Transcript Check-in/ Check-out with PB4L Schools Rob Horner University of Oregon www.pbis.org Goals • Define the logic and core features of Check-in/Check-out (CICO) as a Tier II intervention.

Check-in/ Check-out with
PB4L Schools
Rob Horner
University of Oregon
www.pbis.org
Goals
•
Define the logic and core features of Check-in/Check-out (CICO) as
a Tier II intervention within the PB4L approach.
•
Provide empirical evidence supporting CICO, and practical examples
from local schools.
•
Build an action plan for CICO implementation
•
Define the process for self-assessing CICO implementation
CICO within PB4L
• The basic logic of CICO is to build self-regulation
o To teach a student how manage his/her own behavior
o To teach a student how to get the support he/she needs from adults
• CICO is highly efficient in use of staff time
• All Tier II interventions are more effective, and more
durable, if they are done with Tier I school-wide
behavioral expectations as a foundation.
Major Features of Targeted (Tier II) Interventions
•
•
•
•
•
•
•
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Home/school linkage
Flexible intervention based on assessment
o
Functional Assessment
• Adequate resources (admin, team)
o
weekly meeting, plus 10 hours a week for coordination
• Student chooses to participate
• Continuous monitoring for decision-making
Check-in Check-out Cycle
Student Recommended for
CICO
CICO
Plan
Morning
Check-In
Class
Check out
Request for Assistance
ODR Level
Family or Student request
CICO Coordinator
Weekly CICO
Behavior support team
Meeting
9 Week Graph Sent
Teacher
Checks
Home
Check-In
Class
Check in
Afternoon
Check-out
Program
Update
EXIT
Check-in Check-out Cycle
Student Recommended for
CICO
CICO
Plan
Morning
Check-In
Class
Check out
Home
Check-In
Class
Check in
Afternoon
Check-out
Morning Check-In
•Check student “status”
•Review home card
Weekly
CICORpt
•Provide Daily
Progress
Meeting
•Greet and praise
9 Week Graph Sent
TeacherChecks
Teacher
Program
Checksgive card to teacher
•Student
Update
•Teacher praise/ prime
•Provide Daily Progress Rpt
•Greet and praise
•End of class feedbackEXIT
Check-in Check-out Cycle
Student Recommended for
CICO
Home Check
CICO
•Student give
Plancard to parent Morning
•Parent praise/ prime
Check-In
•No negatives
•Parent signs
Class
Check out
Teacher
Checks
Home
Check-In
Afternoon checkout
•Review day
•Retrieve card
•Send copy to family
•Record points in SWIS
Weekly CICO
Meeting
9 Week Graph Sent
Class
Check in
Afternoon
Check-out
Program
Update
EXIT
Check-in Check-out Cycle
Student Recommended for
CICO
Team Meeting
CICO
Planstudent progress
Morning
•Review
Check-In
•Adjust support plan if no
Class
improvement in two weeks
Check out
Teacher
Home
•Build self-management
steps
when
Checks
Check-In
appropriate
Class
•Exit when appropriateCheck in
Afternoon
•Report to School-wide
Team,
Check-out
Administration, Whole Faculty
Weekly CICO
Meeting
9 Week Graph Sent
Program
Update
EXIT
CICO Record
Name: _______Darin_________________
0 = Need work, 1 = “OK” 2 = Nice Job
Safe
Date: __March 2, _______
Responsible
Respectful
Total
Check In
0
1
2
0
1
2
0
1
2
5
Before
Recess
0
1
2
0
1
2
0
1
2
6
Before
Lunch
0
1
2
0
1
2
0
1
2
6
After Recess
0
1
2
0
1
2
0
1
2
5
Check Out
0
1
2
0
1
2
0
1
2
6
Today’s goal
Comments:
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Today’s total points
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HAWK Report
Student ______________Teacher___________________
Date ________
0 = Not Yet
1= Good
2= Excellent
Be Safe
Be Respectful
Keep hands, feet,
and objects to self
Use kind words
and actions
Be Your Personal Best
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 ______________%
Teacher
initials
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
Be responsible
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
Keep Hand &
Feet to Self
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
Follow Directions 0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
Be There –
Be Ready
1
2
0
1
2
0
1
2
0
1
2
0
1
2
TOTAL POINTS
0
Why does CICO work?
• Improved structure and predictability
• Prompts are provided throughout the day for correct behavior.
• System for linking student with at least one positive adult.
• Student chooses to participate.
• Student is “set up for success”
• 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?
• Student recruits adult support
o Student uses card to recruit adult attention.
o Very low “effort” for teacher
• Program can be applied in all school locations
o Classroom, playground, cafeteria (anywhere there is a supervisor)
• Elevated reward for appropriate behavior
o Adult and peer attention delivered each target period
o Adult attention (and tangible) delivered at end of day
Why does CICO Work?
• Linking behavior support and academic support
o For academic-based, escape-maintained problem behavior
incorporate academic support
• Linking school and home support
o Provide format for positive student/parent contact
• Program is organized to morph into a selfmanagement system
o Increased options for making choices
o Increased ability to self-monitor performance/progress
Getting CICO Started
• Use the CICO Self-Assessment
• Use the CICO Action Plan
• Team
o Recorder
o Facilitator
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Logistics for Setting up a CICO program
• 1. Faculty and staff commitment Activity1:
• Is problem behavior a major concern?
• Are staff willing to commit
min per day?
a) 5All-Faculty
Orientation to CICO
• Is CICO a reasonable option for us?
o
o
o
o
More than 5 students need extra support
b) with
Assessment
of need
(ODR rates,
CICO is designed to work
10-12% of kids
in a school
CICO typically “works” (50%staff
reduction)
with 67% of students.
assessment)
CICO does NOT replace need for individualized supports.
c)
Team to manage CICO
• 2. Team available / Coordinator available
• Team leader
d) CICO Team Lead
• CICO coordinator (morning, afternoon)
• Team (meets at least once every two weeks)
e) CICO coordinator
Logistics for Setting up a CICO program
• 3. School-wide PBS in place
Activity 2:
• School-wide expectations defined and taught
a) SWPBIS Tier I in place (TIC = 80%;
• Reward system operating
SET = 80/80) for problem behavior
• Clear and consistent consequences
b) Request for assistance process defined.
• 4. Process for identifying
a student who may be
appropriate for CICO
c) Criterion
for CICO
support defined.
• Student is not responding
to SWPBS
expectations
o Request for Assistance
• Student finds adult attention rewarding
• Student is NOT in crisis.
• Example: > ODRs, Teacher nomination, Student/Parent nomination
Logistics for Setting up a CICO program
• 5. Daily CICO progress report card Activity 3:
• Same expectations for all
a) Daily Progress Report developed
• Common schedule
• All staff taught rules for accepting, completing and returning the card.
b)
Home report routine developed
• 6. Home report processc) Define how families will be informed
• Can be same as progress card
of
• Can be a unique reporting form
process
Logistics for Setting up a CICO program
• 7. Trading menu
• Reward for collecting and turning in daily progress card
• Reward for meeting daily goal
• Exchange system for points earned
• 8. Collecting, summarizing and using data
• Daily updates
• Weekly review by team
• Referral for individualized interventions.
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P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
Check-in Check-out SWIS
Check-in Check-out Embedded
Within SWIS
Decision-making
• Is CICO being implemented?
• CICO self-assessment checklist (80%)
Activity 4:
a)
Rewards for CICO points defined
• Who is receiving CICO support?
and available
• How many students/ % of student body (9-12%)
• Which students
b)
Process for collecting, entering,
• Is CICO working?
summarizing and reporting data is
• % of student on CICO with 80% points?
defined.
• Trends?
• Who needs more support?c)
When would a student be referred
for more intense support?
• Modification of CICO
• Referral to Individual Student Supports
Logistics for Setting up a CICO program
Activity 5:
a) Check-in location defined
• 9. Morning Check-in Routine
• Teaching students when, what, how
• Teaching check-in coordinator
• Assess
• Reward
• Set-up or Redirect
b)
Process for teaching students
check-in routine defined
c) Teacher Routine
check-in/check-out routine
• 10. Teacher Check-in/Check-out
defined
• Teach students when, when, how
• Teaching staff/faculty
• Reward
d) Teacher
check-in/check-out
• Set-up for success, positive
momentum
• Evaluation
presented to staff.
routine
Logistics for Setting up a CICO program
Activity 6:
• 11. Afternoon Check-out Routine
a)
End of day check-out routine,
• Teach students when, where, how
location, staff defined.
• Teach CICO coordinator data collection, acknowledge success,
encourage improvement.
b) Family
check/signature
• Consider self-recording system
for older
students
routine defined.
• 12. Family Review Routine
c) Procedure for family
• Teach students when, where, how
orientation to CICO
• Teach family only to acknowledge success, sign
defined.
Logistics for Setting up a CICO program
• 13. Team Meeting Decision Making
a)
b)
•
c)
d)
Activity 7:
Sample of
Decision
o Reporting
student Rules
status
a) Team meeting schedule defined for the
o Process for adjusting when CICO is not
successful
current
year.
Stay as is:
* < 6 weeks of success or upward trend
b) Team meeting agenda defined (data
Move to Self-management
14. Planning for success review, decision protocol)
* > 6 weeks with 4 days per week of
o Identifying success
success.
c) Decision-rules:
o Fading
support
Move
to more
intense support
•
Stay as is
Embedding
self-management
* o2 weeks
without
improvement
•
Move to self-management
Graduate off CICO
•
Move to individual support.
* 4-6 weeks of success on Self•
Move off CICO
management
Logistics for Setting up a CICO program
Activity 8:
• 15. Planning for more intensive, individualized
a) Define self-management process.
support.
o Functional behavioral assessment
o Tier III support team
•
•
Use card, but no teacher review
No, card, but still check in
b) Substitute teacher orientation
• 16. Substitute Teacher routine
materials
o How to inform and orient new teachers
c) Use of card in non-structured areas
• 17. Playground, cafeteria, bus routines
Empirical Support for
Check-in/ Check-out
The Effects of a Targeted Intervention to
Reduce Problem Behaviors:
Elementary School Implementation of
Check-In/Check-Out
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted
Intervention to Reduce Problem Behaviors: Elementary School Implementation of
Check-In/Check-Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.
100
90
Baseline
80
70
Todd, Kauffman, Meyer & Horner
Check-in Check-out
Trevor
60
50
40
Peer Composite
30
20
Percentage of Intervals with Problem
Behavior
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
100
90
80
Chad
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
100
90
Kendall
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
100
90
Eric
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Evaluation of a Targeted Intervention
Within a School-Wide System of
Behavior
Support
Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted
group intervention within a school-wide system of behavior
support. Journal of Behavioral Education, 12(3), 225-240.
The Importance of Functional
Assessment in Targeted
Interventions
March, R. E., & Horner, R. H. (2002). Feasibility and contributions of
functional behavioral assessment in schools. Journal for Emotional
and Behavioral Disorders, 10(3), 158-170.
•
Leanne Hawken
Video
5:30
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.
Summary
• Targeted interventions
o Highly Efficient, structured support
• CICO is one option emphasizing self-regulation
o Assess for whom it will work
o Enlist whole faculty involvement
• CICO will still need supplement from Tertiary,
Function-based support system