1. Secondary Interventions: Check-in/ Check-out as an Example Rob Horner, Anne Todd, Amy Kauffman-Campbell, Jessica Swain-Bradway University of Oregon www.pbis.org www.swis.org

2. Goals Define the features and purpose of “secondary interventions” Describe one approach to secondary intervention (Check-in/Check-out) ◦ Present research examining this approach Suggest future research directions

3. “Secondary Interventions” An approach to implementation Secondary interventions exist only in the context of a multi-tiered intervention model. Most of what we call “secondary interventions” were initially implemented as primary interventions.

4. Emergence of Technology Basic Principles Practices Implementation Strategies

5. 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 

6. ~80% of Students SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 

7. Major Features of any Secondary Intervention within SWPBS Intervention is continuously available Rapid access to intervention (72 hr) Implemented across all settings/ times/ people in school Very low effort by teachers Consistent with school-wide expectations Can be adapted based on assessment information ◦ Functional Assessment Adequate resources and administrative systems ◦ weekly meeting, plus 10 hours a week (FTE) Continuous monitoring for decision-making

8. Behavior Education Plan Check-in/ Check-out Variations on a long-standing strategy of using daily behavior report card ◦ Many variations

9. BEP/Check-in/ Check-out Cycles Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-out Home Check-In Daily Teacher Evaluation

10. Daily Progress Report

11. HAWK Report Date ________ Student _______________ Teacher___________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = 50 Today ______________% Goal ______________%

12. Data Collection for Decision- Making Monitor points earned each day Office Discipline Referrals Grades Regular use of data by team Outcome Data

13. Daily Data Used for Decision Making Daily Data Used for Decision Making

14. Daily Data Used for Decision Making

15. Data Entry What it will look like in CICO-SWIS Student Progress Data

16. 4 expectations are defined in Preferences 3 expectations are defined

17. www.swis.org

18. Core features Behavioral Priming/ Behavioral Momentum ◦ Start school off positively ◦ Start each class off positively Student recruitment of contingent adult attention ◦ Approach adults (teachers/ family) Predictability Self-management Data-based decision-making Excruciating Efficiency

19. 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

20. Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support Leanne S. Hawken and Rob Horner University of Oregon Journal of Behavioral Education,

23. The Effects of a Targeted Intervention to Reduce Problem Behavior: Elementary Implementation of Check-in/ Check-out. Anne Todd, Amy Kauffman, Gwen Meyer & Rob Horner Journal of Positive Behavior Interventions

24. Research Question Is there a functional relationship between implementation of Check in/ Check out and (a) reduction in problem behavior and (b) increase in academic engagement?

25. Participants Four elementary age students with moderate levels of problem behavior. Trevor Chad Kendall Eric

26. BL Check-in/ Check-out Percentage of Intervals with Problem Behavior

27. The Importance of Functional Behavioral Assessment in Targeted Interventions Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders,

28. Functional Assessment Functional assessment interview (FACTS) Defines:  Problem behaviors  Routines where problems most likely  Events that set off problem behaviors  Events that maintain problem behaviors  Attention (peer/adult)  Escape  Access to Activities/Items

29. CICO

31. CICO in High School Jessica Swain-Bradway ◦ Problem behavior most likely maintained by escape from academic tasks ◦ Adult attention is a less effective reinforcer ◦ Add academic support to CICO ◦ Tailor adult access to those adults selected by student.

32. Summary Secondary interventions are an important element in school-wide PBS CICO is one approach that has documented success __________________________ Future research directions ◦ Effects of CICO when done within full SWPBS ◦ Fading CICO support to self-management ◦ Maintenance of effects ◦ Sustainability of intervention