Advanced Topics in PBS: Secondary/Tertiary Interventions
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Transcript Advanced Topics in PBS: Secondary/Tertiary Interventions
Advanced Topics in PBS:
Secondary/Tertiary Interventions
George Sugai
University of Connecticut
Rob Horner
University of Oregon
Goals
Emphasize the full continuum of strategies that make
up school-wide positive behavior support.
Provide an example of Check-in/ Check-out
Provide an example of Intensive Function-based
support
Suggest strategies for building capacity in more
intense interventions
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Thanks to Laura Riffel
Positive Behavior Support
Universal
School-Wide Data Collection and Analyses
School-Wide Prevention Systems (rules, routines, arrangements)
Analyze
Student Data
Targeted
Interviews,
Questionnaires, etc.
Observations
and ABC Analysis
Group
Interventions
Simple Student
Interventions
Intensive
Multi-Disciplinary
Assessment & Analysis
Complex Individualized
Interventions
Team-Based Wraparound
Interventions
Adapted from George Sugai, 1996
© Terrance M. Scott, 2001
School-Wide
Positive Behavior
Support
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~5%
~15%
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
2.4 - Mean Percentage Students (2006-07 Reg Ed) (Majors Only)
100%
1%
3%
9%
89%
74%
8%
10%
90%
80%
70%
60%
94%
75%
73%
50%
Students 2 to 5
40%
Students 0 or 1
30%
20%
10%
0%
Students 6+
PrePre-KK
K-6
K-6
N = 1288
6-9
6-9
N = 377
9-12
9-12
N = 124
KK8-128/12
2.5 - Mean Percentage ODRs (2006-07 Reg Ed) (Majors Only)
100%
90%
35%
33%
47%
46%
48%
80%
70%
60%
Students 6+
50%
Students 2 to 5
40%
Students 0 or 1
30%
20%
10%
0%
Pre-K
K-6
6-9
9-12
K8-12
A Concern
Schools often consider only ONE behavior
support system
Often this system is for those students with most
intense needs
Messages
Invest in prevention first
Invest in a full continuum of supports
Universal/ Primary
Targeted/ Secondary
Intensive/ Tertiary
Check In Check Out:
A Targeted Intervention
Rob Horner, George Sugai, Anne Todd, Celeste
Rossetto Dickey, Cindy Anderson, Terry Scott
University of Oregon and University of Connecticut
BEP/Check-in Check-out Cycle
BEP Plan
Morning
Check-In
Weekly BEP Meeting
Class
Check out
9 Week Graph Sent
Teacher
Checks
Home
Check-In
Program Update
Class
Check in
Afternoon
Check-out
EXIT
CICO Record
Name: ____________________________
0 = Need work, 1 = “OK” 2 = Nice Job
Date: ______________
Safe
Responsible
Respectful
Check In
0
1
2
0
1
2
0
1
2
Before
Recess
0
1
2
0
1
2
0
1
2
Before
Lunch
0
1
2
0
1
2
0
1
2
After Recess
0
1
2
0
1
2
0
1
2
Check Out
0
1
2
0
1
2
0
1
2
Today’s goal
Comments:
Today’s total points
HAWK Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = Not Yet
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and objects
to self
Be Your Personal Best Teacher
initials
Use kind
words
and actions
Follow
directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
Why does CICO work?
Improved structure
Student is “set up for success”
Prompts are provided throughout the day for correct behavior.
System for linking student with at least one positive adult.
Student chooses to participate.
First contact each morning is positive.
“Blow-out” days are pre-empted.
First contact each class period (or activity period) is positive, and
sets up successful behavioral momentum.
Increase in contingent feedback
Feedback occurs more often.
Feedback is tied to student behavior.
Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work?
Program can be applied in all school locations
Elevated reward for appropriate behavior
For academic-based, escape-maintained problem behavior incorporate
academic support
Linking school and home support
Adult and peer attention delivered each target period
Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support
Classroom, playground, cafeteria (anywhere there is a supervisor)
Provide format for positive student/parent contact
Program is organized to morph into a self-management
system
Increased options for making choices
Increased ability to self-monitor performance/progress
Linking CICO with Function-based
support
Leanne Hawken
Robert March
Anne Todd, Amy Kauffman
Plan for the future:
We want self-managers
Embed self-management strategies as driven by the
data
Use natural signals for monitoring as much as possible
Self-monitor
Self-record, check for accuracy
Fewer check points during the day
Maintain AM and PM times for awhile
Manage own CICO account
More on self management in the future…..
Check-in Check-out Embedded
Within SWIS
Check-in Check-out Embedded
Within SWIS
Check-in Check-out Embedded
Within SWIS
Check-in/ Check-out Self-Assessment
Individually score the elements of the CICO SelfAssessment
In place; In progress; Not in place
As a team review your ratings, and agree on a single
summary for the school
For elements not scored as “in place” define the actions
that will move you toward implementation. Who will do
what, when?
Define a schedule for meeting to review progress and
implement your CICO plan.
Is CICO appropriate for your school?
Download the ppt and self-assessment
www.pbis.org (online library) (presentations)
Consider reading and reviewing
Crone, Horner & Hawken (Behavior Education Plan)
Leanne Hawken DVD
Request training and coaching support from your
state SWPBS trainers
Review CICO data system embedded within SWIS
www.swis.org
Function-based Supports