Presentation on theme: "Check In Check Out: A Targeted Intervention"— Presentation transcript:
1Check In Check Out: A Targeted Intervention Rob Horner, George Sugai, Anne Todd,Celeste Rossetto Dickey, Cindy Anderson, Terry ScottUniversity of Oregon and University of Connecticut
2GoalsDefine the logic and core features of Targeted Interventions, and the specifics of the Check-in/Check-out (CICO) approach.Provide empirical evidence supporting CICO, and practical examples from local schools.Self-assess if CICO is appropriate for your schoolBuild action plan for CICO implementation
3CICO within School-wide PBIS All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.
4 Tertiary Prevention: Specialized Individualized SCHOOL-WIDE *Systems for Students with High-Risk BehaviorSCHOOL-WIDEPOSITIVE BEHAVIORSUPPORT~5%Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior~15%Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings~80% of Students
5Major Features of Targeted Interventions Intervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolHome/school linkageFlexible intervention based on assessmentFunctional AssessmentAdequate resources (admin, team)weekly meeting, plus 10 hours a week for coordinationStudent chooses to participateContinuous monitoring for decision-making
6Core features of CICO (BEP) Behavioral Priming/ Behavioral MomentumStart school off positivelyStart each class off positivelyStudent recruitment of contingent adult attentionApproach adults (teachers/ family)PredictabilitySelf-managementData-based decision-makingExcruciating Efficiency
7BEP/Check-in Check-out Cycle Weekly CICO Meeting9 Week Graph SentProgram UpdateEXITCICO PlanMorning Check-InAfternoon Check-outHome Check-InRequest for AssistanceODR LevelFamily or Student requestStudent Recommended for CICOCICO CoordinatorBehavior support teamClass Check outTeacher ChecksClass Check in
8BEP/Check-in Check-out Cycle Weekly CICO Meeting9 Week Graph SentProgram UpdateEXITCICO PlanMorning Check-InAfternoon Check-outHome Check-InStudent Recommended for CICOMorning Check-InCheck student “status”Review home cardProvide Daily Progress RptGreet and praiseClass Check outTeacher ChecksStudent give card to teacherTeacher praise/ primeProvide Daily Progress RptGreet and praiseEnd of class feedbackTeacher ChecksClass Check in
9BEP/Check-in Check-out Cycle Weekly CICO Meeting9 Week Graph SentProgram UpdateEXITCICO PlanMorning Check-InAfternoon Check-outHome Check-InStudent Recommended for CICOHome CheckStudent give card to parentParent praise/ primeNo negativesParent signsClass Check outTeacher ChecksClass Check inAfternoon checkoutReview dayRetrieve cardSend copy to familyRecord points in SWIS
10BEP/Check-in Check-out Cycle Weekly CICO Meeting9 Week Graph SentProgram UpdateEXITCICO PlanMorning Check-InAfternoon Check-outHome Check-InStudent Recommended for CICOTeam MeetingReview student progressAdjust support plan if no improvement in two weeksBuild self-management steps when appropriateExit when appropriateReport to School-wide Team, Administration, Whole FacultyClass Check outTeacher ChecksClass Check in
11CICO Record Safe Responsible Respectful Check In 0 1 2 Before Recess Name: ____________________________ Date: ______________0 = Need work, 1 = “OK” 2 = Nice JobSafeResponsibleRespectfulCheck InBeforeRecessLunchAfter RecessCheck OutToday’s goalToday’s total pointsComments:
12Date ________ Student _______________Teacher___________________ HAWK ReportDate ________ Student _______________Teacher___________________0 = Not Yet1= Good2= ExcellentBe SafeBe RespectfulBe Your Personal BestTeacher initialsKeep hands, feet, and objects to selfUse kind wordsand actionsFollow directionsWorking in classClassRecessLunchTotal Points =Points Possible =Today ______________%Goal ______________%
13Daily Progress Report Periods (block schedule) along the top Goals (along the side) are the school-wide expectations (may need to be individualized for some students)Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation
14Why does CICO work? Improved structure Student is “set up for success” Prompts are provided throughout the day for correct behavior.System for linking student with at least one positive adult.Student chooses to participate.Student is “set up for success”First contact each morning is positive.“Blow-out” days are pre-empted.First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.Increase in contingent feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.
15Why does CICO work? Student recruits adult support Student uses card to recruit adult attention.Very low “effort” for teacherProgram can be applied in all school locationsClassroom, playground, cafeteria (anywhere there is a supervisor)Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day
16Why does CICO Work? Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate academic supportLinking school and home supportProvide format for positive student/parent contactProgram is organized to morph into a self-management systemIncreased options for making choicesIncreased ability to self-monitor performance/progress
17Getting CICO Started Use the CICO Self-Assessment Use the CICO Action PlanTeamRecorderFacilitator
18Logistics for Setting up a CICO program Activity1:All-Faculty Orientation to CICOAssessment of need (ODR rates, staff assessment)Team to manage CICOCICO coordinator1. Faculty and staff commitmentIs problem behavior a major concern?Are staff willing to commit 5 min per day?Is CICO a reasonable option for us?More than 5 students need extra supportCICO is designed to work with 10-12% of kids in a schoolCICO typically “works” (50% reduction) with 67% of students.CICO does NOT replace need for individualized supports.2. Team available / Coordinator availableTeam leaderCICO coordinator (morning, afternoon)Team (meets at least once every two weeks)
19Logistics for Setting up a CICO program Activity 2:SWPBIS Tier I in place (TIC = 80%; SET = 80/80)Request for assistance process defined.Criterion for CICO support defined.3. School-wide PBS in placeSchool-wide expectations defined and taughtReward system operatingClear and consistent consequences for problem behavior4. Process for identifying a student who may be appropriate for CICOStudent is not responding to SWPBS expectationsRequest for AssistanceStudent finds adult attention rewardingStudent is NOT in crisis.
20Logistics for Setting up a CICO program Activity 3:Daily Progress Report developedHome report routine developedDefine how families will be informed of process5. Daily CICO progress report cardSame expectations for allCommon scheduleAll staff taught rules for accepting, completing and returning the card.6. Home report processCan be same as progress cardCan be a unique reporting form
21Name: _____________________________ Date: _____________ CICO Home ReportName: _____________________________Date: ___________________ I met my goal today ______ I had a hard dayOne thing I did really well today was:_______________________Something I will work on tomorrow is: _______________________Comments:Parent/Guardian Signature: ________________________________________________________Comments:
22Logistics for Setting up a CICO program 7. Trading menuReward for collecting and turning in daily progress cardReward for meeting daily goalExchange system for points earned8. Collecting, summarizing and using dataDaily updatesWeekly review by teamReferral for individualized interventions.28
34Activity 4:Rewards for CICO points defined and availableProcess for collecting, entering, summarizing and reporting data is defined.When would a student be referred for more intense support?
35Logistics for Setting up a CICO program Activity 5:Check-in staff definedCheck-in location definedProcess for teaching students check-in routine definedTeacher check-in/check-out routine definedTeacher check-in/check-out routine presented to staff.9. Morning Check-in RoutineTeaching students when, when, howTeaching check-in coordinatorAssessRewardSet-up or Redirect10. Teacher Check-in/Check-out RoutineTeach students when, when, howTeaching staff/facultySet-up for success, positive momentumEvaluation
36Logistics for Setting up a CICO program Activity 6:End of day check-out routine, location, staff defined.b) Family check/signatureroutine defined.c) Procedure for familyorientation to CICOdefined.11. Afternoon Check-out RoutineTeach students when, where, howTeach CICO coordinator data collection, acknowledge success, encourage improvement.Consider self-recording system for older students12. Family Review RoutineTeach family only to acknowledge success, sign
37Logistics for Setting up a CICO program Activity 7:Team meeting schedule defined for the current year.Team meeting agenda defined (data review, decision protocol)Decision-rules:Stay as isMove to self-managementMove to individual support.Move off CICOSample Decision RulesStay as is:* < 6 weeks of success or upward trendMove to Self-management* > 6 weeks with 4 days per week of success.Move to more intense support* 2 weeks without improvementGraduate off CICO* 4-6 weeks of success on Self-management13. Team Meeting Decision MakingReporting of student statusProcess for adjusting when CICO is not successful14. Planning for successIdentifying successFading supportEmbedding self-management
38Logistics for Setting up a CICO program Activity 8:Define self-management process.Use card, but no teacher reviewNo, card, but still check inb) Substitute teacher orientation materialsc) Use of card in non-structured areas15. Planning for more intensive, individualized support.Functional behavioral assessmentTier III support team16. Substitute Teacher routineHow to inform and orient new teachers17. Playground, cafeteria, bus routines
39Linking CICO with Function-based support Leanne HawkenRobert MarchAnne Todd, Amy Kauffman
40Baseline Check-in Check-out Trevor Chad Todd, Kauffman, Meyer & HornerBaselineCheck-in Check-outTrevorPeer CompositeChadPercentage of Intervals with Problem BehaviorKendallEric
41Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support Leanne S. Hawken and Rob HornerUniversity of OregonJournal of Behavioral Education, in press
45Check-in/ Check-out Self-Assessment Individually score the elements of the CICO Self-AssessmentIn place; In progress; Not in placeAs a team review your ratings, and agree on a single summary for the schoolFor elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?Define a schedule for meeting to review progress and implement your CICO plan.
46Assessing of CICO is right for your school What do Targeted Interventions do?Increase access to adult attentionIncrease access to peer attentionIncrease access to activity choiceAcceptable options for avoiding aversive activitiesAcceptable options for avoiding aversive socialIncreased structure (prompts for approp behavior)Structured times for feedback (5 per day)Enhanced home-school communicationDevelopment of self-management skillsCICO Self-Assess
48Summary Targeted interventions CICO is one option Highly Efficient, structured supportCICO is one optionAssess for whom it will workEnlist whole faculty involvementCICO will still need supplement from Tertiary, Function-based support system
49Assumed FBA Summary Statement When CICO is used Setting EventsTriggeringAntecedentsProblemBehaviorMaintainingConsequencesAn arrangeOf situations(In class,Given work,On playgroundTalk out,Out of seatTeaseMake Noise,Etc.UnknownObtainPeer orAdultAttentionNote: CICO was designed on the assumption that problem behavior is being maintainedby attention. And a KEY ASSUMPTION is that attention from at least some adultsis highly valued.
50Within CICOIncrease predictabilitySchedule of events during the dayPlanned time to connect with adultsClarity of expectationsTwo New SkillsApproachAdultsb) Self-evaluateThree FeedbackCyclesMorning/Afternoon CICOb) Class Checksc) Home Checks
51FBA Summary Statement: Would you expect CICO to be Effective? Third GraderSetting EventsTriggeringAntecedentsProblemBehaviorMaintainingConsequencesRequest to do seat work aloneWhine, fall out of seat, break pencilJust return from recessMaintain teacher attention
52FBA Summary Statement: Would you expect CICO to be Effective? Seventh Grader who Finds Adult Attention Very RewardingSetting EventsTriggeringAntecedentsProblemBehaviorMaintainingConsequencesEating lunch with peersLunch timeLoud noises, rude comments, swearingPeer attention
53FBA Summary Statement: Would you expect CICO to be Effective? Eighth Grader who is very isolated, and does not interact with adults unless required to do so.Setting EventsTriggeringAntecedentsProblemBehaviorMaintainingConsequencesConflict at home prior to coming to schoolRequest to do very difficult instructional tasksNon-compliance, rudeness, disrespect, swearingAvoid work
54FBA Summary StatementProvide Two Hypotheses: One that is a “fit” for CICO and one that is not a “fit”Setting EventsTriggeringAntecedentsProblemBehaviorMaintainingConsequences19