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Beyond Check-In/Check-Out: Considerations for Tier 2 Interventions

Beyond Check-In/Check-Out: Considerations for Tier 2 Interventions. Chris Borgmeier Portland State University cborgmei@pdx.edu. District Behavior Specialist. IPBS: Guide systems-change and implementation . Old model: Put out fires. The New Model -- IPBS. Efficient Teaming Process

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Beyond Check-In/Check-Out: Considerations for Tier 2 Interventions

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  1. Beyond Check-In/Check-Out: Considerations for Tier 2 Interventions Chris Borgmeier Portland State University cborgmei@pdx.edu

  2. District Behavior Specialist IPBS: Guide systems-change and implementation Old model: Put out fires

  3. The New Model -- IPBS • Efficient Teaming Process • Clear roles, procedures & responsibilities • Intervention Focused • Linked to Continuum of Interventions (Tier 1  2  3) • Try the easy things first (Tier 2 Interventions) • …then Tier 3 (FBA/BSP) • Data focused • Progress Monitoring • Student Identification

  4. Teams in a School 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 Could responsibilities of an existing team (TAT/SST/etc.) be shifted? Sept. 1, 2009

  5. Tier 2 Interventions

  6. Comprehensive Supports Function-based Support Tier III Group Interventions w/function-based modifications Lunch buddies • Group Interventions • CICO • Skills groups Tier II Anger Mgmt group Social Skills Groups Peer Tutors Homework Club School Mentors Study Skills • Tier 1 • SWPBS Tier I

  7. So Tell Us…. • What are your schools currently implementing for Tier 2 interventions? • What do you need/want to know about Tier 2 interventions for behavior? TASK • Complete the Tier 2 Intervention Inventory for your school or schools in your district

  8. Tier 2 Intervention Inventory

  9. Tier 2 Interventions • Research/Evidence based • Match to student need • Early student identification • Progress monitoring and Data Based Decision Making

  10. CICO: As model for Tier 2 Interventions

  11. 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

  12. Characteristics of Targeted Interventions • explicitly teachingexpected behavior to the student • structured promptsfor appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • regular Data for Monitoring student progress Keys to Changing Behavior

  13. 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 Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

  14. Check In / Check Out • As a model for what targeted interventions should be • explicitly teaching expected behavior to the student • structured prompts for appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • Regular Data for Monitoring student progress

  15. Check In / Check Out How does CICO do this? Explicitly teaching expected behavior to the student Structured prompts for appropriate behavior Opportunities to practice skills Opportunities for positive feedback Strategies for fading support as the student gains new skills System for communicating with parents Regular Data for Monitoring student progress

  16. Group Work TimeTier 2 Interventions Evaluate an existing Tier 2/group intervention in your school, how does it stand up to the Tier 2 Intervention characteristics? • explicitly teaching expected behavior to the student • structured prompts for appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • Regular Data for Monitoring student progress

  17. Monitor Fidelity of Implementation • Benchmark of Advanced Tiers • Check-In Check-Out Self Assessment • BEP Fidelity of Implementation tool

  18. Questions about Tier 2 InterventionsSystems Considerations • What constitutes a Tier 2 Intervention? • An intervention that: • Serves multiple students at one time • More efficient use of resources that 1 student at a time • Students can get started with almost immediately upon referral • Requires almost no legwork from referring staff to begin implementation of the intervention with a student • All school staff know about, understand their roll with, and know the referral process for • SYSTEMS NOTE: Resources Required: • If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

  19. Questions about Tier 2 InterventionsSystems Considerations • How many should we have? • To run systemic interventions or programs, school resources will often only allow a school to have so many (likely 2-5 interventions at one time) • Be strategic in investing resources in targeted interventions that will meet a need for a number of students in your school • A few successful programs are better than many that never really operate successfully because limited resources don’t allow for it – or aren’t accessed because it is too much trouble for referring staff to get a student started with GOOD QUESTION!

  20. Progress Monitoring • No matter how good the intervention • No intervention works for ALL • Even CICO • We need effective Data Systems • See SWIS-CICO – www.swis.org

  21. SWIS-CICO Report What NOW? CICO

  22. CICO Limitations • Most effective for students who respond well to adult attention • It doesn’t work for everyone  Strengths • Format provides an Excellent foundation for critical elements of Targeted Interventions • Data system, card for prompting, communication w/ family • Potential for modification to meet needs across students w/ variety of needs

  23. Possible Motivation • Role in SW Decision Making re: Tier 2 • Role in Individual Student Decision Making re: Tier 2

  24. 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 Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

  25. What might this data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals ? CICO

  26. Using Function of Behavior to Inform CICO Modifications • Use of Brief FBA to match student to appropriate version of CICO

  27. CICO ModificationsIntervention Examples

  28. Peer AttentionCICO Modification 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

  29. Avoid AdultsCICO Modification Do not check in with adult in am/pm; unless student IDs adult 32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time)

  30. Academic Skills • Students in CICO still failing classes • Missing assignments • At or near grade level reading, math abilities • Peripheral skills • Organization • Breaking large tasks into smaller pieces • Prioritizing • 2003 study, Swanson & Deshler • Explicit teaching and practice of organizational skills corresponded with a 16% increase in student success in the general education setting.

  31. Secondary Interventions Practices: Supporting Student Behavior Academic Seminar 45 minutes every other day Study skills content Academic Seminar instructor is also CICO coordinator CICO 1-2 minute positive check in at beginning of day with CICO coordinator Academic Seminar room, academic seminar staff 30 second positive check in with each class room teacher Check out on behavioral performance in Academic Seminar ACADEMIC SEMINAR + CICO

  32. Academic Seminar: Function • Attention maintained behavior • Adult attention: CICO card • Peer attention: ability to earn social rewards • Escape maintained behavior • Escape difficult task: breaking down tasks, organization, one

  33. Academic Seminar: Study Skills • Planner • Daily Entry Task • Prioritize assignments • Notebook, backpack, locker organization • Graduation Plan • Know grade level requirements • Technology • Self monitoring (academic progress)

  34. Academic Seminar: Study Skills Decrease negative school experiences by: • providing support for students to complete assignments on time and with accuracy, • and increase knowledge and use of self-management skills within the school setting

  35. Academic focused CICOMiddle 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

  36. 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

  37. Breaks are Better Card

  38. SWIS-CICO Report What NOW? FBA = Avoid Academic Tasks (esp. if HW not completed) CICO Start w/ CICO – Academic focus

  39. Other Potential Tier 2 Interventions • Homework Club • Social Skills groups • Academic Skills groups • Counseling groups

  40. Characteristics of Targeted Interventions • explicitly teachingexpected behavior to the student • structured promptsfor appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • regular Data for Monitoring student progress Keys to Changing Behavior

  41. Data Systems • Critical to track progress • Regularly evaluate benefit of Tier 2 interventions

  42. % of Points Earned x Students on Tier 2 Interventions % of Points Earned CICO 6 of 13 (46 %) students are responding to Tier 2 Interventions CICO CICO CICO CICO CICO CICO Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group What action plan items would you suggest given this data? How about now? Students

  43. Homework Club • What is the goal of the Tier 2 intervention? • What are the behavioral outcomes desired? • What are the academic outcomes desired? • How can you evaluate progress toward this goal in an observable/measurable way?

  44. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes?

  45. Group Work TimeTier 2 Using your selected Tier 2 intervention (non-CICO) • What is the goal of the intervention? • What are the behavioral outcomes desired? • What are the academic outcomes desired? • How can you evaluate progress toward this goal in an observable/measurable way?

  46. Tier 2 Interventions &Social Skills Instruction Materials @ www.pbisnetwork.org

  47. Cautions regarding Social Skills Instruction Matching Interventions to Deficit Types • most social skills studies deliver a treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998) • consider acquisition v. performance deficits

  48. Cautions regarding Social Skills Instruction Treatment Integrity • little evidence interventions were implemented as planned or intended

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