Advanced Topics in PBS: Secondary/Tertiary Interventions George Sugai University of Connecticut Rob Horner University of Oregon

Goals  Emphasize the full continuum of strategies that make up school-wide positive behavior support.  Provide an example of Check-in/ Check-out  Provide an example of Intensive Function-based support  Suggest strategies for building capacity in more intense interventions

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT  27

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Thanks to Laura Riffel

Positive Behavior Support Adapted from George Sugai, 1996 © Terrance M. Scott, 2001 Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Intensive Analyze Student Data Interviews, Questionnaires, etc. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Simple Student Interventions Group Interventions Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

89%74%75% N = 1288 N = 377 N = 124 3%9%8% 94% 1% 73% 10% Pre K K K- 8/12

33%47%46%48%35%

A Concern  Schools often consider only ONE behavior support system Often this system is for those students with most intense needs

Messages  Invest in prevention first  Invest in a full continuum of supports Universal/ Primary Targeted/ Secondary Intensive/ Tertiary

Check In Check Out: A Targeted Intervention Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut

BEP/Check-in Check-out Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-out Home Check-In Class Check in Class Check out Teacher Checks

CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job SafeResponsibleRespectful Check In0 1 2 Before Recess Before Lunch After Recess0 1 2 Check Out0 1 2 Today’s goalToday’s total points Comments:

HAWK Report Date ________ Student _______________ Teacher___________________ 0 = Not Yet 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal BestTeacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class Recess Class Lunch Class Recess Class Total Points = Points Possible = 50 Today ______________% Goal ______________%

Why does CICO work?  Improved structure 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 feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO Work?  Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)  Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day  Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate academic support  Linking school and home support Provide format for positive student/parent contact  Program is organized to morph into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress

Linking CICO with Function-based support  Leanne Hawken  Robert March  Anne Todd, Amy Kauffman

Plan for the future: We want self-managers  Embed self-management strategies as driven by the data Use natural signals for monitoring as much as possible Self-monitor Self-record, check for accuracy Fewer check points during the day  Maintain AM and PM times for awhile Manage own CICO account  More on self management in the future…..

Check-in Check-out Embedded Within SWIS

Check-in/ Check-out Self-Assessment  Individually score the elements of the CICO Self- Assessment  In place; In progress; Not in place  As a team review your ratings, and agree on a single summary for the school  For 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.

Is CICO appropriate for your school?  Download the ppt and self-assessment (online library) (presentations)  Consider reading and reviewing Crone, Horner & Hawken (Behavior Education Plan) Leanne Hawken DVD  Request training and coaching support from your state SWPBS trainers  Review CICO data system embedded within SWIS

Function-based Supports