Important Info About SAMHSA RFA SM_10-017, entitled “Prevention Practices in Schools"
Dear Colleagues,
I have some good news for schools. Please see the message from Dennis Embry below. SAMHSA has released a prevention grant (http://samhsa.gov/Grants/2010/SM-10-017.aspx) for schools that requires implementation of The Good Behavior Game:
The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services is accepting applications for fiscal year (FY) 2010 for the Implementing Evidence- Based Prevention Practices in Schools grant program. The purpose of this program is to prevent aggressive and disruptive behavior among young children in the short term and prevent antisocial behavior and the use of illicit drugs in the longer term. Grantees will implement an evidence-based practice in schools, specifically the Good Behavior Game, which is a behavioral classroom management strategy that involves helping children learn how to work together. The approach of this practice facilitates a positive learning environment and has been shown to decrease disruptive behavior in the classroom.
You might recall that Dennis was the scientist who helped make the Good Behavior Game a federal evidence-based practice (Embry, 2002). Today he found out from an email list that SAMHSA has released this RFP for schools. I can't think of a more feasible and elegant strategy for schools to implement locally, and Dennis is ready and willing to assist personally (see below).
The DEADLINE is May 20th! Up to 20 awards will be provided, with a maximum total award of $100,000 per year for 5 years. Eligibility is limited to LEA’s with elementary schools in which 50% or more students are receiving free or reduced fee lunches. States are not eligible to apply.
I hope this message will provide enough advance notice for the grant writing process. Please forward this information to whomever you see fit.
Best,
Chip Partridge
Dr. Charles R. Partridge
Human Development & Family Science
The Ohio State University at Marion
partridge.6@osu.edu
(614) 569-8939
Embry, D. D. (2002). The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine. Clinical Child & Family Psychology Review, 5(4), 273-297.
********************************************************************************************************
-------- Original Message --------
Subject: Important Info About SAMHSA RFA SM_10-017, entitled “Prevention Practices in Schools"
Date: Sun, 25 Apr 2010 18:38:26 -0700
From: Dr. Dennis Embry
Dear Colleagues,
A few weeks ago, we posted on the ONDCP about the likely impact of the Institute of Medicine Report on prevention policy in the near and long term. Little did we know how fast that was to be.
SAMHSA has issued in RFA SM_10-017, entitled “Prevention Practices in Schools.” The applications are due on May 20, 2010. Please go to: http://samhsa.gov/Grants/2010/SM-10-017.aspx
This is exactly out of the IOM report, and it deals precisely with the fact that prevention of mental illness and addictions are tied together. Duh, my grandmother clearly knew this.
I did not realize how this movement might directly affect my colleagues and I so quickly. We did not know what was being directly planned. Geez…it’s nice to have advance warning about something that is near and dear. I did not. This is what the RPF calls applicants to do:
The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services is accepting applications for fiscal year (FY) 2010 for the Implementing Evidence- Based Prevention Practices in Schools grant program. The purpose of this program is to prevent aggressive and disruptive behavior among young children in the short term and prevent antisocial behavior and the use of illicit drugs in the longer term. Grantees will implement an evidence-based practice in schools, specifically the Good Behavior Game, which is a behavioral classroom management strategy that involves helping children learn how to work together. The approach of this practice facilitates a positive learning environment and has been shown to decrease disruptive behavior in the classroom.
I have a confession:
1) I learned the Good Behavior Game in grad school from the teacher who invented it, Muriel Saunders.
2) I used it with special-ed students I taught to keep them from eating me alive when I was a grad student.
3) I had no idea until 1998 that the Good Behavior Game has HUGE long-term effects on kids using ATOD and mental illness.
4) After learning about all this in 1998, I set about putting the Good Behavior Game into a Hamburger Helper box so that teachers could use it everywhere—with the blessing of the teacher and others who first did it. They were friends and buds. The RFA sends people to the hyperlinks to Hazelden that now publishes that “Hamburger Helper” kit. Ah, blush and fidgeting. My colleagues and I created all that. Further, more blush and fidgeting, we’ve developed most of the materials for training, data collection, supervision, coaching, yada yada with my colleagues and friends at Hopkins where the research continues
5) And now I feel both joy and a bit of weirdness. We spotted something that the government took 11 years to see as the transformational prevention strategy inherent in the Good Behavior Game. Oh, my Heavens, I might even earn some $$ for that. You get why I am feeling both joy and weirdness. I gotta eat, pay bills, pay the staff, etc. And, I want to do good.
If your schools are keen to apply, we can help. Schools will be taken aback by all that RFA requires. Thankfully, my colleagues at PAXIS and Johns Hopkins have already figured these things out after 11 years of plodding work. So, please have them contact us. We…
• Have 20 or so individuals who can train others to implement the game, and who have actual practical experience using the game.
• Will have implemented the current package in 50 schools (1500 classrooms or so) in Baltimore by this fall since 2005. We have proximal outcome data in most cases.
• Have implemented in several thousand classrooms in Pennsylvania, Chicago, California, Oklahoma, Arizona, Ohio, Wyoming, New Hampshire, Texas, Wisconsin, Minnesota, etc.
• Have Spanish language materials to communicate with parents, and have adapted it to run in classrooms with refugee children, Native American children, children with no English at all, Hispanic children, Hmong children, Special Education Classrooms, etc. so that GBG is culturally competent (one of SAMSHA’s key goals).
• Have created coaching protocols so that local individuals and professional can become skillful in achieving results.
• Have developed protocols to identify teachers who might teach other teachers, and are working on pre-service training now.
• Developed both onsite and distant learning protocols to help onsite coaches.
• Have extensive training, videos and protocols to deal with children who do not respond to the Good Behavior Game, using a Response To Intervention coupled with a Functional Behavioral Assessment. The manual, protocols and videos also include evidence-based strategies to reduce the use of restraints and other coercive approaches. More is planned for development.
• Have manuals and protocols for principal and itinerant teachers (guest teachers, art teachers, music teachers, gym teachers, etc.) to maintain generalization across people.
• Have protocols for hall monitors, cafeteria workers and playground monitors to extend the efficacy of GBG to non-classroom settings for faster behavioral generalization.
• Have procedures to engage parents and other family members.
• Have tested procedures to implement GBG in afterschool program, to increase generalization and reduce adverse impact of negative peers.
• Have tested and continue to test (under the auspices of NIDA and IES) school-wide implementation pre-k through grade 8.
• Are integrating the Good Behavior Game with Positive Behavioral Support (PBS/PBIS) in sponsored research, which is natural since both come from the same research and key scientists.
• Are integrating the Good Behavior Game with Positive Alternative Thinking Skills (PATHS) in a sponsored research project.
• Have protocols how to cross-walk GBG with other common school interventions such as Second Step, Bullying Prevention Programs, etc.
• Have extensive data collection tools for in-classroom observation.
• Careful diagnostic checklists for faithful (dose & fidelity) implementation by teachers and others.
• Created multiple training models, that can be adapted to different situations.
• Developed prototypes for how to integrate the Good Behavior Game with educational service districts or mental-health providers.
• Are working on documents presently for integration of Good Behavior Game in the context of health-care reform, under the Senate Reconciliation bill so the implementation of GBG can receive 3rd party reimbursement for sustainability.
• Have the mechanisms to assist schools or school districts report required data for the RFP:
• The number of teachers/GBG coaches trained in specific behavioral health-related practices/activities specified within the grant;
• The number of students participating in the GBG (exposed to behavioral health awareness messages);
• The percentage of students participating in the GBG who have a disciplinary event (i.e. sent to the principal, etc.);
• The number of first grade classrooms per school implementing the Good Behavior Game;
• The number of teachers who successfully implemented the GBG each year; and,
• The number of coaches that provided support and collected fidelity measures on teacher’s implementation quality.
• Have experience and procedures to answer RFP requirements:
• What are the effect of the intervention on key outcome goals?
• What program/contextual factors were associated with outcomes?
• What individual factors were associated with outcomes, including race/ethnicity?
• How durable were the effects?
• How closely did implementation of GBG match the originally proposed plan?
• What types of changes were made to the originally proposed plan?
• What led to the changes in the original plan?
• What effect did the changes have on the planned intervention and performance assessment?
• Who provided (program staff) what services (modality, type, intensity, duration), to whom (individual characteristics), in what context (system, community), and at what cost (facilities, personnel, dollars)?
• What strategies were used to maintain fidelity to the evidence-based practice or intervention across providers over time?
• What percentage of GBG coaches were trained to train new teachers in the Good Behavior Game the second year and subsequent years?
So please contact us if you or the schools in your community are going after this grant. And yes, I am very, very happy it is happened—even though it is a bit embarrassing.
Dennis D. Embry Ph.D.
President/CEO
PAXIS Institute, PO 31205, Tucson, AZ 85751
Ph: 520-299-6770
FX: 520-299-6822
(assistant, Bea Ramirez, 520-360-2995)
www.paxis.org • www.simplegifts.com
http://gallery.me.com/drpaxis
I have some good news for schools. Please see the message from Dennis Embry below. SAMHSA has released a prevention grant (http://samhsa.gov/Grants/2010/SM-10-017.aspx) for schools that requires implementation of The Good Behavior Game:
The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services is accepting applications for fiscal year (FY) 2010 for the Implementing Evidence- Based Prevention Practices in Schools grant program. The purpose of this program is to prevent aggressive and disruptive behavior among young children in the short term and prevent antisocial behavior and the use of illicit drugs in the longer term. Grantees will implement an evidence-based practice in schools, specifically the Good Behavior Game, which is a behavioral classroom management strategy that involves helping children learn how to work together. The approach of this practice facilitates a positive learning environment and has been shown to decrease disruptive behavior in the classroom.
You might recall that Dennis was the scientist who helped make the Good Behavior Game a federal evidence-based practice (Embry, 2002). Today he found out from an email list that SAMHSA has released this RFP for schools. I can't think of a more feasible and elegant strategy for schools to implement locally, and Dennis is ready and willing to assist personally (see below).
The DEADLINE is May 20th! Up to 20 awards will be provided, with a maximum total award of $100,000 per year for 5 years. Eligibility is limited to LEA’s with elementary schools in which 50% or more students are receiving free or reduced fee lunches. States are not eligible to apply.
I hope this message will provide enough advance notice for the grant writing process. Please forward this information to whomever you see fit.
Best,
Chip Partridge
Dr. Charles R. Partridge
Human Development & Family Science
The Ohio State University at Marion
partridge.6@osu.edu
(614) 569-8939
Embry, D. D. (2002). The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine. Clinical Child & Family Psychology Review, 5(4), 273-297.
********************************************************************************************************
-------- Original Message --------
Subject: Important Info About SAMHSA RFA SM_10-017, entitled “Prevention Practices in Schools"
Date: Sun, 25 Apr 2010 18:38:26 -0700
From: Dr. Dennis Embry
Dear Colleagues,
A few weeks ago, we posted on the ONDCP about the likely impact of the Institute of Medicine Report on prevention policy in the near and long term. Little did we know how fast that was to be.
SAMHSA has issued in RFA SM_10-017, entitled “Prevention Practices in Schools.” The applications are due on May 20, 2010. Please go to: http://samhsa.gov/Grants/2010/SM-10-017.aspx
This is exactly out of the IOM report, and it deals precisely with the fact that prevention of mental illness and addictions are tied together. Duh, my grandmother clearly knew this.
I did not realize how this movement might directly affect my colleagues and I so quickly. We did not know what was being directly planned. Geez…it’s nice to have advance warning about something that is near and dear. I did not. This is what the RPF calls applicants to do:
The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services is accepting applications for fiscal year (FY) 2010 for the Implementing Evidence- Based Prevention Practices in Schools grant program. The purpose of this program is to prevent aggressive and disruptive behavior among young children in the short term and prevent antisocial behavior and the use of illicit drugs in the longer term. Grantees will implement an evidence-based practice in schools, specifically the Good Behavior Game, which is a behavioral classroom management strategy that involves helping children learn how to work together. The approach of this practice facilitates a positive learning environment and has been shown to decrease disruptive behavior in the classroom.
I have a confession:
1) I learned the Good Behavior Game in grad school from the teacher who invented it, Muriel Saunders.
2) I used it with special-ed students I taught to keep them from eating me alive when I was a grad student.
3) I had no idea until 1998 that the Good Behavior Game has HUGE long-term effects on kids using ATOD and mental illness.
4) After learning about all this in 1998, I set about putting the Good Behavior Game into a Hamburger Helper box so that teachers could use it everywhere—with the blessing of the teacher and others who first did it. They were friends and buds. The RFA sends people to the hyperlinks to Hazelden that now publishes that “Hamburger Helper” kit. Ah, blush and fidgeting. My colleagues and I created all that. Further, more blush and fidgeting, we’ve developed most of the materials for training, data collection, supervision, coaching, yada yada with my colleagues and friends at Hopkins where the research continues
5) And now I feel both joy and a bit of weirdness. We spotted something that the government took 11 years to see as the transformational prevention strategy inherent in the Good Behavior Game. Oh, my Heavens, I might even earn some $$ for that. You get why I am feeling both joy and weirdness. I gotta eat, pay bills, pay the staff, etc. And, I want to do good.
If your schools are keen to apply, we can help. Schools will be taken aback by all that RFA requires. Thankfully, my colleagues at PAXIS and Johns Hopkins have already figured these things out after 11 years of plodding work. So, please have them contact us. We…
• Have 20 or so individuals who can train others to implement the game, and who have actual practical experience using the game.
• Will have implemented the current package in 50 schools (1500 classrooms or so) in Baltimore by this fall since 2005. We have proximal outcome data in most cases.
• Have implemented in several thousand classrooms in Pennsylvania, Chicago, California, Oklahoma, Arizona, Ohio, Wyoming, New Hampshire, Texas, Wisconsin, Minnesota, etc.
• Have Spanish language materials to communicate with parents, and have adapted it to run in classrooms with refugee children, Native American children, children with no English at all, Hispanic children, Hmong children, Special Education Classrooms, etc. so that GBG is culturally competent (one of SAMSHA’s key goals).
• Have created coaching protocols so that local individuals and professional can become skillful in achieving results.
• Have developed protocols to identify teachers who might teach other teachers, and are working on pre-service training now.
• Developed both onsite and distant learning protocols to help onsite coaches.
• Have extensive training, videos and protocols to deal with children who do not respond to the Good Behavior Game, using a Response To Intervention coupled with a Functional Behavioral Assessment. The manual, protocols and videos also include evidence-based strategies to reduce the use of restraints and other coercive approaches. More is planned for development.
• Have manuals and protocols for principal and itinerant teachers (guest teachers, art teachers, music teachers, gym teachers, etc.) to maintain generalization across people.
• Have protocols for hall monitors, cafeteria workers and playground monitors to extend the efficacy of GBG to non-classroom settings for faster behavioral generalization.
• Have procedures to engage parents and other family members.
• Have tested procedures to implement GBG in afterschool program, to increase generalization and reduce adverse impact of negative peers.
• Have tested and continue to test (under the auspices of NIDA and IES) school-wide implementation pre-k through grade 8.
• Are integrating the Good Behavior Game with Positive Behavioral Support (PBS/PBIS) in sponsored research, which is natural since both come from the same research and key scientists.
• Are integrating the Good Behavior Game with Positive Alternative Thinking Skills (PATHS) in a sponsored research project.
• Have protocols how to cross-walk GBG with other common school interventions such as Second Step, Bullying Prevention Programs, etc.
• Have extensive data collection tools for in-classroom observation.
• Careful diagnostic checklists for faithful (dose & fidelity) implementation by teachers and others.
• Created multiple training models, that can be adapted to different situations.
• Developed prototypes for how to integrate the Good Behavior Game with educational service districts or mental-health providers.
• Are working on documents presently for integration of Good Behavior Game in the context of health-care reform, under the Senate Reconciliation bill so the implementation of GBG can receive 3rd party reimbursement for sustainability.
• Have the mechanisms to assist schools or school districts report required data for the RFP:
• The number of teachers/GBG coaches trained in specific behavioral health-related practices/activities specified within the grant;
• The number of students participating in the GBG (exposed to behavioral health awareness messages);
• The percentage of students participating in the GBG who have a disciplinary event (i.e. sent to the principal, etc.);
• The number of first grade classrooms per school implementing the Good Behavior Game;
• The number of teachers who successfully implemented the GBG each year; and,
• The number of coaches that provided support and collected fidelity measures on teacher’s implementation quality.
• Have experience and procedures to answer RFP requirements:
• What are the effect of the intervention on key outcome goals?
• What program/contextual factors were associated with outcomes?
• What individual factors were associated with outcomes, including race/ethnicity?
• How durable were the effects?
• How closely did implementation of GBG match the originally proposed plan?
• What types of changes were made to the originally proposed plan?
• What led to the changes in the original plan?
• What effect did the changes have on the planned intervention and performance assessment?
• Who provided (program staff) what services (modality, type, intensity, duration), to whom (individual characteristics), in what context (system, community), and at what cost (facilities, personnel, dollars)?
• What strategies were used to maintain fidelity to the evidence-based practice or intervention across providers over time?
• What percentage of GBG coaches were trained to train new teachers in the Good Behavior Game the second year and subsequent years?
So please contact us if you or the schools in your community are going after this grant. And yes, I am very, very happy it is happened—even though it is a bit embarrassing.
Dennis D. Embry Ph.D.
President/CEO
PAXIS Institute, PO 31205, Tucson, AZ 85751
Ph: 520-299-6770
FX: 520-299-6822
(assistant, Bea Ramirez, 520-360-2995)
www.paxis.org • www.simplegifts.com
http://gallery.me.com/drpaxis
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