Presentation on theme: "Most Promising Targeted Interventions"— Presentation transcript:
1 Most Promising Targeted Interventions Check-in/Check-outorTeacher Check, Connect and ExpectEvery 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 ConnectSecondary or Targeted InterventionsVariations on a long-standing strategy of using daily behavior report card
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 interventionsStudents with repeated referralsStudents seeking adult attention
5 CICO and TCCE Elements Daily positive adult contact Check-in/Check-out systemDaily Report Card (DPR) – increased attention to behavioral goalsFor all school settingsHome school partnershipCollaborative 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-inStudents checks in with coordinator within 15 minutes of arrival timeCoordinator collects and hands out Daily Progress Report formdaily goal set with studentsStudents encouraged to make good choicesStudent 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-outDuring last 20 minutes of the dayGoes over daily progressReviews progress towards goalsPoints talliedRewardGraphs student progressDaily 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-outFeedback from teacher/s after each classDaily Progress ReportIncreased opportunities for reinforcement and learning
10 Overview: CICO and TCCE all school settings Daily Progress Report (DPR)All of students’ teachers/supervisors involvedNeed for staff buy-in, training
11 Overview: CICO and TCCE home-school partnership Parents meet with the team and studentParents sign behavior contractParents review, comment and sign DPR
13 Who Qualifies for CICO or TCCE? More than minimal number of referrals over an established time periodAcross several different settings or activitiesNot dangerous to self/othersAdult attention is rewarding
14 Who Can Benefit? APPROPRIATE INAPPROPRIATE FBA-BIP Low-level problem behavior (not severe)2-5 referralsBehavior occurs across multiple locationsExamplestalking outminor disruptionwork completionINAPPROPRIATESerious or violent behaviors/ infractionsExtreme chronic behavior (6-10+ referrals)Require more individualized supportFBA-BIPWrap Around Supports
15 Why do these programs Work? Prompts are provided throughout the day for correct behaviorSystem links student with at least one positive adultStudent chooses to participateStudent is “set-up” for successFirst contact each morning is positiveFirst contact each class period is positiveIncrease in contingent feedbackFeedback occurs more oftenFeedback is tied to student behaviorInappropriate 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 school2.Develop Daily Progress Report3.Develop reinforcement system for students on Check-in/Check-out or TCCE4.Develop referral system5.Create system for managing daily data6.Plan for fading students off intervention7.Develop staff training8.Develop student and parent training
17 Establish the Team (student) First Steps: Determine how CICO or TCCE will be implemented in your schoolEstablish the Team (student)Assign Check-In/Check-out Coordinator (if CICO)Determine location within building if Check-In/Check-Out; in classroom if TCCEEstablish number of students that can be served at one timeDetermine the name of this program for your school
18 When does the Student Focused Targeted Team meet? Team meetingsRegular scheduled meetings –weekly ordepending 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”EnthusiasticLeads check-in and check-outEnters data dailyPrioritizes students for Team meetingPrioritizes requests for serviceCreates graphs for meetingsGathers extra info for meetingsFacilitates meetingsMaintains 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 CICOIdentify back-up CoordinatorMake any other needed changes to Team Profile to accommodate Check-In/Check-Out or TCCEConsider a catchy name for your program
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:PredictableEnough space to accommodate the Coordinator and several students at a timeCentral location but relatively isolatedIf TCCE, then space considerations need to emphasize discretion and convenience
25 The Check-In Same location each day Greet students Collect yesterday’s signed DPRCheck bags/backpacksProvide suppliesRecord names, preparedness, yesterday’s DPRReward for completing requirementsPrompt to have a good day
26 The Check-Out Move quickly Recognize student for checking out Collect a copy of the Daily Progress ReportReward if daily goal has been metPrompt for a good day tomorrow
27 Check-in, Check-out Form: Elementary School Version StudentCheck-Out% of points earnedGoalCheck-inDeliveredContractSigned Parent Copyof DPR
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 copiesPortableGroup vs. Individualized goalsAge appropriateReflect all areas of campusReflect all activities/time periodsClear, 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:Goals1/52/63/7HR4/8Be respectfulBe responsibleKeep Hand & Feet to SelfFollow DirectionsBe There – Be ReadyTOTAL POINTS8710TEACHER INITIALSA.K.B.D.R.S.J.T.B.L.Daily Goal 40/ Daily Score 41/50In training CICO Member X Jeremy WalkerStudent signatureTeacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (Iadditional space is required, please attach a note and indicate so below)Period 1/5 Behavior is improving!Period 2/6Period 3/7Home Room Excellent behavior today! Period 4/8Parent/Caregiver Signature: Angel WalkerParent/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 = No1= Good2= ExcellentBe SafeBe RespectfulBe Your Personal BestTeacherinitialsKeep hands, feet,and objects to selfUse kind wordsand actionsFollow directionsWorking in classClassRecessLunchTotal Points =Points Possible =Today ______________%Goal ______________%Parent’s signature______________________________WOW:_______________________________________________________________________________________________________________________________________________________________________
34 Paw Print Card We Expect Your Best! Date ____________________ Student ____________________________________0=No1=Sorta2=Great!Be SafeKeep hands, feet and objects to selfBe RespectfulUse kind words and actionsBe ResponsibleFollow directionsfirst time givenTeacher Initials8:30 AM toAM BreakAM Break to LunchLunch toPM BreakPM Break toEnd of dayTotal Points = ________________Points Possible = (18 Fridays)Today _________________%Goal _________________%Successes: ______________________________________________________________________Parent Signature__________________________________________________________________
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 DPRSmall reinforcer from teacher for perfect periodsSmall reinforcer for successful check-out-Being there in time to make the bus-Having DPR-Met daily goalAdditional incentives for weekly, monthly achievements
41 Student Reinforcement – Connected to School-Wide PBS SW dollars, mini-store at checkpointCheck-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
45 Request for Assistance Must have a request for assistance form that guide the processAll faculty & staff should be familiar with how to use the form to make a referralRequest for assistance forms should be easily accessibleRequest for assistance forms should be given to Targeted CoordinatorTargeted Coordinator should respond to person making referral within 2 days
46 Develop the Request for Assistance Process What, Where, How long?Determine maximum capacitySystem for prioritizing studentsProcess for graduating from program
47 Request for Assistance Form Pg 94 in Crone et al. textElements to include:Student’s nameDateName of referring personReason for referral(description of problem behavior)Hypothesized reason for the problem behavior(what does the student gain by misbehaving)?Behavior strategies tried thus farAll staff should know how to use form to make referralEasily accessible to all staff
50 Contract/Agreement Agreement to succeed Pg 108 in Crone et al. textAgreement to succeedStudent: Student chooses to participateParentCheck-In/Check-Out CoordinatorTeachersContract may be written or verbalBetter if written
51 Permission for Check-In/Check-Out Winder SchoolPermission for Check-In/Check-OutDate ____________________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 Williamsor call ___________________________________.
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 EntryReportingToolReports organized to be used for two levels of problem-solvingOverall CICO ImplementationIndividual Student Progress Monitoring
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 basisConsult with teacher's), teamMeet with student to introduce graduation process-Show data-Explain how to use rating card/how to judge ownBehaviorCELEBRATETalk with parents about graduation, how they can continue to support their child
61 Graduating from the Program Shift to self-managementTeacher ratings = Student ratingsRewards for honesty and accuracyRewards become contingent on good behaviorFade 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 inyour school(2) Develop DPR(3) Develop reinforcement system for studentsOn 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 processMission, culture, process, formsReferrals for programProgram capacity, prioritizing, time to placementRating students’ behavior (Completing the DPR)Giving effective feedback during and after classGraduating from the programOpportunities to practice, review formsBooster sessions
65 Teacher Feedback to Students Start each period on a good noteAttend to appropriate behavior (especially if it is a target behavior)-Be specific-Developmental considerationsReview and explain DPR ratings calmly and objectively-Be specific and brief (app. 30 seconds)Do not engage students in debates over ratingsUse rational detachmentAcknowledge 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 metProvide additional reward if student has a perfect period-SW incentive, early out, etc.When “chunking”periods…-Consider age, task demandsEach period is a fresh start
68 Activity # 14: Develop and Schedule Staff Training Schedule time for staff trainingWho will plan and deliver the trainingTraining should include information on:How to make a referralHow to fill out the DPRTypes of feedback statements to be made to studentsExamples and activities that model staff rating of DPR
69 Getting Started(1) Determine how Check-In/Check-Out will be implemented inyour school(2) Develop DPR(3) Develop reinforcement system for studentsOn 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 OpportunityEarn more rewardsEarn respect of peersEmphasize Check-In/Check-Out achievements (with permission)Incorporate into school’s culture
72 Introductory Meeting with Parents and Student Parents first: Buy-in, supportTogether with child-Give rationale-Emphasize positive aspects-Emphasize opportunities to earn rewards-Developmental considerations-Student and parents sign BEP ContractTeach target behaviors (refresh as needed)Explain finality of teacher ratingsPhysically 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 programHow to check in and check out dailyAdding up daily pointsDetermining whether daily point goals are metAccepting feedback –both positive and negativeProcedure 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 childrenHow to focus on the positiveWhat 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 riskAt each stage, the level of risk is determinedThose with an elevated risk who may require additional assessment or services continue to the next stageThose 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