effective intervention for challenging behaviour, bruce cull
TRANSCRIPT
Effective Intervention for Challenging Behaviour: Professional Development for a Diverse Workforce
Bruce Cull
Special Education
Ministry of Education
Ministry of Education Behaviour Services
Special Education provides services for children and young people with challenging behaviour:• Early Intervention: from birth – school. (Early Intervention Teachers, Psychologists, Kaitakawaenga)
• School focus– Ongoing and Reviewable Resourcing Schemes
(ORRS)– The Severe Behaviour Initiative; to year 10
(Psychologists, Special Education Advisors, Kaitakawaenga)
Origins of Effective Interventions for Behaviour Challenges (EIBC)
Rationale: EIBC founded on the need to; • improve effectiveness and consistency • align practice with the evidence around Functional Behaviour Analysis.• align practice with organisational values and principles• Improve targeting of services to children with highest level of need
A small project team was tasked with developing a sustainable professional development framework.
The Participants
• Psychologists• Special Education Advisors • Early Intervention Teachers • Resource Teachers Learning & Behaviour (RTLB)
Professional Learning and Development (Guskey)
Intentional, ongoing and systemic.
Integrated model based on a number of approaches• Training (N)• Assessment (N & D)• Study Groups (D)• Inquiry (N & D)• Mentoring (D)
This model integrates National and District designs
Overview of Programme Main Features
• Evidence: Reading and content
• Case Study Approach; In vivo. 2 or 3 cases
• Block Courses
• Study Groups:
• Evaluation and review of casework material
Pre-Reading
• An understanding of risks and pathways contributing and leading to anti-social behaviour
• Early identification and intervention
• The characteristics of functional behaviour assessment and effective, evidence based intervention.
• What works for and with Māori students.
• The practices valued by our clients, our practitioners and supported by the evidence (Specialist Service Standards).
Block Courses; Two 2 day Block Courses
Block 1 • The evidence• Interim Planning• Assessment and analysis• Reporting• Culturally Responsive PracticeBlock 2• Intervention (incl evidence)• Programme Monitoring and Outcome Measurement• Mediators• Peers• Culturally Responsive Practice
Study Groups
• Ten half-day session or equivalent
• Led by district trainers
• Focus on the Case Study Method
Case Study Method (CSM)
• A group narrative approach based on real life scenarios.
• Linking theory and knowledge with practical challenges and problems
• Each child/case is unique.
• Acknowledging the complexity of casework the focus is on the cases.
• No one person has all the knowledge.
Case Study Method Process (1)
Child scenarios that include relevant history and problem situation details for a child. Including…
how key people view the behaviour? What effect does it have on them?
The educational facility and programme Family issues Individual skills and activities What is a good day like? Child’s relationship with peers.
Case Study Method Process (2)
• The facilitator devises study questions
• Participants share initial ideas.
• Participants generate hypotheses
• The process demands the very best from each person
• All ideas are treated respectfully
Intervention Planning
The Four Component Intervention Plan;
1. Manipulation of learning environment
2. Teaching expected behaviour
3. Consideration of cognitive and emotional capability
4. Reactive strategies
Evaluation and Review of Casework
Evaluation criteria;• Consistency: Are there clear rationale and internal linkages?• Cultural issues: Are cultural issues considered throughout the work and integrated into the report?• Context and mediators: Does the report suggest a good contextual fit?• Four Component Intervention: Has the report attended to all four components of an effective intervention?
Overall Programme Evaluation
• Block course and study group evaluation• Individual casework evaluation • Whole Programme evaluation
Results: Case Study Reports (2007)
2007: VUW and SE evaluation:
Strengths • Constructive relationships with parents and educators • Good interagency collaboration despite challenges• Thorough assessment processes and data gathering methods• Strong ecological interventions
Challenges• Consideration of culture • Over emphasis on historical data (static influences) and diagnosis• The child’s voice missing• Lack of detail in interventions
Results: Case Study Reports (2008)
Strengths • Constructive relationships with mediators.• Good interagency collaboration.• Thorough assessment processes• Strong ecological interventions• Consideration of culture• Specific and child focussed intervention strategies
Challenges• Over-emphasis on historical data• Some interventions lack detail and consideration of doability.
Independent Evaluation (2007 programme only)
20 randomly selected case reports
Online survey of participants (335; n=169)
Results• 19 reports rated as satisfactory to exemplary
Participants;– were motivated by the programme– learned a lot– agreed that the content was relevant to their practice
General agreement that the programme – translated into effective practice– produced positive changes for the children and
families concerned.
Overall Strengths of the Programme• Most case study reports rated as satisfactory to exemplary • Block Courses rated as very useful • Significant improvements were noted in case study reports.• Study Groups universally highly regarded• Self rating of confidence and competence increased (pre-post measures).• Marked improvement in ability to provide a culturally appropriate and responsive service.• “Effective and acceptable approach for providing professional development to education consultants”. (Independent Evaluation)
Challenges and Barriers• Wide range of tools and methods
• Failure to detail the nature of interventions
• Early intervention
• Standards of reporting
• Other issues;
Historical and predisposing factors as influences on behaviour
Interagency collaboration Outcome/progress measurement
Summary: Critical Components for Success
1. An established evidence base
2. Credible presenters
3. Course content linked to actual case work
4. Collaborative problem solving/ Study Groups
5. Participants generate a product
6. Alignment of course expectations.
ReferencesBlissett, W., Church, J., Fergusson, D., Lambie, I., Langley, J., Liberty, K., Percival, T., Poulton, R., Stanley, P., Webster, M.L., Werry, J. (2009) Conduct Problems: Effective Programmes for 3-7 year olds. Wellington: Ministry of Social Development.
Church, J. (2003) The Definition, Diagnosis and Treatment of Children and Youth with Severe Behaviour Difficulties. Report to the Ministry of Education.
Guskey, T. (2000) Evaluating Professional Development. California. Corwin Press
Meyer. L. and Evans, I. (2006) Literature Review on Intervention with Challenging Behaviour in Children and Youth with Developmental Disabilities. Report to the Ministry of Education
Ministry of Education (2008) Ka Hikitia Key Evidence. Māori Education Strategy 2008-2012
Ministry of Social Development (2007) The Interagency Plan for Conduct Disorder/Severe Antisocial Behaviour 2007-2012