Tag Archives: problem behaviour

A Brief Introduction to the Check, Connect and Expect Program

Posted by: Lori Walls on October 13, 2011 12:09 pm
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The Check, Connect, Expect program (CCE) is a tier 2 intervention model within the school-wide positive behaviour support model (SWPBS) of intervention. The SWPBS was established to support students and staff in efforts to decrease problem behaviours by providing interventions intended to increase positive social behaviours within the school. The CCE program is in keeping with the goals of the response to intervention pyramid and aims to target problem behaviours in a proactive and responsive manner in order to reduce the need for further academic or external supports. Over the course of a two year study, 18 school sites with diverse student populations were studied. Results indicated that 84% of students in the program (n=338) did not go on to require tier 3 intervention services. The program was therefore shown to be a cost-effective and successful means of ameliorating student behavioural difficulties while increasing positive daily interactions in the classroom.

One of the goals of tier 2 interventions is to identify students at risk of school failure due to behavioural difficulties as early as possible. To accomplish this, teachers were asked to identify at risk students and to complete a behaviour rating scale. Student scores were then compared with a national normative sample and those meeting the specified criteria were eligible for the program. Paraprofessionals were hired as student coaches and underwent a two day training course on how to implement the program. Program coaches were then supplied access to consulting services with a behavioural specialist, typically a school psychologist, in order to discuss any difficulties that might arise.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Dialectical Behavior Therapy

Posted by: Lori Walls on July 21, 2011 3:13 pm
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This week I attended a workshop on how to use Dialectical Behaviour Therapy (DBT) with difficult clients. I thought it might be valuable to share some of the strategies presented. Most people in the mental health field know DBT as a therapy for individuals with Borderline Personality Disorder. Although DBT was originally created to work with Borderline Personality Disorder, and has undergone 11 empirical studies with clients who have the disorder, the therapy has also been empirically validated for populations including eating disorders, suicidal teens, and depression in the elderly. However, based on the information in the workshop it was clear that the skills taught in DBT are transferable to multiple client issues.

 DBT evolved out of traditional cognitive therapy and incorporates cognitive techniques with mindfulness and acceptance strategies and Zen practices. The therapy focuses not only on changing maladaptive behaviours, but balancing change with acceptance of things that cannot be changed. In order to achieve acceptance of things that are not under the client’s control, DBT teaches a number of skills. These skills include distress tolerance skills, mindfulness skills and emotional regulation skills. The therapist’s role is not only to teach, process, and model the skills with the client, but to thoroughly understand, validate and accept that the behaviours being exhibited by the client have served a function in the client’s life despite producing maladaptive consequences. The goal is to balance the position of the therapist (the thesis) with the position of the client (the antithesis) and to find a middle ground.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA