF TEACHING STEPS FOR SELF- MANAGEMENT (SOCIAL) SKILLS INSTRUCTION... in a PBSS Teach Social Skills Using Concrete, Sequential Steps Pair the Scripts with the Overt Behavior; Practice Move the Scripts to Long-Term Memory while connecting them with Prosocial Behavior Teach Skills and Behaviors to Introduce Conditions of Mastery under Conditions of Emotionality; Positively Practice Emotionality to Automaticity ti it under those Conditions Teach Higher Ordered Thinking and Choice- Oriented Prosocial Skills Teach Step and Choice versus Sequential Step Social Skills Teaching Social Skills: The Importance of Skills & Script Stop & Think I m going to make a Good Choice! What are my Choices or Steps? THE SKILL BOX: GO TO SKILL SCRIPT Now, I m ready to Just do it! Great! I did a Great Job! All rights reserved Project ACHIEVE Press 56

57 Skills and Scripts -- In Step 3 Skill Box Listening: (For Younger Students) 1. Eyes On the speaker. 2. Hands and Feet Are folded. 3. Ears Open and ready. 4. Mouth Quiet and closed. Prompt: Show me Listening. Skills and Scripts -- In Step 3 Skill Box Aki Asking for Hl Help: 1. Walk up to the person you want help from. 2. Look at the person and signal them to get their attention. 3. Wait until you are recognized. 4. Say, "I need help," in a nice or quiet voice and tell them what you need help with. All rights reserved Project ACHIEVE Press 57

58 Skills and Scripts -- In Step 3 Skill Box Ignoring Distractions: t ti 1. Look away from the person (Do the pivot.) 2. Close your ears (and Focus on your work). 3. Hold your position; Do not respond or say anything to the person. Skills and Scripts -- Concrete, Sequential/ Step-Oriented Script Dealing with Teasing: 1. Take a deep breath and Count to five (ten). 2. Ignore the person. 3. Ask him/her to stop. 4. Walk away. 5. Find an adult for help. All rights reserved Project ACHIEVE Press 58

59 Skills and Scripts -- Higher Ordered Thinking/ Choice-Oriented Script Dealing with Teasing: 1. Take a deep breath and Count to five (ten). 2. Think about your good choices. You can: a. Ignore the person. b. Ask him/her to stop. c. Walk away. d. Find an adult for help. 3. Choose/Act Out your best choice. Preschool to Early Elementary School Stop & Think Social Skills NEW SUPPORT MATERIALS: All rights reserved Project ACHIEVE Press 59

60 THE STOP & THINK SOCIAL SKILLS: Learning Through Music Listening Following Directions Waiting for Your Turn Accepting a Consequence SOCIAL SKILLS:... in a Positive Behavioral Self- Management System (PBSS) Critical Components of the Stop & Think Social Skills Program ** A Universal language that helps to condition behavior. ** A Universal teaching process that results in student learning, mastery, and self-management. All rights reserved Project ACHIEVE Press 60

61 The Teaching Process: Academic vs. Social Skills Teach Demonstrate Practice Monitor Apply Teach Model Role Play Performance Feedback Transfer of Training Organization of a Typical Stop & Think Lesson When Teaching a New Social Skill STEP ONE: Introduction to Social Skills STEP TWO: Reminder: Why Good Choices are Important, and What Happens When Bad Choices Occur STEP THREE: Teaching the Social Skill Script STEP FOUR: Embedding the Skill Script in the Stop & Think Universal Language STEP FIVE: Modeling of the Social Skill by the Teacher STEP SIX: Student Role-Plays of the Social Skill with Performance Feedback STEP SEVEN: Summary/Transfer of Training All rights reserved Project ACHIEVE Press 61

62 The Core of the Positive Behavioral Self-Management System Skill Accountability The Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution Skills Classroom/Building Routines The Behavioral Matrix Grade-Level Classroom Expectations Building and Common Area Expectations The Educative Time-Out Process Consistency Skills, Accountability, Staff, Students, Parents Special Situations-Setting and Student The Core of the Positive Behavioral Support System Skill Accountability Consistency Special Situations All rights reserved Project ACHIEVE Press 62

63 Typical Areas of Consistency/Inconsistency Expectations Within the Same Student/Child Skill Teaching and Across Students/Children Instructional Language Between/Across Adults Reinforcement and Across Expectations Accountability Across Time Across Settings Across Situations Stop & Think Parenting Introduction Listening and Following Directions The Basics Listening and Following Directions Advanced Procedures Using Rewards and Consequences Teaching Children to Wait their Turn and How to Interrupt Children s Emotions and Dealing with Losing Teaching Children How to Accept Consequences Teaching Children and Parents How to Deal with their Anger Summary All rights reserved Project ACHIEVE Press 63

64 Stop & Think Parenting Clip #4 The "Core" of the Positive Behavioral Self-Management System Skill Accountability Consistency Special Situations All rights reserved Project ACHIEVE Press 64

65 Two Types of Special Situations Setting: Common Areas of the School: Hallways, Bathrooms, Buses, Cafeteria, Playgrounds, Auditorium, Meeting Spaces Student: Teasing, Taunting, Bullying, Harassment, and Physical Aggression/Fighting Protocol for a School-Based, Special Situations Analysis Setting-Specific Special Situation: Examples: Cafeteria, Hallways, Recess, Buses Analysis: I. Student Characteristics, Issues, and Factors II. III. IV. Teacher/Staff Characteristics, Issues, and Factors Incentives and Consequences Environmental Characteristics, Issues, and Factors: Physical Plant and Logistics V. Resources All rights reserved Project ACHIEVE Press 65

66 Protocol for a School-Based, Special Situations Analysis Peer-Specific Special Situation: Examples: Teasing, Taunting, Bullying, Harassment, Fighting Analysis: I. Student Characteristics: Do the Individual Students have the skills? II. Peer Group Characteristics: What does the peer group contribute to the situation? Is the peer group willing to become part of the solution? Does the peer group have the skills? III. Teacher/Staff Characteristics, Issues, and Factors IV. Incentives and Consequences V. Environmental Characteristics, Issues, and Factors: Physical Plant and Logistics VI. Resources/Resource Allocation and Deployment Implementing Effective School-wide Student Discipline and Behavior Management Systems: Increasing Academic Engagement and Achievement, Decreasing Teasing and Bullying, and Keeping Your School and Common Areas Safe E-book (130 Pages) Single Unit Price: $29 95 Single Unit Price: $29.95 Site License Price: $ All rights reserved Project ACHIEVE Press 66

67 The Tiers of the Positive Behavioral Self-Management System What is the Problem? Tier 1: Prevention for All Is it working? What are we going to do about it? Why is it occurring? Tier 2: Strategic Intervention for Some Tier 3: Intensive Need or Crisis Intervention for Few Tier 1: Prevention Services for All Students Positive School and Classroom Climates Effective Classroom Instruction Effective Instructional Grouping Effective Classroom Management Student Instruction in Zones of Success Social Skill Instruction and Use Well-Designed and Implemented Accountability Systems Consistency Student Modifications & Accommodations Early Intervention All rights reserved Project ACHIEVE Press 67

68 Tier 2: Strategic Intervention Services for Some Students Peer/Adult Mentoring Programs Peer/Adult Mediation Programs Strategic Skill Instruction Small Group Social Skills/ Socialization Training Anger-/Emotion-/Self-Control Training Attention-Control Training Strategic Behavioral Interventions (Behavioral Matrix Intensity II and III) [Response Cost, Positive Practice/ Restitutional Overcorrection, Group Contingencies, Cognitive-Behavioral Strategies, etc.] Strategic Special Situation Interventions Self-Concept, Divorce, Loss, Teasing/ Bullying, PTSD Groups/Interventions Tier 3: Crisis Management/Intensive Need Services Is it working? What are we going to do about it? What is the Problem? Why is it occurring? Individual Counseling/Behavior Therapy (Behavioral Matrix Intensity III and IV) [Relaxation Therapy, Desensitization, Cognitive- Behavioral Strategies, etc.] School-Based Mental Health Services Intensive Wrap-Around/ Continuum of Care Programming All rights reserved Project ACHIEVE Press 68

69 Tier 2 Student-Focused Interventions First Things First: Initial Problem Identification Steps Determine the Student s Current Classroom Status: Academic and Social, Emotional, and Behavioral History, Progress, Current Functioning, and Skill Gaps Consider, Describe, and Quantify Initial Concerns Comprehensive Review of All Student Records Previous Teacher/Other Interview(s) Classroom Observations Parent Contact(s)/Interview(s)/Determine Need for Social-Developmental History Discount the Medical All rights reserved Project ACHIEVE Press 69

70 Problem Identification Outcomes Identify Student Assets and Weaknesses Identify Critical Life Events, Milestones, Circumstances (Positive and Negative) Discount/Identify Medical, Physiological, Genetic, Biochemical Status, Circumstances, Events Identify Academic and Social-Emotional/Behavioral Speed of Acquisition /Developmental Progression Identify Issues of Attendance, Poor Instruction, School and/or Curricular Moves/Transitions Problem Identification to Problem Analysis/ Functional Assessment Information that is Important to Consider/Gather: 1. Describe the challenging behavior in specific, descriptive terms so that anyone observing the behavior would say, There it is. 2. Describe when, where, with whom, at what time of the day, and under what conditions: * The challenging behavior typically occurs? * The challenging behavior may occur? * The challenging behavior never occurs? * The challenging student is behaviorally successful? 3. Describe what occurs before, during, and after the behavior of concern? All rights reserved Project ACHIEVE Press 70

71 Problem Identification to Problem Analysis/ Functional Assessment 4. What are your student's competencies and/or self-management (and other) strengths, capabilities, talents, skills? 5. Is the problem occurring more or less often than (a) last week, (b) last month, (c) the beginning of the year, (d) or at the onset of the problem? 6. When did the problem behavior first occur? 7. What is the teacher's (your) preferred approach in: * Preventing the problem? * Identifying the problem early on and resolving, de-escalating, or stopping it? * Responding to the problem when fully engaged or in progress? Problem Identification to Problem Analysis/ Functional Assessment 8. How are these (prevention, strategic intervention, and crisis management) approaches/strategies working? How is the student responding to each? 9. Is the student concern largely a social, emotional, or behavioral concern? Why do you think the concern is occurring? 10. What interventions have been tried? Why/how were they selected? Were they implemented with integrity, the needed level of intensity, and long enough? What were their data-based results in terms changing the target behavior, and how were these data collected? All rights reserved Project ACHIEVE Press 71

72 Seven High-Hit Student Problem Analysis Reasons When Self-Management does not Occur Skill Deficit: it Problem #1. While not demonstrating ti inappropriate behavior or affect, a student is not demonstrating any or high enough levels of appropriate social, emotional, or behavioral skills. Speed of Acquisition: Problem #2. A student is learning and demonstrating some social, emotional, or behavioral skills, but s/he is not learning and mastering these skills at the same rate or pace as other students in the classroom. Seven High-Hit Student Problem Analysis Reasons When Self-Management does not Occur Transfer of Training or Generalization: Problem #3. A student learns and demonstrates t social, emotional, or behavioral skills when they are taught, but does not transfer or apply these skills independently during real or actual situations. Conditions of Emotionality: Problem #4. A student s high level of emotionality is impeding his/her social skills learning and mastery, speed of acquisition, or application/transfer of training. Motivational or Performance Deficit: Problem #5. A student is not motivated to learn and/or apply his/her social, emotional, or behavioral skills. All rights reserved Project ACHIEVE Press 72

73 Seven High-Hit Student Problem Analysis Reasons When Self-Management does not Occur Inconsistency: Problem #6. Inconsistency exists somewhere in the instructional, motivation, or transfer of training process or environments. This could involve (a) inconsistent teaching or prompting of the social skills; (b) inconsistent use of incentives, consequences, or accountability measures as these skills are or are not demonstrated; (c) inconsistent reinforcement by the peer group versus adults in the school; (d) inconsistent transfer of training expectations and responses across staff, settings, and circumstances. Seven High-Hit Student Problem Areas When Self-Management does not Occur Special Situations: Problem #7. A student is experiencing a problem in one or more common areas of the school; with one or more peers involving significant levels of teasing, taunting, bullying, harassment, or physical aggression; or in some home, school, or community facet of his/her life. This problem is impacting (a) his/her social, emotional, or behavioral oa learning, mastery, asey,or transfer; se;(b) his/her motivation to use already-learned social, emotional, or behavioral skills; or (c) the consistent application or transfer of social, emotional, or behavioral skills in settings outside of the classroom, or with peers and other individuals beyond the classroom teacher. All rights reserved Project ACHIEVE Press 73

74 Problem Analysis: Possible Reasons for Students Lack of Self-Management Progress or Success Biological/ Physiological Status Student Factors Are students prepared and programmed for success? Skills Motivation/ Accountability Consistency Special Situations Teacher- Instructional Factors Curricular Factors Seven High-Hit Student Problem Areas When Self-Management does not Occur Area #1: Skill Deficit Area #2: Speed of Acquisition Area #3: Transfer of Training/Generalization Area #4: Conditions of Emotionality Area #5: Motivation/Performance Deficit it Area #6: Inconsistency (Specific where... ) Area #7: Special Situation Setting, Peer, Individual All rights reserved Project ACHIEVE Press 74

75 Moving from Problem Analysis to Intervention Goal #1/Skill Deficit: Goal #2/Speed of Acquisition: Goal #3/Transfer of Training/ Generalization: Goal #4/Conditions of Emotionality: Goal #5/Motivation/ Performance Deficit: Goal #6/Inconsistency: Goal #7/Special Situation: Teach Increase Learning Rate Train for the Transfer Prevent/Control Emotionality Motivate Decrease Inconsistency Resolve Situation/Target Social, Emotional, Behavioral Skills Tier 2: Strategic Intervention Services and Supports for Some Students Peer/Adult Mentoring Programs Peer/Adult Mediation Programs Strategic Skill Instruction Small Group Social Skills/ Socialization Training Anger-/Emotion-/Self-Control Training Attention-Control Training Strategic Behavioral Interventions (Behavioral Matrix Intensity II and III) [Response Cost, Positive Practice/ Restitutional Overcorrection, Group Contingencies, Cognitive-Behavioral Strategies, etc.] Strategic Special Situation Interventions Self-Concept, Divorce, Loss, Teasing/ Bullying, PTSD Groups/Interventions All rights reserved Project ACHIEVE Press 75

76 Strategies Designed to Increase Behavior TEACHING/MODELING RE-DIRECTION, PROMPTING, CUEING POSITIVE REINFORCEMENT (5:1 Ratios, Direct Reinforcement, Token Systems) + + Skill Absence Skill Mastery Skill Deficit Performance Prompt Performance Enhancer Performance Deficit + GROUP CONTINGENCIES Skill and Performance + Self-Management + + SELF-CONTROL AND SELF-MANAGEMENT STRATEGIES, RELAXATION TRAINING Sample Interventions for Skill Deficit Student Problems Skill Deficit: Problem #1. While not demonstrating inappropriate behavior or affect, a student is not demonstrating any or high enough levels of appropriate social, emotional, or behavioral skills. Sample Interventions. Modified, differentiated, smaller group, more frequent, more intensive skills instruction in: Social Skills Training Attention-Control Training Socialization Training Affective or Emotional Coping Training Cognitive or Self-Control Training Anger Management or Replacement Training All rights reserved Project ACHIEVE Press 76

77 Some Students Need More Intensive Social Skills Training Critical Questions: Has the student been taught specific social skills... and to mastery? Did the social skills instruction use a social learning theory and cognitive-behavioral approach using Skills and Scripts? Did the approach teach under conditions of emotionality? Did the approach use a Teach-Apply-Infuse pedagogy? Sample Interventions for Speed of Acquisition Student Problems Speed of Acquisition: Problem #2. A student is learning and demonstrating some social, emotional, or behavioral skills, but s/he is not learning and mastering these skills at the same rate or pace as other students in the classroom. Sample Interventions. Modified, differentiated, smaller group, more frequent, more intensive skills instruction in: Social Skills and Other Training Areas NOTE: Some speed of acquisition problems are cognitive, developmental, or biological/genetic in nature. There may not be any interventions that change some students learning patterns or speed/rate of learning. All rights reserved Project ACHIEVE Press 77

78 Sample Interventions for Transfer of Training/Generalization Student Problems Transfer of Training or Generalization: Problem #3. A student learns and demonstrates social, emotional, or behavioral skills when they are taught, but does not transfer or apply these skills independently during real or actual situations. Sample Interventions. Modified, differentiated, smaller group, more frequent, more intensive: Skill Simulation/Application Training Multi-Situation, Multi-Setting, Multi-Response, Multi-Circumstance (Transfer of) Infusion Training Prompting/Cueing and Stimulus Control Training Self-Management Training Sample Interventions for Conditions of Emotionality Student Problems Conditions of Emotionality: Problem #4. A student s high level of emotionality is impeding his/her social skills learning and mastery, speed of acquisition, or application/transfer of training. Sample Interventions. Affective or Emotional Coping Training Cognitive-Behavioral i or Self-Control l Training i Anger Management or Replacement Training Relaxation/Progressive Muscle Relaxation Therapy Thought Stopping All rights reserved Project ACHIEVE Press 78

79 Conditioning Behavior: Self-Control Counter-Condition Appropriate Behavior Physiological Inappropriate Triggers Cues Behavior Appropriate p Behavior Uncondition Recondition Sample Interventions for Motivational or Performance Deficit Student Problems Motivational or Performance Deficit: Problem #5. A student is not motivated to learn and/or apply his/her social, emotional, or behavioral skills. Sample Interventions. Motivational Behavioral Interventions involving: Positive Reinforcement and Schedules of Reinforcement Group Contingencies Differential Reinforcement of Low Rates, Incompatible, Alternative, or Other Behavior Extinction/Planned Ignoring Response Cost Overcorrection Time-Out All rights reserved Project ACHIEVE Press 79

80 Strategies Designed to Increase Behavior TEACHING/MODELING RE-DIRECTION, PROMPTING, CUEING POSITIVE REINFORCEMENT (5:1 Ratios, Direct Reinforcement, Token Systems) + + Skill Absence Skill Mastery Skill Deficit Performance Prompt Performance Enhancer Performance Deficit + GROUP CONTINGENCIES Skill and Performance + Self-Management + + SELF-CONTROL AND SELF-MANAGEMENT STRATEGIES, RELAXATION TRAINING Strategies Designed to Decrease Behavior Differential Reinforcement of Other (DRO), Incompatible (DRI), or Low Rates (DRL) of Behavior EXTINCTION-IGNORING RESTITUTIONAL OR POSITIVE PRACTICE OVERCORRECTION RESPONSE COST TIME-OUT All rights reserved Project ACHIEVE Press 80

81 Decreasing Behavior and Holding Students Accountable for Appropriate Behavior: The Educative Time-Out Process Description: Time-Out is a powerful, strategic, scientifically-based educative intervention. Its goal is to respond to and decrease inappropriate student behavior, reinforcing and motivating future appropriate behavior, and holding students accountable for that appropriate behavior as part of the intervention process. Used as an educative process, when disruptive or more serious inappropriate behavior occurs, the student sits in a Time-Out area (where, depends on the severity of the behavior) for two to three minutes (if their behavior in Time-Out is appropriate). Changing Student Behavior by Linking Office Discipline Referrals to a Strategic Time-Out Process: A Step-by-Step Implementation Guide to the Effective Use of Classroom Consequences E-book (130 Pages) Single Unit Price: $29.95 Site License Price: $ All rights reserved Project ACHIEVE Press 81

82 Sample Interventions for Student Problems due to Inconsistency Inconsistency: Problem #6. Inconsistency exists somewhere in the instructional, motivation, or transfer of training process or environments. Sample Interventions. Interventions are based on a functional assessment of the source of the inconsistency, why it is occurring, and how it can be changed. Sample Interventions for Special Situation Student Problems Special Situations: ti Problem #7. A student t is experiencing i a problem in one or more common areas of the school; with one or more peers involving significant levels of teasing, taunting, bullying, harassment, or physical aggression; or in some home, school, or community facet of his/her life. Sample Interventions. Interventions are based on a functional assessment of the source of the inconsistency, why it is occurring, and how it can be changed. All rights reserved Project ACHIEVE Press 82

83 The Behavioral Intervention Survey Positive Reinforcement Schedules Extinction Stimulus Control and Cueing Procedures Social Skills training Task Analysis and Backward Chaining DRO, DRL, DRI Response Cost/Bonus Response Cost Overcorrection Positive Practice and Restitutional Group Contingency Interventions Behavioral Contracting Thought Stopping/Cognitive Control approaches Relaxation therapy Self-awareness, self-instruction, self-monitoring, self-evaluation, and self-reinforcement approaches Emotional Self-Control approaches The Behavioral Intervention Survey Directions: Below is a list, with brief descriptions, of a number of classroom behavioral interventions. All SPRINT Teams need to have consultants t on (or used by) the Team who are able to implement (and work with teachers to assist their implementation) of these interventions in the classroom with specific students. Please rate the SPRINT Team members across the buildings in your district relative to their ability to consult on and independently implement each intervention along with following scale: / / / / / Expert in Both Very Skilled in Skilled Only in Questionable No Knowledge Consultation & Both Consultation Implementation Even in of Intervention Implementation & Implementation Implementation All rights reserved Project ACHIEVE Press 83

84 Howard M. Knoff, Ph.D. Director, Project ACHIEVE Director, AR State Improvement Grant 49 Woodberry Road Little Rock, AR Phone: Websites: All rights reserved Project ACHIEVE Press 84

85 Project ACHIEVE and Stop & Think Social Skills Products and Resources List of Primary Materials and Resources 1. Stop & Think Social Skills Program Classroom Packages (manuals, posters, cue cards, reproducibles, large/small Stop & Think signs) Stop & Think Support Materials: Stickers, Stamps, T-Shirts, Pencils, others ORDER FROM: Sopris West Educational Services The Stop & Think Parent Book: A Guide to Children s Good Behavior ORDER FROM: Project ACHIEVE Press Stop & Think Social Skills Music CD and Preschool to Grade 1 Skills Posters ORDER FROM: Core Knowledge Foundation (please reference Project ACHIEVE)

86 4. New Book Now Available Discover Your Inner Strength Edited by: Drs. Stephen R. Covey, Ken Blanchard, Howard M. Knoff, and Brian Tracy Everyone has Inner Strength. For some, it is evident in their leadership style. For others, it shows in the unstoppable way they push on to reach their goals. In many, you see it as a quiet self-confidence that helps them triumph over the tough times in their lives. However, many are perplexed about what "Inner Strength" really is and specifically how to find and use it. Discover Your Inner Strength is a book-- a tool that showcases twenty-five experts from different areas of professional expertise who share their perspectives to help you to discover and consistently use your inner strength. At the lead are: Stephen Covey, consultant and author of The 7 Habits of Highly Effective People Ken Blanchard, consultant and author of The One Minute Manager Howie Knoff, consultant and author of The Stop & Think Social Skills Program Brian Tracy, consultant and author of Million Dollar Habits Among the topics addressed in the book are: A Values-Based Approach (Stephen Covey) Attitude is Everything (Ken Blanchard) Living a Strategic Life: The Seven C s of Success (Knoff) Using Strategy to Discover Your Inner Strength (Brian Tracy) Happiness and Ultimate Wealth Move Beyond Fear Recognizing Your Rainbows Strength Through Negotiation Purposeful Living The Choice of Inner Strength Discovery Comes with Action! Practical Health and Wellness Order with Credit Card on-line:

87 5. Project ACHIEVE Electronic Books (available in single copies or site licenses): Implementing Effective School-wide Student Discipline and Behavior Management Systems: Increasing Academic Engagement and Achievement, Decreasing Teasing and Bullying, and Keeping Your School and Common Areas Safe More Stop & Think Social Skills and Steps: Classroom and Building Routines and Scripts from Preschool to High School Holding Students Responsible for their School and Classroom Behavior: Developing a School-wide Accountability System to Encourage Student Self-Management and Staff Consistency Changing Student Behavior by Linking Office Discipline Referrals to a Strategic Time-Out Process: A Step-by-Step Implementation Guide to the Effective Use of Classroom Consequences Implementing Response-to-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Academic and Behavioral Interventions Building Strong Schools to Strengthen Student Outcomes: The Project ACHIEVE Forms Book ORDER FROM: Project ACHIEVE Press Project ACHIEVE Free Technical Assistance Papers and Powerpoints: There are a number of free technical assistance papers and powerpoints on the Project ACHIEVE website. Among the TA papers available are the following: Strategic Planning, Organizational Analysis, and Effective School Committees Effective Schools and Integrated Services Project ACHIEVE's School-wide Positive Behavioral Self-Management System Overview of the Stop & Think Social Skills Program Comparing and Contrasting Social Skills Programs with Character Education Programs Project ACHIEVE Fact Sheet Project ACHIEVE Grant Insert AVAILABLE FROM: Project ACHIEVE Press 3

88 Extended Description of Project ACHIEVE s Materials and Resources 1. The Stop & Think Social Skills Program for Schools and Classrooms Pre-K through Grade 1 Grades 2 and 3 Grades 4 and 5 Grade 6 through 8 The Stop and Think Programs were created by Dr. Howard M. Knoff as part of a comprehensive school effectiveness, school improvement, and violence prevention process known as Project ACHIEVE. Over 15 years, Project ACHIEVE has proven so effective that it has been designated as a "Model Program" by the Substance Abuse and Mental Health Services Administration (SAMHSA), a Promising Program by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), and a Key Model Program by the Collaboration for Academic, Social and Emotional Learning (CASEL). Project ACHIEVE and the Stop and Think programs have been implemented in over 1,500 schools, districts, and/or communities, and entire states, like Arkansas, are implementing them through their Departments of Education in a comprehensive fashion. As you will learn, the Stop and Think programs teach an effective, evidence-based approach to help children solve just about any social problem or challenge that they or adults supervising them confront. Indeed, the programs teach a wide range of very practical Survival, Interpersonal, Problem-Solving and Conflict Resolution skills. The Stop and Think Social Skills Programs for schools and classrooms help teachers to teach ten basic and ten advanced social skills at each of four developmental levels. The skills can be organized in four clusters: Survival Skills - these are the most basic skills that are needed in order to be successful with all of the other skills that are taught. These skills lay the foundation for all other skills and include the social skills of: Listening Following Directions Using Nice Talk Using Brave Talk Rewarding Yourself Evaluating Yourself 4

89 Interpersonal Skills - these skills help children interact successfully and get along with siblings, peers, older and younger students, parents, teachers and other adults. Included here are the social skills of: Sharing Asking for Permission Joining an Activity Contributing to Discussions Answering Questions How to Interrupt How to Wait Your Turn How to Wait for Adult's Attention Beginning/Ending a Conversation Giving/Accepting Compliments Problem Solving Skills - these skills help children to solve or prevent individual, interactive, peer, or classroom problems, and include the social skills of: Asking for Help Apologizing Accepting Consequences Setting a Goal Deciding What To Do Avoiding Trouble Understanding the Feelings of Others Responding to Failure Conflict Resolution Skills - these skills help children to deal with highly emotional situations and to resolve existing intrapersonal and interpersonal conflicts. Included here are the social skills of: Dealing with Teasing Dealing with Losing Dealing with Anger Walking Away from a Fight Dealing with Accusations Dealing with Being Left Out Dealing with Peer Pressure Dealing with Fear Dealing with the Anger of Others 5

90 The Stop and Think Social Skill Training program uses a five-step approach for teaching, reinforcing or using any of the social skills mentioned above. The five steps are: Stop and Think! This step is designed to condition children to take the time necessary to calm down and think about how they want to handle a situation. Are You Going To Make a Good Choice or a Bad Choice? This step provides children with a chance to decide what kind of choice they want to make. With help from parents and teachers, along with the meaningful positive and negative consequences for various choices, children decide to make a "Good Choice." What Are Your Choices or Steps? This step helps children to develop a specific plan before implementing a social skill. Here is where parents and teachers assist children by providing possible good choices or by actually teaching specific skills by breaking them into their component behavioral parts. This step helps children to "think before they act" getting them ready to move into action...and Just Do It! Here is where children actually perform their "Good Choice" behavior. If the specific skill or choice works, great. If not, the child is either provided with additional choices by their parents or teachers, or they are taught a new skill to use. Sometimes, they are prompted to go over the steps of a previously taught skill to make sure they are using it properly. Once successful, it's on to the last step. The Good Job! step prompts children to reinforce themselves for successfully using a social skill and successfully responding to a situation or request. This step is important because children - and adults - do not always reinforce themselves for making good choices There are four age-specific Stop and Think programs for teachers and schools to use in teaching preschool through middle school children and adolescents these important social skills. There are separate instructional packages for use with: PreKindergarten through First Grade Children Grades 2 and 3 Grades 4 and 5 Grades 6 through 8 The skills are taught through a variety of role-playing and group activities, which are all explained in the Teacher's Manual for each program. The instructional package for each program consists of a: Teacher's Manual written in a user-friendly fashion Reproducible Forms Book with almost 200 pages of skill steps, calendars, lesson plan forms, and teaching tools that all are reproducible 25 sets of 20 Cue Cards each that present the behavioral steps for the 10 core and 10 advanced skills at each developmental level 6

91 25 small Stop and Think stop signs 5 large posters that show each of the five steps of the Stop and Think teaching language One large Stop and Think stop sign Complete instructional packages are available, as are additional sets of cue cards, signs and posters. ORDER FROM: Sopris West Educational Services

92 2. The Stop & Think Parent Book: A Guide to Children s Good Behavior with its 75-minute Parent Instruction DVD In today s world, it is more difficult than ever for parents to raise healthy and welldisciplined children. Every day, children experience confusing, mixed, and dangerous messages. They observe questionable role models, both in their real lives and in the media. And, they feel the constant pressure to follow the leader so that they will be accepted by their peers. In the midst of all of this, parents still need to be their children s primary teachers... and yet, many parents are calling for help. The Stop and Think Parenting Book: A Guide to Children's Good Behavior is based on the nationally-acclaimed and evidence-based Stop & Think Social Skills Program. Accompanied by its 75 minute demonstration DVD, this program teaches parents how to teach their children the interpersonal, problem solving, and conflict resolution skills that will help them succeed in all settings. Focusing on the preschool to late elementary school age span, the Stop & Think Parenting Book helps teach children over 20 important behavioral skills Listening, Following Directions, How to Interrupt, Accepting Consequences and Apologizing, Dealing with Teasing, How to Handle Peer Pressure and how to use them in real life. The Demonstration DVD has nine segments showing real parents with their own children using a number of critical Stop & Think social skills for common home situations turning off the TV to do homework, dealing with losing, sibling rivalry, going to bed at night, interrupting when you are on the phone. These segments are completely connected to the Parenting Book (icons in the book tell parents when to watch specific segments), and they include important teaching tips, parent interviews, suggestion to help your child to Make a Good Choice. Complete with a sample teaching Calendar, Social Skill Cue Cards, easy to follow Parenting Points, and other important resources, The Stop and Think Parenting Book: A Guide to Children's Good Behavior has been successfully used in homes across the country. It also has been used by counselors, social workers, and psychologists as they lead parenting classes in school, agency, and private practice settings. The Stop and Think Parenting Book: A Guide to Children's Good Behavior is written in easy-to-understand language, and in a step-by-step format that helps parents to truly succeed with their children. And when children are successful at home, their success at school and in other settings usually follows!! ORDER FROM: Project ACHIEVE Press

93 ORDER FORM The Stop & Think Parent Book: A Guide to Children s Good Behavior By Howard M. Knoff, Ph.D. Director, Project ACHIEVE 49 Woodberry Road Little Rock, AR [email protected] Approximately 175 pages with a 75 minute demonstration DVD) Name: Address: City: Item: Number Ordered: Amount: Total: The Stop & Think Parent Book: A Guide to Good Behavior Shipping/Handling $ $59.95 ea. $ 6.95 ea. Grand Total (Check Enclosed): FAX ORDER FORM TO: CREDIT CARD SALES: GO TO-- thestopthinksocialskillsprogramparentshome.html 9

94 3. Stop & Think Social Skills Music CD and Preschool to Grade 1 Skills Posters The Stop & Think Songbook: Teaching the Core Knowledge Early Childhood Social Skills CD This new (2007) CD has FIFTEEN lively and engaging original songs that are based on the skill steps of the most important Stop & Think social skills at the preschool through Grade 1 levels. Designed to reinforce the Stop & Think approach, these memorable songs help children to learn the steps to each social skill in a fun and exciting way. Complete with a children s chorus and talented assortment of musicians, this CD is the perfect way to begin your Circle Time at school or put your children to bed at night. The Stop & Think Songbook can be used with EITHER the Stop & Think Social Skills Program (for school) or the Stop & Think Parenting Book (for home). Your children will love this CD!!! (The fact that they are also learning social skills will be our little secret! ) (Cover of the Music CD) (Sample Poster) 10

95 The Core Knowledge Social Skills Posters These FOURTEEN new FULL COLOR posters show pictures of children modeling the fourteen different Stop & Think social skills at the preschool through Grade 1 levels. Complete with the specific steps needed to teach each skill, these posters are printed on durable, coated card stock for years of use in your classroom or home. As an added BONUS: The back of each poster has the lyrics to the corresponding song on the The Stop & Think Songbook CD. This way, both teachers and parents can teach children their Stop & Think social skills while singing along with the CD. The Core Knowledge Social Skill Posters can be used with EITHER the Stop & Think Social Skills Program (for school) or the Stop & Think Parenting Book (for home). Your children will really connect with these pictures!!! This will help them to learn their Stop & Think social skills just that much faster! ORDER BOTH FROM: Core Knowledge Foundation (please reference Project ACHIEVE)

96 Project ACHIEVE Press Electronic Book Resources Project ACHIEVE Electronic Books (available in single copies or site licenses): Implementing Effective School-wide Student Discipline and Behavior Management Systems: Increasing Academic Engagement and Achievement, Decreasing Teasing and Bullying, and Keeping Your School and Common Areas Safe More Stop & Think Social Skills and Steps: Classroom and Building Routines and Scripts from Preschool to High School Holding Students Responsible for their School and Classroom Behavior: Developing a School-wide Accountability System to Encourage Student Self-Management and Staff Consistency Changing Student Behavior by Linking Office Discipline Referrals to a Strategic Time-Out Process: A Step-by-Step Implementation Guide to the Effective Use of Classroom Consequences Implementing Response-to-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Academic and Behavioral Interventions Building Strong Schools to Strengthen Student Outcomes: The Project ACHIEVE Forms Book ORDER FROM: Project ACHIEVE Press

97 Expanded Descriptions of Project ACHIEVE s E-Books Implementing Effective School-wide Student Discipline and Behavior Management Systems: Increasing Academic Engagement and Achievement, Decreasing Teasing and Bullying, and Keeping Your School and Common Areas Safe Published: 2009 (75 Pages) Single Unit Price: $29.95 Site License Price: $ Today s school-wide Positive Behavioral Support approaches are more specific, integrated, effective, and comprehensive than ever before. This Electronic Book (E- Book) describes the components and specific elements of Project ACHIEVE s evidencebased Positive Behavioral Self-Management System (PBSS) that (a) addresses the prevention, intervention, and intensive needs of challenging students, and (b) is fully consistent with NCLB and IDEA. Project ACHIEVE is a national award winning school improvement program that has been designated as an evidence-based through two federal agencies for example, the Department of Health & Human Service s Substance Abuse and Mental Health Services Administration (SAMHSA). This E-Book first describes Project ACHIEVE s PBSS at the primary, secondary, and tertiary prevention levels, focusing on the following areas: (a) teaching children and adolescents functional self-management skills, using the Stop & Think Social Skills Program, such that they master and demonstrate interpersonal, problem-solving, and conflict resolution skills as well as independent learning and academic engagement skills; (b) teaching teachers the instructional self-management skills that they need to run positive, effective classrooms that consistently hold students accountable for their behavior, and that result in student learning and behavioral growth; and (c) teaching school staff organizational self-management skills so that they develop the systemic 13

98 approaches needed for identifying resources and building capacity to independently sustain successful building-wide services for the prevention, strategic intervention, and intensive support needs of all students. The six critical components that make up the PBSS then are presented in detail: (a) the Stop & Think Social Skills Program; (b) the development of grade-level and buildingwide accountability systems; (c) how to increase staff and student consistency; (d) the analysis of special situations -- behavioral situations that occur in the common areas of a school and/or that involve peer-mediated teasing, taunting, bullying, harassment, and physical aggression; (e) crisis prevention, intervention, and response; and (f) the importance of home and community outreach. Finally, the E-Book focuses specifically Special Situations and Special Situation Analyses. There are two types of Special Situations Setting-specific and Studentor Peer-specific. The Setting-specific Special Situations involve the common or public areas of a school: the hallways, bathrooms, cafeteria, playground, media center/library, buses, and other school gathering places. The Student- or Peer-specific Special Situations involve the continuum from teasing to taunting to bullying to harassment to physical aggression or fighting. Clearly, these setting and student situations are critical to a PBSS as they can (positively) contribute to a school s positive climate, or they can (negatively) interfere with the classroom climate, making it more difficult for students to be completely engaged and focused on academic achievement. In order to develop strategic interventions for these negative special situations, this E- Book describes how to conduct a Special Situations Analysis a systematic data-based problem-solving process that links Problem Identification to Functional Assessment/Problem Analysis to Intervention and to Formative and Summative Evaluations. The Functional Assessment/Problem Analysis domains discussed will include: (a) Student Characteristics, Issues, and Factors; (b) Teacher/Staff Characteristics, Issues, and Factors; (c) Environmental Characteristics, Issues, and Factors-- Physical Plant and Logistics; (d) Incentives and Consequences; and (e) Resources. For Student-specific Special Situations, the Peer Group is added to the analysis. In the end, this E-Book describes a functional, effective, and comprehensive schoolwide system that maximizes students academic achievement, creates safe school environments and positive school climates, increases and sustains effective classroom instruction and parent involvement, and collects data to demonstrate student and building outcomes. This E-Book describes the necessary components of a PBSS, and provides an in-depth and practical, step-by-step approach to the Special Situation Analysis, demonstrating its explicit link with the strategic interventions that help schools to decrease or eliminate these issues thus, increasing their positive and productive school climates and classroom settings. 14

99 More Stop & Think Social Skills and Steps: Classroom and Building Routines and Scripts from Preschool to High School Published: 2007 (140 Pages) Single Unit Price: $34.95 Site License Price: $ There are literally hundreds of possible social skills that can be taught in a classroom or across a school. Since its original publication in 2001, we have reorganized some of the Stop & Think social skills at the preschool level, and recognized the need for some additional classroom and building routines along with the teaching steps that make them developmentally sensitive. Thus, this E-book focuses on three things: ** First the book provides an overview of Project ACHIEVE s Positive Behavioral Self-Management System (PBSS), creating a context for teaching social skills, as well as classroom and building routines. ** The book then describes the reorganization of the Stop & Think preschool to Grade 1 social skills into ten clusters of social skills that actually involve 14 specific skills (starting with Listening, passing through two Taking Your Turn skills, including two Class Participation skills, teaching Accepting Consequences, and ending with two Sharing skills). These skills are the preschool to Grade 1 Stop & Think skills used in all Core Knowledge classrooms, and that are reflected in the Stop & Think Music CD and Core Knowledge Preschool Posters. ** Finally, the book addresses the scripts needed to teach over 25 Classroom and Building Routines (How to Enter a Classroom, Participating in a Classroom Discussion, How to Transition from One Activity to Another, Walking in the Hallway, etc.) each at the prekindergarten to Grade 1, Grades 2 and 3, Grades 4 and 5, and Middle School levels. 15

100 This E-book, then, provides an overview and discussion of the Stop & Think Social Skills process, how these social skills can be taught at the preschool and early elementary school levels, and how different classroom and building routines can be taught using the Stop & Think process and how they can be organized. It then describes the specific skill steps for a variety of different classroom and building skills at each of four grade levels from preschool through high school. 16

101 Holding Students Responsible for their School and Classroom Behavior: Developing a School-wide Accountability System to Encourage Student Self-Management and Staff Consistency Published: 2007 (130 Pages) Single Unit Price: $34.95 Site License Price: $ Research and annual school reports nationwide show that student discipline and behavior management continues to be problematic. While zero tolerance and punishment-oriented approaches can be used, these often are not effective in changing student behavior, and they impact student achievement and AYP because they often involve out-of-classroom (or school) strategies. Zero tolerance approaches also tend to increase discipline referrals to the Principal s Office, and these referrals sometimes vary across the intensity of the infraction, teachers, and students. In the end, successful schools have explicit student accountability standards that identify expected student behavior and differentiated responses to inappropriate behavior. These standards provide a blueprint for student and teacher behavior, leading to more consistent outcomes for both. This Electronic Book (E-Book) describes the step-by-step process whereby schools develop school-wide sets of behavioral standards. Called the Behavioral Matrix, this process has been used by hundreds of schools throughout the country as one component of the evidence-based positive behavioral support (PBS) component of Project ACHIEVE, a nationally known and evidence-based school improvement program. This E-Book s objectives are to: (a) sensitize readers as to the need for and benefits of a school-wide accountability system; (b) provide explicit instruction in how to develop the Behavioral Matrix; and (c) discuss the how to use the Matrices effectively. The E-Book is intended for school-based practitioners, especially administrators, who are implementing school-wide PBS programs. 17

102 More specifically, the Behavioral Matrix provides a behavioral blueprint that identifies expected student behaviors (and associated positive responses, incentives, and rewards) and intensity levels of inappropriate behavior (and strategic responses to facilitate behavioral change). Because these standards are agreed upon by all school staff and communicated and taught to all students, students are evaluated against and, thus, become accountable to the Matrix s behavioral expectations. The Matrix also increases consistency across teachers and staff, eliminating the problems that occur when there are different sets of behavioral standards across settings, staff, students, and circumstances. Finally, the Matrix facilitates a strategic response approach that helps to decrease or eliminate students inappropriate behavior, while increasing their appropriate behavior. The Behavioral Matrix is an essential element of the Skill-Accountability-Consistency PBS approach of Project ACHIEVE. Its presence in a school is essential both to staff and student success. 18

103 Changing Student Behavior by Linking Office Discipline Referrals to a Strategic Time-Out Process: A Step-by-Step Implementation Guide to the Effective Use of Classroom Consequences Published: 2007 (100 Pages) Single Unit Price: $29.95 Site License Price: $ Effective Positive Behavioral Support Systems (PBSS) consist of three interdependent components: (a) teaching students prosocial interpersonal, problem-solving, and conflict resolution skills, using an evidence-based social skills program; (b) teacher, grade-level, and building-wide accountability processes that provide students meaningful incentives and consequences that motivate their prosocial behavior; and (c) staff and administrative consistency such that student behavior is reinforced and responded to (when inappropriate) in a constant fashion. Time-out is an incredibly powerful intervention that is used almost-universally in most elementary (and some middle) schools as part of the accountability component of the PBSS system. Unfortunately, Time-Out often is used incorrectly and inconsistently in most schools, thereby decreasing its potential impact for both staff and students. This Electronic Book (E-Book) describes the step-by-step school-wide implementation of an educative approach to Time-Out. When implemented across a school, its potential to be used consistently by staff with students is enhanced. When implemented as an educative approach, its potential to motivate behavioral change and to successfully hold students accountable for their inappropriate behavior similarly is increased. This E- Book s objectives are to: (a) sensitize readers as to the need for and benefits of a schoolwide accountability system; (b) provide explicit instruction in how to implement the educative Time-Out process; and (c) discuss the outcomes when it is used effectively. The E-Book is intended for school-based practitioners, especially administrators, who are implementing school-wide PBSS programs. 19

104 More specifically, the behavioral principles underlying the Time-Out process will be discussed, along with the four prerequisites that are needed prior to its school-wide implementation, and the intervention s integration into a set of school-wide behavioral standards and expectations. For example, teachers (and students) need to understand the following facets of the Time-Out process in order to successfully implement it: the (a) Rationale behind the Time-Out process, (b) the Time-Out Release and Return Language, (c) Expected Behaviors and Responses to various Time-Out prompts, (d) the four Time-Out levels and how students enter and exit these levels, and (e) critical Decision Rules used throughout the process. Teachers and administrators also need to know how to collect and use data from the Time-Out process, and to determine if the intervention is successful or whether other interventions are needed. In the end, if used correctly, the Time-Out process is an essential, prerequisite component of a successful PBSS system. Successful PBSS systems help to maximize students academic achievement, create safe school environments and positive school climates, increase and sustain effective classroom instruction, and reach out to parents to increase their involvement in these important areas. 20

105 Implementing Response-to-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Interventions Published: 2009 (540 Pages) Single Unit Price: $39.95 Site License Price: $ Response-to-Intervention (RtI) involves evaluating the degree that students (a) master academic material in response to effective instruction and (b) demonstrate appropriate, prosocial behavior in response to effective classroom management. When students are not progressing or responding, academically or behaviorally, to effective instructional conditions, RtI includes a functional assessment/problem solving process to determine the reason(s) for the lack of success, and the implementation of strategic through intensive interventions to help those students progress and be successful. At an operational level, RtI is often described as working within a flexible, three-tiered system that is guided by students academic and behavioral outcomes. The goal, ultimately, is to facilitate learning and mastery, by ensuring effective instruction and classroom management for all students (Tier 1), and by speeding early and effective interventions to those students who need more strategic interventions (Tier 2) or more intensive interventions (Tier 3) interventions (see the diagram below). Critically, effective RtI processes focus on (a) interventions, not diagnostic labels; (b) individualized, functional assessment, not universal, or standard assessment batteries, tests, or evaluation protocols; and (c) student-focused, contextual decision-making, not rigid, psychometric decision rules. 21

106 At the core of this process is a data-based, functional assessment, problem solving process. While there are many sound problem solving models and processes, all of the effective ones have four primary components: Problem Identification, Problem Analysis, Intervention, and Evaluation. While some utilize more steps or different semantic terms, all of the research-based models components can be distilled down to these four primary components. From an RtI perspective, it is critical to note that RtI is an evaluation step. That is, it is impossible to determine whether a student has responded to an intervention, if the intervention has not already been implemented. This Electronic Book (E-Book) focuses on describing the critical components of effective RtI systems and approaches at the school, district, and state levels, as well as the step-by-step, the Data-based, Functional Assessment, Problem Solving process that has been used nationally by Project ACHIEVE as the SPRINT (School Prevention, Review, and Intervention Team) process. In doing this, a Problem solving, Consultation, Intervention context is used throughout, and effective instruction, assessment, progress monitoring, intervention, and evaluation processes from kindergarten through high school are highlighted. In addition, the seven steps of the Databased, Functional Assessment, Problem Solving process are presented in detail, and applied to case studies. Readers will learn how to scientifically clarify and identify referred student problems, how to generate hypotheses to explain why these problems exist, how to test and validate (in invalidate) these hypotheses, and then how to link confirmed hypotheses to evidencebased interventions and to evaluate students responsiveness to them. Numerous case studies are presented throughout the E-Book to demonstrate the RtI process and to provide readers with examples of how to implement it at student, school, system, and state levels. Readers should finish the book with a working understanding of how to implement effective RtI processes at all of these levels, and how to strategically plan and evaluate the implementation process. 22

107 Building Strong Schools to Strengthen Student Outcomes: The Project ACHIEVE Forms Book Published: 2009 (385 Pages) Single Unit Price: $59.95 Site License Price: $ Over the 20-plus years of Project ACHIEVE, we have developed a significant number of surveys, questionnaires, and forms to help schools to prepare for, implement, and evaluate the many facets of the school-wide improvement process. This book brings all of these materials together in one place, organized by the seven interdependent Project ACHIEVE components. With brief introductions to each section and tool, this Reproducible Forms Book gives you the essentials to address the following areas: strategic planning and organizational readiness; evaluation and accountability; effective school and schooling processes; positive behavioral support systems; academic planning and articulation; community and family outreach; and Response-to-Intervention (RtI) and Data-based Problem-Solving. You also are provided surveys to evaluate team functioning, the implementation of the Stop & Think Social Skills, staff attitudes toward school-wide discipline and staff interactions, and the Early Intervention process through the pre-referral intervention team. This is an essential resource whether your school is implementing Project ACHIEVE or just wants to improve its ongoing functioning and success. ORDER ALL E-Books FROM: Project ACHIEVE Press

108 Project ACHIEVE Press Products More Stop & Think Social Skills and Steps The Classroom Time-Out Process PBSS and Special School Situations: Problems in Common Areas of the School and Teasing, Taunting, and Bullying Comprehensive Project ACHIEVE Electronic Books Now Available!! Over the years, Project ACHIEVE has integrated research and practice to develop, field-test, and demonstrate the effectiveness a number of practical strategies and interventions to help schools, staff, and students be more successful. These innovative approaches include: ** More Stop & Think Social Skills and Classroom and Building Routines from preschool through Middle School ** How to implement an educative Time-Out process in the classroom ** How to design and implement a School-wide Behavioral Accountability System for ALL STUDENTS The Behavioral Matrix: Developing a School Discipline Accountability System RtI and Databased Problem Solving and Assessment The Project ACHIEVE Forms Book ** How to implement school-wide PBSS systems and conduct Special Situation Analyses to make Common Areas of the school safer and to deal with student Teasing, Taunting, Bullying, Harassment, and Fighting ** A step-by-step approach to Response-to-Intervention through effective Intervention Teams and a systematic Data-based Problem-Solving process ** NOW get ALL of Project ACHIEVE s Forms, Surveys, and Questionnaires in one volume (over 300 pages) To Order: Call: or go On-Line: /projectachievepublicationscitations.html 24