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”


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
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

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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

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Use natural signals for monitoring as much as possible
Self-monitor
Self-record, check for accuracy
Fewer check points during the day


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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
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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