first step to success: an intervention for young children with problem behavior barbara mitchell,...
TRANSCRIPT
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First Step to Success: An Intervention for Young
Children with Problem Behavior
Barbara Mitchell, Ph.D.MO SWPBS Tier 2/3 Consultant
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OutcomesBy the end of this session participants will be able to…
• Explain the need for early intervention
• Describe components of the First Step to Success program
• Determine extent to which First Step may be a contextually appropriate intervention for staff and students in your setting.
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Antisocial Behavior
• Consistent violation of behavioral expectations across a range of settings– Home– School– Neighborhood– Community
(Walker et al., 1997)
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Antisocial Behavior• Examples include– Physical aggression– Tantrums– Hostile reactions to social initiations from peers– Defiance of adult directions– Vandalism– Disturbing and disrupting others– Pestering & Over-activity
(Walker et al., 1997)
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What Do We Know?• Children who begin school with antisocial
behavior patterns are at great risk for a number of negative long-term outcomes– School failure & dropout– Delinquency– Alcohol and drug use– Adult criminality– Dependence on welfare system– Higher death and injury rates
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Path to Negative Long-Term Outcomesfor At-Risk Children & Youth
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What Do We Know?
• By grade 4 antisocial behavior should be treated as a chronic condition like diabetes (not cured, but managed)
• 50% will maintain disorder to adulthood– Life-course persistent antisocial behavior
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What Do We Know?
• Punishment is not a solution• Schools that use punishment alone as a
primary tool have increased rates of – Aggression– Vandalism– Truancy– Dropout
(Mayer & Sulzer-Azaroff, 1991)
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What Do We Know?
• Early intervention in school, home and community is best hope for diverting from path of negative outcomes
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Three Levels of ImplementationA Continuum of Support for All
Tier One• All students• Preventive, proactive
Tier One• All settings, all students• Preventive, proactive
Tier Two • Some students (at-risk)• High efficiency• Rapid response
Tier Two• Some students (at-risk)• High efficiency• Rapid response
Tier Three• Individual Students• Assessment-based• High Intensity
Tier Three• Individual Students• Assessment-based• Intense, durable procedures
Academic Systems Behavioral Systems
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First Step to SuccessHelping Young Children Overcome Antisocial Behavior
Walker, Golly, Severson, Kavanaugh, Stiller, & Feil, 1997
Sopris West
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First Step Description
• Early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns.
• Teaches students to – get along with teachers and peers– engage in schoolwork in an appropriate manner
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First Step Research• Two studies met the IES What Works
Clearinghouse evidence standards– Walker et al., 1998 & Walker et al., 2009
• Evidence indicates First Step has – Positive effects on externalizing behaviors– Potentially positive effects on internalizing
behavior, social outcomes, and academic performance behaviors (e.g., academic engaged time)
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Implementation Guidelines
• Tier 2 intervention, targets students who already show signs of risk and/or maladaptive behavior– Coach works with one child at a time in a
classroom, but in the same fashion for all students who participate
• Enhanced version for students with intensive needs is being developed
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Implementation Guidelines
• Appropriate for students PreK – 3– Preschool Kit– K-3 Kit
• Role of Coach is critical!– Meant to be a positive support
• Careful monitoring and follow-up required– Brief “booster shots” recommended
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First Step Materials
• Implementation Guide • homeBase Coach Guide • Timer and stopwatch• Overview video• Lanyard to attach
Green/Red cards• Small Green/Red cards
to take home• Video tape
• Large Green/Red point cards for CLASS
• homeBase Parent Handbooks
• homeBase 3 parent bags• homeBase Card Packs– Parent help and activity
cards
• Stickers, markers, pen, paper
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First Step Roles & ResponsibilitiesCoach Teacher Parents Student
- Introduces program- Provides materials- Teaches behavior- Monitors progress- Phones parent- Leads homeBase
- Teaches acceptable behavior- Provides encouragement and recognition- Monitors student behavior
- Provides encouragement and recognition- Participates in HomeBase meetings- Practices skill building from HomeBase
- Agrees to participate- Brings home green/red card- Joins in HomeBase activities
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First Step Components• Includes three interconnected modules: – First Step Screening
• Identifies problems of antisocial behavior
– CLASS • Contingencies for Learning Academic and Social Skills• School intervention
– homeBase• Home intervention
• Leverages key social agents– Teacher and peers; Parents/Caregivers; Coach
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Externalizing Behaviors• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out
Which Children Are At Risk?
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Internalizing Behaviors• Exhibits unusual sadness • Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Withdrawn• Avoids social interactions
Which Children Are At Risk?
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Early Detection - Screen• Designed to identify children with elevated
risk for developing antisocial behavior patterns
– Screening options1. Teacher nominations and rankings 2. Teacher nomination and ranking followed by teacher
ratings using a 9-item scale3. Teacher nomination and rankings; Teacher and parent
ratings; and direct observations (Early Screening Project; ESP)
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Nomination & Rank Order - Screen
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Teacher Rating Scale - Screen
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School Intervention - CLASS
First Step
Student
First Step Coach
Classroom Teacher
Parents/Caregiver
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School Intervention - CLASS• Provided within a regular classroom context
• Requires a minimum of 30 program days for successful completion– Each program day has performance criterion that
must be met before proceeding to next day of program
– If criterion isn’t met the program day is repeated (recycled)
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General Procedures - CLASS
• Large green/red card is used to cue student– Green = keep doing what you’re doing– Red = stop; think about what you need to do
• Feedback and points are awarded for specified intervals (stopwatch)– 80% or more of opportunities scored “green” gets
class reward– e.g., 5 min extra recess, popcorn
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General Procedures - CLASS
• Coach/Teacher contacts home daily to report on student progress
• Child takes green/red card with recorded score home each night
• Parent rewards child or provides encouragement for meeting goal the next day; signs card and returns it to school
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Procedures Coach Phase - CLASSCoach Teacher Parents
Days 1-5
-Implements program with
child in classroom
-Communicates with parents daily
-Completes green/red card;
determines if goal is met
-Provides verbal praise
-Announces incentive to class
-Supports delivery of incentive
-Supports green/red card
going home
-Check for green/red card each day
-Gives praise and incentive for making
daily points
-Remains neutral if child doesn’t make
daily points
-Signs card and returns it to school.
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Procedures Teacher Phase - CLASSCoach Teacher Parents
Days 6-30
-Implements weekly
homeBase program; 6 sessions
-Provides support and
consultation to teacher
-Takes over daily intervention
implementation
-Records information on
monitoring form
-Communicates daily with parents
-Participates in weekly homeBase
program with coach
-Participates in daily homeBase activities
w/ child
-Provides praise, incentives, and
monitors green/red card
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Maintenance Phase - CLASSCoach Teacher Parents
Days 31 and Beyond
-Continues homeBase program
-Monitors child’s progress
-Provides consultation to
teacher
-Collects post intervention data
-Works with Coach to
maintain positive gains
-Maintains communication
with Parents
-Continues homeBase program
-Works with Teacher to
maintain positive gains
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School to Home Link - homeBase
• Coach meets with family for 6 weeks– 45-60 min per week– Provides lessons for promoting school success
• Parents work with child – 10-15 min per day– Skill building and practice; positive interactions– Parent uses help & activity cards
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School to Home Link - homeBase
• Communicating and sharing school• Cooperation• Setting Limits• Solving Problems• Making Friends• Developing Confidence
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Parent Lesson - homeBase
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Parent Help Card - homeBase
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Parent Activity Card – homeBase
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Parent Activity Card – homeBase
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First Step Components
“Although the intervention components can stand alone and be used singly and
independently, it is highly recommended that they be used in concert. The First Step program has maximal impact when implemented in this
fashion.”
*Screen – CLASS - homeBase
(Walker et al., 1997, p. 3)
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Barriers to Effective Implementation
• Lack of stakeholder commitment– Concerns about screening children– Objections to utilizing rewards– Parent Support
• Constraints of school/class schedules– Needs to occur daily
• Limited resources– Coach, Time, Materials– 50-60 hours over 3 months; $500 per student
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Resources• Missouri PBIS Website, Session 8Bhttp://pbismissouri.org/archives/3483– Intervention Overview– Coach, Teacher, and Parent Roles
*Documents provide a written description of the First Step intervention and key implementation responsibilities.
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Resources• First Step to Success Information– http://www.firststeptosuccess.org
• What Works Clearinghouse– http://ies.ed.gov/ncee/wwc/interventionreport.asp
x?sid=179
• OSEP Technical Assistance Center of PBIS– http://www.pbis.org/research/secondary/
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Resources• Purchase First Step to Success Materials– Preschool Edition• Starter Kit - $178• Re-supply - $60
– School-Age Edition• Starter Kit - $204• Re-supply - $50
• http://store.cambiumlearning.com/first-step-to-success/MO SW-PBS
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Resources
• First Step to Success Training Sessions– Two-day workshop (fall and spring)– October 17 or 30– April 23 or 24– Jefferson City
• Register through South Central & Heart of Missouri RPDC
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Contact Information
• RPDC Regional and/or Tier 2/3 SWPBS Consultant
• Barb Mitchell, Tier 2/3 SWPBS Consultant– [email protected]
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