9/17/17 - presencelearning€¦ · when students have s/e/b challenges, rather than focusing on...

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new realities

new choices

Tuesday, Sept 19, 2017

#SPEDAhead

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New Initiatives and Interventions: Will They Really Work?

When special education leaders have expert advice they are better prepared to architect changes and build

enduring practices that will benefit all students.

Which S/E/B skills program?

S/E/B training:

How? When?

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Howard M. Knoff, Ph.D.

• Creator and Director, Project ACHIEVE school effectiveness/ school improvement program

• Internationally known consultant, author, presenter on school reform, social skills and behavior management

• Past President, NASP

• Fellow of the American Psychological Association School Psychology Division

Howard M. Knoff, Ph.D.

Welcome!

The solution to adult problems tomorrowdepends in large

measure upon the way our children grow up today.

– Margaret Mead

What We’re Going To Talk About…

Part 1: Context: What Do We Know About S/E/B Skills?


Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional

and Behavioral Self-Management

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and Behavioral Self-ManagementPart 3: The Five Scientific/Psychological

Components of Self-Management




Components of Self-ManagementPart 4: A Functional Assessment

Protocol for the 21st Century




Components of Self-ManagementPart 4: A Functional Assessment

Protocol for the 21st CenturyPart 5: Coordinating Schools

and School-based Mental Health Services

Context: What Do We Know About

S/E/B Skills?

Part 1

20% of students have social, emotional, or

behavioral challenges

80% of students who need mental health services don’t get them. They are troubled, disengaged, and struggle academically.

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We Do Have Solutions!

Adults who had good social skills in kindergarten were more likely to have graduated from college and have a full-time job.

Longitudinal Study of Children’s Social Competency Skills

Kindergarten children with social skills struggles were less likely to finish school and more likely to have substance

abuse and to get into trouble.

2016 Longitudinal Study

A meta-analysis of 213 research articles reported on Tier 1 social, emotional, and behavioral programs involving 270,034 kindergarten through high school students.

S/E/B training had many positive impacts in their relationships and behavior and delivered 11% better academic performance.

2011 MetaAnalysis

The positive results for students participating in S/E/B programs are consistent across school grade levels and community types.

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When students have S/E/B challenges, rather than focusing on changing their behavior, we’ve got to

focus on enhancing their skills.We prevent mental health related challenges by teaching

all students social-emotional skills.

S/E/B skills instruction should be part of a scaffolded pre-K through high school mental health and wellness curriculum.

Almost all successful individuals and

organizations have one thing in common,

the power and the depth of their vision

of the future.

– Joel Barker

From a Student Perspective…

Independent Learner Self-Manager

AcademicLearning,

Mastery andAchievement

Social,Emotional

and Behavioral Development

Our Goal is

to create…

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The Interdependency Between Academics and Behavior

Academic SuccessInfluenced by Students’Social Emotional and

Behavioral Competency

Behavioral SuccessInfluenced by Students’Academic Readiness,

Motivation and Success

Social, Emotional, Attributional and Behavioral

Self-Management

Part 2

• Be socially, emotionally, attributionally and behaviorally aware of themselves and others

Self-Management Definition

• Be socially, emotionally, attributionally, and behaviorally aware of themselves and others

• Demonstrate successful interpersonal, social problem solving, conflict prevention and resolution, social-emotional coping and behavioral skills


• Be socially, emotionally, attributionally, and behaviorally aware of themselves and others

• Demonstrate successful interpersonal, social problem-solving, conflict prevention and resolution, social-emotional coping and behavioral skills

• Effectively control their own emotions, thoughts, and behavior


• Students must be taught S/E/B/ skills on a continuum

• Awareness does not translate into behavior without instruction

• Teach social problem-solving, conflict prevention and resolution skills from pre-K through high school

Self-Management Realities

S/E/B Methodology: What We Know

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Social Competencies Emotional and Behavioral Competencies

• Facilitates academic engagement and achievement

• Essential to cooperative and project-based learning

• Inherent part of classroom management

• Supports positive, safe school and classroom climate

• Goal/replacement behavior for challenging student interventions

Why S/E/B Training for All Students?

The Five Scientific/Psychological

Components of Self-Management

Part 3

In any endeavor, to be successful,

we need to begin with the end in mind.

– Stephen Covey

Department of Health and Human Services evidence-based school improvement and success model focused on maximizing

academic, S/E/B progress, and proficiency of all students.

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Relationships and Positive

School ClimateEstablish, Build, and

Maintain Positive Staff, Peer and Student Interactions

Expectations and Skill Instruction

Identify Behavioral Expectations and

Teach Them

Motivation andAccountability

Motivate Students to Demonstrate Learned Behavior While Holding

them Accountable for Appropriate Behavior

ConsistencyBe Consistent Across Time,

Students, Staff, Settings, and Situations

Special Situations–Setting and StudentApply the Process Recognizing the Need to Adapt to Different

Settings and the Impact of Peers

The Science-to-Practice Components of Student Self-Management






Teach Them














Teach Them














Teach Them














Teach Them














Teach Them









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Success is thesum of small efforts

repeated day inand day out.

– Robert Collier


School ClimateExpectations and Skill Instruction


Consistency

Special Situations–Setting and Student

Establish, Build, and Maintain Positive Staff, Peer and Student Interactions

Establish, Build, and Maintain Positive Staff, Peer and Student Interactions

Staff to Staff Staff to Students

Students to Students Staff to Students & Parents

Does Your School Have a Toxic Environment?

Kids With Challenges

Sometimes kids’ challenges are because of their environments and their interactions with adults

or peer groups in various settings.




Consistency


Identify Behavioral Expectations and Teach Them

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We need a pre-K through high school health, mental health, and wellness curriculum that's scaffolded, articulated,

and has a logical scope and sequence.The goal of a social-skills program is to help all students develop

self-management skills so they are able to do it independently.

IndependentSelf-Management

Skills

Evidence-Based Social, Emotional and Behavioral Skills Programs

Lions Quest

Positive Action

Second Step

PATH (Providing Alternative THinking Strategies)

LifeSkills Training

Boys Town

Skillstreaming

The Stop & Think Social Skills Program

SOCIAL-EMOTIONAL COMPETENCY

BEHAVIORAL SKILLS INSTRUCTION

Find Programs That Fit

• The needs of their students

• Available programs

• Research that supports the method

• Experience of users

Due Diligence to Evaluate S/E/B Skills Programs

A cross-district committee looks at

Social skills training must take place in a classroom setting with teacher as primary role model.

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S/E/B Self-Management Skills

The most effective way to teach students S/E/B self-management skills is with cognitive scripts.

Teach them the skills and what to do step-by-step.

When training kids to deal with being teased, use role plays, performance feedback and scripts so they feel good

about how they choose to deal with it.

Strive to teach behavioral skills like a good coach: scripting, blocking behavior and readiness through

practice, practice, practice.

Research-to-Practice: How to Teach Social, Emotional and Behavioral Skills

Teach

Demonstrate

Practice

Monitor

Apply

Academic Skills

Teach Cognitive Scriptsand Behavioral Skills

Model

Role Play

Performance Feedback

Transfer of Training

Self-Management SkillsVS.

Having infrequent social skills training delivered by counselors is not an effective approach.

LEVEL 1CLASSROOM TEACHER

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LEVEL 2INTERVENTION SPECIALISTS


LEVEL 3INTENSE, INDIVIDUALIZED INTERVENTIONS


LEVEL 2INTERVENTION SPECIALISTS

The Stop & Think Social Skills Program

Choice not chance determines one's destiny.

– Jean Nidetch Relationships and Positive



Consistency


Motivate Students to Demonstrate Learned Behavior While Holding them Accountable

for Appropriate Behavior

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Discipline Problems

When students choose to demonstrate inappropriat e

behaviors.

Behavioral Problems

When students demonstrate social, emotional, or behavioral problems,

it is typically due to disability or mental health-related issues.

• Discipline problems are addressed through the student accountability actions embedded in the code of conduct.

• Disability or mental health-related S/E/B problems require a functional assessment linked to strategic or intensive intervention.

Discipline vs. Behavioral Problems

• Rarely discriminate discipline problems from disability-related behavioral problems

• Miss the importance of determining the underlying reasons for the behavior

• Lack referral process and data-driven interventions to solve problems

Code of Conduct Concerns

ElementaryMiddle

High

BehavioralStandards

A behavioral matrix is a roadmap, an accountability system, and a set of behavioral standards that complement academic standards.

Behavioral Matrix Roadmap

Prosocial Behavior

Expected behaviors, positive responses

and rewards

Inappropriate Behavior

Intensity levels with corrective responses

or consequences

The Components of a Behavioral MatrixExpected Prosocial

BehaviorsClassroom and Common Areas of School Positive Responses, Incentives, Rewards

***Evaluate the need for Functional Assessment/Strategic Intervention

Inappropriate, Challenging Behavior Continuum

Intensity I: Annoying Behavior

Intensity II: Disruptive/Interfering

Intensity III: Persistent/Antisocial

Intensity IV: Severe/Dangerous

Corrective Responses

Classroom-based Consequences + Positive Behavioral Practice

Classroom Removal, Teacher/Administrator Consequences

+ Positive Behavioral Practice***Classroom Removal, Administrative/

Code of Conduct Response + Restorative/Positive Practice***

Teacher Response

+

–

Responses

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Teacher Response

+ Responses











–

The Components of a Behavioral Matrix


+If you

consequate, you must educate!




Teacher Response

+ Responses











–



Teacher Response

+ Responses











–


Change starts when someone sees the next step.

– William Drayton




Consistency

Special SituationsSetting and Student

Be Consistent Across Time, Students, Staff, Settings, and Situations

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When Inconsistency Happens

Inconsistent delivery of S/E/B skills training leads to confusion and manipulation. Older students will manipulate with an attitude!

Inconsistency undercuts accountability and increases or strengthens students’ inappropriate behavior

For S/E/B challenged students, inconsistency often reinforces inappropriate behavior and students will

“play the odds” in their interactions with others.




Consistency


Apply the Process Recognizing the Need to Adapt to Different Settings and the Impact of Peers

Classrooms Common Areas

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Teasing, taunting, bullying, and harassment are recurring in a more dynamic way and usually occur in common areas

of the school. Train kids to avoid and respond.

• Mental health issues• Disabilities• Significant trauma• Dysfunctional homes

Special Situations

These five components need to be operationalized so our kids learn S/E/B self-management skills and so they

respond appropriately to the behaviors of others.




Consistency


A Functional Assessment Protocol for the 21st Century

Part 4When everyone is thinking alike

no one is thinking.

– Benjamin Franklin

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Health, Mental Health & Wellness Must Be Taught & Supported With a Multi-Tiered Process

Tier IPrevention for All

Behavioral Instruction& Intervention

Tier IIStrategic Instruction and Intervention Services and Supports

Tier IIIIntensive Need or Crisis Intervention Services and Supports

Some students do not respond to social, emotional, and behavioral instruction. They need additional instruction, intervention supports, strategies, programs, or services.

Multi-Tiered Process

• % of students in different tiers

• Place of service delivery

• Who delivers the service

What it’s not

Multi-Tiered Process

• Reflects the intensity of instructional and/or intervention services, supports, programs or strategies

• Reliable assessments that identify the instruction and intervention students need

• Reveal the reasons why students are challenged

What it is

Engaging in the Data-Based, FunctionalAssessment Problem-Solving Process

Identify the ProblemWhat exactly is the problem?

ProgressMonitor/Evaluate

Did your plan work?

FunctionallyAnalyze the

ProblemWhy is it happening?

Develop/Implement PlanHow are we going to solve the problem?

When we train teachers to use a data-based problem solving process, they are often able to choose

the best intervention themselves.

Data-Based Problem Solving

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An ounce of prevention is worth a pound of cure.

– Benjamin Franklin

Don’t wait until Tier III to do a FBA. Previous failed interventions may increase student resistance and make the problem worse.

Like a good doctor, you should practice preventative medicine when dealing with challenging students.

Be preventive, not reactive.

• The FBA methodology is 30 years old. It hasn’t changed since 1976!

• Sometimes an FBA does not uncover the root causes of students’ challenges.

• FBA may not be successful when kids’ challenges have biological roots.

The Functional Behaviorial Assessment (FBA) First Things First

• Identify student’s Academic and S/E/A/B status

• Specify initialconcerns

• Review records

• Interview teachers and parents

• Check mental and physical health

• Identify student assets and weaknesses

• Understand student life events and circumstances

• Assess physiology, genetics and biochemistry

• Review learning, attendance, instruction and curricular moves

Problem Identification ?

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Teaching FactorsAre teachers well-matched to their students and curricula?

Functional Assessment Begins in the Student’s Instructional Environment

Student FactorsAre students prepared and programmedfor success?

Curricular Factors

Are curriculawell-matched to

students and teachers?

1. Skill deficit2. Speed of acquisition3. Transfer of

training/generalization4. Conditions of emotionality5. Motivation/performance

deficit6. Inconsistency 7. Special situation —

setting, peer, individual

Seven High-Hit Reasons for Challenging Behavior

Linking Problem Analysis to Intervention

Skill Deficit Teach

Speed of Acquisition Increase Learning Rate

Transfer ofTraining/Generalization Train for the Transfer

Conditions of Emotionality

Prevention/Control Emotionality

Motivation/Performance Deficit Motivate

Inconsistency Decrease Inconsistency

Special Situations Resolve Situation/Target Social, Emotional, Behavioral Skills

Tier 2: Strategic Social, Emotional, or Behavioral Intervention Services and Supports

Tier

Relationship/Mentoring InterventionsCheck-In/Check-OutCheck and ConnectTier II Skill Instruction (High Hit 1-4)Small Group Social Skills/Socialization TrainingCognitive-Behavioral Training in: Anger-/Emotion-/Self-Control(Relaxation, Thought Stopping/Anxiety, ART) Attention-Control TrainingTier II Motivational Interventions (High Hit 5)Good Behavior Game, Positive/Differential Reinforcement (DRO, DRI, DRI/A),Cueing/Stimulus Control, Educative Time-Out, Group Contingencies, Bonus/Response Cost, Positive Practice/Restitutional OvercorrectionSpecial Situation Interventions (High Hit 6-7)Self-Concept, Divorce, Loss, Teasing/Bullying, PTSD Groups/Interventions

Tier 3: Intensive Social, Emotional, or Behavioral Intervention Services and Supports

Tier

Individual Counseling/Cognitive-Behavioral Therapy

School-Based Mental Health Services

Drug/Psychiatric Intervention

Intensive Wrap-Around/System of Care Programming

Coordinating Schools and School-Based

Mental Health Services

Part 5

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Sometimes the road less traveled is less traveled

for a reason.

– Jerry Seinfeld

The educational world (emotional disturbance) coexists with, but is different than, the mental health DSM-V world.

How Mental Health Challenges Fit Into Educational Systems

• An inability to learn or to build and maintain satisfactory interpersonal relationships

• Inappropriate types of behavior or feelings under normal circumstances.

• A general pervasive mood of unhappiness or depression.

• A tendency to develop physical symptoms or fears

“Emotional Disturbance” (IDEA)Education World

A condition exhibiting one or more of the following, over a long period of time, to a marked degree that adversely affects a child's educational performance:

“Physical or Mental Impairment” (DSM-V)Mental Health World

Any mental or psychological disorder, emotional or mental illness and specific

learning disabilities.

Any physiological disorder or condition, cosmetic disfigurement or anatomical loss affecting one or more

of the following body systems: neurological; musculoskeletal; special sense organs; etc.

Interventions focus on changing behaviors, not treating diagnostic labels, categories, or conditions.

EducationWorld

Mental HealthWorld

• Fails to give close attention to details

• Makes careless mistakes• Difficulty sustaining

attention to tasks• Does not seem to listen• Fails to finish work/requests• Difficulty in organizing tasks• Often loses things

necessary for tasks• Forgetful in daily

activities• Talks excessively

Functional Behavior (6+)

Attention-Deficit Hyperactivity

Disorder

Education World

Mental Health World

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• Bullies, threatens, intimidates others

• Initiates physical fights• Has stolen while

confronting a victim• Has forced someone into

sexual activity• Deliberate fire-setting• Has broken into someone’s house• Stays out at night against

parents’ wishes• Run away from home

at least twice• Truant from school


Conduct Disorder

Education World

Mental Health World

• Often loses temper• Often argues with adults• Defies or refuses to comply

with adult rules or requests• Often deliberately annoys people• Often blames others for

his/her mistakes• Often touchy or easily

annoyed by others• Often angry and resentful• Often spiteful or vindictive


Oppositional DefiantDisorder

Education World

Mental Health World

• Use problem-solving, consultation, intervention approach

• Identify root cause

• Focus on changing behaviors, not labels, categories or conditions.

Implementing Interventions

School and mental health leaders meet annually to operationalize and adapt MoU agreements, train staff in confidentiality,

“right to know,” and other MoU-related issues

Education World

Mental Health World

Key Takeaways 1Watch and listen to this presentation again because there is a lot of information you

can reveal layer by layer.

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2Form a school or district-wide multidisciplinary team and ask critical questions about your S/E/B

status and how well students are doing.

3Complete a resource analysis for how you

have been, and are, meeting the needs of your challenging students. Then create and

implement a prioritized action plan.

Prioritize how you will close gaps and formulate a strategic action plan.

4Contact me if you need help

or advice to be successful!

5

#SPEDAhead

new realities

new choices

Q & A

#SPEDAhead

new realities

new choices

What is an attributional skill?

When and how does it fit in? Are there

programs that address this?

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#SPEDAhead

new realities

new choices

What are the most common

reasons why S/E/B programs don’t work?

How do we monitor progress and

ensure fidelity?

#SPEDAhead

new realities

new choices

What works best for middle school and especially for high school students who are often jaded and set in their ways?

#SPEDAhead

new realities

new choices

Who on the staff is best to be in charge

of social/emotional and behavioral interventions?

#SPEDAhead

new realities

new choices

With crazy workloads and busy

schedules, what works best for classroom

teachers to collaborate with intervention

specialists?

#SPEDAhead

new realities

new choices

We need programs that are ethnically

relevant and appropriate. What multicultural considerations do you recommend?

#SPEDAhead

new realities

new choices

How can these strategies best be bridged

from home to school?

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#SPEDAhead

new realities

new choices

What is the most important thing we as

educators can do to help children entering the system with anxiety, depression, trauma,

and anger?

#SPEDAhead

new realities

new choices

Every year it seems we receive

more and more referrals for special education

evaluations. Why?

#SPEDAhead

new realities

new choices

How do you balance the needs

of positive behavior supports with

consequences for more extreme student

behaviors?

#SPEDAhead

new realities

new choices

Are You a School Psychologist Interested in Becoming an Online Provider?

To learn more or to apply:plearn.co/join

PresenceLearning has full time and part time opportunities!

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Are you looking for a speech language pathologist to perform assessments and provide services to your students this year?

Email: [email protected]

Speech Language Services

A Certificate of Attendance will be sent to attendees who have:• Watched the live webinar in its entirety• Submitted the self-assessment and feedback survey

To receive CE credit:• ASHA: We will submit your completion

information to ASHA• AOTA and NASP: Your Certificate of Attendance

has the required information for self-reporting Questions? Email SPEDforum@presencelear ning.c om

Look for follow-up email soon with the link to webinar recording and associated materials

What Happens Next?

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THANKYOU

new realities

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#SPEDAhead

9/17/17 - presencelearning€¦ · when students have s/e/b challenges, rather than focusing on...

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