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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

• n 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 tomorrow depends 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?

What We’re Going To Talk About…

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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What We’re Going To Talk About…

Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional and Behavioral Self-Management Part 3: The Five Scientific/Psychological Components of Self-Management

What We’re Going To Talk About…

Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional and Behavioral Self-Management Part 3: The Five Scientific/Psychological Components of Self-Management Part 4: A Functional Assessment Protocol for the 21st Century

What We’re Going To Talk About…

Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional and Behavioral Self-Management Part 3: The Five Scientific/Psychological Components of Self-Management Part 4: A Functional Assessment Protocol for the 21st Century Part 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 Longitudina l 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 1 1% better academic performance. 2011 Meta Analysis 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

• rganizations have
• ne thing in common,

the power and the depth of their vision

• f the future.

– Joel Barker

From a Student Perspective…

Independent Learner Self-Manager

Academic Learning, Mastery and Achievement Social, Emotional and Behavioral Development

Our Goal is to create…

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The Interdependency Between Academics and Behavior

Academic Success

Influenced by Students’ Social Emotional and Behavioral Competency

Behavioral Success

Influenced 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

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

• Effectively control their
• wn emotions, thoughts,

and behavior

Self-Management Definition

• 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 Climate

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

Expectations and Skill Instruction

Identify Behavioral Expectations and Teach Them

Motivation and Accountability

Motivate Students to Demonstrate Learned Behavior While Holding them Accountable for Appropriate Behavior

Consistency

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

Special Situations– Setting and Student

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

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

Relationships and Positive School Climate

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

Expectations and Skill Instruction

Identify Behavioral Expectations and Teach Them

Motivation and Accountability

Motivate Students to Demonstrate Learned Behavior While Holding them Accountable for Appropriate Behavior

Consistency

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

Special Situations– Setting and Student

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

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

Relationships and Positive School Climate

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

Expectations and Skill Instruction

Identify Behavioral Expectations and Teach Them

Motivation and Accountability

Motivate Students to Demonstrate Learned Behavior While Holding them Accountable for Appropriate Behavior

Consistency

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

Special Situations– Setting and Student

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

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

Relationships and Positive School Climate

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

Expectations and Skill Instruction

Identify Behavioral Expectations and Teach Them

Motivation and Accountability

Motivate Students to Demonstrate Learned Behavior While Holding them Accountable for Appropriate Behavior

Consistency

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

Special Situations– Setting and Student

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

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

Relationships and Positive School Climate

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

Expectations and Skill Instruction

Identify Behavioral Expectations and Teach Them

Motivation and Accountability

Motivate Students to Demonstrate Learned Behavior While Holding them Accountable for Appropriate Behavior

Consistency

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

Special Situations– Setting and Student

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

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

Relationships and Positive School Climate

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

Expectations and Skill Instruction

Identify Behavioral Expectations and Teach Them

Motivation and Accountability

Motivate Students to Demonstrate Learned Behavior While Holding them Accountable for Appropriate Behavior

Consistency

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

Special Situations– Setting and Student

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

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

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Success is the sum of small efforts repeated day in and day out.

– Robert Collier

Relationships and Positive School Climate Expectations and Skill Instruction Motivation and Accountability 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

• r peer groups in various settings.

Relationships and Positive School Climate Expectations and Skill Instruction Motivation and Accountability Consistency Special Situations– Setting and Student

Identify Behavioral Expectations and T each 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.

Independent Self-Management Skills

Evidence-Based Social, Emotional and Behavioral Skills Programs

Lions Quest Positive Action Second Step PATH (Providing Alternative THinking Strategies) LifeSkills Training Boys T

• wn

Skillstreaming The Stop & Think Social Skills Program

SOCIAL-EMOTIONAL COMPETENCY BEHA VIORAL 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 T each Social, Emotional and Behavioral Skills

T each Demonstrate Practice Monitor Apply

Academic Skills

T each Cognitive Scripts and Behavioral Skills Model Role Play Performance Feedback Transfer of Training

Self-Management Skills VS. Having infrequent social skills training delivered by counselors is not an effective approach.

LEVEL 1

CLASSROOM TEACHER

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LEVEL 2

INTER VENTION SPECIALISTS

LEVEL 1

CLASSROOM TEACHER

LEVEL 3

INTENSE, INDIVIDUALIZED INTER VENTIONS

LEVEL 1

CLASSROOM TEACHER

LEVEL 2

INTER VENTION SPECIALISTS

The Stop & Think Social Skills Program Choice not chance determines one's destiny.

– Jean Nidetch

Relationships and Positive School Climate Expectations and Skill Instruction Motivation and Accountability Consistency Special Situations– Setting and Student

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
• f determining the

underlying reasons for the behavior

• Lack referral process and

data-driven interventions to solve problems

Code of Conduct Concerns Elementary Middle High Behavioral Standards

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

• r consequences

The Components of a Behavioral Matrix

Expected Prosocial Behaviors

Classroom 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, T eacher/Administrator Consequences + Positive Behavioral Practice*** Classroom Removal, Administrative/ Code of Conduct Response + Restorative/Positive Practice***

Teacher Response

+ –

Responses

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The Components of a Behavioral Matrix

Expected Prosocial Behaviors

Classroom and Common Areas of School Positive Responses, Incentives, Rewards ***Evaluate the need for Functional Assessment/Strategic Intervention

Teacher Response

+

Responses

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, T eacher/Administrator Consequences + Positive Behavioral Practice*** Classroom Removal, Administrative/ Code of Conduct Response + Restorative/Positive Practice***

Inappropriate, Challenging Behavior Continuum

–

The Components of a Behavioral Matrix

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

+

If you consequate, you must educate!

The Components of a Behavioral Matrix

Expected Prosocial Behaviors

Classroom and Common Areas of School Positive Responses, Incentives, Rewards ***Evaluate the need for Functional Assessment/Strategic Intervention

Teacher Response

+

Responses

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, T eacher/Administrator Consequences + Positive Behavioral Practice*** Classroom Removal, Administrative/ Code of Conduct Response + Restorative/Positive Practice***

Inappropriate, Challenging Behavior Continuum

–

The Components of a Behavioral Matrix

Expected Prosocial Behaviors

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

Teacher Response

+

Responses

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, T eacher/Administrator Consequences + Positive Behavioral Practice*** Classroom Removal, Administrative/ Code of Conduct Response + Restorative/Positive Practice***

Inappropriate, Challenging Behavior Continuum

–

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

Change starts when someone sees the next step.

– William Drayton

Relationships and Positive School Climate Expectations and Skill Instruction Motivation and Accountability Consistency Special Situations Setting 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.

Relationships and Positive School Climate Expectations and Skill Instruction Motivation and Accountability Consistency Special Situations Setting and Student

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

• f 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

• ur kids learn S/E/B self-management skills and so they

respond appropriately to the behaviors of others.

Relationships and Positive School Climate Expectations and Skill Instruction Motivation and Accountability Consistency Special Situations Setting and Student

A Functional Assessment Protocol for the 21st Century

Part 4

When everyone is thinking alike no one is thinking.

– Benjamin Franklin

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

Tier I

Prevention for All Behavioral Instruction & Intervention

Tier II

Strategic Instruction and Intervention Services and Supports

Tier III

Intensive 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, Functional Assessment Problem-Solving Process

Identify the Problem

What exactly is the problem?

Progress Monitor/Evaluate

Did your plan work?

Functionally Analyze the Problem

Why is it happening?

Develop/Implement Plan

How 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 initial

concerns

• 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 Factors

Are teachers well-matched to their students and curricula?

Functional Assessment Begins in the Student’s Instructional Environment

Student Factors

Are students prepared and programmed for success?

Curricular Factors

Are curricula well-matched to students and teachers?

• 1. Skill deficit
• 2. Speed of acquisition
• 3. Transfer of

training/generalization

• 4. Conditions of emotionality
• 5. Motivation/performance

deficit

• 6. Inconsistency
• 7. Special situation —

setting, peer, individual

Seven High-Hit Reasons for Challenging Behavior Linking Problem Analysis to Intervention

Skill Deficit T each Speed of Acquisition Increase Learning Rate Transfer of Training/Generalization Train for the Transfer Conditions

• f Emotionality

Prevention/Control Emotionality Motivation/ Performance Deficit Motivate Inconsistency Decrease Inconsistency Special Situations Resolve Situation/T arget Social, Emotional, Behavioral Skills

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

Relationship/Mentoring Interventions Check-In/Check-Out Check and Connect Tier II Skill Instruction (High Hit 1-4) Small Group Social Skills/Socialization Training Cognitive-Behavioral Training in: Anger-/Emotion-/Self-Control (Relaxation, Thought Stopping/Anxiety, ART) Attention-Control Training Tier 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 Overcorrection Special 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

• f 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

• f the following body systems: neurological;

musculoskeletal; special sense organs; etc. Interventions focus on changing behaviors, not treating diagnostic labels, categories, or conditions.

Education World Mental Health World

• 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

• T

alks excessively

Functional Behavior (6+)

Attention-Deficit Hyperactivity Disorder

Education World Mental Health World

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• Bullies, threatens, intimidates
• thers
• 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

Functional Behavior (3+)

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

Functional Behavior (4+)

Oppositional Defiant Disorder

Education World Mental Health World

• Use problem-solving

, consultation, intervention approach

• Identify

root cause

• Focus on

changing behaviors, not labels, categories

• r conditions.

Implementing Interventions

School and mental health leaders meet annually to

• perationalize and adapt MoU agreements, train staff in confidentiality,

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

Education World Mental Health World

Key Takeaways

1

Watch and listen to this presentation again because there is a lot of information you can reveal layer by layer.

SLIDE 24

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2

Form a school or district-wide multidisciplinary team and ask critical questions about your S/E/B status and how well students are doing.

3

Complete 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.

4

Contact me if you need help

• r 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?

SLIDE 25

9/17/17 25

#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

• f 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

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We need programs that are ethnically relevant and appropriate. What multicultural considerations do you recommend?

#SPEDAhead

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How can these strategies best be bridged from home to school?

SLIDE 26

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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

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Every year it seems we receive more and more referrals for special education

• evaluations. Why?

#SPEDAhead

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How do you balance the needs

• f 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!

SLIDE 27

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

Email: schools@presencelearning.com

Speech Language Services

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