Quality Indicator Review and Resource Guides for Behavioral Supports and Interventions - Small Group Interventions
The State Education Department
The University of the State of New York
Albany, NY 12234
Office of Special Education
Quality Indicator Review and Resource Guides for Behavioral Supports and Interventions - PDF
(1.05 MB)
- School-Wide Positive Behavioral Systems
- Classroom Management
- Small Group Interventions (SGI) for At-Risk Students (Updated May 2014)
- Intensive Individualized Behavioral Interventions
Small group intensive interventions for at-risk students (also referred to as targeted, Tier 2, or secondary interventions) are designed to build skills with a subset of students with similar behavioral needs who are not responding to the school-wide system. The interventions are part of a school-wide discipline program that emphasizes prevention and data-based decision-making to both reduce problem behavior and improve academic performance.
Key Questions: Is there an effective school-wide positive discipline system in place? Have resources been allocated to sustain small group interventions; i.e., a structure to communicate and monitor implementation and professional development?
SGI Indicator: School/District Infrastructure |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: District and Administrative Support |
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There is visible district and administrative support for implementing targeted small group interventions. |
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Meeting rosters, memos, records of classroom visits, budgets, schedules, job descriptions, BOE minutes, newsletters/website |
RESOURCES/TOOLS:
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Component 2: Intensification of School-Wide System |
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The school-wide behavioral system is intensified for targeted students and settings. (See Office of Special Education QI Form on School-Wide PBS for Quality Indicators of a school-wide behavioral system.) |
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School-wide program evaluation, action or implementation plan, office discipline referrals, data records, team minutes, monitoring checklists/forms |
RESOURCES/TOOLS:
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Component 3: Data-Based Decision-Making |
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An effective data-based decision-making process is in place. |
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Evaluation report, team minutes |
RESOURCES/TOOLS:
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Component 4: Evidence-Based Interventions |
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The research and evidence base is reviewed in selecting targeted small group interventions. |
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Web-based resources below, journal articles, team notes, data analysis reports |
RESOURCES/TOOLS:
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Component 5: Integrated Delivery of Services |
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Targeted small group interventions are integrated seamlessly into school-wide programs. |
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School-wide discipline plan, QIP, district plan Special Education BOE report |
RESOURCES/TOOLS:Programs and Strategies for Positive Behavior: Alternative Educational Strategies: a brief listing of the characteristics identified in research of effective alternative settings: http://www.emstac.org/registered/topics/posbehavior/intensive/alternative.htm![]() |
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Component 6: On-going staff development |
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There is high-quality, on-going staff development that includes technical assistance in implementing best practices. |
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Survey results, attendance records, training evaluations, teacher report, surveys, observation checklists |
RESOURCES/TOOLS:
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Key Question: Does the school have effective, evidence-based, targeted small group interventions in place for behaviorally at-risk students?
The following Components appear consistently in a variety of research-based small group targeted interventions. The Look Fors are examples of research-based activities that might be included as part of that component.
SGI Indicator: Evidence-Based Small Group Intervention Strategies for Students who are Behaviorally At-Risk |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: Family/School Connection |
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There are systems in place to maintain and strengthen the family/school connection. |
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Surveys, plan sign-off, attendance and training evaluations, notes home, phone logs, service logs, meeting minutes, collaborative programs |
RESOURCES/TOOLS:
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Component 2: Relationship Building |
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Activities are in place that are designed to connect at-risk students to all parts of the school and community. |
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Surveys, enrollment records, attendance |
RESOURCES/TOOLS:
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Component 3: Social Skills Instruction Selected and Provided |
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A research-supported social skills curriculum is taught to targeted students. |
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Curriculum guide, lesson plans, observations, enrollment records, attendance |
RESOURCES/TOOLS:
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Component 4: Academic Support |
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Additional academic supports are provided to behaviorally at-risk students. |
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Enrollment records, attendance, student work product, evaluation results, lesson plans, school plan, assessment report |
RESOURCES/TOOLS:For detailed information on Special Education Instructional Practices https://www.p12.nysed.gov/specialed/techassist/specedQI.htm |
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Component 5: Transitions Addressed |
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Programs are in place to help students make successful transitions of all types. |
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School plan, common planning schedule, meeting records, transition plans, IEPs |
RESOURCES/TOOLS:
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Component 6: Effective In-School Suspension |
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In-school suspension has the elements required to insure success. |
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Program description, school plan, daily program records, lesson plans, FBAs |
RESOURCES/TOOLS:
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Key Question: Are proactive classroom and nonclassroom behavioral support systems in place to reduce need for targeted small group interventions? (See Office of Special Education Quality Indicator on Classroom Management for more in-depth indicators)
SGI Indicator: Classroom Behavioral Supports |
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Quality Indicator | Description/Look Fors: | /td>Comments/Evidence |
Component 1: Classroom Management |
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Effective classroom management strategies are used in all classrooms. |
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Posters of class rules, teacher/student interview, lesson plans, student interviews, office discipline referral forms, teacher/student interview, observations |
Component 2: Nonclassroom Behavioral Supports |
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Effective management strategies are used in all nonclassroom settings. |
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Posters in each setting, lesson plans, office discipline referral forms, student/staff interviews, training schedule, sign-ins, staff meeting minutes |
Key Question: Does the school have a consistent and comprehensive system for developing and implementing interventions for students with significant individualized behavioral support needs? (See Office of Special Education Quality Indicators on Intensive Individualized Behavioral Interventions for more in-depth indicators)
SGI Indicator: Interventions for students with chronic difficulties |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: Intensive Interventions for Students with Chronic Behavioral Difficulties |
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Evidence-based intensive individualized interventions for students with chronic and severe behavioral difficulties are in place. |
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Behavioral incident reports, team roster, staff memo, FBAs, IEPs, BIPs & teacher reports, team minutes |
Selected Bibliography
Bohanon-Edmonson, H., Flannery, K.B., Eber, L. & Sugai, G. (2005). Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports. Chapter 8, pg 73, is on targeted Interventions and alternatives to suspension. (118 pgs).
Bost, L.W. & Riccomini, P.J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention (Abstract). Remedial and Special Education, 27(5), pp. 301-311. Review of research-supported instructional strategies for students with disabilities, from the perspective of dropout prevention. Appendix is particularly helpful.
Caspe, M. & Lopez, M.E. (2006). Lessons from family-strengthening interventions: Learning from evidence-based practice. Harvard Family Research Project, Cambridge, MA. Descriptions of evidence-based programs for strengthening families that impact on school performance.
Ford, L & Amaral, D. (2006) Research on Parent Involvement: Where We’ve Been and Where We Need to Go.
Report from British Columbia Educational Leadership Research. Literature review on parent involvement.
Gresham, F.M., Sugai, G., & Horner, R.H. (2001) Interpreting Outcomes of Social Skills Training for Students with High Incidence Disabilities. Exceptional Children, 67(3), pp. 331-44. Recommendations for designing effective social skills instruction.
Horner, R. H., & Sugai, G. (2001). “Data” need not be a four-letter word (abstract): Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 20-22. Describes a process by which a school can begin to use behavioral data effectively.
Kalbert, J.R., Lane, K.L., & Menzies, H.M. (2010). Using Systematic Screening Procedures to Identify Students Who are Nonresponsive to Primary Prevention Efforts: Integrating Academic and Behavioral Measures. Education and Treatment of Children, 33(4), pp. 561-584. Examines use of the SSBD as a schoolwide behavior screening tool.
Kennelly, L. & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. National High School Center at the American Institutes for Research, US Dept of Education.
Landrum T.J., Tankersley, M & Kauffman, J.M. (2003). What is special about Special Education for students with emotional or behavioral disabilities? Journal of Special Education, 37(3), pp. 1480156.
Lehr, C.A. (2004) Increasing school completion: Learning from research-based practices that work: Research to practice brief. Improving Secondary Education and Transition Services through Research, 3(3).
Lewis, T.J., Jones, S.E.L., Horner, R.H., & Sugai, G. (2010). School-Wide Positive Behavior support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention. Exceptionality,18, pp. 82-93. Talks about how PBIS might help prevent emotional/behavioral disorders.
McIntosh, K., Campbell, A., Carter, D.R., & Dickey, C.R. (2009). Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior. Journal of Positive Behavior Interventions, 11(2), pp. 82-93.
Morrison, G.M., Cosden, M.A., O’Farrel, S.L., & Campos, E. ((2003). Changes in Latino Students’ Perceptions of School Belonging over Time: Impact of Language Proficiency, Self-Perceptions and Teacher Evaluations. The California School Psychologist, 8, pp. 87-98. Examines factors that contribute to a sense of “school belonging.”
Myers, D.M. & Briere, D.E. III (2010). Lessons Learned from Implementing a Check-in/Check-out Behavioral Program in an Urban Middle School. Beyond Behavior, 19(2), pp. 21-27.
Reinke, W.M., Splett, J.D., Robeson, E.N., Offutt, C.A. (2009). Combining School and Family Interventions for the Prevention and Early Intervention of Disruptive Behavior Problems in Children: A Public Health Perspective. Psychology in the Schools, 45(1), pp. 33-43. Presents a strategy for linking a school’s PBIS system with service from the Family Resource Center.Riccomini, P.J., Bost, L.W., Katsiyannis, A. & Zhang, D. (2005). Cognitive-behavioral interventions: An effective approach to help students with disabilities stay in school. National Dropout Prevention Center for Students with Disabilities (NDPC-SD). Describes the components of cognitive-behavioral interventions with students with disabilities.
Scott, T.M., Nelson, C.M. & Liaupsin, C.J. (2001). Effective instruction: The forgotten component in preventing school violence (abstract). Education and Treatment of Children, 24(3), pp 309-322. Review of literature on effect of improving instruction on school violence.
Simonsen, B., Myers, D. & Briere, D.E. III (2011). Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Using an Experimental Group Design. Journal of Positive Behavior Interventions, 13(1), pp. 31-48.
Snyder, M. & Bambara, L. (1997). Teaching secondary students with learning disabilities to self-manage classroom survival skills. Journal of Learning Disabilities, 30(5), pp. 534-543. Describes a multi-component self-management intervention for students with learning disabilities.
Sugai, G. & Fuller, M. (1991) A decision model for social skills curriculum analysis. Remedial and Special Education, 12, 33-42. Describes a process for selecting an appropriate social skills curriculum for your particular situation and group of students—good decision-making model. Abstract.
Thompson, A.M. & Webber, K.C. (2010). Realigning Student and Teacher Perceptions of School Rules: A Behavior Management Strategy for Students with Challenging Behaviors. Children & Schools, 32(2), pp. 71-79. Short article on how to intensify a school-wide PBIS program for a small group of students with challenging behaviors using self-ratings of behavior.
Todd, A.W., Campbell, A.L., Meyer, G.G. & Horner, R.H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In – Check Out. Journal of Positive Behavior Interventions, 10(1), pp. 6-55.
Unruh, D., Bullis, M., Todis, B., Waintrup,M. & Atkins, T. (2007). Programs and practices for special education students in alternative education settings: Research to practice brief. Improving Secondary Education and Transition Services through Research, 6(1).
Wheeler, M.E., Keller, T.E. & Dubois, D.L. (2010), Review of Three Recent Randomized Trials of School-Based Mentoring: Making Sense of Mixed Findings, Social Policy Report. Society for Research in Child Development, 24(3), pp. 3-21.
Woods, E.G.(2007). Reducing the dropout rate. School Improvement Research Study: Northwest Regional Educational Laboratory, 17, pp. 1-17.
Wright, R., John, L., Livingstone, A., Shepherd, N. & Duku, E. (2007). Effects of School-Based Interventions on Secondary School Students with High and Low Risks for Antisocial Behavior. Canadian Journal of School Psychology, 22(1), pp. 32-49.
Websites that provide on-going reviews of small group behavioral interventions
- Center for the Study and Prevention of Violence:
Reviews of violence prevention programs
- Find Youth Info:
Scroll down to the Evidence-Based Program Directory
- New York State Office of Mental Health
: Evidence Based Treatment Dissemination Center
- Office of Juvenile Justice and Delinquency Prevention:
Model Programs Guide with searchable database of evidence-based delinquency prevention and intervention programs
- Substance Abuse and Mental Health Services Administration:
SAMHSA’s National Registry of Evidence-Based Programs and Practices
- Tools for promoting educational success and reducing delinquency
, (2007). National Association of State Directors of Special Education (NASDSE) and National Disability Rights Network (NDRN). Comprehensive 374 page document providing an in-depth overview of the issues, and a series of “tools for success” – best and promising practices being implemented with success throughout the country to prevent students – including those with disabilities – from being referred to the juvenile justice system due to their behavior in school. Has a chapter on Targeted Interventions
- What Works Clearinghouse Dropout Prevention:
Website of the Institute of Education Sciences, US Department of Education.
- National Dropout Prevention Center for Students with Disabilities:
Website of the US Office of Special Education Programs (OSEP).