1. Beyond Check-In/Check-Out: Considerations for Tier 2 Interventions Chris Borgmeier Portland State University cborgmei@pdx.edu

2. District Behavior Specialist Old model: Put out fires IPBS: Guide systems-change and implementation

3. The New Model -- IPBS Efficient Teaming Process – Clear roles, procedures & responsibilities – Intervention Focused Linked to Continuum of Interventions (Tier 1  2  3) Try the easy things first (Tier 2 Interventions) …then Tier 3 (FBA/BSP) – Data focused Progress Monitoring Student Identification

4. Teams in a School FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III Could responsibilities of an existing team (TAT/SST/etc.) be shifted?

5. Tier 2 Interventions

6. Tier 1 SWPBS Tier I Group Interventions CICO Skills groups Group Interventions w/function-based modifications Function-based Support Comprehensive Supports Tier II Tier III Anger Mgmt group Peer Tutors Study Skills School Mentors

7. So Tell Us…. What are your schools currently implementing for Tier 2 interventions? What do you need/want to know about Tier 2 interventions for behavior? TASK Complete the Tier 2 Intervention Inventory for your school or schools in your district

8. Tier 2 Intervention Inventory

9. Tier 2 Interventions Research/Evidence based Match to student need Early student identification Progress monitoring and Data Based Decision Making

10. CICO: As model for Tier 2 Interventions

11. Research Support Pre schools Sandy Chafouleas, et al 2007 Elementary Schools – Anne Todd et al in press – Sarah Fairbanks et al, 2007 – Amy Kauffman-Campbell, dissertation – Doug Cheney et al, 2006; 2007 – Leanne Hawken et al. 2007 – Filter et al., 2007 Middle Schools – Leanne Hawken et al 2003 – Rob March et al 2002 High Schools – Jessica Swain-Bradway, in progress CICO is an Evidence-Based Practice 1.At least 5 peer reviewed studies 2.At least 3 different researchers/settings 3.At least 20 different participants

12. Characteristics of Targeted Interventions 1)explicitly teaching expected behavior to the student 2)structured prompts for appropriate behavior 3)opportunities to practice skills 4) opportunities for positive feedback 5)strategies for fading support as the student gains new skills 6)system for communicating with parents 7)regular Data for Monitoring student progress Keys to Changing Behavior

13. Student Recommended for CICO CICO is Implemented Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly SST Meeting to Assess Student Progress Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program Check In Check Out (CICO)

15. Check In / Check Out As a model for what targeted interventions should be 1)explicitly teaching expected behavior to the student 2)structured prompts for appropriate behavior 3)opportunities to practice skills 4) opportunities for positive feedback 5)strategies for fading support as the student gains new skills 6)system for communicating with parents 7)Regular Data for Monitoring student progress

16. Check In / Check Out How does CICO do this? Explicitly teaching expected behavior to the student Structured prompts for appropriate behavior Opportunities to practice skills Opportunities for positive feedback Strategies for fading support as the student gains new skills System for communicating with parents Regular Data for Monitoring student progress

17. Group Work Time Tier 2 Interventions Evaluate an existing Tier 2/group intervention in your school, how does it stand up to the Tier 2 Intervention characteristics? 1)explicitly teaching expected behavior to the student 2)structured prompts for appropriate behavior 3)opportunities to practice skills 4)opportunities for positive feedback 5)strategies for fading support as the student gains new skills 6)system for communicating with parents 7)Regular Data for Monitoring student progress

18. Monitor Fidelity of Implementation Benchmark of Advanced Tiers Check-In Check-Out Self Assessment BEP Fidelity of Implementation tool

19. Questions about Tier 2 Interventions Systems Considerations What constitutes a Tier 2 Intervention? – An intervention that: Serves multiple students at one time – More efficient use of resources that 1 student at a time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin implementation of the intervention with a student All school staff know about, understand their roll with, and know the referral process for – SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

20. Questions about Tier 2 Interventions Systems Considerations How many should we have? – To run systemic interventions or programs, school resources will often only allow a school to have so many (likely 2-5 interventions at one time) – Be strategic in investing resources in targeted interventions that will meet a need for a number of students in your school – A few successful programs are better than many that never really operate successfully because limited resources don’t allow for it – or aren’t accessed because it is too much trouble for referring staff to get a student started with GOOD QUESTION!

21. Progress Monitoring No matter how good the intervention – No intervention works for ALL – Even CICO – We need effective Data Systems See SWIS-CICO – www.swis.orgwww.swis.org

22. SWIS-CICO Report Support Plan Change Description 09/10/2008CICO 09/19/2008Brief FBA & modified CICO for Escape Acad Tasks CICO What NOW?

23. CICO Limitations Most effective for students who respond well to adult attention It doesn’t work for everyone  Strengths Format provides an Excellent foundation for critical elements of Targeted Interventions – Data system, card for prompting, communication w/ family Potential for modification to meet needs across students w/ variety of needs

24. Possible Motivation Role in SW Decision Making re: Tier 2 Role in Individual Student Decision Making re: Tier 2

25. Behavioral Explanations for “Why” Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… – Gaining attention – Gaining access to activities or tangible items – Avoiding or escaping from something student finds unpleasant Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

26. What might this data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals CICO ?

27. Using Function of Behavior to Inform CICO Modifications Use of Brief FBA to match student to appropriate version of CICO

28. CICO Modifications Intervention Examples

29. Peer Attention CICO Modification 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

30. Avoid Adults CICO Modification 32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time) Do not check in with adult in am/pm; unless student IDs adult

31. Academic Skills Students in CICO still failing classes – Missing assignments – At or near grade level reading, math abilities Peripheral skills – Organization – Breaking large tasks into smaller pieces – Prioritizing 2003 study, Swanson & Deshler – Explicit teaching and practice of organizational skills corresponded with a 16% increase in student success in the general education setting.

32. Secondary Interventions Practices: Supporting Student Behavior Academic Seminar – 45 minutes every other day – Study skills content – Academic Seminar instructor is also CICO coordinator CICO – 1-2 minute positive check in at beginning of day with CICO coordinator Academic Seminar room, academic seminar staff – 30 second positive check in with each class room teacher – Check out on behavioral performance in Academic Seminar ACADEMIC SEMINAR + CICO

33. Academic Seminar: Function Attention maintained behavior – Adult attention: CICO card – Peer attention: ability to earn social rewards Escape maintained behavior Escape difficult task: breaking down tasks, organization, one

34. Academic Seminar: Study Skills Planner Daily Entry Task – Prioritize assignments Notebook, backpack, locker organization Graduation Plan – Know grade level requirements Technology Self monitoring (academic progress)

35. Academic Seminar: Study Skills Decrease negative school experiences by: – providing support for students to complete assignments on time and with accuracy, – and increase knowledge and use of self-management skills within the school setting

36. Academic focused CICO Middle School Morning Check-in – Students check-in with counselor – All homework completed? Prepared for the school day with all necessary materials? – Opportunity to complete unfinished homework and to gather materials Daily point card and Homework tracker – Receive feedback each period about behavior during class (participation, staying on-task, completing work) – Record assignments on homework tracker Afternoon Check-out – Check-out with counselor – Review point card and homework tracker – Does student know what is due tomorrow? Have all materials needed to complete assignments? Home Component – Parents review daily feedback with student – Sign card to indicate if student has completed all homework

37. CICO Modification Elementary Escape Academic Task Explicitly teach an alternative/replacement behavior (i.e., break requests) Promote self-management by teaching students to “keep track” of their breaks Establish & Teach teachers (and students) how this will look in the classroom Make it feasible and sustainable for classroom teachers to implement

38. Breaks are Better Card

40. SWIS-CICO Report Support Plan Change Description 09/10/2008CICO 09/19/2008Brief FBA & modified CICO for Escape Acad Tasks CICO What NOW? FBA = Avoid Academic Tasks (esp. if HW not completed) Start w/ CICO – Academic focus

41. Other Potential Tier 2 Interventions Homework Club Social Skills groups Academic Skills groups Counseling groups

42. Characteristics of Targeted Interventions 1)explicitly teaching expected behavior to the student 2)structured prompts for appropriate behavior 3)opportunities to practice skills 4) opportunities for positive feedback 5)strategies for fading support as the student gains new skills 6)system for communicating with parents 7)regular Data for Monitoring student progress Keys to Changing Behavior

43. Data Systems Critical to track progress Regularly evaluate benefit of Tier 2 interventions

44. % of Points Earned x Students on Tier 2 Interventions 6 of 13 (46 %) students are responding to Tier 2 Interventions % of Points Earned Students Anger Mgmt Group CICO Anger Mgmt Group What action plan items would you suggest given this data?How about now?

45. Homework Club What is the goal of the Tier 2 intervention? – What are the behavioral outcomes desired? – What are the academic outcomes desired? How can you evaluate progress toward this goal in an observable/measurable way?

46. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes? 123456 Be Safe 212122 Be Responsible -turned in Homework 200121 Be Respectful -on task, approp lang. 201121

47. Group Work Time Tier 2 Using your selected Tier 2 intervention (non- CICO) What is the goal of the intervention? – What are the behavioral outcomes desired? – What are the academic outcomes desired? How can you evaluate progress toward this goal in an observable/measurable way?

48. Tier 2 Interventions & Social Skills Instruction Materials @ www.pbisnetwork.orgwww.pbisnetwork.org

49. Cautions regarding Social Skills Instruction Matching Interventions to Deficit Types – most social skills studies deliver a treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998) – consider acquisition v. performance deficits

50. Cautions regarding Social Skills Instruction Treatment Integrity – little evidence interventions were implemented as planned or intended

51. Cautions regarding Social Skills Instruction Address Generalization & Maintenance Issues – failure to adequately program for generalization & maintenance – failure to match instructional procedures to specific types of deficits – failure to target socially valid behaviors

52. Cautions regarding Social Skills Instruction Address Generalization & Maintenance Issues – Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998) – one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

53. Social Skills Basics Social skills curriculum must match the specific need. An ideal curriculum does not exist. Basic set of “Preferred Teaching Practices” exists. Initially, learning how to teach social skills takes time and energy.

54. Social Skills Common misperception is that the social skills group will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention. Important to stress that these interventions will require high level of involvement among ALL staff within the school building

55. Tier 1 SWPBS Tier I Group Interventions CICO Skills groups Group Interventions w/function-based modifications Function-based Support Comprehensive Supports Tier II Tier III Anger Mgmt group Peer Tutors Study Skills School Mentors

56. Assessment: Student Identification Emphasize the use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits Measurable outcome – is social skill instruction making a difference? – Reductions in non-desired behavior – Increases in alterative behavior (social skill)

57. Facilitated Work Time Tier 2 Interventions How can you support your schools to begin evaluating the efficacy of their group interventions? How can you help them to prioritize which Tier 2 interventions will offer the greatest benefit? How can you support your schools in turning existing group interventions into Tier 2 interventions?