7 12 16 8.30 9.30 Maloney 16 06 2016 1466097379
6/16/2016
Lisa Maloney, PhD, NCC, NCSC
Small Group Skills Training at the Secondary Tier
[email protected] http://www.hasdpa.net/Domain/932
Session Focus
Learning Objectives
How do you intervene with tier-two students with behavioral needs? Learn to use screening data to identify specific focus skills these students need. Address how to help students set SMART goals. Gain resources and knowledge in evidencebased practices for small-group skills training, such as social interactions, friendship-making skills and classroomadjustment skills. Focus on how to evaluate the effectiveness of the small-group skills training.
Session attendees will: ● 1. Gain knowledge in using screening data to identify specific focus skills to support students in need. ● 2. Gain understanding and resources in assisting students in setting SMART goals based on their skill practice. ● 3. Gain resources and knowledge in evidence-based practices for small group skills training (e.g. social interactions, friendship making skills, classroom adjustment skills). ● 4. Gain understanding and resources on how to generalize skill strategies from the school counselor office to the classroom and home. ● 5. Gain understanding and resources on how to evaluate the effectiveness of the small group skills training.
My Study • The purpose of this study is to compare effectiveness of two treatment interventions (BEP/CICO and Strong Kids small group skills training) across two groups at the second tier. Specifically, student problem type (internalizing or externalizing) will be evaluated with treatment outcomes to determine which intervention is more successful. In addition, the interventions will be evaluated in terms of treatment integrity with typical school personnel (school counselors) and perception of social validity.
Research Design •
Randomized pretest-posttestfollow-up group block design. • Students were First separated into problem type • Internalizing • Externalizing •
Students were then randomly assigned to one of two treatment groups • BEP/CICO • Strong Kids small Group
● Pre-test data collected ● Measure - WSI – 19 item teacher rating scale with three sub-scales (TeacherPreferred Social, PeerPreferred Social, and School Adjustment) (Walker & McConnell, 1998). ● Interventions implemented – 8 weeks – Fidelity checks conducted ● Post-test data collected + 4 months ● Measure – WSI and Social Validity Surveys
1
6/16/2016
The Behavior Education Program (BEP/CICO) • Clearly defined expectations • Instruction on appropriate social skills • Positive reinforcement • Consequences for problem behavior • Positive contact with adult in school • Opportunities for self management • Home-school collaboration (Crone et al., 2010)
Strong Kids – Small Group Social Skills Training Curriculum
BEP Implementation Cycle
Statistical Results WSI Total Score
12 lessons over eight weeks • Emotional Strength training • Understanding your feelings • Dealing with anger • Understanding other peoples feelings • Clear thinking • Positive thinking • Solving people problems • Stress reduction • Goal Setting (Merrell et al., 2007)
Paired Sample t-tests on the interaction between Time and Problem-Type - WSI Total Score Internaliz
Pair 1
Time 1
Paired Sample t-tests on the interactions between Time and Intervention Group - WSI Total Score
t
p
d
-3.95
*.000
.935
-3.704
*.000
.809
ing
Pair 1
Time 1
t
p
d
-5.811
*.000
1.27
-2.202
*.021
.531
-4.350
*.000
1.08
-2.381
*.015
.561
Kids Small Time 2
Externali
Strong
Pair 1
Time 1
Group Time 2
zing Pair 2
Time 2
Time 2 Time 3 Pair 2
Time 2
-2.217
*.020
.508
-4.855
*.000
1.11
Pair 3
Time 1
Time 3 Time 3 Pair 3
Time 1
BEP/CIC
Pair 1
Time 1
Time 3 O Time 2
2
6/16/2016
Paired Sample t-tests on the interaction between Time and Problem Type – WSI Teacher Preferred Social t
WSI Teacher-Preferred Social SubScale
Externali
Pair 1
Time 1
p
d
-2.386
*.013
.522
-2.522
*.010
.581
-4.577
*.000
1.05
zing Time 2 Pair 2
Time 2 Time 3
Pair 3
Time 1 Time 3
Paired Sample t-tests on the interaction between Time and Problem Type - WSI Peer Preferred Social
WSI – Peer Preferred Social Subscale
Internaliz
Pair 1
Time 1
t
p
d
-5.064
*.000
1.19
2.264
**.020
.605
-2.611
*.008
.570
-3.098
*.003
.711
ing Time 2 Pair 2
Time 2 Time 3
Externali
Pair 1
Time 1
zing Time 2 Pair 3
Time 1 Time 3
Paired Sample t-tests on the interaction between Time and Intervention Group - WSI Peer Preferred Social
Strong
Pair 1
Time 1
WSI – School Adjustment Scale t
p
d
-4.266
*.000
.951
-3.446
*.001
.835
-2.861
*.005
.673
Kids Small Group Time 2 Pair 3
Time 1 Time 3
BEP/CI
Pair 1
Time 1
CO Time 2
3
6/16/2016
Paired Sample t-tests on Time and School Adjustment Scale
Time
Pair 1
Time 1
Nerdy stuff (My study) - here is what I found
t
p
d
-3.635
*.000
.572
-1.664
.053
.326
-3.090
*.002
1.10
Time 2 Pair 2
Time 2 Time 3
Pair 3
Time 1 Time 3
More Nerdy Stuff (My study again) -In both groups (Int. vs. Ext), post-test scores were significantly higher than at pre-test, but were not different from each other. (WSI Total and Peer Preferred Social) – Both interventions are effective •Students in externalizing group showed significant long-term maintenance gains over time as opposed to internalizing students at post-test and at four month follow-up on the WSI total, WSI peer-preferred, and WSI teacher-preferred sub-scales (difference in skills addressed for each intervention) •Internalizing students significantly decreased on maintaining peer-preferred behaviors (behaviors are subtler than externalizing, difficult to detect)
Obligatory MTSS Pyramid Slide
•In both groups, post-test scores were significantly higher than at pre-test, but were not different from each other. (WSI Total and Peer Preferred Social) •Strong kids is comparable to BEP/CICO, higher d •Students in small group showed significant long-term maintenance gains over time as opposed to students in BEP/CICO at post-test and at four month follow-up on the WSI peer-preferred social skills sub-scale (Skills taught vs. reinforcement)
MTSS Tier One Strong Tier One
2015-2016 Goal Evaluation Action Research Measurable including pre-/post
4
6/16/2016
PAETEP (Differentiated Goal) 1c. Setting Outcomes 2b. Culture for learning 2d. Student Behavior
To increase positive student behavior through tier two interventions. More specifically, by June 2016 students will show a 10% increase in behavior rating scales overall, 80% of the students will show at least an 80% on small group skill progress monitoring, and 80% of students on check-in/check-out will fade and graduate successfully.
What do you use?
Screening from Tier 1 to Tier 2 Interventions
Screening Process
We use Systematic Screening for Behavior Disorders (Walker & Severson, 1994)
Teacher Rankings (Universal) WSI (Walker Survey Instrument) Other data: Report Card (Citizenship) Attendance Nurse Visits ODRs
Small Group 4th Grade 9 male students 5 Special Education/504 7 diagnosed ADHD Identified as Tier 2 on screening process
SMART cards So I decided to try a hybrid - Checkin/Check-out + Small group skills training
Tier II Intervention Skillstreaming for all skills Classroom Survival Skills
SAMPLE 4th Grade SMART Card
5
6/16/2016
SMART Card In Group we learn new skill: model, practice, reinforce SMART Cards are taken for next week where teachers indicate score SMART Cards returned in group evaluated/reinforced
78.2%
Students making goal on the SMART Card Goals: -Good Listening, Following Directions, having materials ready for class, and ignoring distractions - based on Report Card Data
Five skills - average daily goal 80%
That’s all you ever talk about!!!
6
6/16/2016
Evidence based practices Why should you care? Researchers and companies have already determine these interventions work with treatment fidelity! Be a critical consumer The researchers found that students who chewed gum showed an increase in standardized math test scores and their final grades were better compared to those who didn't chew gum. Curriculums MUST be evidence-based for schools to utilize - why should counseling interventions/curriculum be any different. But what if have 0$ in my budget: ONE WORD: Advocacy Dimmitt, C. L., Carey, J. C., & Hatch, P. A. (2007). Evidence-based school counseling. Corwin: Thousand Oaks, CA.
Externalizing Students Externalizing Students ● BEP/CICO ● Check and Connect School Engagement Program ● Coping Power ● First Steps to Success ● SkillStreaming ● Incredible Years ● Strong Start (K-2); Strong Kids (3-5, 68); Strong Teens (9-12).
Internalizing Students ● ● ● ● ● ● ● ● ●
Coping Cat CBT BEP/CICO with slight modifications Psychoeducation Self-Monitoring Relaxation Training Adaptive Thinking Skills SkillStreaming Strong Start (K-2); Strong Kids (3-5, 68);Strong Teens (9-12)
Stormont, Melissa (2012-02-17). Academic and Behavior Supports for At-Risk Students: The Guilford Practical Intervention in the Schools (Guilford Practical Intervention in Schools). Guilford Press. Kindle Edition.
ASCA National Model
Dr. Tim Poynten
Digital Version comes with templates
EZ Analyze www.ezanalyze.com
Resources
7
6/16/2016
http://ies.ed.gov/ncee/wwc/
Karl Liedtka
Dr. Russ Sabella
Ready to use Data Tools
Data Boot Camp 2.0
http://www.doe.in.gov/studentservices/student-assistance/bestpracticeresearch-based-prevention-andintervention
Thanks! www.pbis.org
www.pbisworld.com
[email protected] http://www.hasdpa.net/Domain/93 2
8
Lisa Maloney, PhD, NCC, NCSC
Small Group Skills Training at the Secondary Tier
[email protected] http://www.hasdpa.net/Domain/932
Session Focus
Learning Objectives
How do you intervene with tier-two students with behavioral needs? Learn to use screening data to identify specific focus skills these students need. Address how to help students set SMART goals. Gain resources and knowledge in evidencebased practices for small-group skills training, such as social interactions, friendship-making skills and classroomadjustment skills. Focus on how to evaluate the effectiveness of the small-group skills training.
Session attendees will: ● 1. Gain knowledge in using screening data to identify specific focus skills to support students in need. ● 2. Gain understanding and resources in assisting students in setting SMART goals based on their skill practice. ● 3. Gain resources and knowledge in evidence-based practices for small group skills training (e.g. social interactions, friendship making skills, classroom adjustment skills). ● 4. Gain understanding and resources on how to generalize skill strategies from the school counselor office to the classroom and home. ● 5. Gain understanding and resources on how to evaluate the effectiveness of the small group skills training.
My Study • The purpose of this study is to compare effectiveness of two treatment interventions (BEP/CICO and Strong Kids small group skills training) across two groups at the second tier. Specifically, student problem type (internalizing or externalizing) will be evaluated with treatment outcomes to determine which intervention is more successful. In addition, the interventions will be evaluated in terms of treatment integrity with typical school personnel (school counselors) and perception of social validity.
Research Design •
Randomized pretest-posttestfollow-up group block design. • Students were First separated into problem type • Internalizing • Externalizing •
Students were then randomly assigned to one of two treatment groups • BEP/CICO • Strong Kids small Group
● Pre-test data collected ● Measure - WSI – 19 item teacher rating scale with three sub-scales (TeacherPreferred Social, PeerPreferred Social, and School Adjustment) (Walker & McConnell, 1998). ● Interventions implemented – 8 weeks – Fidelity checks conducted ● Post-test data collected + 4 months ● Measure – WSI and Social Validity Surveys
1
6/16/2016
The Behavior Education Program (BEP/CICO) • Clearly defined expectations • Instruction on appropriate social skills • Positive reinforcement • Consequences for problem behavior • Positive contact with adult in school • Opportunities for self management • Home-school collaboration (Crone et al., 2010)
Strong Kids – Small Group Social Skills Training Curriculum
BEP Implementation Cycle
Statistical Results WSI Total Score
12 lessons over eight weeks • Emotional Strength training • Understanding your feelings • Dealing with anger • Understanding other peoples feelings • Clear thinking • Positive thinking • Solving people problems • Stress reduction • Goal Setting (Merrell et al., 2007)
Paired Sample t-tests on the interaction between Time and Problem-Type - WSI Total Score Internaliz
Pair 1
Time 1
Paired Sample t-tests on the interactions between Time and Intervention Group - WSI Total Score
t
p
d
-3.95
*.000
.935
-3.704
*.000
.809
ing
Pair 1
Time 1
t
p
d
-5.811
*.000
1.27
-2.202
*.021
.531
-4.350
*.000
1.08
-2.381
*.015
.561
Kids Small Time 2
Externali
Strong
Pair 1
Time 1
Group Time 2
zing Pair 2
Time 2
Time 2 Time 3 Pair 2
Time 2
-2.217
*.020
.508
-4.855
*.000
1.11
Pair 3
Time 1
Time 3 Time 3 Pair 3
Time 1
BEP/CIC
Pair 1
Time 1
Time 3 O Time 2
2
6/16/2016
Paired Sample t-tests on the interaction between Time and Problem Type – WSI Teacher Preferred Social t
WSI Teacher-Preferred Social SubScale
Externali
Pair 1
Time 1
p
d
-2.386
*.013
.522
-2.522
*.010
.581
-4.577
*.000
1.05
zing Time 2 Pair 2
Time 2 Time 3
Pair 3
Time 1 Time 3
Paired Sample t-tests on the interaction between Time and Problem Type - WSI Peer Preferred Social
WSI – Peer Preferred Social Subscale
Internaliz
Pair 1
Time 1
t
p
d
-5.064
*.000
1.19
2.264
**.020
.605
-2.611
*.008
.570
-3.098
*.003
.711
ing Time 2 Pair 2
Time 2 Time 3
Externali
Pair 1
Time 1
zing Time 2 Pair 3
Time 1 Time 3
Paired Sample t-tests on the interaction between Time and Intervention Group - WSI Peer Preferred Social
Strong
Pair 1
Time 1
WSI – School Adjustment Scale t
p
d
-4.266
*.000
.951
-3.446
*.001
.835
-2.861
*.005
.673
Kids Small Group Time 2 Pair 3
Time 1 Time 3
BEP/CI
Pair 1
Time 1
CO Time 2
3
6/16/2016
Paired Sample t-tests on Time and School Adjustment Scale
Time
Pair 1
Time 1
Nerdy stuff (My study) - here is what I found
t
p
d
-3.635
*.000
.572
-1.664
.053
.326
-3.090
*.002
1.10
Time 2 Pair 2
Time 2 Time 3
Pair 3
Time 1 Time 3
More Nerdy Stuff (My study again) -In both groups (Int. vs. Ext), post-test scores were significantly higher than at pre-test, but were not different from each other. (WSI Total and Peer Preferred Social) – Both interventions are effective •Students in externalizing group showed significant long-term maintenance gains over time as opposed to internalizing students at post-test and at four month follow-up on the WSI total, WSI peer-preferred, and WSI teacher-preferred sub-scales (difference in skills addressed for each intervention) •Internalizing students significantly decreased on maintaining peer-preferred behaviors (behaviors are subtler than externalizing, difficult to detect)
Obligatory MTSS Pyramid Slide
•In both groups, post-test scores were significantly higher than at pre-test, but were not different from each other. (WSI Total and Peer Preferred Social) •Strong kids is comparable to BEP/CICO, higher d •Students in small group showed significant long-term maintenance gains over time as opposed to students in BEP/CICO at post-test and at four month follow-up on the WSI peer-preferred social skills sub-scale (Skills taught vs. reinforcement)
MTSS Tier One Strong Tier One
2015-2016 Goal Evaluation Action Research Measurable including pre-/post
4
6/16/2016
PAETEP (Differentiated Goal) 1c. Setting Outcomes 2b. Culture for learning 2d. Student Behavior
To increase positive student behavior through tier two interventions. More specifically, by June 2016 students will show a 10% increase in behavior rating scales overall, 80% of the students will show at least an 80% on small group skill progress monitoring, and 80% of students on check-in/check-out will fade and graduate successfully.
What do you use?
Screening from Tier 1 to Tier 2 Interventions
Screening Process
We use Systematic Screening for Behavior Disorders (Walker & Severson, 1994)
Teacher Rankings (Universal) WSI (Walker Survey Instrument) Other data: Report Card (Citizenship) Attendance Nurse Visits ODRs
Small Group 4th Grade 9 male students 5 Special Education/504 7 diagnosed ADHD Identified as Tier 2 on screening process
SMART cards So I decided to try a hybrid - Checkin/Check-out + Small group skills training
Tier II Intervention Skillstreaming for all skills Classroom Survival Skills
SAMPLE 4th Grade SMART Card
5
6/16/2016
SMART Card In Group we learn new skill: model, practice, reinforce SMART Cards are taken for next week where teachers indicate score SMART Cards returned in group evaluated/reinforced
78.2%
Students making goal on the SMART Card Goals: -Good Listening, Following Directions, having materials ready for class, and ignoring distractions - based on Report Card Data
Five skills - average daily goal 80%
That’s all you ever talk about!!!
6
6/16/2016
Evidence based practices Why should you care? Researchers and companies have already determine these interventions work with treatment fidelity! Be a critical consumer The researchers found that students who chewed gum showed an increase in standardized math test scores and their final grades were better compared to those who didn't chew gum. Curriculums MUST be evidence-based for schools to utilize - why should counseling interventions/curriculum be any different. But what if have 0$ in my budget: ONE WORD: Advocacy Dimmitt, C. L., Carey, J. C., & Hatch, P. A. (2007). Evidence-based school counseling. Corwin: Thousand Oaks, CA.
Externalizing Students Externalizing Students ● BEP/CICO ● Check and Connect School Engagement Program ● Coping Power ● First Steps to Success ● SkillStreaming ● Incredible Years ● Strong Start (K-2); Strong Kids (3-5, 68); Strong Teens (9-12).
Internalizing Students ● ● ● ● ● ● ● ● ●
Coping Cat CBT BEP/CICO with slight modifications Psychoeducation Self-Monitoring Relaxation Training Adaptive Thinking Skills SkillStreaming Strong Start (K-2); Strong Kids (3-5, 68);Strong Teens (9-12)
Stormont, Melissa (2012-02-17). Academic and Behavior Supports for At-Risk Students: The Guilford Practical Intervention in the Schools (Guilford Practical Intervention in Schools). Guilford Press. Kindle Edition.
ASCA National Model
Dr. Tim Poynten
Digital Version comes with templates
EZ Analyze www.ezanalyze.com
Resources
7
6/16/2016
http://ies.ed.gov/ncee/wwc/
Karl Liedtka
Dr. Russ Sabella
Ready to use Data Tools
Data Boot Camp 2.0
http://www.doe.in.gov/studentservices/student-assistance/bestpracticeresearch-based-prevention-andintervention
Thanks! www.pbis.org
www.pbisworld.com
[email protected] http://www.hasdpa.net/Domain/93 2
8
