Technical Assistance Partnership for Child and Family Mental Health

NOVEMBER2002

Q: What are some effective behavioral intervention strategies that work in schools? (Part 3)

This question is asked most frequently, and it does not have a short answer. Current research supports several different effective models of interventions. In order to provide communities with a comprehensive response, information and resources for this question were posted during September, October, and now in November. Last month, we focused on Early Intervention. This month, intensive interventions will be addressed. In addition, positive behavioral supports and interventions resources were provided on the resource section of this Web site in September.

The Three-Tiered Model for Prevention, Early Intervention, and Intensive Interventions

There are three major levels of intervention programs that should be included as a part of a comprehensive school plan. Each level addresses the needs of a different group of students and has different strategies. A comprehensive program should incorporate prevention programs, early intervention programs, and intensive intervention programs. In the Action Guide (Dwyer & Osher, 2000), this three-level approach to preventing violence and behavioral problems is depicted through the visual of a triangle with three layers. The bottom layer is prevention, which builds a schoolwide foundation for all students, the middle layer is early intervention for some students, and the smallest, top layer is providing intensive, targeted interventions for a few students.

Intensive Interventions

Intensive interventions are for the 3-10 percent of students with significant emotional and behavioral problems that cannot be fully addressed through the early intervention program. Intensive interventions should be individualized to a student and family and often benefit from the Wraparound process. Examples of intensive interventions include home-based services, respite care, individual group, or family therapy, therapeutic foster care, crisis intervention, intensive after-school programs and in-school aides, after-school behavioral support, flexible school days, flexible programming (such as a half day in public school and a half day in a day treatment program), and transportation aides.

When choosing strategies and programs to include in your comprehensive school plan, it is important to make sure that the scope of the program that you plan to implement matches the scope of your need. When choosing strategies and goals for the individual plans, it is important that clinical information and treatment goals include those related to academic and school-based outcomes as well.

When meeting the intensive needs of this population, the "planning centers" model can be very beneficial. The model was developed within the school to provide support to children and families. These centers (Promising Practices, Vol. III) facilitate the early identification of, and interventions into, problems that students are having. Staff can then work with students to teach them coping and problem-solving skills to manage their difficulties. These centers also serve to prevent the escalation of inappropriate behaviors by addressing academic, emotional, or behavioral problems before they become crises. However, the centers can additionally meet the "crisis" needs as well. They can provide a space and the trained personnel to appropriately deal with the intensive needs of the student or family for a few hours or up to several days if necessary, and a situation can be assessed for safety, appropriateness, and support. It is certainly appropriate to convene an individualized planning meeting with all stakeholders. The "wraparound" process can be framed as this approach.

Wraparound is a process of providing care for children and families at the individual level and involves the implementation of a community-level collaboration of services and supports, often called a system of care.

Researchers have described the Wraparound process as "a definable planning process involving the child and family that results in a unique set of community services and natural supports individualized for that child and family to achieve a positive set of outcomes" (Woodruff, Osher, Hoffman, Gruner, King, & Snow, 1999).

*Excerpts from a Technical Assistance Guide for Linking Mental Health Services and Social Services to Schools (Osher & Keenan, in press).

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	NOVEMBER2002 Q: What are some effective behavioral intervention strategies that work in schools? (Part 3) This question is asked most frequently, and it does not have a short answer. Current research supports several different effective models of interventions. In order to provide communities with a comprehensive response, information and resources for this question were posted during September, October, and now in November. Last month, we focused on Early Intervention. This month, intensive interventions will be addressed. In addition, positive behavioral supports and interventions resources were provided on the resource section of this Web site in September. The Three-Tiered Model for Prevention, Early Intervention, and Intensive Interventions There are three major levels of intervention programs that should be included as a part of a comprehensive school plan. Each level addresses the needs of a different group of students and has different strategies. A comprehensive program should incorporate prevention programs, early intervention programs, and intensive intervention programs. In the Action Guide (Dwyer & Osher, 2000), this three-level approach to preventing violence and behavioral problems is depicted through the visual of a triangle with three layers. The bottom layer is prevention, which builds a schoolwide foundation for all students, the middle layer is early intervention for some students, and the smallest, top layer is providing intensive, targeted interventions for a few students. Intensive Interventions Intensive interventions are for the 3-10 percent of students with significant emotional and behavioral problems that cannot be fully addressed through the early intervention program. Intensive interventions should be individualized to a student and family and often benefit from the Wraparound process. Examples of intensive interventions include home-based services, respite care, individual group, or family therapy, therapeutic foster care, crisis intervention, intensive after-school programs and in-school aides, after-school behavioral support, flexible school days, flexible programming (such as a half day in public school and a half day in a day treatment program), and transportation aides. When choosing strategies and programs to include in your comprehensive school plan, it is important to make sure that the scope of the program that you plan to implement matches the scope of your need. When choosing strategies and goals for the individual plans, it is important that clinical information and treatment goals include those related to academic and school-based outcomes as well. When meeting the intensive needs of this population, the "planning centers" model can be very beneficial. The model was developed within the school to provide support to children and families. These centers (Promising Practices, Vol. III) facilitate the early identification of, and interventions into, problems that students are having. Staff can then work with students to teach them coping and problem-solving skills to manage their difficulties. These centers also serve to prevent the escalation of inappropriate behaviors by addressing academic, emotional, or behavioral problems before they become crises. However, the centers can additionally meet the "crisis" needs as well. They can provide a space and the trained personnel to appropriately deal with the intensive needs of the student or family for a few hours or up to several days if necessary, and a situation can be assessed for safety, appropriateness, and support. It is certainly appropriate to convene an individualized planning meeting with all stakeholders. The "wraparound" process can be framed as this approach. Wraparound is a process of providing care for children and families at the individual level and involves the implementation of a community-level collaboration of services and supports, often called a system of care. Researchers have described the Wraparound process as "a definable planning process involving the child and family that results in a unique set of community services and natural supports individualized for that child and family to achieve a positive set of outcomes" (Woodruff, Osher, Hoffman, Gruner, King, & Snow, 1999). *Excerpts from a Technical Assistance Guide for Linking Mental Health Services and Social Services to Schools (Osher & Keenan, in press).

EducationFrequently Asked Questions