OCTOBER2002

Q: What are some effective behavioral intervention strategies that work in schools? (PART 2)

This question is asked most frequently, and it does not have a short answer. Current research supports several different effective models of interventions. To provide communities with a comprehensive response, information and resources for this question will be posted during September, October, and November. Last month, we focused on prevention. This month, early selected interventions will be addressed, and intensive interventions will be addressed in November. 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 
Three major levels of intervention programs should be included as 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.

Early Intervention

An early intervention or selected intervention program should focus on providing services to the 10% to 15 percent of students who exhibit early warning signs of violence or are at risk for problem behaviors. The Early Warning Guide (Dwyer, Osher, & Warger, 1998) defines the following Early Warning Signs for violence:

•  Social withdrawal

• Excessive feelings of isolation or being alone

• Excessive feelings of rejection

• Being a victim of violence

• Feelings of being picked on and persecuted

• Low school interest and poor academic performance

• Expression of violence in writing and drawings

• Uncontrolled anger

• Patterns of impulsive and chronic hitting, intimidating, and bullying behavior

• History of discipline problems

• History of violent and aggressive behaviors

• Intolerance for differences and prejudicial attitudes

• Drug use and alcohol use

• Affiliation with gangs

• Inappropriate access to, possession of, and use of firearms

• Serious threats of violence (also an imminent warning sign)

Failing to address problems early on-and before they become severe-with the 15% of students at risk, such as by early screening and interventions programs or even through schoolwide interventions such as PBIS programs, results in increased problems at all levels of the pyramid. Schoolwide programs that do not implement effective classroom behavior management strategies, discourage bullying, or ensure playground safety not only increase the level of behavior problems in some children but also can worsen conditions such as anxiety, depression, and AD/HD and lead to such other problems as school failure, learning problems, absenteeism, and early dropout. Unaddressed, such problems can be expected to affect the learning and behavior of children across an entire school (Children's Behavioral Alliance, 2002).

Examples of early intervention activities are buddy program for new students, peer mediation, peer tutors, scheduled communication with families and community agencies, defining expectations, teaching expectations, small-group activities, support groups, behavioral support plans, behavioral support centers, after-school programs, and dropout re-entry programs.

The" planning centers" model was developed in schools to support 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 prevent the escalation of inappropriate behaviors by addressing academic, emotional, or behavioral problems before they become crises.

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

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