Transcript Targeted Interventions: An Overview

Check-in/Check-out
Susan Barrett
[email protected]
Organizer
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Overview of targeted interventions
Summary of CICO
Using CICO data for decision-making
Possible Pitfalls: Things to plan for
Success—what next
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
Research Support
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Pre schools
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Elementary Schools
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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
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Sandy Chafouleas, et al 2007
Leanne Hawken et al 2003
Rob March et al 2002
High Schools
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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
School-Wide
Positive Behavior
Support
Universal Intervention
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~5%
~15%
~80% of Students
Intensive Intervention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Targeted Interventions
Specialized Group
Systems for Students with
At-Risk Behavior
Meeting the Needs of All Students
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Problem
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Foundation in place: 10-20% of students will not be
successful
Solution?
Alternative: Targeted Interventions
 Individualized interventions for all?
•Efficient and effective
•For “yellow zone” students
Targeted Interventions
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Matches needs of school
Similar across students
Staff trained in intervention
Implemented within 5-days of identified need
Data collected to monitor outcomes
Function-based
Successful Implementation Requires:
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Foundation of universal behavior support
Successful Implementation Requires:
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Foundation of universal behavior support
Understanding of behavioral function
Faculty agreement to:
Support all students
 Use recommended secondary interventions
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Data-based decision-making
Resources to start program
Organizer
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Overview of targeted interventions
Summary of CICO
Using CICO data for decision-making
Possible Pitfalls: Things to plan for
Success—what next
Student Recommended for CICO
Check In Check Out (CICO)
CICO is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly SST Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
CICO Record
Name: ____________________________
3 = great 2 = OK 1 = hard time
Date: ______________
Safe
Responsible
Respectful
Check In
3
2
1
3
2
1
3
2
1
Before
Recess
3
2
1
3
2
1
3
2
1
Before
Lunch
3
2
1
3
2
1
3
2
1
After Recess
3
2
1
3
2
1
3
2
1
Check Out
3
2
1
3
2
1
3
2
1
Today’s goal
Comments:
Today’s total points
CICO Home Report
Name: _____________________________
______
I met my goal today
Date: _____________
______ I had a hard day
One thing I did really well today was: _______________________
Something I will work on tomorrow is: ______________________
Comments:
Parent/Guardian Signature: ____________________________
Comments:
CICO Trading Post
Points
Required
Wants attention
note to
office/teacher
Ask a peer to
play/read/draw
Be a leader
Principles
recess
Trip
250 pts
Computer
More
400 pts
Out
100 pts
Take
Wants
item/activity
with a
friend
Extra sharing
time
to lunch
with TBA
Class recess,
free time, or
popcorn party
to treasure
chest
Choose a snack
Choose a 5 min.
activity
School wide
sticker
Principles
recess
time for
selected activity
Free ticket to
sporting event
New
school /art
supplies
Wants to escape
attention
Computer
by self
Time
time
alone
Independent
work space
Wants to avoid
something
Short
break
Alternative
activity
Alternative
assignment
Get
out of
school early
Why does CICO Work?
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For students
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Program can be applied in all school locations
Acknowledgement for appropriate behavior
Linked school and home support
Program is organized to morph into self-monitoring
For Schools
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Program requires minimal resources
Requires minimal time and effort from teachers
Can be easily modified to meet needs of multiple students
Incorporates data-based decision-making
Roles & Responsibilities
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School team
 Identify students who may benefit
 Monitor implementation
 Evaluate effects and modify/fade as needed
Coordinator
 Facilitate morning and afternoon checks (in & out)
 Get signed form from students, give new form
 Maintain positive, constructive environment
 Acknowledge successes
Teachers
 Obtain form from student each day
 Monitor student behavior and mark card accurately
 Provide feedback to student in positive and constructive manner
Students
 Check in and out each day
 Give form to teacher
 Meet expectations
 Take form home and have parents sign, bring to school the next day
Organizer
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Overview of targeted interventions
Summary of CICO
Using CICO data for decision-making
Possible Pitfalls: Things to plan for
Success—what next
Monitoring CICO
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Identified CICO Team
Identifies students who may benefits
 Coordinates implementation
 Reviews student progress
 Makes modifications as needed
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Data for decision making
Team must have access to data
 Team reviews data at least bi-monthly
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Monitoring Outcomes
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Percent of possible points earned
Teacher-completed summaries
Direct observations
Monitoring Outcomes
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Percent of possible points earned
Teacher-completed summaries
Direct observations
Data Management
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Summarize points across days
Manually
 Electronically
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Graph data for easy presentation
Organizer
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Overview of targeted interventions
Summary of CICO
Using CICO data for decision-making
Possible Pitfalls: Things to plan for
Success—what next
CICO element
Variations/ options
Considerations
Educational/instructional assistant
School counselor
High school mentor
Consistency
Efficiency
One person or two
Freeing up time for person to do the job well
2. Check in/out routine
Come to school early
Leave class early
Same location/different locations
What about tardy students?
Missing instruction time
How does it work for busers, walkers, car
riders?
3. Point system and daily
report card
Numbers/words/smiley faces
0, 1, 2
1, 2, 3
great, OK, bad (difficult time)
Age appropriate
I get a point for being honest/ trying (1, 2 , 3)
4. Report home
Meet with parents individually as
part of the CICO training
Provide ideas for comments to write
back, things to say to student, how
to deal with a bad day
Staff mentor signs off if family
can’t
Parents might correct student again
Student may forge parent signature
5. Identifying students
to participate
Final recommendation by TAT
Review of ODRs, teacher concern,
family request, student request,
administrator request
Avoid making this a ‘punishment’
6. Staff training
A few at a time (start small to build
routine & success)
All at once
Efficiency in teaching time
Won’t remember unless using CICO
What happens when a student gets an office
discipline referral?
1. Coordinator(s)
CICO element
Variations/ options
Considerations
7. Student training
As a group
Individually
Daily prompts for routine the first
five days
What to do if staff/teacher isn’t
available
Teach students to remind staff/teachers to
use program
Loss of card during the day
8. Substitute staff
Train a back up check in and check
out person
Rotate roles so many people can
contribute as needed
Administrator
Front office staff for tardy
students
CICO cheat sheet for substitute
teacher folder
Lack of opportunity to maintain fluency,
positive practice, consistency
Prevent punitive approach
9. Point trading system
Spending schedule
Need a variation of items/activities
to fit many situations
Discounted school activities work
really well
Prizes/activities for whole class are
great for kids who like peer
attention
Too often
Not often enough
Student absent on spending day
Financial costs for rewards
Time costs for staff who are ‘earned’
10. Team meeting to
review student progress
Weekly data review, call a meeting
as needed
Email check in with
teachers/families
Coordinator not available/ no meeting… no
meeting/ no data review…. No data review..
program and/or kid get a bad name if it
doesn’t work
Modifying CICO
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Peer attention: Provide peer attention for meeting
expectations
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Task avoidance:
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Check out with friend
Sit with friend(s) at lunch
Brief free time with friend at end or class
breaks, shorten work requirement
Access to assistance
Preferred work modality (e.g., groups)
Schedule of reinforcement
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More frequent check-ins
Highly preferred coordinator
Pair attention with other rewards
Modifying CICO
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Young children
Symbols
 More frequent checks during day
 Earn rewards more often
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Potential Pitfalls
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Fidelity
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Assess teacher commitment/enthusiasm
Re-teach
Teacher self monitoring
Student won’t carry card
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Student checks in and out
Coordinator provides card to teacher and picks up
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Student continues to receive feedback from teacher
Self monitoring
Computerized system
Student isn’t checking in or out
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Determine reason
Identify preferred person to check in/out with
Is this component needed?
Organizer
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Overview of targeted interventions
Summary of CICO
Using CICO data for decision-making
Possible Pitfalls: Things to plan for
Success—what next
Things Went Well… What Now?
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Data-based decision-making
Ways to remove
Move to self-monitoring
 Remove components
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Self-Monitoring Interventions
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Student monitors own behavior
Student “checks in” with teacher periodically to
review ratings and receive feedback
Self Monitoring After CICO
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Expected behaviors stay the same
Reinforcers stay the same
Student checks in same amount of times
Student monitors behavior using CICO card
Plan for teaching accuracy in monitoring
Teaching Accuracy
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Student and teacher record separately
Compare records; reinforce accuracy
Over time, compare less often
Reinforce appropriate behavior only
Periodically reinforce accuracy
Example: Lucy
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Lucy has been on CICO for 3.5 months; she has earned 90% of
points each week for the last 10 weeks
Coordinator provides rationale for self monitoring to Lucy
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Coordinator teaches Lucy to self monitor using examples and nonexamples
When program begins, Lucy’s teacher goes over examples and nonexamples
First week: Lucy and teacher monitor and compare records
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Second week
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Teacher provides acknowledgement and feedback based on accuracy
Ratings agree 95% of time
Teacher monitors appx. 60% of time; feedback based on accuracy
Feedback at other times based on Lucy’s monitoring of behavior
Coordinator
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Feedback based on accuracy (with teacher records)
When Lucy monitors independently, feedback based on behavior
Things Went Well… What Now?
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Data-based decision-making
Ways to remove
Move to self-monitoring
 Remove components
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Removing Components of CICO
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Gradually decrease checks during the day (keep
check in and out)
Remove check out
Remove parent feedback
Remove check in
Monitor behavior throughout