Secondary Interventions Applying Function-based Support Adapted from Crone, Horner, & Hawken, 2004 Responding to Problem Behavior in Schools The Behavior Education Program (BEP)

Student Behavior in Context AntecedentBehaviorConsequence A B C Passage of Time

Three Functions of Behavior Problem Behavior Escape/Avoid SocialActivity PeerAdult Obtain SocialActivityTangible PeerAdult Automatic

Understanding Behavior Problems 1.Negative Reinforcement Hypothesis 2.Positive Reinforcement Hypothesis Sensory Stimulation Hypothesis Communication Intent

What’s in a Name? Different titles meaning the same thing Secondary Interventions include –Targeted Group Interventions Group means groups of students participating individually in the same program AND Group means small group –Behavior Education Program (BEP) includes Check in –check out (CICO)

Check in-Check out (CICO) Features Students identified and receiving support within a week Check-in and check-out daily with an adult at school Regular feedback and reinforcement from teachers Family component Daily performance data used to evaluate progress

Elements of the BEP/Check and Connect Approach Organization/Structure Identification/Referral Contract/Agreement Basic BEP Cycle Functional Behavioral Assessment Design of Support Data Collection and Decision Making

Organization and Structure Coordinator Chair BEP meetings, faculty contact, improvement Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services All staff commitment and training Simple data collection and reporting system.

Identification and Referral Multiple office referrals Recommendation by teacher Teacher Request for Assistance Recommendation by parent Time to action: –30 min to 7 days (goal is < 72 hours)

Contract/Agreement Agreement to succeed –Student: Student chooses to participate –Parent –BEP coordinator –Teachers Contract may be written or verbal –Better if written

Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can also be used in cafeteria or playground… anywhere there is a supervisor) End of day check-out –Points tallied –Reward Daily Progress form copy taken home and signed. Return signed copy next morning.

BEP/Check and Connect Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation

Daily Progress Report

CICO Report Date ________ Student ____________ Teacher__________ 0 = No 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 ______________%

Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Daily Progress Report Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS: Comments: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ HR1 st 2 nd 3 rd 4 th L5 th 6 th BE RESPECTFUL BE RESPONSIBLE BE ON TIME Parent Signature(s) and Comments: _______________________________________________

Daily Progress Report Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Name: Date: =Will try harder tomorrow: 1 point Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: CalendarReadingSpelling & Writing MathLunchCenters Hands to self (Be Respectful) Finish all work (Be Responsible) Keep chair legs on floor (Be Safe) Teacher comments: Parent Signature(s) and Comments:

Check-in/Check-Out Record Date:__________________CICO Coordinator:_________________ Check-In Check-Out Student NamePaperPencilNotebookCICO parent copy CICO Score Jason √√√√90 Leanne √√85 Juan √√√√60 Kiran √√100 Alexa √√√√95 Jacey √√√90

Tracking Student CICO Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/16/ /17/ /18/ /19/ /20/ /23/ /24/

Daily Data Used for Decision Making Ryan’s CICO Performance

Daily Data Used for Decision Making Rachel’s CICO Performance

Implementing CICO with Individual Students Effective School–Wide System in Place Student not responding to school-wide Expectations Implement Basic CICO Increased structure, check-in, check-out Frequent feedback Connection with key adult

Implement Basic CICO Is the Basic CICO Working? Continue with Basic CICO Transition to self- management Yes No Conduct Brief Functional Assessment (e.g., use FACTS) Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

Conduct Brief Functional Assessment Intensive, Individualized Behavior Support (e.g., Full FBA- BIP) Is the behavior severe, complex, intensive?

Design of Support Common intervention foundation Modifications based on functional assessment Base for building comprehensive, individualized support.