Transcript Modifying Check-in/Check-out to Fit a Range of Student Needs

Modifying
Check-in/Check-out to Fit
a Range of Student Needs
Jessica Turtura, PhD
Center on Teaching and Learning
University of Oregon
[email protected]
NWPBIS Network Webinar
December 3, 2013
Check-in/Check-out (CICO)
• Evidence-based intervention
• Efficient
• Time, fiscal resources
• Effective for students who are motivated by adult
attention
What about students who are
motivated by work avoidance?
LINK BETWEEN ACADEMIC
UNDERACHIEVEMENT AND BEHAVIOR
PROBLEMS
Skill Deficits
Limited access to natural
reinforcers (e.g. academic
success, teacher attention)
Escape
academic tasks
Problem Behavior
(e.g., Reid & Eddy, 1997)
Existing Options
• Academic Behavior CICO (ABC)
• Breaks are Better (BrB)
• Academic Seminar
Academic Behavior CICO
(Turtura, Anderson, & Boyd, 2013)
• Builds off CICO
• Modifications designed to
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Increase structure and feedback around recording assignments
Provide specific feedback for academic-related expectations
Decrease likelihood of being “set up” for a bad day
Provide incentives for positive academic behavior
• Designed especially for middle school students with
difficulties with organization and study skills
Advanced Organizer
• Overview of ABC
• Components of ABC
• Action Planning: Developing ABC for your school
• Plan for initial implementation & scaling
• Trouble-shooting ABC
Student Recommended for ABC
ABC is Implemented
Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
Regular teacher
feedback
Regular coordination
Meeting to assess student
progress
Afternoon
check-out
Revise
program
Exit
program
ABC in the Classroom
• Student engages in academic routine (e.g.,
participates in class)
• Student records assignments on homework tracker
• Student receives feedback (points) for
• Meeting social behavior expectations
• Meeting academic behavior expectations
• Using homework tracker
Components of ABC
• Morning check-in
• Daily feedback sessions
• Afternoon check-out
• Home session
Morning Check-in
Student meets with coordinator/mentor
• Is student prepared?
• Are assignments complete?
• Review home note
• Provide point card & tracker
2 points
possible
Morning Check-in Logistics
• Location
• Materials available
• Minimum: pencils, paper, erasers, etc.
• Consider individual items such as textbooks
• Homework completion
• Complete now—get pass to be late to class
• Complete later—receive homework pass
• 3 or more incompletes in 2-week period: consider new
intervention
Daily Feedback Sessions
• Student keeps point card (or separate tracker and
have student turn in to teacher)
• Student meets academic expectations
• Student completes assignment tracker
• Feedback at end of class period
• Academic expectations
• Homework recorded accurately
2 points per
expectation &
1 point for
tracker use
Afternoon Check-out
Student meets with coordinator/mentor
• Review point card--% points earned
• Provide incentives if using
• Positive verbal feedback
• Review homework tracker—plan for work
completion
• Complete home note
• End with encouragement
2 points
possible
Home Component
• Parent workshop first!
• Parent reviews home note
• Parent helps student problem-solve work completion
• Parent signs home note
Points
Possible
How Points
are Earned
Morning Check-in
2
Student has
materials (1) and
work is complete (1)
Feedback
Up to 2 per
expectation
Meet behavioral and
academic
expectations
Homework Tracker
1 per feedback
session
Assignments
recorded correctly
2
Attend checkout (1)
and have teacher(s)
signature (1)
Activity
Afternoon Checkout
Introducing ABC to Students
• Rationale for intervention—what is in it for student
• Logistics (role-play/question * answer)
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•
•
•
Check in and out
Daily feedback
Point card and homework tracker
Home component
• Obtain student agreement
Introducing ABC to Parents
• Rationale
• Parent responsibilities
• What parents do
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•
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Review home note and provide feedback
Review assignments and problem-solve
Help with organization
Sign home note
• What parents do not do
• Contingent rewards or punishment
• Complete work for student
• Argue, bribe, cajole into homework
Advanced Organizer
• Components of ABC
• Action Planning: Developing ABC for your school
• Plan for initial implementation & scaling
• Trouble-shooting ABC
Action Planning for ABC
• Are you ready for ABC?
• Action plan
Readiness for ABC
• CICO in place and implemented with fidelity
• Most students on CICO meet point goals
• Most teachers implement CICO with fidelity
• Coordinator (and mentors?) are available
• Academic interventions are available for students
who are not successful with core programs
Action Plan for ABC: Identify
Coordinator
•
Introduce ABC to students, parents, teachers
•
Oversee progress monitoring
•
Trouble-shoot ABC
•
Conduct checks-in and out?
Action Plan for ABC: Who
Checks in/out and Where?
•
Approximately 1-3 min per student
•
Mentor must be
•
•
•
•
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Available
Positive
Well-liked
Able to give feedback
Efficient
Location must be
Close to students
Reasonably private
•
What materials will be available
•
Where will incomplete work be completed (and
when?)
Action Plan for ABC:
Expectations
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Begin with school expectations
•
Identify common academic behaviors
•
Students earn points for meeting academic AND
behavior expectations
Expectations: Two Options
• All students have same academic expectations
• Easy to implement
• May not always match each student’s needs
• Students have individualized expectations
• Easier to match student needs
• May reduce fidelity
Action Plan for ABC: Point
Card and Tracker
•
Points for checking in and out?
•
Points for completing tracker?
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Points for parent signature?
•
Other modifications to card?
Action Plan for ABC:
Incentives
•
Will you use incentives?
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Same as CICO incentives
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Considerations
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•
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Small/daily incentives
Larger incentives for progress across time
Incentives linked to work avoidance
Incentives for CICO and ABC
• Tangible and intangible
• Consider a token economy
• Point accumulation
• Simple
• Problematic if students can earn varying points
• Earn POINTS for % of ABC/CICO points earned
• 80% of points-3 points
• 70% of points-2 points
• 60% of points-1 point
Sample Incentives
• Computer time alone
• Extra time in art/time to
draw
• Time alone in activity of
choice
• Extra library time
• Homework pass
• Shortened work pass
• Lunch with principal
• Prize box/grab bag
• Lunch outside school with
_______
• Ticket to school or
community event
• Lunch with mentor
• Lunch outside school with
_______
• Party for class
• Movie for class
Action Plan for ABC: Progress
Monitoring
System for tracking points earned
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If CICO/SWIS: how will you differentiate interventions?
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Who enters points earned?
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Who reviews graphs and how often?
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What is the goal for students?
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Define progress (and what next)
Define lack of progress (and what next)
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Progress monitoring overall system
•
Monitoring fidelity of implementation
Action Plan for ABC: Teacher
Presentation
•
When will this occur?
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Who will develop presentation?
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Who will give presentation?
•
What materials do you need?
•
How do you assess buy-in?
Action Plan for ABC: Initial
Implementation & Scaling
Initial implementation
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Begin with 3-8 students
Students highly likely to be successful
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•
Scaling
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Scale when
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“Bugs” are worked out
ABC is working smoothly
Students are making progress
Determine final capacity
Have a plan for fading students from ABC
Add students slowly
Selecting Students for ABC
• Standard selection criteria
• Consider
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Students not succeeding on CICO
Students recommended by others
Teacher referral indicates work avoidance
Off-task behavior is key problem
Advanced Organizer
• Components of ABC
• Action Planning: Developing ABC for your school
• Plan for initial implementation & scaling
• Trouble-shooting ABC
ABC: When Things Go
Wrong
• Student won’t carry card
• Student not checking in or out
• Fidelity problems
• Parent buy-in
• Homework completion or preparedness is continued
issue
Student Won’t Carry ABC
Card
• Determine: can’t do versus won’t do
• Card given directly to teachers
• Intranet, Doodle, card in box, etc
• Option if
• Student will continue to use homework tracker
• Teacher is willing/able to lead implementation
• You just want to monitor student progress
• Extra points for giving card to teacher/receiving
feedback
Student not Checking In or
Out
• Determine reason
• Logistics—how can you make it feasible?
• Motivation
• Increase reinforcement for attending (points, incentives)
• Change mentor
Fidelity
• Teacher: Can’t do or won’t do
• Can’t do
• Trouble-shoot logistics
• Role-play and problem-solve
• Too many students: Classroom intervention needed?
• Won’t do
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Determine rationale
Run intervention with other teachers?
Consider different intervention for student
Incentives for teacher—increase fidelity
Parent Buy-In
• Can’t do or Won’t do
• Problem-solve logistics
• Consider skipping parent component
Homework Completion
• Can student do work at home?
• Is the problem an ability or a motivation problem?
• Ability—academic intervention
• Motivation—increase reinforcement for homework
• Homework club
• Incentives for work completion
QUESTIONS
Breaks are Better (BrB):
Brief Overview
Boyd, Anderson, & Turtura (2013)
• Builds off CICO
• Modifications designed to:
• Provide specific feedback for academic-related
expectations
• Decrease likelihood of being “set up” for a bad day
• Provide incentives for positive academic behavior
• Provide “replacement skill” to obtain brief break
Components of BrB
• Morning Check-in
• Daily Feedback Sessions
• Afternoon Check-out
Morning Check-in
• Student meets with coordinator
• Is student prepared?
• Review home note
• Provide point card, timer, & tracker
Daily Feedback Sessions
• Student keeps point card
• Student meets academic & social behavior
expectations
• Student takes breaks when needed
• Feedback at end of class period
• Meeting expectations
• Taking breaks if needed
Sample BrB Point Card
Afternoon Check-out
• Student meets with coordinator
• Review point card, % of points earned
• Provide incentives if using
• Positive verbal feedback
• Complete home note
• Student turns in timer
• End with encouragement
BrB During Academic
Routines
• Student engages in academic routines
• Student can request a break
• 2 min break
• Specific activities during break
• Student returns to work after break
QUESTIONS
Resources
• For ABC and BrB Manuals and Templates:
• https://coe.uoregon.edu/ipbs/tier-ii/tier-ii-for-workavoiders
• Turtura, J. E., Anderson, C. M., & Boyd, R.J.
(2013). Addressing task avoidance in middle school
students: Academic Behavior Checking-in/Checkout. Journal of Positive Behavior Interventions, 42 (6), 19.
• [email protected]