FIRST STEP Next
Presented Dec. 1, 2015
Welcome to our Spotlight on
FIRST STEP Next
A Tier 2 Behavioral Intervention
for young students with
behavioral challenges
© Pacific Northwest Publishing
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FIRST STEP Next
Presented Dec. 1, 2015
Materials to Support Your Efforts
PRESENTERS
Dr. Ed Feil
Marilyn Sprick
1.  Early Intervention (Ed)
2. The FIRST STEP Next Intervention (Marilyn)
3.  Research Summary (Ed)
4.  Wrap-up and Questions (Marilyn)
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FIRST STEP Next
Presented Dec. 1, 2015
Research
Research Team
Hill Walker, Ed Feil, Andy Frey, John
Seeley, Jon Lee, Annemieke Golly,
Jason Small, Steve Forness, and
Loretta Serna
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Why Screen Young Children?
Problem Behaviors
•  Are evident in young children
•  Progress from low intensity
(noncompliance) to high intensity
(stealing) over time
•  By grade 4 are chronic (and can be
managed not cured)
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FIRST STEP Next
Presented Dec. 1, 2015
Perseverance from
Early Childhood
1. Bring antisocial pattern to school
2. Early starter
3. Chronic offender
All three factors predict 100% of
violent male adolescent offenders.
Cumulative Number of Arrests for
Antisocial and At-Risk Groups
Number of Arrests
120
An3social
At-Risk
100
80
60
40
20
0
4orbelow
5
6
7
8
9
10
Boy's Grade When Arrested
© Pacific Northwest Publishing
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Source:Pa@ersonetal.(1992)
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FIRST STEP Next
Presented Dec. 1, 2015
Punishing youth alone is
not a solution.
Schools that use punishment as a
primary tool have increased rates of:
•  Aggression
•  Vandalism
•  Truancy and Dropouts
(Mayer & Sulzer-Azaroff, 1991)
Changing the Trajectory
FIRST STEP serves young children who. . .
• Usurp more than their fair share of time.
• Drive even the strongest of teachers to . . .
• We tiptoe around and whose interactions
with others are simply . . .
EXTERNALIZERS
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FIRST STEP Next
Presented Dec. 1, 2015
Who is FIRST STEP Next for?
Young children who may:
•
•
•
•
•
•
•
Tantrum
Be physically aggressive
Damage property of others
Suddenly cry or display inappropriate
affection
Ignore teacher warnings or
reprimands
Make lewd or obscene gestures
Be teased, neglected,
or avoided by peers
The Intervention
FIRST STEP Next requires
Time
Approximately 30 Program Days
Who
Partnership: Parent (caregiver), Teacher,
Behavioral Coach
What
a) 7 days with the coach: One-on-one
behavioral skill lessons and in-class coaching
b) For following 23 days: In-class coaching by
the teacher
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FIRST STEP Next
Presented Dec. 1, 2015
FIRST STEP Next includes . . .
Screening and Eligibility
Pre-Implementation • Building Partnerships
CLASS Sessions
Skill Lessons, Coaching, Reinforcement
•
Maintenance Phase Plans
Troubleshooting
Eligibility
Is the student at moderate,
high, or extreme risk on the
Aggressive Behavior Scale?
and/or
Yes
Is noncompliance, impulsivity,
or disruptiveness a problem?
If all four criteria are met, the
student is eligible.
Is gaining peer or adult
attention a primary motivator?
Yes
Is the teacher willing to work
with a coach?
Yes
Were two or more of seven
behavioral skills rated as
needing improvement or a
cause for concern?
Yes
© Pacific Northwest Publishing
If three of four criteria are met,
professional judgment should
guide the eligibility decision.
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FIRST STEP Next
Presented Dec. 1, 2015
FIRST STEP Next includes . . .
Screening and Eligibility
Pre-Implementation • Building Partnerships
CLASS Sessions
Skill Lessons, Coaching, Reinforcement
Maintenance Phase Plans
Troubleshooting
Turning Things Right Side Up
Requires a Partnership
•  Coach
•  Teacher
•  Parent/Caregiver
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FIRST STEP Next
Presented Dec. 1, 2015
Parent, Teacher, Coach Meeting
Agenda Items Build Collaboration
Video
Training
SAMPLE
Follows directions
(listens to directions, does
what an adult asks right
and without delay,
completes each step of
the direction)
• Usually • Sometimes • Rarely
Common Problems
Shared Goals
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FIRST STEP Next
Presented Dec. 1, 2015
FIRST STEP Next includes . . .
Screening and Eligibility
Pre-Implementation • Building Partnerships
CLASS Sessions
Skill Lessons, Classroom Coaching, Connections at Home
Maintenance Phase Plans
Troubleshooting
First 7–10 Days
STEP 1 Super Student Skills Lessons
• One-on-One
Explicit 10 Minute Lessons
• Practice with positive and
negative examples
• Practice with a Green
and Red Card to deliver
feedback
© Pacific Northwest Publishing
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FIRST STEP Next
Presented Dec. 1, 2015
Seven Replacement Skills
• Follow Directions
• Be Safe
• Ask for Attention the Right Way
• Be a Team Player
• Do Your Best
• Be Cool
Lesson plans and a video sample are included.
Video Training
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FIRST STEP Next
Presented Dec. 1, 2015
First 7–10 Days
STEP 2 • CLASS Sessions With the Coach
In-Class Coaching with the Green and Red Card
Video Training
Continuous Feedback from the Coach
Points earned toward peer celebrations
Gradually increasing session length: 20 to 50 minutes
Gradually increasing point intervals: 20 seconds to 5 minutes
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FIRST STEP Next
Presented Dec. 1, 2015
First 7–10 Days
STEP 3 Home Connections
•  Daily Connections Note and Coach Check-Ins
Video Training
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FIRST STEP Next
Presented Dec. 1, 2015
•  Transfer of lessons to the home with a coloring
book format
•  Activity suggestions build positive interactions
Coach Phase
COACH TIME: 7–10 Days
Approximately 1 Hour
TEACHER PHASE: 11–20 or 30 Days
Check-Ins
DAYS 1–7
Days 8–10
Days 9–20 to 30
Coach
Phase
Coach and
Teacher Transition
Teacher
Phase
Consistency and Congruency
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FIRST STEP Next
Presented Dec. 1, 2015
Next 8–20 or 30 Days
Teacher Phase and Home Connections
•  Transfer of the Green Card game
to the teacher at Day 8
Transitioning
•  Gradually increasing
point intervals
(5 minutes to 10 minutes)
•  Gradually increasing
session length
(1 hour to all day)
Coach to the Teacher
FIRST STEP Next includes . . .
Screening and Eligibility
Pre-Implementation • Building Partnerships
CLASS Sessions
Skill Lessons, Classroom Coaching, Connections at Home
Maintenance Phase Plans
Troubleshooting
© Pacific Northwest Publishing
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FIRST STEP Next
Presented Dec. 1, 2015
First Step Research
• 
1st
– 
• 
African-American, Native American, Latino, Native Hawaiian, Asian American
Diverse settings
– 
• 
randomized, waitlist control design in 46 regular Kindergarten classrooms.
Diverse student populations
– 
• 
was Model Development grant from the US Dept. of Ed.
preschool, kindergarten, & primary grades
Diverse disorders
– 
ADHD and High (Tertiary-Level) Risk
• 
Used with over 2,000 K-3 students in past 15 years.
• 
Adoptions and implementation sites
– 
20 U.S. states, four Canadian provinces, Holland, Norway, Turkey, Japan, Australia and
New Zealand.
• 
Mix of single subject and group designs to address key questions of effectiveness
• 
Today talk about
–  Model Demonstration Kinder, Single Subject Kinder, Large diverse urban
elementary and preschool adaptation
Model Development Research Participants
• 
• 
• 
• 
• 
• 
46 Kindergarten children (2 cohorts)
Eugene Oregon School District
26% Female
33% Special Education Eligible
37% Received Reduced/Free Lunch
Results showed significant reductions in
negative and increases in positive
behaviors
•  Encouraging results
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FIRST STEP Next
Presented Dec. 1, 2015
Raw Score Profile of Cohort 1 Across Measures
Pre- and Post-Intervention for First Steps
100
40
Normsare
+/-1SD
90
T
e
a 30
c
h
e
r
S 20
c
o
r
e
s
Pre
80
Post
1stGrade
70
2ndGrade
60
50
40
%
E
n
g
a
g
e
d
f
o
r
C
l
a
s
s
r
o
o
m
O
b
s.
30
10
20
10
0
Adap3ve
© Pacific Northwest Publishing
Maladap3ve
CBC-
Aggression
CBC-
Withdrawal
Class
Observa3on
0
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FIRST STEP Next
Presented Dec. 1, 2015
Albuquerque Elementary Study
Child Sample Demographics
Total
(n=200)
Control
(n=99)
Intervention
(n=101)
Test
Statistic
p value
7.2 (1.0)
7.1 (0.9)
7.2 (1.0)
-1.00
.317
49 (24.5%)
28 (28.3)
21 (20.8)
1.52
.218
0.85
.653
3.34
.189
Age M(SD)
% Female
Grade
% in 1st grade
83 (41.5)
43 (43.4)
40 (39.6)
% in 2nd grade
69 (34.5)
35 (35.4)
34 (33.7)
grade
48 (24.0)
21 (21.1)
27 (26.7)
1st ranked student
158 (79.0)
73 (73.7)
85 (84.2)
2nd ranked student
36 (18.0)
22 (22.2)
14 (13.9)
% in
3rd
SSBD Rank
3rd
ranked student
6 ( 3.0)
4 ( 4.0)
2 ( 2.0)
% receiving services
11 ( 5.5)
3 ( 3.0)
8 ( 7.9)
2.30
.129
% Spanish-speaking
22 (11.1)
14 (14.1)
8 ( 8.0)
1.91
.167
% Hispanic
114
(57.0 %)
60 (60.6)
54 (53.5)
1.04
.308
% ELL
32 (16.4)
17 (17.7)
15 (15.2)
0.23
.630
127
(69.8%)
61 (66.3)
66 (73.3)
1.07
.302
% Free or reduced-lunch eligible
SSRS Social Skills
Figure 5. SSRS - Social Skills/Teacher
110
p<.001
105
SS-T d=.86
100
95
90
85
80
75
70
Pre
Post
Cnt
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Exp
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FIRST STEP Next
Presented Dec. 1, 2015
Problem Behavior
Figure 2. SSRS - Problem Behavior/Teacher
p<.001
130
PB-T d=.73
125
120
115
110
105
100
Pre
Post
Cnt
Exp
Preschool FIRST STEP
Research Design
•  RCT across Oregon and Kentucky
Targeted 1 at risk student per class
§  3 cohorts (2009, 2010, and 2011)
§  Randomized 128 of the 149 eligible
children
§  Baseline data collection
§  Randomization
•  First Step to Success
•  ½ day training and wait list control
§  First Step to Success
§  Post-test data collection
§ 
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FIRST STEP Next
Presented Dec. 1, 2015
Preschool First Step Results: Process
•  Adherence
§ 
95% of core components implemented
•  Satisfaction
§ 
§ 
Teacher (M = 4.36; 5= point scale)
Parent (M = 4.36)
Figure 1: Teacher-Reported Social Skills
Mean SSiS Standard Scores
130
120
Normative
Range
110
Usual Care
100
Intervention
90
d=.91
80
70
60
© Pacific Northwest Publishing
Baseline
Post-Test
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FIRST STEP Next
Presented Dec. 1, 2015
Figure 2: Teacher-Reported Problem Behaviors
Mean SSiS Standard Scores
130
120
Normative
Range
110
Usual Care
100
Intervention
d=.98
90
80
70
Baseline
Post-Test
Research Summary
•  FIRST STEP is effective in:
§ 
§ 
Reducing negative behaviors
Increasing prosocial behaviors
•  Effect sizes medium to large
§ 
Teacher rating of prosocial behaviors
showed the greatest effects
Suggestion: Download the Research PowerPoint
on the Archived Webinars Page for more
information about specific research.
© Pacific Northwest Publishing
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FIRST STEP Next
Presented Dec. 1, 2015
Goal: Consistency of Efforts
Behavior is taught by the coach.
Behavior is reinforced in the classroom
by the coach and teacher.
Behavior is reinforced at home.
Not a Panacea
A powerful option for students who will not be
successful without intervention
Intensity of Intervention Varies by Student
Some students may need a combination of procedures
(e.g., If a child is at risk to cause harm to himself or to
others, emergency procedures will need to be place
alongside FIRST STEP Next).
NOTE: Emergency procedures should be consistent with
state and district guidelines and requirements.
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FIRST STEP Next
Presented Dec. 1, 2015
Materials
Student Materials (consumables)
Student Records
Forms and handouts
to distribute and keep
© Pacific Northwest Publishing
Teacher s Workbook
• Step-by-step
procedures
• Behavioral tips
Family Workbook
• Coloring book
• Daily checkoff
and activities
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