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Most Promising Targeted Interventions

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Presentation on theme: "Most Promising Targeted Interventions"— Presentation transcript:

1 Most Promising Targeted Interventions
Check-in/Check-out or Teacher Check, Connect and Expect Every school does not need every targeted intervention. All schools need one of the above interventions or something similar.

2 Check-In/Check-Out programs… called many different things
Aka. Behavior Education Program (BEP) Teacher Check and Connect Secondary or Targeted Interventions Variations on a long-standing strategy of using daily behavior report card

3 Check-In/Check Out Implementation Manual
The Behavior Education Program: A Check-in, Check-out Intervention Check-In/Check Out Implementation Manual Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com) Information I will be presenting today is from this book. Relatively inexpensive: Book $28; DVD $55; Package $65 © 2005 by The

4 What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)?
School-based programs for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with: Students who do not respond to school-wide interventions Students with repeated referrals Students seeking adult attention

5 CICO and TCCE Elements Daily positive adult contact
Check-in/Check-out system Daily Report Card (DPR) – increased attention to behavioral goals For all school settings Home school partnership Collaborative team-based process

6 Teacher Check Connect and Expect: How does it work?
Student is greeted in a friendly positive way by the teacher. Teacher reviews behavior expectations with the student, and encourages student to do well. After each time period, teacher checks in with student about progress during time period and indicates points on daily progress report (DPR). At end of day, teacher writes the total amount of points achieved for the day on DPR. Completed DPRs are sent to the targeted team for input into data information system. Targeted team reviews progress after four weeks unless otherwise indicated.

7 Check-In/Check-Out Cycle: How does it work?
Morning check-in Students checks in with coordinator within 15 minutes of arrival time Coordinator collects and hands out Daily Progress Report form daily goal set with students Students encouraged to make good choices Student gives DPR form to each teacher prior to each period (section of time). (Can also be used in cafeteria or playground… anywhere there is a supervisor).

8 Check-In/Check-Out Cycle: How does it work?
End of day check-out During last 20 minutes of the day Goes over daily progress Reviews progress towards goals Points tallied Reward Graphs student progress Daily Progress Report form copy taken home and signed. Return signed copy next morning.

9 Overview: CICO and TCCE focus on behavior
Reminders at check-in/check-out Feedback from teacher/s after each class Daily Progress Report Increased opportunities for reinforcement and learning

10 Overview: CICO and TCCE all school settings
Daily Progress Report (DPR) All of students’ teachers/supervisors involved Need for staff buy-in, training

11 Overview: CICO and TCCE home-school partnership
Parents meet with the team and student Parents sign behavior contract Parents review, comment and sign DPR

12 Check-In/Check-Out View DVD

13 Who Qualifies for CICO or TCCE?
More than minimal number of referrals over an established time period Across several different settings or activities Not dangerous to self/others Adult attention is rewarding

14 Who Can Benefit? APPROPRIATE INAPPROPRIATE FBA-BIP
Low-level problem behavior (not severe) 2-5 referrals Behavior occurs across multiple locations Examples talking out minor disruption work completion INAPPROPRIATE Serious or violent behaviors/ infractions Extreme chronic behavior (6-10+ referrals) Require more individualized support FBA-BIP Wrap Around Supports

15 Why do these programs Work?
Prompts are provided throughout the day for correct behavior System links student with at least one positive adult Student chooses to participate Student is “set-up” for success First contact each morning is positive First contact each class period is positive Increase in contingent feedback Feedback occurs more often Feedback is tied to student behavior Inappropriate behavior is less likely to be ignored or rewarded

16 Getting Started Activities
1. Determine how Check-in/Check-out or TCCE will be implemented in your school 2.Develop Daily Progress Report 3.Develop reinforcement system for students on Check-in/Check-out or TCCE 4.Develop referral system 5.Create system for managing daily data 6.Plan for fading students off intervention 7.Develop staff training 8.Develop student and parent training

17 Establish the Team (student)
First Steps: Determine how CICO or TCCE will be implemented in your school Establish the Team (student) Assign Check-In/Check-out Coordinator (if CICO) Determine location within building if Check-In/Check-Out; in classroom if TCCE Establish number of students that can be served at one time Determine the name of this program for your school

18 When does the Student Focused Targeted Team meet?
Team meetings Regular scheduled meetings –weekly or depending on building needs •If no new referrals, the team meets briefly to review progress on current interventions, to self-evaluate, and to action plan

19 If you do CICO, you will need a Check-In/Check-Out Coordinator
“Someone the students enjoy and trust” Enthusiastic Leads check-in and check-out Enters data daily Prioritizes students for Team meeting Prioritizes requests for service Creates graphs for meetings Gathers extra info for meetings Facilitates meetings Maintains records

20 Make sure to appoint and train a backup coordinator!
If CICO, Make sure to appoint and train a backup coordinator!

21 Activity # 5: The Student Focused Targeted Team
Revisit the Team Profile you created for the Student Focused Team. Identify Check-In/Check Out Coordinator(s) if CICO Identify back-up Coordinator Make any other needed changes to Team Profile to accommodate Check-In/Check-Out or TCCE Consider a catchy name for your program

22 Who is eligible for Targeted Intervention?

23 Activity # 6: Who will you serve?
Review your ODR data to determine who might benefit from Check-In/Check-Out or TCCE. What percentage of the student population does this group represent? How many students can you serve?

24 Getting Started: Space
Where will the Program occur? If CICO, then the space needs to be: Predictable Enough space to accommodate the Coordinator and several students at a time Central location but relatively isolated If TCCE, then space considerations need to emphasize discretion and convenience

25 The Check-In Same location each day Greet students
Collect yesterday’s signed DPR Check bags/backpacks Provide supplies Record names, preparedness, yesterday’s DPR Reward for completing requirements Prompt to have a good day

26 The Check-Out Move quickly Recognize student for checking out
Collect a copy of the Daily Progress Report Reward if daily goal has been met Prompt for a good day tomorrow

27 Check-in, Check-out Form: Elementary School Version
Student Check-Out % of points earned Goal Check-in Delivered Contract Signed Parent Copy of DPR

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29 Activities 7 & 8 Determine the location for check-in and check-out
Develop summary form for students on Program

30 Getting Started Activities
(1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop Daily Progress Report (DPR) (3) Develop reinforcement system for students on Program (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

31 Daily Progress Report (DPR)
At least 2 copies Portable Group vs. Individualized goals Age appropriate Reflect all areas of campus Reflect all activities/time periods Clear, concise, understandable for students, families and staff.

32 In training CICO Member X Jeremy Walker
Check-In/Check-Out Form Daily Progress Report A- Day B-Day Name: Jeremy Walker Date: 9/18/02 Teachers: Please indicate YES (2), So-So (1), or No (0) regarding the student’s achievement for the following goals: Goals 1/5 2/6 3/7 HR 4/8 Be respectful Be responsible Keep Hand & Feet to Self Follow Directions Be There – Be Ready TOTAL POINTS 8 7 10 TEACHER INITIALS A.K. B.D. R.S. J.T. B.L. Daily Goal 40/ Daily Score 41/50 In training CICO Member X Jeremy Walker Student signature Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (I additional space is required, please attach a note and indicate so below) Period 1/5 Behavior is improving! Period 2/6 Period 3/7 Home Room Excellent behavior today! Period 4/8 Parent/Caregiver Signature: Angel Walker Parent/Caregiver Comments: Keep up the good work!

33 HAWK Report Helping A Winning Kid. Date _________________
HAWK Report Helping A Winning Kid Date _________________ Teacher___________________________ Student_____________________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class Recess Lunch Total Points = Points Possible = Today ______________% Goal ______________% Parent’s signature______________________________ WOW:_________________________________________________________________________________ ______________________________________________________________________________________

34 Paw Print Card We Expect Your Best!
Date ____________________ Student ____________________________________ 0=No 1=Sorta 2=Great! Be Safe Keep hands, feet and objects to self Be Respectful Use kind words and actions Be Responsible Follow directions first time given Teacher Initials 8:30 AM to AM Break AM Break to Lunch Lunch to PM Break PM Break to End of day Total Points = ________________ Points Possible = (18 Fridays) Today _________________% Goal _________________% Successes: ______________________________________________________________________ Parent Signature__________________________________________________________________

35 Name _____________________________________________________
KENNEDY CARD Name _____________________________________________________ Materials To Class Work And Let Other Follow Directions the First Time Teacher Parent 2 1 No Assignments: Wow, = _____ Goal = 36

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37 Activity # 9 Create DPR Forms
Guidelines: What will the behavioral expectations be? Are the expectations positively stated? Is the DPR teacher friendly? Is the DPR age appropriate, and does it include a range of scores? Are the data easy to summarize? Is there a place to write each student’s goals (i.e., in case some students need to start with a lower goal)?

38 Getting Started Activities
(1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3)Develop reinforcement system for students (4) Develop referral system (5) Create a system for managing daily data (6) Plan for fading students off of intervention (7) Develop staff training (8) Develop student and parent training

39 Reinforcers PRAISE, PRAISE, PRAISE Positive adult contact
Provide students reinforcement for meeting daily point goals is essential: -Spinner System -Credit Card System -Activities

40 Student Reinforcement
Small reinforcer for successful check-in -On time -Returned signed DPR -Has all materials -Filled out new DPR Small reinforcer from teacher for perfect periods Small reinforcer for successful check-out -Being there in time to make the bus -Having DPR -Met daily goal Additional incentives for weekly, monthly achievements

41 Student Reinforcement – Connected to School-Wide PBS
SW dollars, mini-store at checkpoint Check-in/Check-out dollars (worth more than SW bucks) Accelerated value/redemption

42 Activity # 10: Reward System
Activity 10 Guidelines: What will the students’ daily point goal be? What reinforcers will students receive for checking in and out (e.g., praise and lottery ticket)? What reinforcers will students receive for checking out and meeting their daily point goal? How will you ensure students do not become bored with the reinforcers? Determine what resources you will need to access reinforcers

43 Getting Started (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

44 Referral Sources Office Discipline Referrals
Universal Screening (will identify internalizing non-responders) Other data – absentees, visits to nurse, academics, other Parent Request Teacher Request

45 Request for Assistance
Must have a request for assistance form that guide the process All faculty & staff should be familiar with how to use the form to make a referral Request for assistance forms should be easily accessible Request for assistance forms should be given to Targeted Coordinator Targeted Coordinator should respond to person making referral within 2 days

46 Develop the Request for Assistance Process
What, Where, How long? Determine maximum capacity System for prioritizing students Process for graduating from program

47 Request for Assistance Form
Pg 94 in Crone et al. text Elements to include: Student’s name Date Name of referring person Reason for referral (description of problem behavior) Hypothesized reason for the problem behavior (what does the student gain by misbehaving)? Behavior strategies tried thus far All staff should know how to use form to make referral Easily accessible to all staff

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50 Contract/Agreement Agreement to succeed
Pg 108 in Crone et al. text Agreement to succeed Student: Student chooses to participate Parent Check-In/Check-Out Coordinator Teachers Contract may be written or verbal Better if written

51 Permission for Check-In/Check-Out
Winder School Permission for Check-In/Check-Out Date ____________________ Student _____________________________________ Grade _______________ Teacher _____________________________________ Parent / Guardian _____________________________ I would like to include your child in our Check-In/Check-Out Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child. _____ I do give consent for my student to participate. _____ I do not give consent for my student to participate. ___________________________________ Date _________________________ ( Parent / Guardian ) For further information, please call: ___________________________________ at , Sabrina Williams or call ___________________________________.

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54 Activity # 11 Develop a Request for Assistance System and Referral Form
-Determine the criteria for placing students in CICO or TCCE. Other targeted interventions. -Create referral form and process that is: easy to access easy to complete contains the necessary information -Create a student agreement contract -If necessary, develop a parent consent form

55 Getting Started Activities
(1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students on Check-In/Check-Out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off of intervention (7) Develop staff training (8) Develop student and parent training

56 CICO-SWIS Organized around same three areas as SWIS:
Data Entry Reporting Tool Reports organized to be used for two levels of problem-solving Overall CICO Implementation Individual Student Progress Monitoring

57 CICO-SWIS – View Reports

58 Activity # 12 Create a system for managing the daily data
Which computer system will you use? SWIS? Excel? Other? How frequently will your Team review the daily Check-In/Check-Out data? (at least bi-weekly) Who is responsible for summarizing the data and bringing it to the meetings? How frequently will summary data be shared with staff? Parents?

59 Getting Started (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

60 Graduating from the Program
80% or better for at least 4 weeks, on a daily basis Consult with teacher's), team Meet with student to introduce graduation process -Show data -Explain how to use rating card/how to judge own Behavior CELEBRATE Talk with parents about graduation, how they can continue to support their child

61 Graduating from the Program
Shift to self-management Teacher ratings = Student ratings Rewards for honesty and accuracy Rewards become contingent on good behavior Fade teacher ratings, rewards (not as much) Fade data collection

62 Activity # 13: Plan for fading students off the Check-In/Check-Out intervention
Guidelines: What are the criteria for fading students off of Check-In/Check-Out? How will the program be faded, and who will be in charge of helping students fade off the Check-In/Check-Out? Plan for student graduation celebrations

63 Getting Started (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

64 Staff Training 1-2 hour in-service for ALL staff:
Staff/Teacher’s role in the process Mission, culture, process, forms Referrals for program Program capacity, prioritizing, time to placement Rating students’ behavior (Completing the DPR) Giving effective feedback during and after class Graduating from the program Opportunities to practice, review forms Booster sessions

65 Teacher Feedback to Students
Start each period on a good note Attend to appropriate behavior (especially if it is a target behavior) -Be specific -Developmental considerations Review and explain DPR ratings calmly and objectively -Be specific and brief (app. 30 seconds) Do not engage students in debates over ratings Use rational detachment Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points

66 Example: Giving Feedback
Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets. Teacher responses: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”

67 Teacher Feedback to Students
Praise all points, even if your goal was not met Provide additional reward if student has a perfect period -SW incentive, early out, etc. When “chunking”periods… -Consider age, task demands Each period is a fresh start

68 Activity # 14: Develop and Schedule Staff Training
Schedule time for staff training Who will plan and deliver the training Training should include information on: How to make a referral How to fill out the DPR Types of feedback statements to be made to students Examples and activities that model staff rating of DPR

69 Getting Started (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

70 Parent Introduction For all parents Positive Brief Collaborative
Opportunity to refer

71 Student Body Introduction
Check-In/Check-Out as an Opportunity Earn more rewards Earn respect of peers Emphasize Check-In/Check-Out achievements (with permission) Incorporate into school’s culture

72 Introductory Meeting with Parents and Student
Parents first: Buy-in, support Together with child -Give rationale -Emphasize positive aspects -Emphasize opportunities to earn rewards -Developmental considerations -Student and parents sign BEP Contract Teach target behaviors (refresh as needed) Explain finality of teacher ratings Physically walk through checkpoints or routine

73 Activity # 15: Develop Student Training
Guidelines: -Who will meet with the students to train them on the intervention? Training should include: Overview of the program How to check in and check out daily Adding up daily points Determining whether daily point goals are met Accepting feedback –both positive and negative Procedure for taking the DPR home and bringing it back the next school day

74 Activity # 16 Develop Parent Training
Guidelines: How and when will the parents be trained on the intervention? Training should include: How to provide feedback to their children How to focus on the positive What to do if there is a bad day

75 A Systematic Screening Process for Behavior Disorders
Use a multistage, multigated screening process to identify students at-risk for developing ongoing behavior concerns that takes into consideration teacher judgments and uses national norms to assess the level of risk At each stage, the level of risk is determined Those with an elevated risk who may require additional assessment or services continue to the next stage Those who don’t have an elevated risk “exit” the system.

76 A Systematic Screening Process for Behavior Disorders

77 BASC-2 Behavioral and Emotional Screening System Randy Kamphaus & Cecil Reynolds Pearson Publishers


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