Hello, Update, & Goodbye - Improving Behavior one H. U. G. at a time
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Hello,
Update,
&
Goodbye Improving Behavior
one
A Targeted Intervention
H. U. G. at a time
Presenters:
Pam Hallvik, PBIS Consultant/Coach
Lindsey Pratt, PBIS Coach, TTSD
Erin Gillam, School Psychologist, TTSD
Today’s Goals Define the core features of Targeted Interventions. Explain the logistics of operating the H.U.G. system, i.e., who, what, when, how. Provide empirical evidence supporting H.U.G. and practical examples from elementary schools. Self-assess if H.U.G. is appropriate for your school.
Hello ~ Update ~ Goodbye
… a targeted intervention
A check in/check out system that provides
structured attention and guidance throughout
the school day
A system for providing targeted feedback,
reinforcement and positive attention from adults
A team approach connecting school and home
Tertiary Prevention:
Specialized
Individualized
*Systems for Students with ~5%
High-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of
Students
What do Targeted Interventions do?
Target the reinforcement to function of the
behavior:
Increase access to adult or peer attention
Increase access to activity choice
Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007
Why does H.U.G. work?
Provides more structure throughout
the day
Designed to ensure students
succeed, with support
Increases opportunities for positive
attention and feedback
Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007
Why does H.U.G. Work? Can be applied in all school locations Provides more positive reinforcement Encourages more home and school communication Organized to morph into a self- management system Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007
A Little Data
During a 3-year study in TTSD with over 150
students on H.U.G. plans
Number of days absent decreased by 25%
Number of suspensions decreased by 56%
Average number of ODRs decreased by 22%
Prerequisites for H.U.G. Ensure school-wide PBIS is in place Establish student goal(s) Create written guidelines and train teachers and parents on process Develop a home report process Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007
Create Clear Guidelines
Brief1-2 pages of information for families & staff
Include:
Name and contact info of coordinator
Purpose of the intervention and expected student
outcome(s)
Screening and selection criteria as well as general
decision rules
Daily procedures
Procedures for training staff, students, families, and
others
Data collection plan
Decision-making cycle and who is responsibleSample Guidelines
Requirements for H.U.G.
Adequate resources (admin, team)
Continuous monitoring of daily goal points
Time for coordination (3-4 hours per week)
Clear criteria for entry into and exit from the
intervention
Student is interested in participating
Source: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007Which students are right for
H.U.G.?
Students who are not responding to SWPBIS
expectations
Students who have difficulty with work completion
and attention
Function of student misbehavior is attention driven
Students who are NOT in crisis or in need of an
individual behavior planWhich Students Need H.U.G.?
Which Students Need H.U.G.?
Which students are we choosing? From: PBIS Apps
“There is no
significant
learning without
a significant
relationship.”
~ James ComerGetting Started 1. Teacher/staff refers 3. Contact parent to student discuss H.U.G. system 2. Teacher and H.U.G. 4. H.U.G. Coordinator Coordinator identify and teacher meet with problem behaviors, the student to explain discuss what has been the system and goals tried in past interventions, and choose goals
Morning - Hello • A positive, sincere greeting • A quick check to see if child is prepared for the day (breakfast, backpack, etc.) and to learn how child is feeling (how did the morning go?) • Collection of previous day’s HUG form signed by parents (optional) • Review of goals and encouragement to have a great day • A new HUG form
Beginning of the Day
Beginning of the Day
During the Day
Update
• Child gives HUG form to teacher (Teacher
may need to prompt for this until it becomes
a habit.)
• Teacher and other staff rate student’s
behavior for specified time periods
• Teacher offers brief, positive comments to
students about the ratingsIt’s Easy to Do
End of the Day - Goodbye • Student returns HUG form to HUG coordinator prior to last bell • Student receives a positive, sincere greeting • Review goal chart and record today’s data • Provide reward and encouragement and problem solve any areas of concern • HUG forms go home
End of the Day
End of the Day
Roles and Responsibilities HUG Coordinator Teacher § Facilitates check in- § Accepts HUG form check out process § Evaluates students § Provides positive § Provides specific, feedback and rewards positive feedback after § Collects HUG forms, each rating period (not ensures data is entered, “in bulk”) reviews progress, and § Meets/checks-in makes changes if regularly with H.U.G. necessary. Coord. On progress.
More Roles and Responsibilities
Parents Students
§ Review progress with § GIVE IT YOUR BEST!!
child daily
§ Provide positive
feedback
§ Share concerns and
celebrations with
schoolHUG
(Hello, Update, Goodbye)
Eli Date: _______________________
Please indicate whether the student has met the goal during the time period indicated.
Meets: J (2 points) So, so: K (1 point) Doesn’t meet: L (0 points)
Goals Morning Specials Afternoon
Be Safe: I keep my hands and feet to myself. J K L J K L J K L
Be Responsible: I will stay on task and actively
participate J K L J K L J K L
Be Kind: I will be a good friend to classmates J K L J K L J K L
Total Points
Teacher Initials
HUG Daily Goal _____/18 HUG Daily Score _____/18
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
____________________________________________________________________
Parent’s Signature and Comments: _________________________________________H.U.G. Home Report
Name: _____________________________
Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:________________
Something I will work on tomorrow is: _______________
Comments:
Parent/Guardian Signature ________________________
Comments: _______________________________________
Horner, Sugai, Todd, Rossetto-Dickey,
Anderson, Scott 2007CICO at SWIS
Student: John Jones
http://www.swis.orgChart and review progress at least
weekly using Excel or CICO
Emily's HUG Chart
Goal 9, Max. Points 12
14
12
10
8
6
4
2
0
Date 5-Feb 6-Feb 7-Feb 8-Feb 9-Feb 12-Feb 13-Feb 14-Feb 15-Feb 16-Feb 21-FebAverage Daily Points
What Could Possibly Go Wrong?
Key Points: Students should be making 80% of their total daily points for 4-6 weeks before “moving to the next level.” Within the first several days, it will be apparent if the plan needs to be “tweaked” or adjusted down. It is imperative that the child experience success from the beginning, even if it means starting with a lower goal.
General Decision Rules From: PBIS Apps
Moving to the next level:
We want self-managers
Embed self-management strategies:
Teach students to self-record, check for accuracy by
comparing with teacher’s rating
Reduce check points during the day
Extend time between reinforcers
Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007Shaking it Up…Individualizing HUG “Showin’ Up” Create point column for check-in and check-out – get extra bonus pts. for showing up. “Doublin’ Up” Award student double points during consistently difficult times of day. “Cashin’ In” Create a list of opportunities that can be earned over time. “Mandatory Periods for Points”
Critical Elements For Success Use data to look at the WHOLE child Find as many school staff as possible to celebrate ANY goal successes The check-in person MUST be positive and consistent Individualize plans and rewards with creativity, flexibility and authenticity
Is the H.U.G. System right for your
school?
Faculty and Staff Commitment
Are there students with multiple referrals?
Are staff willing to commit 5 min per day per student?
Is H.U.G. a reasonable option for you?
(Remember, H.U.G. does NOT replace need for individualized
supports within and outside of the classroom.)
Team Available
H.U.G. Coordinator (reviews data weekly)
H.U.G. Check-in Person (mornings and afternoons)
Intervention Team (meets at least monthly) to review progress
of the intervention (this is the PBIS/EBIS team)
Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007H.U.G. Implementation What are the starting roadblocks that may surface for your school? Using the resources you have, how might you overcome these challenges?
Questions to take
back to your school
Who could be our H.U.G coordinator?
What resources does our school have to
support H.U.G.?
What student data do we collect that can
be used in making decisions for H.U.G.?
How will we get commitment or buy-in
from staff?Never underestimate
the power of a
H.U.G. . . .Thank you! Pam Hallvik –
phallvik@gmail.com
Lindsey Pratt –
lpratt@ttsd.k12.or.us
Erin Gillam –
legillam@ttsd.k12.or.usYou can also read
