Copyright © 2010 by Bob Algozzine, Ann P Daunic, and Stephen W Smith First Skyhorse Publishing edition 2015 All rights reserved No part of this book may be reproduced in any manner without the express written consent of the publisher, except in the case of brief excerpts in critical reviews or articles All inquiries should be addressed to Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018 Skyhorse Publishing books may be purchased in bulk at special discounts for sales promotion, corporate gifts, fundraising, or educational purposes Special editions can also be created to specifications For details, contact the Special Sales Department, Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018 or info@skyhorsepublishing.com Skyhorse® and Skyhorse Publishing® are registered trademarks of Skyhorse Publishing, Inc.®, a Delaware corporation Visit our website at www.skyhorsepublishing.com 10 Library of Congress Cataloging-in-Publication Data is available on file Cover design by Karine Hovsepian Print ISBN: 978-1-63220-563-6 Ebook ISBN: 978-1-63220-979-5 Printed in the United States of America Contents Acknowledgments About the Authors About the Contributors Introduction: Changing the Lives of Students With Problems Prevention Science and Practice Bob Algozzine, Ann P Daunic, and Stephen W Smith What We Know About Prevention Practice What We Know About Response to Intervention What We Know About Behavior and Achievement An Illustration From Practice Preschool Behavior Support Bob Algozzine, Kate Algozzine, and Tina McClanahan Importance of Teaching Social Skills in Preschool Effective Practices for Teaching Social Skills to Young Children Teaching Young Children How to Behave in Social Settings An Illustration From Practice Schoolwide Positive Behavior Support Ya-yu Lo, Bob Algozzine, Kate Algozzine, Rob Horner, and George Sugai Definition and Importance of SWPBS Characteristics and Effective Practices of SWPBS Effectiveness of SWPBS Perspective on Schoolwide Positive Behavior Support An Illustration From Practice Cognitive-Behavioral Interventions in School Settings Stephen W Smith and Ann P Daunic Cognitive-Behavioral Interventions Theoretical Underpinnings of CBI Current Research on CBI School-Based CBIs A CBI Example Summary An Illustration From Practice Social Skills Instruction and Generalization Strategies Debra Kamps Social Skills, Social Competence, and Curricula Generalization of Social Skills and Building Performance Competence Why Social Skills Programs Sometimes Fail Gaining Community Support for Social Skills Training Importance of Improving and Generalizing Social Skills Conflict Resolution, Peer Mediation, and Bullying Prevention Ann P Daunic and Stephen W Smith Some Program Definitions A Developmental Framework Characteristics of Effective CRE Programs How to Sustain CRE and Bullying Prevention Programs Concluding Thoughts An Illustration From Practice Classroom Interventions and Individual Behavior Plans Doug Cheney and Kelly Jewel What Educators Should Know About the RTI Model RTI as a Schoolwide and Classroom Management Approach Effective Classroom Management Approaches Tier II Behavior Plans for Students Behavior Planning for Tier II Students Summary of Tier II Behavior Planning Individualized Behavior Intervention Plan (BIP) Conclusion Effective Home-School Partnerships Hazel Jones The Importance of Home-School Partnerships Principles and Key Features of Home-School Partnerships Characteristics of Effective Home-School Partnerships Home-School Partnerships and Challenging Behavior An Illustration From Practice Community and Interagency Partnerships Peter E Leone and Robert Bartolotta Poverty, Immigrant Status, and Risk Interagency Approaches to Preventing Problem Behavior Core Principles and Governance Structure Linkages to Learning in Action Evaluating the Effect of Linkages to Learning on Children and Families Preventing Problem Behaviors With Community Partnerships 10 Culturally Responsive Teaching Festus E Obiakor, Jeffrey P Bakken, Cynthia Simpson, and Bob Algozzine Culture and Today’s Classrooms Culturally Responsive Teaching Teaching Appropriate Behavior Teaching Behavior to CLD Learners Conclusion Illustrations From Practice 11 Monitoring Student Progress and Evaluating Prevention Practices Bob Algozzine and Kate Algozzine Monitoring Student Progress in Preventive Interventions Evaluating Outcomes of Prevention Efforts Designing Program Evaluations Measurement Issues Common Hazards in Program Evaluation Disseminating Evaluation Information Measuring Success of Prevention Programs 12 Building and Sustaining Effective Prevention Practices Ann P Daunic, Stephen W Smith, and Bob Algozzine Building Effective Prevention Practices Sustaining Effective Prevention Practices Putting It All Together Postscript Bob Algozzine, Robert Putnam, and Rob Horner Index 10 Free ebooks ==> www.Ebook777.com Schoolwide Positive Behavior Support (SWPBS) systems, 33, 96–97, 97 (figure), 133, 220 action plans, contextual fit/integrity checks and, 42–43 agenda/policies, clarity in, 36 agreements/commitments in, 41–42, 43 applied behavior analysis and, 35 behavioral expectations instruction and, 21–22, 22 (figure), 36 case example of, 46–47 characteristics of, 41–43 data-based decision making and, 20–21, 26, 37, 41 definition and description of, 20, 34–39 effective applications of, 43–46 evidence-based/research-validated practices and, 37 functional approach of, 38, 39 (figure) functional behavioral assessment and, 41 importance of, foundational elements in, 35–36 individual student support and, 39, 40–41 552 www.Ebook777.com Free ebooks ==> www.Ebook777.com intervention decisions and, 26 leadership, strength of, 41 multisystems approach of, 37–38, 39 outcomes evaluation/practices modification and, 26–27 planning process and, 26 positive classroom environment and, 24, 26 praise/happy talk and, 23, 23 (figure) preschool classrooms and, 20–27 prevention approach of, 35–36, 39–41 problem behaviors, challenges of and responses to, 33–37 progress monitoring and, 26 prosocial behaviors, 35–36 readiness to learn and, 28 rewards and, 23–24, 24 (table), 25 (figure), 37 Stages of Learning Chart and, 27, 27 (table) student diversity and, 36 targeted group support and, 39, 40 team-based decision making and, 20–21 553 www.Ebook777.com Free ebooks ==> www.Ebook777.com team-based staff development/participation and, 37 triangle logic of prevention and, 39–41 universal support and, 39, 40 See also HighScope Perry Preschool Project; Preschool Behavior support; Tier II interventions Seclusionary time-out, 54 Second Step curriculum, 57, 76 Secondary prevention strategies, 3, 5, 39, 40 Self-assessment, 177 Self-esteem instruction, 76 Self-instruction, 55–56, 74, 88, 93 Self-management: prompt cards, 93, 94 (table) prompts and, 90 recess behaviors and, 90–93, 91–92 (figures) Self-regulation strategies: classroom environment modifications, 16–17 (table) cognitive-behavioral approaches and, 54–55 554 www.Ebook777.com Free ebooks ==> www.Ebook777.com recess behaviors and, 90–93, 91–92 (figures) self-instruction and, 55 self-talk/inner speech and, 55–56 social skills practice and, 82–83 See also Cognitive-behavioral interventions (CBIs) Skillstreaming curriculum, 75, 78, 80–81 Small-group social skill instruction, 10 Small-group supplemental instruction, Social competence, 72–74, 73 (table), 76 Social incompetence, 72 Social learning theory, 71, 75 Social Response to Intervention System (SRIS), 42, 140–141, 144 Social rewards, 85 Social services, 167, 168–169, 171, 172, 178 Social skills: antisocial behaviors, 71, 72 classroom survival skills, 73 (table) 555 www.Ebook777.com Free ebooks ==> www.Ebook777.com coping-with-stress skills, 73 (table) emotion management skills, 73 (table) evidence-based findings on importance of, 15–16 friendship-making skills, 73 (table) prosocial behavior, predictive value of, 15 resilience and, 72 school adjustment/success and, 15 skill alternatives to aggression, 73 (table) social-emotional competence, 15, 16, 72 See also Social skills instruction Social skills instruction, 71–72, 224 ASSIST program and, 75–76, 77 behavioral disorders and, 81–82, 87–88, 93 behavioral expectations instruction, 21–22, 22 (figure) Building Self-Esteem curriculum, 76 Bully-Proofing Your School curriculum, 76 components of, 100, 101 (table) 556 www.Ebook777.com Free ebooks ==> www.Ebook777.com Creating a Caring Classroom curriculum, 76 culturally/linguistically diverse students and, 187 curriculum selection for, 74–77 direct instruction procedures and, 77, 78 (table) effective instructional strategies, 77–83, 78 (table) effectiveness data, 81–83 generalization strategies and, 74, 76, 77, 78, 79–81 (figures), 83–99 group contingencies and, 93–96 group social skills instruction, 82 home-school collaboration and, 98–99 internalizing behaviors and, 72 modeling and, 72, 76, 77, 78, 80–81, 100 multicomponent interventions and, 96–99, 97 (figure) overlearning and, 77 peer-mediated strategies and, 86–90 Play Time/Social Time program, 76, 85–86 practice opportunities and, 82–83 557 www.Ebook777.com Free ebooks ==> www.Ebook777.com preschool students and, 14–16, 20–27 program failure and, 74, 99–100 public policy and, 102 recess behaviors, improvement in, 88, 89–93, 91–92 (figures) reinforcement and, 84–86 replacement skill development and, 74, 75 resources for, 110–111 Responsive Classroom program, 76–77 schoolwide/tiered models, 96–97, 97 (figure) Second Step curriculum, 76 self-regulation strategies, 74, 90–93, 91–92 (figures) skill acquisition/performance and, 74 Skillstreaming curriculum and, 75, 78, 80–81 socially competent behaviors and, 72–74, 73 (table) targeted social skills instruction, 89 See also Generalization promotion; HighScope Perry Preschool Project; Schoolwide Positive Behavior Support (SWPBS) systems 558 www.Ebook777.com Free ebooks ==> www.Ebook777.com Social-emotional competence, 15 Special education services: home-school partnerships and, 157–158 parent involvement in, 155–156 problem behavior patterns and, 3–4, referrals to, 40 See also Home-school partnerships; Response to Intervention (RTI) Stages of Learning Chart, 27, 27 (table) Standardized assessment instruments, 206 Standardized rating scales, 206 Standardized tests, 14, 102 See also Designing program evaluations Steps to Respect: A Bullying Prevention Program, 129 Student demographic factors, 4, 10, 36, 181–182 Student roles: behavior-academic achievement link and, 8–10 559 www.Ebook777.com Free ebooks ==> www.Ebook777.com preschool behavior problems, interventions for, 16, 16–17 (table) See also Peer mediation programs; Teaching/learning process Suspension, 46, 114, 204 Systematic direct observation (SDO), 198 Systematic Screening for Behavior Disorders (SSBD), 138 Systems approach: political capital and, 172 systems of care, Teacher preparation programs, 162 Teacher roles: effective practices and, 13 intervention tier selection and, preschool behavior problems, interventions for, 17–18 (table) professional development needs and, See also Culturally responsive teaching; Learning problems; Teaching/learning process Teacher think-alouds, 55, 59 560 www.Ebook777.com Free ebooks ==> www.Ebook777.com Teacher-Child Rating Scale (T-CRS), 176 Teaching Family model, 95 Teaching/learning process: behavior-academic achievement link, 8–10, 223–225 overlearning, 77 prevention, logic of, reteaching/booster sessions, 65, 66 (figure) Stages of Learning Chart, 27, 27 (table) team-based staff development/participation, 37 See also Culturally responsive teaching; Instructional issues; Learning problems; Linkages to Learning (LTL) program;Response to Intervention (RTI); Social skills instruction Team roles: behavior intervention plans and, 145 grade-level teams, positive behavior support and, 20–21 school teams, team-based staff development/participation, 37 561 www.Ebook777.com Free ebooks ==> www.Ebook777.com Tertiary prevention strategies, 3, 5, 39, 40–41 Tier I interventions, 5, 6–7 Tier II interventions, 5, 7, 8, 134, 137 authoritative vs authoritarian coaching and, 143 Behavior Education Program and, 139, 141, 144 behavior intervention plans and, 144–145, 147, 147–148 (table), 150, 151 (figure) behavior planning and, 138–144 behavior team members, formal/informal assessments and, 145 case example of, 146 Check & Connect program and, 139 daily behavior progress report cards and, 139, 140 (figure), 141, 142, 144 evidence-based practices and, 147, 149, 149–150 (table) functions of behaviors, focus of interventions and, 149, 149–150 (table) instructional time, regular feedback and, 141 office discipline referrals, frequency of, 138, 144 562 www.Ebook777.com Free ebooks ==> www.Ebook777.com parent involvement in, 144 positive social behavior, increased reinforcement for, 141–142 progress monitoring and, 142–143, 142 (figure), 146 skill deficits, attention to, 150 Social Response to Intervention System and, 140–141, 142, 144 student-staff relationships, quality of, 143–144 students, systematic identification of, 137–138 supervision/monitoring and, 139–141 Systematic Screening for Behavior Disorders and, 138 unconditional positive regard and, 143 Tier III interventions, 5, 7, 8, 134 Time-out procedures, 54 Token systems, 54, 85–86 Tools for Getting Along curriculum, 57–68 See also Cognitive-behavioral interventions (CBIs) The Tough Kid Social Skills Book, 76, 86 563 www.Ebook777.com Free ebooks ==> www.Ebook777.com Transfer of learning, 74, 76, 77, 78, 79–81 (figures), 83–84 See also Generalization promotion Transition times, 88 Treatment fidelity See Fidelity of interventions Triple A Strategy: ASSESS, AMEND, and ACT, 87–88 Trust building, 156, 159, 161 Tutoring: cross-age peer tutoring, 93 Linkages to Learning and, 172 Unconditional positive regard, 143 Universal prevention strategies, 40 cognitive-behavioral interventions, 56 direct behavior/academic skill instruction, 196 Urban environment: disruptive behaviors, high status positions and, 72 early intervention, community partnerships and, 169–170, 170 (figure) emotional and behavioral disorders and, 98 564 www.Ebook777.com Free ebooks ==> www.Ebook777.com settlement houses, 171 See also Culturally responsive teaching; Linkages to Learning (LTL) program U.S Bureau of Justice Statistics, 213 U.S Department of Education, 172, 213, 219 Valid measurement procedures, 208, 209 Validity: construct validity, 208 criterion-related validity, 208 social validity, 124 Verbal harassment issues, 127–128 Verbal praise, 142 Violence prevention programs See Safe schools; School violence prevention; Youth violence Walker Social Skills Curriculum, 87–88 What Works Clearinghouse, 139 Withdrawn behaviors, 217 Working Together: Building Children’s Social Skills Through Folk Literature curriculum, 87 565 www.Ebook777.com Free ebooks ==> www.Ebook777.com Working Together to Resolve Conflict (WTRC), 117–118, 128 World Health Organization (WHO), 113 Wraparound services, 41 Youth violence, 113–114 early warning signs of, 217–219 high-profile violent events, 113 prevalence of, 213–214 See also Safe schools; School violence prevention Zero-tolerance policies, 102 566 www.Ebook777.com ... Classroom Management Approaches Tier II Behavior Plans for Students Behavior Planning for Tier II Students Summary of Tier II Behavior Planning Individualized Behavior Intervention Plan (BIP) Conclusion... interests include Schoolwide Positive Behavior Support, emotional and behavioral disorders, applied behavior analysis, organizational management, and classroom and behavior management He has been a... Journal of Emotional and Behavioral Disorders, an Associate Editor for Intervention in the School and Clinic, and a Consulting Editor for Behavioral Disorders and Beyond Behavior He cochaired Washington’s