welcome to our spotlight on first step next · welcome to our spotlight on first step next ......

Welcome to our Spotlight on

FIRST STEP Next

A Tier 2 Behavioral Intervention for young students with behavioral challenges

FIRST STEP Next Presented Dec. 1, 2015

© Pacific Northwest Publishing 1

Materials to Support Your Efforts

PRESENTERS

1.  Early Intervention (Ed) 2. The FIRST STEP Next Intervention (Marilyn) 3.  Research Summary (Ed) 4.  Wrap-up and Questions (Marilyn)

Dr. Ed Feil Marilyn Sprick



Research Team Hill Walker, Ed Feil, Andy Frey, John Seeley, Jon Lee, Annemieke Golly, Jason Small, Steve Forness, and Loretta Serna

5

Research

Problem Behaviors •  Are evident in young children •  Progress from low intensity

(noncompliance) to high intensity (stealing) over time

•  By grade 4 are chronic (and can be managed not cured)

Why Screen Young Children?



Perseverance from Early Childhood

1. Bring antisocial pattern to school

2. Early starter

3. Chronic offender

All three factors predict 100% of violent male adolescent offenders.

4orbelow 5 6 7 8 9 10 110

20

40

60

80

100

120

An3socialAt-Risk

Boy's Grade When Arrested Source:Pa@ersonetal.(1992)

Cumulative Number of Arrests for Antisocial and At-Risk Groups

Num

ber o

f Arr

ests



Punishing youth alone is not a solution.

•  Aggression •  Vandalism •  Truancy and Dropouts

(Mayer & Sulzer-Azaroff, 1991)

Schools that use punishment as a primary tool have increased rates of:

• Usurp more than their fair share of time. • Drive even the strongest of teachers to . . . • We tiptoe around and whose interactions

with others are simply . . .

FIRST STEP serves young children who. . .

Changing the Trajectory

EXTERNALIZERS



Who is FIRST STEP Next for? Young children who may:

• Tantrum • Be physically aggressive • Damage property of others • Suddenly cry or display inappropriate

affection • Ignore teacher warnings or reprimands • Make lewd or obscene gestures • Be teased, neglected,

or avoided by peers

The Intervention FIRST STEP Next requires

Time Approximately 30 Program Days Who Partnership: Parent (caregiver), Teacher,

Behavioral Coach What a) 7 days with the coach: One-on-one

behavioral skill lessons and in-class coaching b) For following 23 days: In-class coaching by the teacher



FIRST STEP Next includes . . . Screening and Eligibility

Pre-Implementation • Building Partnerships

Maintenance Phase Plans

Troubleshooting

CLASS Sessions

Skill Lessons, Coaching, Reinforcement •

Yes Is gaining peer or adult attention a primary motivator?

Yes Is the teacher willing to work with a coach?

Yes

Were two or more of seven behavioral skills rated as needing improvement or a cause for concern?

Yes

Is the student at moderate, high, or extreme risk on the Aggressive Behavior Scale?

Is noncompliance, impulsivity, or disruptiveness a problem?

and/or

Eligibility

If all four criteria are met, the student is eligible. If three of four criteria are met, professional judgment should guide the eligibility decision.






Troubleshooting

CLASS Sessions

Skill Lessons, Coaching, Reinforcement

Turning Things Right Side Up Requires a Partnership

•  Coach •  Teacher •  Parent/Caregiver



Agenda Items Build Collaboration

Parent, Teacher, Coach Meeting

Video Training

SAMPLE

Follows directions (listens to directions, does what an adult asks right and without delay, completes each step of the direction)

• Usually • Sometimes • Rarely

Common Problems

Shared Goals






Troubleshooting

CLASS Sessions

Skill Lessons, Classroom Coaching, Connections at Home

First 7–10 Days STEP 1 Super Student Skills Lessons

• One-on-One

Explicit 10 Minute Lessons • Practice with positive and

negative examples • Practice with a Green

and Red Card to deliver feedback



Seven Replacement Skills • Follow Directions

• Be Safe

• Ask for Attention the Right Way

• Be a Team Player

• Do Your Best

• Be Cool

Lesson plans and a video sample are included.

Video Training



First 7–10 Days STEP 2 • CLASS Sessions With the Coach

In-Class Coaching with the Green and Red Card

Video Training

Continuous Feedback from the Coach

Points earned toward peer celebrations

Gradually increasing session length: 20 to 50 minutes Gradually increasing point intervals: 20 seconds to 5 minutes



•  Daily Connections Note and Coach Check-Ins

First 7–10 Days STEP 3 Home Connections

Video Training



•  Transfer of lessons to the home with a coloring book format •  Activity suggestions build positive interactions

Coach Phase

COACH TIME: 7–10 Days Approximately 1 Hour

TEACHER PHASE: 11–20 or 30 Days Check-Ins

Consistency and Congruency

DAYS 1–7 Days 8–10 Days 9–20 to 30 Coach Phase

Coach and Teacher Transition

Teacher Phase



•  Transfer of the Green Card game to the teacher at Day 8

•  Gradually increasing point intervals (5 minutes to 10 minutes)

•  Gradually increasing session length (1 hour to all day)

Transitioning

Coach to the Teacher

Next 8–20 or 30 Days Teacher Phase and Home Connections




Troubleshooting

CLASS Sessions

Skill Lessons, Classroom Coaching, Connections at Home



First Step Research •  1st was Model Development grant from the US Dept. of Ed.

–  randomized, waitlist control design in 46 regular Kindergarten classrooms.

•  Diverse student populations –  African-American, Native American, Latino, Native Hawaiian, Asian American

•  Diverse settings –  preschool, kindergarten, & primary grades

•  Diverse disorders –  ADHD and High (Tertiary-Level) Risk

•  Used with over 2,000 K-3 students in past 15 years. •  Adoptions and implementation sites

–  20 U.S. states, four Canadian provinces, Holland, Norway, Turkey, Japan, Australia and New Zealand.

•  Mix of single subject and group designs to address key questions of effectiveness

•  Today talk about –  Model Demonstration Kinder, Single Subject Kinder, Large diverse urban

elementary and preschool adaptation

Model Development Research Participants

•  46 Kindergarten children (2 cohorts) •  Eugene Oregon School District •  26% Female •  33% Special Education Eligible •  37% Received Reduced/Free Lunch •  Results showed significant reductions in

negative and increases in positive behaviors

•  Encouraging results



0

10

20

30

40

Adap3ve Maladap3ve CBC-Aggression

CBC-Withdrawal

ClassObserva3on

Pre

Post1stGrade

2ndGrade

0

30

50

100

20

10

40

80

70

60

90

TeacherScores

%Engagedfor

ClassroomObs.

Normsare+/-1SD

Raw Score Profile of Cohort 1 Across Measures Pre- and Post-Intervention for First Steps



Albuquerque Elementary Study Child Sample Demographics

Total (n=200)

Control (n=99)

Intervention (n=101)

Test Statistic

p value

Age M(SD) 7.2 (1.0) 7.1 (0.9) 7.2 (1.0) -1.00 .317

% Female 49 (24.5%) 28 (28.3) 21 (20.8) 1.52 .218

Grade 0.85 .653

% in 1st grade 83 (41.5) 43 (43.4) 40 (39.6)

% in 2nd grade 69 (34.5) 35 (35.4) 34 (33.7)

% in 3rd grade 48 (24.0) 21 (21.1) 27 (26.7)

SSBD Rank 3.34 .189

1st ranked student 158 (79.0) 73 (73.7) 85 (84.2)

2nd ranked student 36 (18.0) 22 (22.2) 14 (13.9)

3rd ranked student 6 ( 3.0) 4 ( 4.0) 2 ( 2.0)

% receiving services 11 ( 5.5) 3 ( 3.0) 8 ( 7.9) 2.30 .129

% Spanish-speaking 22 (11.1) 14 (14.1) 8 ( 8.0) 1.91 .167

% Hispanic 114 (57.0 %)

60 (60.6) 54 (53.5) 1.04 .308

% ELL 32 (16.4) 17 (17.7) 15 (15.2) 0.23 .630

% Free or reduced-lunch eligible 127 (69.8%)

61 (66.3) 66 (73.3) 1.07 .302

SSRS Social Skills

Figure 5. SSRS - Social Skills/Teacher

70

75

80

85

90

95

100

105

110

Pre Post

Cnt Exp

p<.001

SS-T d=.86



Problem Behavior

Figure 2. SSRS - Problem Behavior/Teacher

100

105

110

115

120

125

130

Pre Post

Cnt Exp

p<.001

PB-T d=.73

Preschool FIRST STEP Research Design

•  RCT across Oregon and Kentucky §  Targeted 1 at risk student per class §  3 cohorts (2009, 2010, and 2011) §  Randomized 128 of the 149 eligible

children §  Baseline data collection §  Randomization •  First Step to Success •  ½ day training and wait list control §  First Step to Success §  Post-test data collection



Preschool First Step Results: Process

•  Adherence §  95% of core components implemented

•  Satisfaction §  Teacher (M = 4.36; 5= point scale) §  Parent (M = 4.36)

Figure 1: Teacher-Reported Social Skills

130

120

110

100

90

80

70

60Baseline

Normative Range

Usual Care

Intervention

Post-Test

Mea

n SS

iS S

tand

ard

Scor

es

d=.91



Figure 2: Teacher-Reported Problem Behaviors

130

120

110

100

90

80

70Baseline Post-Test

Mea

n SS

iS S

tand

ard

Scor

es

d=.98

Normative Range

Usual Care

Intervention

Research Summary

•  FIRST STEP is effective in: §  Reducing negative behaviors §  Increasing prosocial behaviors

•  Effect sizes medium to large §  Teacher rating of prosocial behaviors

showed the greatest effects

Suggestion: Download the Research PowerPoint on the Archived Webinars Page for more information about specific research.



Goal: Consistency of Efforts

Behavior is taught by the coach. Behavior is reinforced in the classroom by the coach and teacher. Behavior is reinforced at home.

Not a Panacea

A powerful option for students who will not be successful without intervention Intensity of Intervention Varies by Student Some students may need a combination of procedures (e.g., If a child is at risk to cause harm to himself or to others, emergency procedures will need to be place alongside FIRST STEP Next). NOTE: Emergency procedures should be consistent with state and district guidelines and requirements.



Materials Student Materials (consumables)

Student Records Forms and handouts to distribute and keep

Teacher�s Workbook • Step-by-step

procedures • Behavioral tips

Family Workbook • Coloring book • Daily checkoff

and activities



welcome to our spotlight on first step next · welcome to our spotlight on first step next ......

Documents