Advanced Topics in PBS: Secondary/Tertiary Interventions

Advanced Topics in PBS:Secondary/Tertiary Interventions George Sugai University of Connecticut Rob Horner University of Oregon

Goals • Emphasize the full continuum of strategies that make up school-wide positive behavior support. • Provide an example of Check-in/ Check-out • Provide an example of Intensive Function-based support • Suggest strategies for building capacity in more intense interventions

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  ~80% of Students 27

Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

Thanks to Laura Riffel

Positive Behavior Support Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Intensive Group Interventions AnalyzeStudent Data Interviews, Questionnaires, etc. Simple Student Interventions Intervention Assessment Observations and ABC Analysis Complex Individualized Interventions Multi-Disciplinary Assessment & Analysis Team-Based Wraparound Interventions Adapted from George Sugai, 1996 © Terrance M. Scott, 2001

School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

1% 3% 9% 8% 10% 94% 89% 74% 75% 73% Pre K K-6 6-9 9-12 K- 8/12 N = 1288 N = 377 N = 124

35% 33% 47% 46% 48%

A Concern • Schools often consider only ONE behavior support system • Often this system is for those students with most intense needs

Messages • Invest in prevention first • Invest in a full continuum of supports • Universal/ Primary • Targeted/ Secondary • Intensive/ Tertiary

Check In Check Out:A Targeted Intervention Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut

BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Class Check out TeacherChecks Class Check in

CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

HAWK Report Date ________ Student _______________Teacher___________________

Why does CICO work? • 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.

Why does CICO Work? • 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 self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

Linking CICO with Function-based support • Leanne Hawken • Robert March • Anne Todd, Amy Kauffman

Plan for the future: We want self-managers • Embed self-management strategies as driven by the data • Use natural signals for monitoring as much as possible • Self-monitor • Self-record, check for accuracy • Fewer check points during the day • Maintain AM and PM times for awhile • Manage own CICO account • More on self management in the future…..

Check-in Check-out EmbeddedWithin SWIS

Check-in/ Check-out Self-Assessment • Individually score the elements of the CICO Self-Assessment • 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.

Is CICO appropriate for your school? • Download the ppt and self-assessment • www.pbis.org (online library) (presentations) • Consider reading and reviewing • Crone, Horner & Hawken (Behavior Education Plan) • Leanne Hawken DVD • Request training and coaching support from your state SWPBS trainers • Review CICO data system embedded within SWIS • www.swis.org

Function-based Supports

Advanced Topics in PBS: Secondary/Tertiary Interventions