Structuring and Supporting Successful Programs for Students with Emotional and Behavioral Disabilities (EBD) and Chronic

Problem Behaviors

August 10th -11th, 2015

Lisa Hoyt, Ph.D.lisahoytphd@comcast.net

Bridget Walker Ph.D.bridgetwalkerphd@gmail.com

Welcome!

Take a moment to answer these questions:

1. Who are you and what do you do?

2. What is something fun you have done this summer?

3. What are you hoping to take away from today’s session?

Meet and Share

Introduce yourself to someone nearby and take 1 minute to share! We will switch a couple of times so listen for the signal-then find someone new to meet!

Go for It!

Agenda Day 1

Participants will be Introduced to Key Practices of Effective Programs for Students with EBD that includes:

Program Philosophy and Systems u Statement of Mission & Philosophical Frameworku Re-Education Philosophical Frameworku Reflective PracticeStructures of the EBD Programu Nine Stages Of Re-EDucationu Classroom Structure and Predictability u Rules, rituals, routinesu Classroom Structure Checklist

Agenda for Day 2

Participants will be Introduced to Key Practices of Effective Programs for Students with EBD that includes:

Climate and Group Process

u Transforming the Conflict Cycle to the Coping Cycle

u Social Emotional Learning & Prosocial Skill Development

Group ExpectationsBe Responsible

u Be an active participant

u Return promptly from breaksu Start/end on time

Be Respectfulu Use cell phone/laptop etiquette

u Use time well & meaningfully

u Ask relevant/clarifying questions*Be Kind/Professional

u Enter discussion with an open mindu Respond appropriately to others’ ideas

u Share the Air (Self Aware)

*“Your Turn” will provide a chance to ask individual or program specific questions of the presenters

The Three Tier Model Also Plays Out in Specialized Programs for Students with Challenging Behaviors

Your Turn

uWrite down three things you believe needs to be present in programs (schools, programs, &/or classrooms) to successfully support children and youth with EBD and related disabilities?

uShare it with someone near you.

How to Create Change that is Meaningful and is Sustainable?

“You can’t mandate what matters” (Fullan, 2007)

“Change is a journey not a blueprint” (Fullan, 2000)

program

Program Philosophy & Systems

Structure

Climate & Group Process

Individual Programming: Builds Academic and Social Competence

Statement of Mission and Philosophical Framework

Meaningful Family Development

Ongoing Professional D

evelopment

Cle

ar R

efer

ral

and

Rei

nteg

rati

on P

roce

ss

Balanced Behavior Management

Group Meetings & Pro-Social Skills Development

Effective Instructional Style & Strategies

Scheduled High Levels of Engagement

Effective Crisis PreventionD

ata

Bas

ed D

ecis

ion

Mak

ing

Rules, R

ituals, Routines

Posi

tive

Res

pons

es t

o Fe

elin

gs &

Nee

ds

Meaningful Overall AssessmentAcademic Accommodations and ModificationsUseful and Effective FBAs & BIPsCulturally Relevant Supports and InterventionsEffective Therapeutic Supports

Elements of an Effective Re-EDucation Program for the 21st Century

© Bridget Walker & Frank Fecser

What is the mission of your program?

Take a moment and write down your understanding of the mission or focus of the your program. This does not need to be fully developed but a list of ideas, bullet points, thoughts. We will have a discussion about these ideas as a group.

Discussion

Take a look at your mission statement bullet points. As a small group answer these questions.

1. Does any part of the mission statement seem difficult to implement or buy in to?

2. How does my/our current practice relate to the mission?

3. Where is the next starting point for the mission to be a reality?

4. What part of the mission do you see as most critical?

5. How can your team communicate the mission more effectively to key players in the program?

A History of Poor Outcomesu Cycle of poverty, school failure, antisocial behavior & criminality (Walker,

Ramsey, Gresham, 2004)

u Ongoing problems with discipline and antisocial behavior increase as students get older (Bradley, 2008)

u More academically capable, but fail more frequently (Bradley, 2008)

u More than half (55%) drop out of school (Bradley, 2008)

u Significant over-representation of children of color, while under identifying girls and students with internalizing issues (Hosp & Reschly, 2004)

u Increasingly low overall social and emotional functioning that continues into adulthood (Wagner, 2003)

Ongoing Issues with Access to Quality Services for Students with EBD

u Programs lack use of evidence based practices (Johns & Guetzloe, 2008)

u Programs have little access to mental health &/or behavioral support services (Wagner, et al., 2006)

u Students participate in general education less than other types of disabled peers (Wagner, et al., 2006)

u Students have lower participation rate in instructional activities than non-disabled peers (Bradley, 2008)

Ongoing Issues with Access to Quality Services for Students with EBD

u Shortage of highly qualified teachers with specific training & expertise (Henderson et al., 2005)

u Teachers report being under-prepared and lack necessary training (Cook, et al. 2003)

u Many program practices are inconsistent and utilize a punitive approach rather than strength based & proactive structures and interventions

Your Turn

u What are some of the issues that affect your ability to support meaningful change and improvements in the programs for students with EBD and related disabilities that you work with?

u Share with someone you have not yet talked with and then we will check in as a large group.

4 Components with Evidence-based practices/indicators (PEER-EBD) (Based on Walker & Fecser, 2002; 2007)

Four Domains/Areas (Internal consistency, alphas =.88-.94)

1) Classroom Foundation and Philosophy2) Classroom Structure3) Climate and Group Process

4) Individualized ProgrammingUsed in a number districts throughout the United States to

effectively improve programs for students with EBD and related disabilities.

Content Validity based on Literature Review and Panel of 32 National Experts in field of EBD

Factor Analysis confirms the fit across four factors (Tsai, 2011)

PEER-EBD Key Components of an Effective Specialized Program

Program Philosophy &

SystemsStructure

Climate & Group Process

Individual Programming

Builds Academic and Behavioral Competence

(Tsai, 2012; Walker & Cheney 2001, 2006; Walker & Fecser 2001, 2007)

• Statement of Mission & Philosophical Framework• Ongoing Professional Development• Meaningful Family Involvement• Clear Referral & Reintegration Process

Program Philosophy & Systems

• Balanced Behavior Management• Effective Crisis Prevention and Intervention• Schedule/High Level of Engagement• Data-based Decision Making

Structure

• Group Meetings and Prosocial Skills Instruction• Rules, Rituals, Routines• Effective Instructional Style & Strategies• Positive Responses to Feelings and Needs

Climate & Group Process

•Meaningful Overall Assessment (including transition)•Academic Accommodations & Modifications•Useful and Effective FBA & BIP•Wraparound Supports as appropriate•Culturally Relevant Supports and Interventions•Effective Therapeutic Supports

Individual Programming: Builds Academic and

Behavioral Competence

(Walker & Cheney, 2007 & 2014)

15 Minute Break

Does Philosophy REALLY Matter?

u Programs that have a well developed philosophical foundation that is used as part of ongoing decision making are more effective than those who do not.

u Provides a framework for decision making, program development and implementation.

(Cheney & Barringer, 1999; Senge, 2000)

Meaningful Philosophical Frameworks…

u Are strength based

u Integrate and align with evidence based practices

u Focus and unify the direction and approach of the program

u Provide a structure & foundation for problem solving and decision making

u Communicate focus and priorities of program to stakeholders

But What is Re-ED ?Re-EDucationfor children and youth with Emotional Disturbance

The Philosophical Framework of Therapeutic Re-EDucation

WAREA 2007

Nicholas

Hobbs, Ph.D.

Founder of

Project

Re-ED

Hobbs’ asked a different question…

Re-ED provides the framework for developing a program that can change the lives of our students.

We are here because we believe that we can make a difference

Special Education Glass of Water

The Roots of Project Re-ED

A grant for $2 million in 1961 from NIMH, awarded to Dr. Nicholas Hobbs at Peabody College

Established two short term residential schools (in TN and NC)

Funded a thorough program of controlled research

8 year demonstration project, with follow-up

What Does Re-ED Offer?

• The Re-ED philosophy, principles and practices have the unusual advantage of being applicable to the broad spectrum of children and families, with the incredible range of strengths and needs they represent.

•It also allows for the integration of a continuum of evidence based practices in a manner that supports the growth and development of our children and youth.

NIMH Panel of Visitors in 1980Reviewed Project Re-ED & Identified “notable

successes”

Project Re-EDucation study first funded by NIMH in 1961 (control/treatment design)

1- Body of functional concepts and procedures

2- Creation of the Teacher-Counselor role

3- Costs reasonable, results cost effective

4- Ecological concepts and Liaison function

5- Graduate training programs

Hobbs’ work in Re-ED laid the foundation for evidence based practices that have emerged over the last 50 years

WAREA 2007

Wellness, Strength, & Joy

uPositive Behavior Supports(www.pbis.org; Adelman & Taylor 1998; Horner & Sugai, 2000; Dunlap & Fox, 2007

uResilience Science(http://depts.washington.edu/sdrg/; Greenberg, 2004; Hawkins,Catalano & Miller 1982)

uReclaiming Children and Youth(www.reclaiming.com; Brendtro, Brokenleg, & Van Brockern, 1998 )

uPositive Psychology & Learned Optimism(www.centreforconfidence.co.uk; Frederickson, 2001; Frederickson & Joiner, 2002;

www.ppc.sas.upenn.edu; Seligman, 1991)

WAREA 2007

Unique Role of the Teacher/Counseloru Primary change agents are those who spend the most time with the

children

u Integrates educational and emotional supports and interventions within one role

u Create or contribute in large part to the child’s daily learning and experience

u Teach and support competencies in our kids that will help them in other parts of their lives

u Help students integrate new skills and abilities into other aspects of their lives. Connecting with home and community

u Available to support students during critical emotional moments of their lives (difficult as well as positive)

Competence Makes a Difference

Creating opportunities for children to explore and experience their talents and capabilities

u Increased opportunities to respond successfully results in improved academic performance and reduced behavior problems (Sutherland & Wehby, 2001; Sutherland, Wehby, & Yoder, 2002)

u Students can be taught to self-monitor and reinforce their own behavior (Maag, 1992; 2004)

u Cognitive Behavior Modification can be used to reduce problem behaviors, improve affect and mood, and improve social interactions (Maag, 2005; Singh, et al. 2007; Smith, Lochman & Daunic, 2005)

EcologyEmbedding meaningful interventions and supports within the

life of the child or youth.u Wraparound interventions supporting student and family

success (www.systemofcareillinois.org; Eber, Nelson, & Miles, 1997 )

u Building on family strengths and enhancing family involvement (www.rtc.pdx.edu; Friesen, 1996)

u Effective transition planning and supports (www.seattleu.edu/ccts/; Johnson, 2007; Wagner & Blackorby, 1996)

u Cultural competence and relevance are critical (http://cecp.air.org/cultural/Q_integrated.htm; Delpit, 1995; Patton & Townsend, 2001)

(Hoyt & Walker, 2015)

The Power of Key RelationshipsStudents who build strong positive relationships with school

staff have significant long term reductions in:

u Aggressivenessu Delinquencyu School Drop-outu Substance Abuseu Court Adjudicationsu Suspensions and Expulsionsu Academic Failureu Teen Pregnancy(Hawkins, Catalano, & Arthur, 2002)

A strong positive alliance with school staff is a key aspect of the development of resiliency.

Positive Key Relationships Can…

Students who build strong positive relationships with school staff showed significant increases in:

u Academic Performanceu Positive Social Interactions u Improved Parent Relationships u Student Self-Esteemu Work Completion u Sense of Safety at School(Hawkins, Catalano & Arthur, 2002)

Culture of Questioning

u Integration of emerging as well as proven evidence based practices

u Response to Intervention (RTI) or Multi-tiered Systems of Support (MTSS) drives problem solving and decision-making (Gresham, 2000; OSPI 2006;2015).1. Is the student demonstrating growth and improvement?

2. Are we implementing the most effective program?

3. What does our data and our relationship with the student tell us is the best next step?

4. Is what we are doing in the best interest of THIS child?

u Willingness to challenge assumptions at the policy and practice levels

WHAT DO WE KNOW ABOUT PREVENTING VIOLENT BEHAVIOR?

u Surgeon General’s Report on Youth Violence (2001)

u Coordinated Social Emotional & Learning (Greenberg et al., 2003)

u Center for Study & Prevention of Violence (2006)

u White House Conference on School Violence (2006)

u Positive, predictable school-wide climateu High rates of academic & social success

u Formal social skills instructionu Positive active supervision & reinforcement

u Positive adult role modelsu Multi-component, multi-year school-family-community

effort

The 12 Principles of Re-EDucation

I. We are emotional beings who need each other

TRUST is essential …

FEELINGS should be nurtured …

GROUPS are major sources of instruction…

COMMUNITIES’ benefits must be experienced.

II. Growth can be enhanced…

INTELLIGENCE can be taught …

COMPETENCE makes a difference …

SELF CONTROL can be learned …

PHYSICAL experiences help us define ourselves..

III. Today can be used to build health.

NOW is when life is to be lived …

TIME is an ally when positive changes are made in the life of a child …

CEREMONY gives stability …

JOY should be built into each day…

Time is an Ally

KS  9/22-­5/31

1

2

3

4

5

6

1 12 23 34 45 56 67 78 89 100 111 122 133 144 155 166 177 188Dates

Points  Earned

Series1Linear  (Series1)

In his book The Troubled and Troubling Child, Hobbs synthesized the

innovative practices of Re-ED into 12 Principles

Conflict in the Classroom

Additional strategies and resources for supporting students with challenging behavior can be found in this book.

The constant challenge is to design a daily program so engaging, so varied and new, yet orderly and stable… so meshed with the growth of the child’s mind, so rich in human interchange… filled with success in matters small and large, so unconcerned with failure, so appreciative of individuality and of common purpose.. so joyous, so aware… that the disturbed child finds him or herself immediately committed to a new way of living at once more satisfying to him or herself, and more satisfactory to the people in his/her life.

- Nicholas Hobbs, Ph.D. the architect of Re-EDucation

The Spirit of Re-EDucationBy Frank Fecser, Ph.D.

Your Turn

What is your program’s philosophical framework? What aspects are critical to implement in YOUR work with the kids & families served in your program?

u Is there something you heard this morning you would like to incorporate into your framework?

u Is your philosophical framework well-articulated and alive in your program? If not, what first steps can you take to make that happen?

Share with someone nearby

Inadequately Trained & Overwhelmed Teachers

u EBD teachers enter the field through more alternative routes, have fewer years of experience & are the most likely to be non-credentialed than all other special educators (Billingsley, Fall & Williams, 2006)

u Teachers report being under-prepared and lack necessary training to support students with EBD (Cook, et al. 2003)

u EBD teachers report greater stress and less job satisfaction than other teachers (Singh & Billingsley, 1996; Cross & Willlingly, 1994; Center & Steventon, 2001)

Hire, Train, and Coach Excellence within the Teacher/Counselors

s T/Cs have a unique role

s Primary change agents are those who spend the mosttime with the children

s Integrates educational and therapeutic supports and interventions within one role

s This concept has versatility and power to facilitate change…

Teacher/Counselors Responsibilities

Create experiences of successu Experiential Education

u Individualized Curriculum

u Strength based programming

u Alternative educational opportunities

Foster community u Service Learning Projects

u Goal Groups

u Field Trips

u Family and Community Events

s Find and embrace teachable moments

s Willing to stop and indulge a child’s curiosity

Develop relationships of trustu Constant engagement –walking &

talking TCs

u Structure and Predictability

u Consistent programming

u Positive Meetings

Model healthy relationshipsu Cross Talking

u Full Value Contract

u Professional Learning Communities

u Evaluation Teams

u Classroom Team Meetings

u Have Fun

(Fullan and Steigelbauer)

"Educational change depends on what teachers do and think -it's as simple and as complex as that."

9 Psychological Stages of Re-EDucationSupported by

Evidence-Based PBIS for Tier 3 Settings

Based on the work of Nicholas Long

“From Re-ED Classroom to the General Ed Classroom”

Learning Objectives

Align the Nine Psycho-educational Stages of Re-ED to current evidence-based PBIS practices

Understand typical behaviors in Tier 3 settings and identify corresponding current evidence-based PBIS strategies at each stage of the Reclaiming Journey

Connect the Nine Stages of student growth to the context of Tier 3 settings and student movement toward LRE

Rose School-Four Year Study

1. Does the student progress through identifiable stages in the process of improving?

2. Does the student’s behavior present specific psychological, social, and academic issues at each stage?

3. What impact do these behaviors and stages have on the teacher?

Nicholas J. Long, The Conflict Cycle, (Fall, 1979). The Pointer, 24(1), 6-11.

Rose School-Four Year Study

4. Do each of these stages demand different teacher skills?

5. Can the teacher skills be identified and placed within a program in a sequential way to help students respond successfully to a psycho-educational program?

WAREA 2004

Behavioral and academic changes are not

conceptualized as linear functions.

Nicholas J. Long, The Conflict Cycle, (Fall, 1979). The Pointer, 24(1), 6-11.

Spiral Model of Student Change

WAREA 2013 Time

Stag

es o

f Im

prov

emen

t

Learning evolves around significant

interpersonal relationships.

Oswald, M., Johnson, B., & Howard, Sue. (2012). Quantifying and Evaluating Resilience-Promoting Factors: Teachers’ Beliefs and Perceived Roles, Research in Education, No. 70

The quality of the teacher-student relationship is

critical to the process of student change.

The success of the pupil’s Re-EDucation program is also dependent on the stability of

his/her home and community life.

Stage One: The Honeymoon

Typical Behaviors

§ Checking Things Out

§ Observing

§ Determining The Social Order

Helping Behaviors

§ Clearly Communicate Your Systems and Expectations

§ Build That Relationship!

“This is the Best School I Ever Had!”

Caldarella, P., Shatzer, R.H., et. (2011). The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes, Research in Middle Level Education, Vol. 35 No. 4

Stage Two: Limit Testing

Typical Behaviors

§ Tests Authority

§ Splits Staff

§ Disruptive

§ Oppositional

Helping Behaviors

§ Avoid Staff Splitting

§ Establish a Safe and Predictable Environment

§ Good Limit Setting

§ Prompts and Cues

§ Differential Reinforcement

“I’ll Find Out How Far You’ll Go!”

Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). What is Special About Special Education for Students with Emotional or Behavioral Disorders? The Journal of Special Education Vol. 37, No. 3.

Stage Three: Active Resistance

Typical Behaviors

§ Creates Conflict Cycles

§ Personal Attacks

§ Overtly or Passively Aggressive

§ Projects Blame

Helping Behaviors

§ Avoid Conflict Cycles

§ I Messages

§ Decode Behaviors

§ Use Effective Behavior Modification Strategies

§ Teach Personal Responsibility

“I’ll Make You Give Up, I’ll Show You My Worst!

Nobody’s Going To Help Me!”

Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis .The Behavior Analyst Today, 8, 492-499.

Decoding...

“You think you knowwhat I said,

but what you don’t know is,

what I said is notwhat I meant.”

Connecting what someone is saying and doing to what they are thinking & feeling.

What It Does...

•Teaches the ability to recognize specific feelings that drive inappropriate behaviors

•Conveys that talking about feelings and anxieties may not be as difficult as anticipated.

•Builds confidence in the ability to manage feelings and behaviors and find alternatives.

•If not done, feelings continue to fester and impede progress.Long & Wood, 1991

Decoding is…

Difficulty Managing

Their Time Their Attention

Their Belongings Their Energy

Their Emotions Their Behavior

“I would rather be praised then punished, but I’d rather be punished than ignored!”

“I would rather look BAD than stupid!”

First Three Stages:

uStage One-The Honeymoon

uStage Two-Limit Testing

uStage Three-Active Resistance

15 Minute Break

Your Turn

Think about stages 1-3… As a team discuss:

u How does the structure of your program build the meaningful relationships in Stage 1?

u What systems are set up to ensure effective and consistent limit setting for stage 2?

u What system/structures are set up for team members to debrief and productively plan around the extreme behaviors found in Stage 3?

u What would your team like to add to the program to solidify integration into the program?

Stage Four: Beginning Trust and Achievement

Typical Behaviors

§ Reaches Out

§ Right Attitude BUT the Wrong Behaviors

§ Unrealistic Sense of Progress

§ Inconsistent

Helping Behaviors

§ Beware Rescue Fantasies

§ Clear Boundaries

§ Remain Objective

§ Define and Measure Progress Concretely

“Gee, Maybe this Place is Different After All!”

“What Would Happen If I Did Try?”

Menzies, H.M., Lane, K. (2011). Using Self-Regulation Strategies and Functional Assessment-Based Interventions to Provide Academic and Behavioral Support to Students at Risk Within Three Tiered Models of Prevention. Preventing School Failure, 55(4).

Stage Five: Program Acceptance & Progress

Typical Behaviors

§ Identifies With School

§ Feels Safe and Sense of Belonging

§ Makes Social and Academic Progress

Helping Behaviors

§ Fade External Rewards

§ Increase Expectations

§ Teach Pro-social and Coping Skills

§ Use the Group

§ Social Skills Instruction

“This is My Class and I Am Proud Of It!”

“Wow! I Didn’t Know I Could Do That!”

McDaniel, S., Flower, A., and Cheney, D. (2011). Put Me in, Coach! A Powerful and Efficient Tier 2 Behavioral Intervention for Alternative Settings. Beyond Behavior.

Why Groups? We will talk in depth tomorrow about this area.

“ The group is important to young people; it can be a major source of instruction in growing up.”

Nicholas Hobbs

Stage Six: Negative Personal Demands and Jealousy

Typical Behaviors

§ Retests Boundaries and Relationships

§ Demanding

§ Anticipates Rejection and Afraid to Trust

§ Sabotages own Progress

§ Changes Emerge!

Helping Behaviors

§ Understand Dynamics of Closeness

§ DECODE!

§ Keep Professional Perspective

§ Life Space Crisis Intervention

“This Can’t Be For Real! You Don’t Really Care About Me!”

Strategies for Stage Six

• Set and maintain realistic boundaries• Avoid overreacting to academic or behavioral setbacks• Provide accountability but add “I know that you will do better

next time.”• “I may not always like how you behave but I will always like who

you are.”• “All feelings are ok to have but how we behave can be ok or not

ok.” • Use group meetings-all types• Shape, promote, cue and reinforce• Model, Model, Model!!!

Life Space Crisis Intervention(Long, Wood & Fecser, 2001)

ØUses a child’s crisis as an opportunity to create insights for children about their chronic pattern of self defeating behavior.

ØIt helps an individual understand and cope with a specific crisis that they could not handle effectively on their own.

ØIt is conducted by someone who is part of their natural environment and takes place as soon as possible after the incident occurs.

ØPromotes insight, personal responsibility, alternative behaviors, and problem solving skills.

www.lsci.org

Stage Seven: Clear Academic and Social Progress

Typical Behaviors

§ Intolerant of Needs

of Others

§ Judges Others Harshly

§ Ready for New Challenges

§ Successful/Falls Apart

Helping Behaviors

§ Reinforce Emerging Sense of Self Esteem and Competence

§ Encourage Independence

§ Prepare for Mainstreaming

§ Use Self-Management

“It is A Whole New Me and I Think I Like It!”

Powers, J. (2010). Ecological Risk and Resilience Perspective: A Theoretical Framework Supporting Evidence-based Practice in Schools. Journal of Evidence-Based Social Work, 7:443-451.

Stage Eight: Separation and Regression

Typical Behaviors

§ Flooded With Anxiety and Fear

§ Panics and Regresses

§ Unable To Cope

§ Appears Worse Than Ever!

Helping Behaviors

§ DECODE, for the Underlying Issues

§ Understand and Support The Process of Letting Go

“I Am NOT Really Ready To Go!”

“See, I Am Worse Than Ever!”

Daly, B., Buchanan, C., et al. (2010). Promoting School Connectedness Among Urban Youth of Color: Reducing Risk Factors While Promoting Protective Factors. The Preventative Researcher. Vol. 17 No. 3.

Stage Nine: Attachment and Sadness

Typical Behaviors

§ Reminiscent and Nostalgic

§ Overwhelmed and Excited§ Thankful and Sad

§ All At Once!!

Helping Behaviors

§ Ceremony and Ritual Rite of Passage

§ Help Find Closure

§ Reinforce and Support New Skills

§ Push Them From The Nest

“I Will Really Miss This Place, But I Can’t Wait For the Next Thing!”

Simonsen, B., Jeffrey-Pearsall, J., & Sugai, G. 2010. Alternative Setting-Wide Positive Behavior Support. Behavior Disorders.36 (4)

Your TurnThink about stages 7-9…Focus is about re-integration into a less restrictive setting:

u Currently, how does your team determine that a student is ready for transitioning to a less restrictive setting?

u How does your program set the goal for transitioning out your programs as the intention of the work?

u As a team, how will the reality that students will have significant behavior before being recommended for less services be communicated to the faculty?

u What ceremonies or rituals are currently in place to celebrate student success?

u What would your team like to add to the program to solidify the transition and integration routines?

Please contact us if we can support your work in any way!

Lisa Hoyt: lisahoytphd@comcast.net

Bridget Walker: Bridgetwalkerphd@gmail.com

Note: All materials and content remain the property of the presenters (© 2015, Walker & Hoyt).

All rights reserved