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Secondary Interventions: Check-in/ Check-out as an Example

Secondary Interventions: Check-in/ Check-out as an Example. Rob Horner, Anne Todd, Amy Kauffman-Campbell, Jessica Swain-Bradway University of Oregon www.pbis.org www.swis.org. Goals. Define the features and purpose of “secondary interventions”

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Secondary Interventions: Check-in/ Check-out as an Example

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  1. Secondary Interventions: Check-in/ Check-out as an Example Rob Horner, Anne Todd, Amy Kauffman-Campbell, Jessica Swain-Bradway University of Oregon www.pbis.org www.swis.org

  2. Goals • Define the features and purpose of “secondary interventions” • Describe one approach to secondary intervention (Check-in/Check-out) • Present research examining this approach • Suggest future research directions

  3. 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

  4. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT  ~80% of Students

  5. Major Features of any SecondaryIntervention within SWPBS • Intervention is continuously available • Rapid access to intervention (72 hr) • Implemented across all settings/ times/ people in school • Very low effort by teachers • Consistent with school-wide expectations • Can be adapted based on assessment information • Functional Assessment • Adequate resources and administrative systems • weekly meeting, plus 10 hours a week (FTE) • Continuous monitoring for decision-making

  6. Behavior Education PlanCheck-in/ Check-out • Variations on a long-standing strategy of using daily behavior report card • Many variations

  7. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-out BEP/Check-in/ Check-out Cycles

  8. Daily Progress Report

  9. HAWK Report Date ________ Student _______________Teacher___________________

  10. Data Collection for Decision-Making • Monitor points earned each day • Office Discipline Referrals • Grades • Regular use of data by team • Outcome Data

  11. Daily Data Used for Decision Making

  12. Daily Data Used for Decision Making

  13. Data Entry What it will look like in CICO-SWIS Student Progress Data

  14. 4 expectations are defined in Preferences 3 expectations are defined

  15. www.swis.org

  16. 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

  17. Research Support • 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 • CICO is an Evidence-Based Practice • At least 5 peer reviewed studies • At least 3 different researchers/settings • At least 20 different participants

  18. Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support Leanne S. Hawken and Rob Horner University of Oregon Journal of Behavioral Education,

  19. The Effects of a Targeted Intervention to Reduce Problem Behavior: Elementary Implementation of Check-in/ Check-out. Anne Todd, Amy Kauffman, Gwen Meyer & Rob Horner Journal of Positive Behavior Interventions

  20. Research Question • Is there a functional relationship between implementation of Check in/ Check out and (a) reduction in problem behavior and (b) increase in academic engagement?

  21. Participants • Four elementary age students with moderate levels of problem behavior. • Trevor • Chad • Kendall • Eric

  22. BL Check-in/ Check-out Percentage of Intervals with Problem Behavior

  23. The Importance of Functional Behavioral Assessment in Targeted Interventions Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders,

  24. Functional Assessment • Functional assessment interview (FACTS) • Defines: • Problem behaviors • Routines where problems most likely • Events that set off problem behaviors • Events that maintain problem behaviors • Attention (peer/adult) • Escape • Access to Activities/Items

  25. CICO

  26. CICO in High School • Jessica Swain-Bradway • Problem behavior most likely maintained by escape from academic tasks • Adult attention is a less effective reinforcer • Add academic support to CICO • Tailor adult access to those adults selected by student.

  27. Summary • Secondary interventions are an important element in school-wide PBS • CICO is one approach that has documented success • __________________________ • Future research directions • Effects of CICO when done within full SWPBS • Fading CICO support to self-management • Maintenance of effects • Sustainability of intervention

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