Transcript INTRODUCTION

SECONDARY INTERVENTIONS
TRAINING
Teri Lewis
Oregon State University
INTRODUCTION
The Challenge
• Students come to school without skills to respond to
instructional and behavioral expectations (Sprague, Sugai & Walker,
1998).
• Teachers report that “uncivil” behavior is increasing and is a
threat to effective learning (Skiba and Peterson, 2000).
• Students who display severe problem behavior are at-risk for
segregated placement (Reichle, 1990).
The Challenge
 Exclusion and punishment are the most common
responses to severe problem behavior in schools (Lane &
Murakami, 1987; Patterson, Reid & Dishon, 1992).
 Exclusion and punishment are ineffective at producing
long-term reduction in problem behavior (Costenbader &
Markson, 1998; Walker et al., 1996).
The Challenge
 Punishing problem behaviors, without a proactive support
system, is associated with increases in:
• Aggression
• Vandalism
• Truancy
• Dropping out
The Response
• Need a prevention focus
“Schools that are safe, effective, and
controlled are not accidents.”
(Sugai, Sprague, Horner & Walker, 2000)
• Need to build school capacity to support all students
• Need a continuum of behavior support
• Level and intensity of intervention matches severity of problem
“Positive Behavior Support”
PBS is a broad range of systemic &
individualized strategies for achieving
important social & learning outcomes
while preventing problem behavior
with all students.
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Prerequisites
• Effective & proactive School-wide system in place
• Team-based problem solving
• Local behavioral capacity
• Functional assessment-based behavior support planning
• Social skills programming
• Behavioral interventions
• Administrator participation
Designing School-wide Systems for
Student Success
Academic Systems
Behavioral Systems
Tertiary Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Primary Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Tertiary Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Primary Interventions
•All settings, all students
•Preventive, proactive
School-wide discipline is…
1. Identify a common purpose and approach to discipline
2. Define a clear set of positive expectations and behaviors
3. Implement procedures for teaching expected behavior
4. Differentiate supports from a continuum of procedures for
encouraging expected behavior
5. Differentiate supports from a continuum of procedures for
discouraging inappropriate behavior
6. Implement procedures for on-going monitoring and
evaluation
Training Objectives
 Review fundamentals of systems approach
 Understand elements of secondary interventions
 Identify components of secondary intervention process
 Develop action plan as to how secondary interventions
will be implemented
OVERVIEW OF INDIVIDUAL
STUDENT SYSTEMS (ISS)
Purpose
To describe considerations &
procedures for developing &
sustaining individual student systems
Factors & Challenges to ISS
1.
Problem behaviors are high intensity &/or frequency.
2.
Too many students display significant problem
behavior at any one time.
3.
Problem behaviors are disrupting learning & teaching
environments.
4.
Problem behaviors are difficult to understand.
5.
Interventions are ineffective.
Factors & Challenges to ISS
6. Insufficient number of minutes to collect
information, conduct meetings, implement &
monitor plans.
7. Administrative leadership & support is
lacking, unavailable, or underdeveloped.
8. Staff are unable or untrained to implement
interventions, & lack opportunities for
continuous & applied professional
development.
Factors & Challenges to ISS
9. Overemphasis on form, policy, or regulation rather than
on process.
10. Lack of continuum of positive behavior support.
Requirements for ISS
•
Behavior must be considered within context in
which it is observed.
•
As intensity of problem behavior increases, so must
intensity & complexity of functional behavioral
assessment & behavior support planning process.
Requirements for ISS
•
Individuals who develop & implement behavior support
plans must be behaviorally competent & able to…
conduct fluently functional behavioral assessmentbased behavior intervention planning.
• facilitate efficient development, implementation,
evaluation of behavior support plans.
• collect & analyze student performance data.
• develop academic & social behavior support plans
that are based on research validated practices.
•
Requirements for ISS
•
Decisions regarding effectiveness &
efficiency of implementation of behavior
support plan must be based in data.
•
Efficiency & effectiveness of implementation
system of individual student support are
related directly to effectiveness & efficiency
of school-wide behavior support systems for
all students, staff, & settings.
Requirements for ISS
•
The longer problem behavior has been
occurring, the more resistant it may be to
intervention.
•
Staff need sustained & effective support
to respond effectively & efficiently to
significant problem behavior.
•
Efficient team-based approach & process
to problem solving must be in place.
Universal Interventions
•
School-wide discipline system for all students, staff, &
settings that is effective for “80%” of students.
•
•
•
•
•
•
Clearly & positively stated expectations.
Procedures for teaching expectations.
Continuum of procedures for teaching expectations.
Continuum of procedures for encouraging expectations.
Continuum of procedures for discouraging rule violations.
Procedures for monitoring & modifying procedures.
Targeted Group Interventions (Secondary)

Specialized group administered system for students
who display high-risk problem behavior & are
unresponsive to universal interventions.
•
•
•
•
•
•
•
Functional assessment based intervention decisions.
Daily behavioral monitoring.
Regular & frequent opportunities for positive reinforcement.
Home-school connection.
Individualized academic accommodations for academic
success.
Planned social skills instruction.
Behaviorally based interventions.
Individual Interventions

Specialized individually administered system for
students who display most challenging problem
behavior & are unresponsive to targeted group
interventions.
•
•
•
•
•
•
Simple request for assistance.
Immediate response (24-48 hours).
Functional behavioral assessment-based behavior support
planning.
Team-based problem solving process.
Data-based decision making.
Comprehensive service delivery derived from a wraparound
process.
Process for Establishing ISS
1. Establish Behavior Support Team to guide/lead
process.
2. Secure & establish behavioral competence within
school.
3. Develop three level system of school-wide behavior
support:
a. Universal Interventions
b. Targeted Group Interventions (Secondary)
c. Individual Interventions
Process for Establishing ISS
4.
Establish data decision system for matching level of
intervention to student.
a.
b.
Simple & direct request for assistance process for staff.
Data decision rule for requesting assistance based on number
of major behavioral incidents.
Process for Establishing ISS
5.
Establish a continuous data-based system to monitor,
evaluate, & improve effectiveness & efficiency.
a.
b.
c.
d.
Are students displaying improved behaviors?
Are staff implementing procedures with high fidelity?
What can be modified to improve outcomes?
What can be eliminated to improve efficiency?
OVERVIEW OF
SECONDARY
INTERVENTIONS
Function-based Strategies to Support
At-risk Students
Acknowledgements
• OSEP National PBIS Center
• Northwest PBIS Network
• Rob Horner, Leanne Hawken, Rob March
• Fern Ridge Middle School, Clear Lake Elementary,
Templeton Elementary, …
Purpose
Develop specialized, group system for
addressing needs of students with atrisk or significant problem behaviors
Prerequisites
• Effective & proactive universal system as
foundation
• Systems to support implementation
• Evidence Based Practices
• preferred or promising
• On-going data-based decision-making
• Identification, students monitoring, implementation fidelity,
program evaluation
• Teach basic (general case) before specialized
skills
Important Themes
- Review: Tim Lewis
• Part of a continuum – must link to school-wide
PBS system
• Efficient and effective way to identify students
• Assessment = simple sort
• Intervention matched to presenting problem but
not highly individualized
However,
• There is a difference between how to teach and
what to teach
• How = EBP guidelines
• Social skills, self-management, daily monitoring
• What = skill identification, types and range of
groups/programs
Secondary Interventions
- Review Tim Lewis
Consider
• Not fixed group
• Student’s needs vary across continuum
over time and within academic/social area
• Least intrusive but matched to student
need
• Effective and efficient
Group-based Programming Requirements
 Targeted, individualized, small group interventions
• based on functional behavior assessment information
• social skills instruction
• behavioral programming
• multiple opportunities for high rates of academic success
Group-based Programming Requirements
 Daily behavioral monitoring
• self- and/or adult
 Regular, frequent opportunities for positive
reinforcement
• tangible to social
• external to internal
• predictable to unpredictable
• frequent to infrequent
 Home-school connection
Other Strategies
 Behavioral contracts
 Adult mentor/monitor
 Targeted social skills instruction
• problem solving
• conflict management
 Self-management programming
 Academic restructuring
Critical Features
 Intervention is continuously available
 Rapid access to intervention (less than a
week)
 Very low effort by teachers
 Positive system of support
• Students agree to participate
 Implemented by all staff/faculty in a
school
 Flexible intervention based on
assessment
• Functional behavioral assessment
Critical Features
 Adequate resources allocated (admin, team)
 Continuous monitoring for decision-making
 Administrative support
• Time & money allocated
 No major changes in school climate
• e.g., teacher strikes, administrative turnover, major changes in
funding
 Plan implementation a top priority
Group
Purpose
Lunch Bunch Peer
interaction
Student
Ident.
Skills/
Outcome
Teacher
recommend
Meet new students,
learn to share, …
Anger
More proactive ODRs for
management problem
fighting, ..
solving
Calm down strategy
Problem solving
skills
Horner & Todd (2002)
Targeted
Intervention
Provides:
Access to adult attention
Access to peer attention
Access to choice of
alternatives/activitie s
Option for avoiding
aversive activiti e s
Option for avoiding
aversive social peer/adult
attention
Structural prompts for
‘what to do’ throughout the
day
At least 5 times during the
day when positive feedback
is set up
A school-home
communication system
Opportunity for
adaptation into a selfmanagement system
Activity 1: Readiness Checklist
 School-wide system of behavior support
 Staff buy-in for implementation
 Administrative support
• Time and money allocation
 No major changes in school climate
 Secondary Intervention implementation is a top priority
Example:
Behavior Education Program (BEP)
(March & Horner, 1998)
 Need
• 7% of students with chronic problem behavior
• Targeted, group based intervention needed
• Expected to work for most but not all students
• Interventions must be functional assessment based
 24 students at Fern Ridge participated in Secondary
Interventions
Number of Referrals per Student
Referrals per Student
20
10
0
Students
BEP Features
 Students identified with multiple office referrals
 Student-parent-school contract formed
 Connection to school-wide expectations
 Individualized, daily monitoring
BEP Set-up
 Teach students, teachers, & parents routines
 Establish school & home reinforcers
 Establish data collection system
 Conduct abbreviated FBAs
BEP Daily Cycle
1. Check in office at arrival to school
• Reminder binder
• Pre-corrections
• Turn in previous days signed Daily Progress Report (DPR) form
• Pick-up new DPR form
• Review daily goals
BEP Daily Cycle
2. At each class
• Student completes DPR card
• Teacher checks & initials
3. Check out at end of day
• Review the points & goals for the day
• Receive reinforcer if goal met
• Take successful day card home
• Pre-corrections
BEP Daily Cycle
4. Give successful day card to parent(s)
• receive reinforcer from parent
• have parent sign card
5. Return signed card next day
Student Recommended for Secondary Interventions (SI)
SI Implemented
SI Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly SI Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Keep Hand &
Feet to Self
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions 2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Be There –
Be Ready
1
0
2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
2
Tracking Student BEP Progress
(number = % of total daily points)
Date
Jason
Leanne
Juan
Kiran
Alexa
1/16/03
85
95
100
80
65
1/17/03
100
100
100
75
77
1/18/03
77
0
100
85
63
1/19/03
45
75
95
92
85
1/20/03
88
89
77
89
90
1/23/03
79
0
100
95
95
1/24/03
95
67
85
100
78
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
Percentage of Points
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
Percentage of Points
100
80
60
40
20
02/05
02/08
02/13
Date
02/20
02/23
Big Ideas
Schools need different systems to deal with
different levels of problem behavior in schools.
 Targeted group interventions are efficient
systems for supporting students at-risk for more
severe forms of problem behavior.
 Up to 30 students (depending on school
size/resources) can be served using a targeted
group intervention.
 Some students are going to need more intensive
support than the plan can provide.

GETTING STARTED IN
YOUR SCHOOL
Purpose
To examine the elements needed to begin Secondary
Interventions and begin the planning process for
implementing Secondary Interventions in your school
Review: Critical Features
 Intervention is continuously available
 Rapid access to intervention (72 hr)
 Very low effort by teachers
 Positive System of Support
• Students agree to participate
 Implemented by all staff/faculty in a school
 Flexible intervention based on assessment
• Functional Assessment
 Adequate resources allocated (admin, team)
• weekly meeting
• 2 hours daily for check-in/out procedure
 Continuous monitoring for decision-making
Is My School Ready to Implement?
 School-wide system of behavior support in place
 Staff buy-in for implementation
 Administrative support
• Time & money allocated
 No major changes in school climate
• e.g. teacher strikes, administrative turnover, major changes in
funding
 Implementation a top priority
What’s in a Name?
• Behavior Education Program (BEP)
• Daily Progress Report
• Kennedy Card Program
• Kennedy Card
• Hello, Update, & Goodbye (HUG program)
• Hug Card
• Check and Connect
• HAWK (Helping a Winning Kid)
*Caution with Using “Behavior Card” or “Behavior Plan”
Resources: Time and Money
 Adequate time scheduled for coach, coordinator and
team meetings
 Forms
• Daily Progress Report (DPR)
• Request for Assistance (RFA)
• Functional Assessment
• Parent permission
• Student contract
 School supplies for participants
 Reinforcements for participants
Secondary Intervention Team
 Coordinator
 Check-In, Check-Out Coach(es)
 Recorder
 Team members for decision making support
Team Time Commitments
Task
Time
Attend/Contribute to
weekly meetings
45 minutes/Once per week
Assist with In-services
2 hours/As needed
Assist with
Parent/Student
Orientation
45-60 minutes/As needed
Personnel: Coordinator
• Take care of requests for assistance
• Make placement decision based on program requirements if meeting
is not in next 24 to 48 hours
• Organize and maintain records
• Gather supplemental information for meetings
• Prioritize students for team meetings
• Schedule parent/student orientation
• Update teachers on student’s identified goals and
progress (initial, during , exiting)
• Collaborate with coach outside of team meetings
Personnel: Coach(es)
 Flexibility within job responsibility (e.g., educational
assistant, counselor, behavior health aide)
 Maintain check-in/out procedure
 Collect and record daily progress goal
 Create graphs that reflect students daily goal
percentage weekly
 Collaborate with Coordinator outside of team
meetings
Personnel: Recorder
 Records information at team meetings
• Functional assessment
• Discussion of agenda items
Team Members for Decision-Making Support
• Contribute to decision making for students
• Help conduct “Orientation to System” meetings
• Gather supplemental information
• Contribute to student/staff development
workshops
• Contribute to feedback sessions
• Complete any assigned tasks from meeting
Staff Training
• 1-3 hour in-service; explain teacher’s role in process
• Explain mission, culture, process, forms
• Candidates for program
• Program capacity, prioritizing, time to placement
• Rating students’ behavior (Completing the Daily Progress
Report)
• Giving effective feedback during and after class
• Graduating from the program
• Opportunities to practice, review forms
• Booster sessions
Action Plan Purpose
• Identifies critical elements of Secondary Interventions
implementation
• Acts as a “to-do” list of what elements need to be completed,
a timeline for completion, and when it will be evaluated
• It is a “living document”-action plan will be utilized and
updated consistently as a team evaluates and modifies their
Secondary Interventions process
Activity 2 – Establishing a Team
Purpose: Determine team member roles, answer
logistical questions key to a well functioning
team, and assess other secondary interventions
that may be in place.
1a - PBS Secondary Interventions Team
Information
• Record contact information for school and team members
• Establish meeting times
• Determine team member roles
• Establish a team goal/purpose
• Create your program name
INITIAL
IMPLEMENTATION
Purpose
To examine the elements that need to be in place so
effective decision making can occur regarding student
identification and placement on Secondary Interventions.
BEP vs. Secondary Interventions
 The Behavior Education Program (Crone, Horner,
Hawken, 2004) is the model of secondary interventions
used for this training.
Behavior Education Program (BEP) = Secondary
Interventions (SI)
Secondary Interventions is based on three “big
ideas” from behavior research:
• At risk students benefit from clearly defined
expectations, frequent feedback, consistency, and
positive reinforcement that is contingent on meeting
goals.
• Problem behavior and academic success are often
linked.
• Behavior support begins with the development of
effective adult-student relationships.
Secondary Interventions
Big Ideas
 Connection to school-wide expectations
 Collaboration with student-parent-school
 Individualized, daily monitoring
Student Recommended for SI
SI Implemented
SI Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Weekly SI Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Research That Supports Secondary Interventions
Collectively, three research studies on the effectiveness
of Secondary Interventions demonstrated the following
outcomes:
1. Typical schools are able to implement the BEP
successfully.
2. Use of the BEP is functionally related to
reduced levels of problem behavior, and, for
some students, increased levels of academic
engagement
Research that Supports Secondary Interventions
3. The BEP is likely to be effective with 60-75% of at risk
students.
4. Students who do not find adult attention rewarding
appear least likely to respond successfully to the BEP.
Activity 3 – Training Staff to Use the System
Purpose: Creating a detailed plan as to how, when,
why and what will be presented to your staff as to
educate them in Secondary Interventions.
2 - Planning your in-service on Secondary
Interventions
– When will you train staff? Who will train them? What
materials will you use, hand-out, etc.
STUDENT
IDENTIFICATION
TEACHER
Request for
Assistance is
made
PBS TEAM
PARENT
STUDENT
Request is more than 24 hours prior to SI Team Meeting
1. Coordinator contacts parent for permission
2. Coordinator relays addition of student to coach and
defines a behavior goal
3. Coach meets with student and explains the SI daily cycle
and reinforcement system
At Weekly Scheduled SI Team Meeting
1. Secondary Intervention’s Inventory is
completed
2. Placement decision is made
1. Team discusses possible options/
suggestions that the referring person may
utilize to help the student display expected
behaviors.
2. Team decision as to how these
suggestions are delivered
NO
YES
1. Behavior Goals and instructional plan
are defined and recorded
2. Coordinator obtains permission (if not
gotten already) and schedules
orientation
Parent/Student
1. Start positive
2. Provide Rational
3. Explain daily cycle and parent
responsibility
4. Student and parent sign contract &
permission
At-Risk Student Characteristics
 Disorganized
 Sensitive to change, stress
 History of low levels of reinforcement
 History of poor relationships
 Low self-esteem
Example Behaviors
 Disruptive
 Difficulty taking turns
 Talks out
 Refuses to share
 Unprepared
 Out of seat
 Talks back to teacher
 Low level aggression (e.g.,
 Uses inappropriate
horseplay, rough housing)
 Difficulty following
directions
 Frequent peer conflict
language
 Tardy
 Defiant
 Refuses to do work
Who is Appropriate for
Secondary Intervention?
APPROPRIATE
INAPPROPRIATE
–
– Serious or violent behaviors/
infractions
– Extreme chronic behavior (6+
major referrals)
– Require more individualized
support
 FBA-BIP
 Wrap Around Services
–
–
–
Low-level problem
behavior (not severe)
2-5 major referrals
Behavior occurs across
multiple locations
Examples



talking out
minor disruption
work completion
Do Not Include:
Dangerous/violent students
Students who bring a weapon to school
Students who injure/may injure themselves
Students with a high number of major referrals
Students with referrals from only one setting, teacher, or
time
 Students who find adult attention aversive (secondary





interventions may be able to be modified for this type of student)
When Office Discipline Referrals May Not Be
Enough
• May miss students in special education settings with
persistent or violent behavior who may not generate office
referrals
• May not identify students with severe “internalizing”
behaviors
• May not identify students with many “minors” but few
“majors”
• May not reflect that some teachers refer and some do not
Identifying Students of Concern
Internalizing
• Behaviors displayed inwardly toward self
• Typically self-imposed, do not occur frequently
enough, appear to allow the student to avoid social
events
• Examples include:
• not interacting with other people, overly shy or timid, withdrawing or
avoiding social situations, fearful; and not standing up for one’s self
Identifying Students of Concern
Externalizing
 Behaviors displayed outwardly by child
towards an external social event in the
environment
 Typically occur too often or too much
 Examples include:
• aggression towards people, animals or things;
arguing; defiance; out of seat; calling out;
tantrums; non-compliance; hyperactivity;
stealing; not following directions
Who can Identify Students?
• Teacher referral
• Self-Identification
• Parent referral
• Administration
• Universal Team
• Absences and tardies
• In school detentions (lunch time or after school)
• Time out/”Think Time”
What a Request for Assistance (RFA) Form Should
Have
• Student’s Name
• Date
• Name of Referring Person
• Reason for Referral
• Description of problem behavior
• Hypothesized reason for the behavior (what does the student gain by
misbehaving)
• Behavior strategies already tried
Activity 4: RFA
Purpose:
To design a Request for Assistance form that is functional
and fits the needs of your school.
Activity:
As a team, review the RFA examples provided. There are also
electronic versions provided for you. Highlight the
information that your team feels would be useful for your
school’s RFA. Once you have identified all the required
information, design your own RFA form.
Adding Students to Secondary Interventions
 Team uses information on referral and Secondary
Interventions Inventory to determine if Secondary
Interventions are appropriate for the student
What are Minimum Elements of a Secondary
Interventions Inventory?
1.
2.
3.
4.
Clear definitions of problem behavior
Behavior summary statement
# of ODR’s
Behavior intervention plan based on behavior
summary statement
Other Elements Useful for Completing
Secondary Interventions Inventory
 Analysis of minor write-ups
 Interview: teacher, parent student
 Medication/Medical
 Attendance
 Academic
• Standardized Test Scores
• 9 weeks grades
Activity 4 – Brief FBA
Purpose:
To construct a generic functional behavior assessment that
meets the requirements needed to assess if a student is
appropriate for secondary interventions
Activity:
Using the functional behavior assessment examples,
highlight what your team agrees would best suit your
functional assessment. These examples are also provided
electronically. Once you have identified the elements,
construct your own on the template provided.
Parent/Student Introduction
Purpose: Explain Daily Cycle Process and DPR
 For all parents
 Positive
 Collaborative
 Brief
 Opportunity to refer
Student Contract Requirements
 Student Name
 Date
 Parent and Student signature
 Indicate agree/not agree to participate
 Agreements:
• Check-in/out daily
• Give DPR to teachers/parents
• Return DPR daily
Parental Consent Form Requirements
• Student’s Name
• Date
• Purpose of secondary interventions
• Explanation of daily cycle
• Parent’s responsibilities
• Review DPR with child and sign daily
• Give positive praise
• Do not use as cause for punishment
• Contact Information
• Parents signature
Activity 5: Parent/Student Forms
Purpose:
To create a parent permission form and student contract
that effectively conveys what secondary interventions
are, the daily cycle progress, and responsibilities of all
involved
Activity:
Use the templates provided to construct your parent
permission form and student contract. Examples are
provided on hard copy as well as electronically.
Student Does Not Meet Requirements for
Secondary Interventions
 Need referral for more intensive intervention
 Classroom environment/structure
As a team, you need to decide how this
information should be conveyed to the referring
person:
-documented
-meeting (with team, coordinator,
administrator)
DAILY CYCLE
Purpose
To examine the elements of the daily cycle and create
required materials needed for the daily cycle process.
Student Recommended for SI
SI Implemented
SI Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Weekly SI Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Daily Progress Report
( DPR )
• Portable
• Correlates with school-wide expectations and student’s
identified behavior goals
• Reflect all areas of campus
• Reflect all activities/time periods
• Clear, concise, understandable for students, families and
staff
Name:
Daily Progress Report
Adapted from Crone, Horner & Hawken (2004)
Date:
Points Possible: ______
Points Received: ______
% of Points:
Rating Scale:
= Good day: 3 points
= Mixed day: 2 points
Goal Achieved? Y
=Will try harder tomorrow: 1 point
GOALS:
Calendar
Reading
Hands to self
(Be Respectful)
Finish all work
(Be Responsible)
Keep chair legs on
floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
Spelling &
Writing
Math
Lunch
______
Centers
Adapted from Crone, Horner & Hawken (2004)
Daily Progress Report
Points Possible: ______
Points Received: ______
Name: __________________________ Date: ____________
% of Points:
Goal Achieved? Y N
Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow
GOALS:
HR
1st
2nd
3rd
4th
______
L
5th
6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________
Parent Signature(s) and Comments: _______________________________________________
SWIS Requirements
• SWIS schools wanting to use the CICO need to comply with
readiness checklist -for example…
• SWIS facilitator w/ CICO training
• Implementing SW-PBS
• Coach or Coordinator for tech. assistance
• In-school process
• DPR
SWIS - DPR Form
 Up to 10 check-in periods
 Up to 5 expectations/goal
 Up to 3 point rating scale
Establishing goals
 First few days of reporting is baseline score
 80% of total points possible is daily goal
• May be adjusted for some students
• During introductory meeting (or after any changes), let students
know what their target point total should be
*Check for understanding
Check in
• Central location
• Greet students
• Collect yesterday’s signed DPR
• Check bags/backpacks
• Provide supplies
• Record names, preparedness, yesterday’s DPR
• Reward for completing requirements
• Prompt to have a good day
Example Check-in Record
From Crone et. al, 2004
Date:
Check-in Leader:
Check-in
Student
Name
John A.
Richard C.
Donald R.
Paper Pencil Notebook
Check-out
DPR
Parent
Copy
DPR
%
School Daily
Copy Points
Classroom Teacher’s Role
• Review and explain DPR ratings calmly and
objectively
• Be specific
• Do not engage student in debates over ratings
• Acknowledge concerns/feelings, then re-direct to next
day’s/period’s/activity’s potential for more points.
• End conversation immediately
• Prompt appropriate behavior by saying, “Tomorrow,
let’s work on…”
Check Out
 Move quickly
 Recognize student for choosing to come to check out
 Collect a copy of the DPR
 Reward if daily goal has been met
 Prompt for a good day tomorrow
Student Rewards
 PRAISE, PRAISE, PRAISE, PRAISE,
PRAISE
 Positive Adult Attention
Student Rewards
• Small reward for successful check-in
•
•
•
•
On time
Returned signed DPR
Has all materials
Filled out new DPR
• Small reward from teacher (SW currency, early out,
etc…) for perfect periods
• Small reward/snack for successful check-out
• Being there in time to make bus
• Having DPR
• Met daily goal
• Additional incentives for weekly, monthly
achievements (announcements, treat, store credit,
etc…)
Parent Responsibility
 Review Daily DPR
 Give praise for positive
 Sign
 Give support for a positive next day
**Do not use DPR to assign punishment
Activity 6: DPR Form
Purpose:
To create a DPR form that has all the required
elements and fits the needs of our school
Activity:
As a team, review the DPR form examples.
Highlight the information that your team feels
would be useful for your DPR. These examples
are also provided electronically. Create your own
DPR form that reflects the needs of your school.
MONITORING AND
DECISION-MAKING
Purpose
To examine the criteria that determines student’s progression
on Secondary Interventions
Student Recommended for SI
SI Implemented
SI Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Weekly SI Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Implement Basic Secondary Interventions
•Continue with Basic
Is the Basic SI Working?
Yes
SECONDARY
INTERVENTONS
• Transition to selfmanagement
No
Conduct Brief Functional Assessment
•What is the problem behavior?
•Where does the problem behavior occur/not occur?
•Why does the problem behavior keep happening?
Tracking
 Record % of points earned for the day
 Record should reflect
• Absences
• cards not turned in
• no points earned
 Coding system
Tracking Student CICO Progress
(number = % of total daily points)
Date
Jason
Leanne
Juan
Kiran
Alexa
1/16/03
85
95
100
80
65
1/17/03
100
100
100
75
77
1/18/03
77
0
100
85
63
1/19/03
45
75
95
92
85
1/20/03
88
89
77
89
90
1/23/03
79
0
100
95
95
1/24/03
95
67
85
100
78
Daily Data used for Decision Making
Ryan's BEP Performance
2000-2001
Percentage of Points
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
Graduating from the Program
 80% or better for at least 4 weeks, on a daily basis
 Consult with teacher(s), team
 Meet with student to introduce graduation process
• Show data
• Explain how to use rating card/how to judge own behavior
• CELEBRATE!
 Talk with parent about graduation, how they can continue
to support their child
Graduating from the Program
 Shift to self-management
• Teacher ratings = Student ratings
• Rewards for honesty and accuracy
 Rewards become contingent on good behavior
• Fade teacher ratings, rewards (not as much)
 Fade data collection
After “Graduation” from CICO

Continue to monitor student behavior through discipline referrals &
teacher report
• Celebrate continued success
– Some schools hold a monthly celebration for students
who are maintaining success after Graduating from
CICO
• Monthly “Alumni Club” Lunch
Monitor
 Student is making and maintaining progress but needs to
stay on the intervention (4 to 6 weeks) to ensure correct
behavior will be displayed once check-in/check-out is
faded
How Do We Handle A Decrease?
 More frequent reinforcement
 More powerful reinforcers for daily goal
• Contracting
 Academic interventions
• Modify target behaviors
 Self-monitoring/self-reinforcement (when needs
more attention)
 Use DPR points as currency for rewards
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
Percentage of Points
100
80
60
40
20
02/05
02/08
02/13
Date
02/20
02/23
How do we Handle a Significant Decrease?
 Functional Behavior Assessment that requires teacher
observation
 Increase desirable reinforcers
 Specialized intervention (function based)
Implement Basic Secondary Intervention
Is it Working?
Is
Yes
•Continue with Basic
Secondary
Intervention
• Transition to selfmanagement
No
Conduct Functional Behavioral Assessment (ABC)
•Where does the problem behavior occur/not occur?
(teacher observation)
•Why does the problem behavior keep happening?
•Develop summary statement of problem behavior and
meet with team to determine plan
Why use FBA ?
 FBA data support effective and efficient
behavior support planning, a major goal of BEP
(Carr et al., 1999; Didden et al., 1997)
 FBA produces data on how system can:
• Prevent problem behavior
• Identify and teach alternative behaviors
• Reward appropriate behaviors
Building on Efficiency:
“Simple FBA”
 Full FBAs:
• Record review, interviews, observations
• Specify problem behavior and contingencies within routines for
purpose of individualized intervention design
 Simple FBAs:
• Interviews
• Specify problem behavior, routines surrounding problem behavior,
and function of behavior for purpose of selecting type of intervention
Matching Student Needs
 Basic SI: goals related to cooperative, respectful
behavior; reinforced through daily positive adult contact
(attention-related)
 SI+ Academic Support: goals, prompts, and
encouragement for organizational and routine-following
behaviors or increase in academic support
 Escape SI: goals related to cooperative, respectful
behavior: students reinforced through chance to earn a
break from aversive activity or aversive social contact
Conduct Brief Functional Assessment
Is the behavior
maintained by escape
from social interaction?
Escape Motivated SI
•Reduce adult interaction
•Use escape as a
reinforcer
Is the behavior
related to lack of
academic skills?
SI + Academic Support
•Increase Academic
support
Is the behavior severe,
complex, intensive?
Intensive,
Individualized Behavior
Support
(e.g., Full FBA-BSP)
Priority Student List
1.
Look at Secondary Interventions graphs.
2.
Look at office discipline referral reports.
3.
What subjective information do you have about the
student from this week that adds to our understanding of
the student?
4.
Make one of four decisions.
* Student is ready to be moved from Secondary Interventions.
* Things are going fine, however, keep on current Secondary
Interventions.
*Having some problems – think of simple additional supports. (Who is
responsible? Timeline?)
*Having larger problem – student needs a comprehensive, functionbased assessment and intervention. (Who is responsible?
Timeline?)
Critical Features of a Secondary Interventions
Team Meeting Agenda
 Identified students with concerns
 Decision for priority students (maintain, modify)
 Rotating review of all students (e.g, every 9
weeks)
 Decision for rotation students (maintain, fade)
 New students
 Students to receive additional
acknowledgements
 Other
Activity 7: Meeting Agenda
Purpose:
To create a framework of prioritizing students
for decision making purposes
Activity:
Use the template provided to create a meeting
agenda that reflects high priority students. An
example is provided electronically as well as a
hard copy.
TROUBLESHOOTING
Purpose
To give guidance to potential barriers of Secondary
Interventions
Obstacles to Implementation
•
•
•
•
•
Administrator not on the team that develops the plan
and looks at data for decision making
Plan used as punishment rather than prevention program
Plan coordinator lacks skills to implement the program
(e.g., behavior intervention, computer)
Schools expecting plan to solve all behavior problems
Fitting plan and data evaluation into existing teams
Trouble shooting
Not checking in
• Deliver DPR to student
• Find out if he/she wants to participate in
program.
*May need to increase motivation with
reinforcers (selection, contracting)
• If student refuses to participate,
probably need FBA
Trouble shooting
Not checking out
• When student does not checkout nor bring
card back next day, give “0” points for the
day
• Coordinator asks what happened and
reminds student to checkout
• Teachers can prompt student to checkout
Trouble shooting
Not checking in/out consistently
• Make sure they understand routine
• Make sure teachers are cooperating
• Can get teacher, friends to remind student to
check out
• Can escort student at beginning to help
him/her learn routine.
• Provide reinforcements (lottery ticket, weekly
drawing) contingent on just showing up.
• Make sure Secondary Interventions has a
positive, important profile in school,
coordinator is well-liked
Trouble shooting
Student loses Daily Progress Report
• Get new one right away
• If chronic, find out how school can
improve program (more salient rewards)
• Check for home response to poor DPRs
Trouble shooting
Staff not implementing Secondary Interventions correctly
• Preventative, provide in-service prior to implementation
• Some teacher may need additional training on BEP
• Provide space on DPR for positive statements
• Provide staff feedback (at least quarterly) on effect of BEP on
students
Trouble shooting
Parent or caregivers not following through or use
Secondary Interventions punitively
• Parent should give permission for student to
participate
• Students can still participate if parents do not
follow through
• May need to use “surrogate parent” to provide
feedback
• Have counselor or principal address punishment
issue with parent
Contacts
• www.pbisnetwork.org
• [email protected]
Resouces
• www.pbis.org
• www.pbisnetwork.org
• www.pbiswashington.pbworks.com