Tier 2+: Data Based Decision Making & Advanced CICO Chris Borgmeier PhD Portland State University firstname.lastname@example.org www.tier2pbis.pbworks.com
Complete the MATTSelf-Assess Tier 2/3 • Go to www.pbisassessment.org • Enter your school code • Reference the MATT handouts to guide you through questions • Coaches Interview Guide (pp. 2-5) • Team Scoring Guide (pp. 6-10) • Enter scores into www.pbisassessment.org
Team Task • Based on the Self-Assessment & the MATT, where is your team at related to implementation of: • CICO • Tier 2 support & decision making • What action steps do you need to take to bolster CICO implementation?
Borderline Responders: Problem Solving Tier I Tier II Tier III UniversalSWPBIS Team Progress Monitoring Team FBA Team Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Plans SW & Class-wide supports Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009
> 1 hour meeting Review Tasks • Facilitator • Process Monitor • Notetaker • Tier 2 Intervention Coordinator • Tier 3 Intervention Coordinator • Screening Coordinator
IPBS Data Teaming Process Decision Rule Decision Rule Decision Rule Decision Rule
Were data collected? YES NO • Problem solve data collection—determine how to get data • Collect data for 2 weeks and reconvene Are goals being met? YES NO • Celebrate and continue • Have plan for fading Is plan being implemented as designed? YES NO • Modify intervention • Consider move to next level • Problem solve barriers to implementation • Collect data and reconvene in 2 weeks
CICO: Borderline Responders Small Modifications or “Tweaks”
Tier 2 Assessment & Intervention Intensive Targeted Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems
Small Changes“Tweaks” • In Progress Monitoring meetings – always weighing Minutes/Kid • Tweaks to the plan for Borderline Responders should only take a couple of “minutes” • Look at initial CICO data • Not an extensive discussion • Should have a menu of quick changes/ “tweaks”: • Change CICO mentor • Change incentives • Change/individualize goals • More frequent check-ins -- “adding hair”
Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins
Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?
Ready to Make Quick Changes • Readiness – what needs to be ready to make these ‘quick’ changes? • Change/individualize goals • Need alternate point card readily available to individualize • Change CICO mentor • Add Mid-Day Check-in & incentive • Change incentives • Individualize incentives for the student • More frequent check-ins • With teacher? With CICO Specialist? • Need an adjusted point card?
Individualized Point Card Robbie Oct. 14th 20--
More Frequent Check-Ins “CICO Hair Club for Kids” • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals
Team Work Time • What ‘tweaks’ do you want to develop to be ready for borderline responders? • Adapt existing materialsand/or Develop new materialsrequired to make ‘tweaks’ readily available and accessible? • UPDATE CHANGES INTO CICO HANDBOOK • Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible
Additional Tier 2 Interventions • Remember focus on Efficiency in Progress Monitoring Meeting • Minutes per Student • Alternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team • Trust the Process • Most difficult thing = not talking about a student before it’s time • Earn conversations in student centered teams
Tier 2 Assessment & Intervention Intensive Targeted Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems
Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support
Behavioral Explanations for “Why” • Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… • Gaining attention • Gaining access to activities or tangible items • Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)
Using Function of Behavior to Inform CICO Modifications • Individual Student Planning • Can use “Function of Behavior” to match students to appropriate version of CICO • Function-Based Assessment might include: • Data from ODRs “Possible Motivation” • Or Preliminary/Brief FBA
Preliminary FBA • Use existing data for preliminary FBA • ODR data • Identify function/motivation • Identify antecedents – time/location/persons involved, etc. • CICO data • Identify antecedents – time/location
Non-Responder Preliminary FBA Does this tell us anything about when/where/ who is involved (antecedents)?
Preliminary FBA • Discipline Referral Summaries • Suspensions, detentions, office referrals • Look for patterns • Triggers/Antecedents Day of the week, Time of Day, Location, Students Involved • Behavior • Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision
Student Referral Report - SWIS Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)?
Team Work Time • Plan how to integrate discussion of FUNCTION into Tier 2 Intervention meetings • Remember decisions regarding small intervention changes should occur in less then 2-3 minutes of discussion…. • What will it take to be efficient and “Ready to Go” with these discussions of function in the meeting
Breaks Are BetterFunction = Escape Task (elem) Justin Boyd University of Oregon
Logic Guiding Breaks are Better • Children may benefit from taking small, appropriate breaks • If breaks are available, students may: • Engage in less escape-maintained problem behavior • Request breaks less often than escape-maintained problem behavior occurred • Increased reinforcement for: • Asking for assistance • Taking a break appropriately
CICO Modification ElementaryEscape Academic Task • Explicitly teach an alternative/replacement behavior (i.e., break requests) • Promote self-management by teaching students to “keep track” of their breaks • Establish & Teach teachers (and students) how this will look in the classroom • Make it feasible and sustainable for classroom teachers to implement
Breaks are Better Modifications • Prior to intervention: • Child & teacher identify appropriate “break” activities • Student is taught: • How to request a break • How to take a break • How to return to work • Points earned for: • Meeting academic-specific expectations • Asking for break appropriately or not needing a break • Weekly point total tied to reinforcers
Sample Break Options & Rewards Break Options • Move to separate desk for quiet activity • Quiet activity at desk • Drawing • Doodle on notebook • Stretch in backroom • Run errand for teacher Weekly Rewards • Computer time • Extra Recess • Coupon for bonus points on assignments • Coupons for buddy work • Coupon to make assignment shorter or easier • Library pass
BrB: What does it look like in the School • School-level awareness • Yearly in-service on intervention • BrB manual • Coordinator roles • Decisions about standard BrB • Points for taking breaks appropriately • Points for using minimal breaks • How are goals set, points traded, for what?
BrB: What does it look like in the School • Coordinator roles • Introduce student to the intervention • Rationale • Card – how to get it, how to give it to teacher, receiving feedback • Practice taking breaks appropriately, what to do if teacher says no to a break • Parent meeting • Support to teachers • Materials are readily available • BrB cards • Progress monitoring system • Rewards • Progress monitoring occurs weekly or bi-weekly
BrB: What it looks like for the Student • Coordinator introduces student to the intervention • Each Day • Meet w/ coordinator, review expectations, get a new card • In class, meet expectations, ask for breaks appropriately, cross off taken breaks • End of Day – meet w/ coordinator, review points • Evening - parent signature
Team Task • Discuss need & application of Breaks Are Better in your school • Steps to Develop/Implement • Assign a BrB Coordinator (same or different than existing CICO coordinator?) • Develop materials & process for BrB • BrB card • CICO procedures (coordinate w/ CICO?) • Develop processes for training Breads Are Better to: • Staff (What, Why, How?) • Students once referred (What, Why How?) • Identify referral process, data & decision rules for accessing BrB
ABC: Academic Behavior CICOFunction = Escape Task (MS) Jessica Turtura University of Oregon
Logic Guiding ABC • Students benefit from organizational structure • More frequent and tangible reinforcement for: • Recording assignments • Completing in-class work & participating • Asking for help • Completing homework • Parental structure for homework completion: • Parents are aware of assignments • Parents check for completion
Academic focused CICO (Escape Tasks)Middle School • Morning Check-in • Students check-in with counselor • All homework completed? Prepared for the school day with all necessary materials? • Opportunity to complete unfinished homework and to gather materials • Daily point card and Homework tracker • Receive feedback each period about behavior during class (participation, staying on-task, completing work) • Record assignments on homework tracker • Afternoon Check-out • Check-out with counselor • Review point card and homework tracker • Does student know what is due tomorrow? Have all materials needed to complete assignments? • Home Component • Parents review daily feedback with student • Sign card to indicate if student has completed all homework
ABC Modifications • Prior to intervention – coordinator meets w/ parents • Morning Check-In: Assess & give bonus pts for: • Materials Ready & Homework Completed • Afternoon check-out: Check Tracker • Expectations focus on Academic Behaviors + Add’l Expectation of completing Tracker • Parent signature with focus on Homework Completion