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Check-in/Check-out

Check-in/Check-out. Susan Barrett sbarrett@pbismaryland.org. Organizer. 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

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Check-in/Check-out

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  1. Check-in/Check-out Susan Barrett sbarrett@pbismaryland.org

  2. Organizer • Overview of targeted interventions • Summary of CICO • Using CICO data for decision-making • Possible Pitfalls: Things to plan for • Success—what next

  3. 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

  4. Research Support • CICO is an Evidence-Based Practice • At least 5 peer reviewed studies • At least 3 different researchers/settings • At least 20 different participants • Pre schools • Sandy Chafouleas, et al 2007 • Elementary Schools • 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 • Leanne Hawken et al 2003 • Rob March et al 2002 • High Schools • Jessica Swain-Bradway, in progress

  5. School-Wide Positive Behavior Support Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

  6. Meeting the Needs of All Students • Problem • Foundation in place: 10-20% of students will not be successful • Solution? • Individualized interventions for all? • Alternative: Targeted Interventions • Efficient and effective • For “yellow zone” students

  7. Behavior Report Card First Steps Lunch buddies Social Skills Groups Homework Club Principal's Club Check and Connect

  8. Targeted Interventions • 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

  9. Successful Implementation Requires: • Foundation of universal behavior support

  10. Successful Implementation Requires: • Foundation of universal behavior support • Understanding of behavioral function • Faculty agreement to: • Support all students • Use recommended secondary interventions • Data-based decision-making • Resources to start program

  11. Organizer • Overview of targeted interventions • Summary of CICO • Using CICO data for decision-making • Possible Pitfalls: Things to plan for • Success—what next

  12. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Student Recommended for CICO Check In Check Out (CICO) CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Exit Program

  13. CICO Record Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time Comments:

  14. 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:

  15. CICO Trading Post

  16. Why does CICO Work? • For students • 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 • 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

  17. Roles & Responsibilities • 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

  18. Organizer • Overview of targeted interventions • Summary of CICO • Using CICO data for decision-making • Possible Pitfalls: Things to plan for • Success—what next

  19. Monitoring CICO • Identified CICO Team • Identifies students who may benefits • Coordinates implementation • Reviews student progress • Makes modifications as needed • Data for decision making • Team must have access to data • Team reviews data at least bi-monthly

  20. Monitoring Outcomes • Percent of possible points earned • Teacher-completed summaries • Direct observations

  21. Monitoring Outcomes • Percent of possible points earned • Teacher-completed summaries • Direct observations

  22. Data Management • Summarize points across days • Manually • Electronically • Graph data for easy presentation

  23. Organizer • Overview of targeted interventions • Summary of CICO • Using CICO data for decision-making • Possible Pitfalls: Things to plan for • Success—what next

  24. Modifying CICO • Peer attention: Provide peer attention for meeting expectations • Check out with friend • Sit with friend(s) at lunch • Brief free time with friend at end or class • Task avoidance: • breaks, shorten work requirement • Access to assistance • Preferred work modality (e.g., groups) • Schedule of reinforcement • More frequent check-ins • Highly preferred coordinator • Pair attention with other rewards

  25. Modifying CICO • Young children • Symbols • More frequent checks during day • Earn rewards more often

  26. Potential Pitfalls • Fidelity • Assess teacher commitment/enthusiasm • Re-teach • Teacher self monitoring • Student won’t carry card • Student checks in and out • Coordinator provides card to teacher and picks up • Student continues to receive feedback from teacher • Self monitoring • Computerized system • Student isn’t checking in or out • Determine reason • Identify preferred person to check in/out with • Is this component needed?

  27. Organizer • Overview of targeted interventions • Summary of CICO • Using CICO data for decision-making • Possible Pitfalls: Things to plan for • Success—what next

  28. Things Went Well… What Now? • Data-based decision-making • Ways to remove • Move to self-monitoring • Remove components

  29. Self-Monitoring Interventions • Student monitors own behavior • Student “checks in” with teacher periodically to review ratings and receive feedback

  30. Self Monitoring After CICO • 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

  31. Teaching Accuracy • Student and teacher record separately • Compare records; reinforce accuracy • Over time, compare less often • Reinforce appropriate behavior only • Periodically reinforce accuracy

  32. Example: Lucy • 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 • Coordinator teaches Lucy to self monitor using examples and non-examples • When program begins, Lucy’s teacher goes over examples and non-examples • First week: Lucy and teacher monitor and compare records • Teacher provides acknowledgement and feedback based on accuracy • Ratings agree 95% of time • Second week • Teacher monitors appx. 60% of time; feedback based on accuracy • Feedback at other times based on Lucy’s monitoring of behavior • Coordinator • Feedback based on accuracy (with teacher records) • When Lucy monitors independently, feedback based on behavior

  33. Things Went Well… What Now? • Data-based decision-making • Ways to remove • Move to self-monitoring • Remove components

  34. Removing Components of CICO • Gradually decrease checks during the day (keep check in and out) • Remove check out • Remove parent feedback • Remove check in • Monitor behavior throughout

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