Transcript Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut.

Rob Horner, George Sugai, Anne Todd,
Celeste Rossetto Dickey, Cindy Anderson, Terry Scott
University of Oregon and University of Connecticut
Define the logic and core features of Targeted
Interventions, and the specifics of the Check-in/Checkout (CICO) approach.
Provide empirical evidence supporting CICO, and
practical examples from local schools.
Self-assess if CICO is appropriate for your school
Build action plan for CICO implementation
All specialized interventions are more effective,
and more durable, if they are done with schoolwide behavioral expectations as a foundation.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
*Systems for Students
with High-Risk Behavior
Secondary Prevention:
Targeted Interventions
*Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students
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
Functional Assessment
Adequate resources (admin, team)
weekly meeting, plus 10 hours a week for
coordination
Student chooses to participate
Continuous monitoring for decision-making
Student Recommended for CICO
CICO Plan
Morning
Check-In
Request for Assistance
ODR Level
Family or Student request
CICO Coordinator
Weekly CICO Meeting
Behavior support team
Class
Check out
9 Week Graph Sent
Teacher
Checks
Home
Check-In
Program Update
Class
Check in
Afternoon
Check-out
EXIT
Student Recommended for CICO
CICO Plan
Morning
Check-In
Morning Check-In
•Check student “status”
•Review home card
Weekly
CICO Meeting
•Provide Daily
Progress
Rpt
•Greet and praise
Class
Check out
9 Week Graph Sent
Teacher
Teacher
Checks
Home
Check-In
Class
Check in
Afternoon
Check-out
Program Update
Checks
•Student give card to teacher
•Teacher praise/ prime
•Provide Daily Progress Rpt
•Greet and praise
•End of class feedback
EXIT
Student Recommended for CICO
CICO Plan
Home Check
•Student give card to parent
Morning
Check-In
•Parent praise/ prime
•No negatives
Class
•Parent signs
Weekly CICO Meeting
9 Week Graph Sent
Check out
Teacher
Checks
Home
Check-In
Afternoon checkout
•Review day
•Retrieve card
•Send copy to family
•Record points in SWIS
Program Update
Class
Check in
Afternoon
Check-out
EXIT
Student Recommended for CICO
CICO Plan
Morning
Team Meeting
Check-In
•Review student progress
•Adjust support plan ifClass
no
Check out
improvement in two weeks
Teacher
Home
•Build self-management
steps when
Checks
Check-In
appropriate
Class
•Exit when appropriate
Check in
•Report to School-wide Team,
Afternoon
Administration, Whole
Faculty
Check-out
Weekly CICO Meeting
9 Week Graph Sent
Program Update
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 ______________%
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
Improved structure
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.
Student recruits adult support
Student uses card to recruit adult attention.
Very low “effort” for teacher
Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behavior
Adult and peer attention delivered each target period
Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support
For academic-based, escape-maintained problem behavior
incorporate academic support
Linking school and home support
Provide format for positive student/parent contact
Program is organized to morph into a selfmanagement system
Increased options for making choices
Increased ability to self-monitor performance/progress
Use the CICO Self-Assessment
Use the CICO Action Plan
Team
Recorder
Facilitator
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
Is CICO a reasonable optionCICO
for us?
Orientation to
More than 5 students need extra support
CICO is designed to work with 10-12% of kids in a school
CICO typically “works” (50%
with 67% of of
students.
b) reduction)
Assessment
need
CICO does NOT replace need for individualized supports.
(ODR rates, staff
assessment)
2. Team available / Coordinator
available
Team leader
c) Team
to manage
CICO coordinator (morning,
afternoon)
Team (meets at least once every two weeks)
CICO
d) CICO coordinator
Logistics for Setting up a CICO program
Activity 2:
3. School-wide PBS in place
School-wide expectations
defined and
taught
a) SWPBIS
Tier
I in place
Reward system operating
(TIC = 80%; SET = 80/80)
Clear and consistent consequences for problem behavior
b) Request for assistance
4. Process for identifying
a student
who may be
process
defined.
appropriate for CICO
Student is not responding to SWPBS expectations
c) Criterion for CICO support
defined.
Student finds adult attention
rewarding
Request for Assistance
Student is NOT in crisis.
Logistics for Setting up a CICO program
Activity 3:
5. Daily CICO progress report card
Same expectations for
a)allDaily Progress Report
Common schedule
developed
All staff taught rules for accepting, completing and
returning the card.
b) Home report routine
developed
6. Home report process
Can be same as progress
card
c) Define
how families will
Can be a unique reportingbe
form
informed of process
CICO Home Report
Name: _____________________________
Date: _____________
______ I met my goal today
______ 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:
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.
28
P e r c e n t a g e o f P o in t s
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
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
Activity 4:
a) Rewards for CICO points
defined and available
b) Process for collecting,
entering, summarizing
and reporting data is
defined.
c) When would a student be
referred for more intense
support?
Logistics for Setting up a CICO
Activityprogram
5:
a) Check-in staff defined
9. Morning Check-in Routine
Teaching students when, when, how
b) Check-in location defined
Teaching check-in coordinator
Assess
Reward
Set-up or Redirect
c) Process for teaching students
check-in routine defined
10. Teacher Check-in/Check-out
Routine
d) Teacher
check-in/check-out
Teach students when, when, how
routine defined
Teaching staff/faculty
Reward
e) Teacher
Set-up for success, positive
momentumcheck-in/check-out
routine presented to staff.
Evaluation
Logistics for Setting up a CICO program
Activity 6:
11. Afternoon Check-out
Routine
a) End
of day check-out
Teach students when, where,
how location, staff
routine,
Teach CICO coordinator data
collection, acknowledge
defined.
success, encourage improvement.
Consider self-recording system for older students
b) Family check/signature
routine defined.
12. Family Review Routine
Teach students when, where, how
c) Procedure for family
Teach family only to acknowledge success, sign
orientation to CICO
defined.
Logistics for Setting up a CICO
program
Activity 7:
Sample Decision Rules
a) TeamMaking
meeting schedule
13. Team Meeting Decision
defined for the current year.
a) Stay
as is:
Reporting
of student status
* < 6 weeks of success or upward
Process
for adjustingb)when
CICO
is notagenda
successful
Team
meeting
trend
b) Move to Self-management defined (data review, decision
* > 6 weeks with 4 days per week protocol)
14.
Planning for success
of success.
c) Move
to more intense
support
c) Decision-rules:
Identifying
success
•
Fading support
•
d) Graduate off CICO
•
self-management
* 4-6Embedding
weeks of success
on Self* 2 weeks without improvement
management
•
Stay as is
Move to self-management
Move to individual support.
Move off CICO
Logistics for Setting up a CICO program
Activity 8:
15. Planning for morea)intensive,
individualized
Define self-management
support.
process.
•
Use card, but no teacher review
Functional behavioral assessment
•
No, card, but still check in
Tier III support team
b) Substitute teacher
orientation materials
16. Substitute Teacher routine
How to inform and orient new teachers
c) Use of card in nonstructured areas
17. Playground, cafeteria, bus routines
Leanne Hawken
Robert March
Anne Todd, Amy Kauffman
Todd, Kauffman, Meyer & Horner
100
90
Baseline
80
Check-in Check-out
70
Trevor
60
50
40
Peer Composite
30
20
10
0
Percentage of Intervals with Problem Behavior
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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27
28
29
30
31
100
90
Chad
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
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24
25
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30
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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
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Leanne S. Hawken and Rob Horner
University of Oregon
Journal of Behavioral Education, in press
Rob March & Rob Horner,
Journal of Emotional and Behavioral
Disorders, 2002
Leanne Hawken
Targeted interventions
Highly Efficient, structured support
CICO is one option
Assess for whom it will work
Enlist whole faculty involvement
CICO will still need supplement from Tertiary,
Function-based support system
Assumed FBA Summary Statement
When CICO is used
Setting Events
Unknown
Triggering
Antecedents
An arrange
Of situations
(In class,
Given work,
On playground
Problem
Behavior
Talk out,
Out of seat
Tease
Make Noise,
Etc.
Maintaining
Consequences
Obtain
Peer or
Adult
Attention
Note: CICO was designed on the assumption that problem behavior is being maintained
by attention. And a KEY ASSUMPTION is that attention from at least some adults
is highly valued.
FBA Summary Statement:
Would you expect CICO to be Effective?
Third Grader
Setting Events
Triggering
Antecedents
Problem
Behavior
Just return
from recess
Request to
do seat
work alone
Whine, fall
out of seat,
break pencil
Maintaining
Consequences
Maintain
teacher
attention
FBA Summary Statement:
Would you expect CICO to be Effective?
Seventh Grader who Finds Adult Attention Very Rewarding
Setting Events
Lunch time
Triggering
Antecedents
Eating
lunch with
peers
Problem
Behavior
Loud noises,
rude
comments,
swearing
Maintaining
Consequences
Peer
attention
FBA Summary Statement:
Would you expect CICO to be Effective?
Eighth Grader who is very isolated, and does not interact
with adults unless required to do so.
Setting Events
Triggering
Antecedents
Conflict at
home prior
to coming to
school
Request to
do very
difficult
instructional
tasks
Problem
Behavior
Non-compliance,
rudeness,
disrespect,
swearing
Maintaining
Consequences
Avoid work
FBA Summary Statement
Provide Two Hypotheses: One that is a “fit” for CICO and one that is not a “fit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
19