tier ii – secondary interventions days 1 & 2 northwest pbis network eryn domeyer...
TRANSCRIPT
Day 1
• Welcome and Introductions
• Review of the PBIS Continuum of Support
• Overview of Secondary Interventions (Tier II)
• Check In Check Out/ BEP Program
• Getting Started
• Staff Orientation
• Student Identification
Introduction
The Challenge
• Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)
• Teachers report that uncivil behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000)
• Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990)
Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992)
Exclusion and punishment are ineffective at producing long-term reduction in problem behavior (Costenbader & Markson, 1998; Walker et al., 1996)
The Response
“Schools that are safe, effective, and controlled are not accidents.”
(Sugai, Sprague, Horner & Walker, 2000)
• Need • a prevention focus• to build school capacity to support all
students• a continuum of behavior support
PBIS
• PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior
• PBIS is the integration of (a) valued outcomes, (b) science of human behavior,(c) validated procedures, and (d) systems change
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions•Individual Students•Assessment-based•High Intensity
Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response
Primary Interventions•All students•Preventive, proactive
Primary Interventions•All settings, all students•Preventive, proactive
Designing School-wide Systems for Student Success
Tier I - Universal
• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations• Procedures for monitoring & modifying procedures
Tier II - Secondary
Specialized group administered system for students who display problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive reinforcement• Home-school connection• Individualized academic accommodations for academic
success • Planned social skills instruction• Behaviorally based interventions
Tier III - Tertiary
Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior support
planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a wraparound
process
Are We Ready for Tier Two?
• For Tier II supports to be most successful, basic components of Tier One should be in place.
* Is PBIS being implemented in Classrooms?
• Time must be dedicated for Tier Two to be implemented.
• Support from staff and admin must be available.
• Professional development must occur.
Is Tier One in Place in the Classrooms?
• Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations
• Teaching classroom routines & cues taught & encouraged
• Ratio of 4-5 positive to 1 negative adult-student interaction
• Do Staff Agree with and Understand Classroom and Office Managed Behaviors
• Active supervision
• Redirections for minor, infrequent behavior errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction & curriculum
Check-inTier I – Universal
• How are you doing with Tier I? • Successes
• Challenges
• Concerns
• Data sources• TIC, ODR, SET, BoQ, …
• For any concerns or challenges, add an item to your action plan
Overview of Individual Student Systems
Purpose
• To describe considerations & procedures for developing & sustaining individual student systems
• This system will expand Tier I supports to Tier II and Tier III systems
Challenges to ISS
• Students
• Problem behaviors are high intensity &/or frequency• Too many students display significant problem
behavior at any one time• Problem behaviors are disrupting learning & teaching
environments• Problem behaviors are difficult to understand• Interventions are ineffective
• Schools
• Not enough minutes in the day to collect information and develop interventions
• Administrative leadership & support is lacking, unavailable, or underdeveloped
• Staff are unable or untrained to implement interventions• Overemphasis on form, policy, or regulation rather than
on process• Lack of continuum of positive behavior support
Considerations
• Behavior must be considered within context in which it is observed
• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process
• The longer problem behavior has been occurring, the more resistant it may be to intervention
• Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior
• Efficient team-based approach & process to problem solving must be in place
• Individuals who develop & implement behavior support plans must be behaviorally competent & able to…• conduct fluently FBA-BIP• facilitate efficient development,
implementation, evaluation of BIPs• collect & analyze student performance data • develop academic & social BIPs that are
based on research validated practice.
General Process
1. Establish Behavior Support Team to guide/lead process
2. Secure & establish behavioral competence within school
3. Develop/strengthen three level system of school-wide behavior support:
• Universal Interventions• Secondary Interventions • Individual Interventions
4. Establish data decision system for matching level of intervention to student
• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on number of
major behavioral incidents
5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency
• Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?
Decision-m
aking Tiered Fidelity Inventory (TFI)
• Complete the Tier II section of the TFI.
• Determine 1-2 strengths • Ways you are ready for Tier 2 and
• Determine 1-2 challenges• Readiness steps that need to occur
• Barriers to Tier 2 implementation
• Add items to your action plan
Overview of Secondary Interventions
Purpose
• Provide an overview of Tier II/Secondary Interventions that are group systems for supporting students who are at-risk for significant problem behavior
Guiding Principles
• At-risk students benefit from:• clearly defined expectations• frequent feedback• consistency• positive reinforcement
• Problem behavior and academic success are often linked
• Behavior support begins to develop effective adult-student relationships
Important Themes
• Part of a continuum• link to school-wide PBIS system
• Efficient and effective way to identify students
• Assessment allows you to make a simple sort• match students to interventions
• Intervention matched to presenting problem but not highly individualized
However,
• There is a difference between how to teach and what to teach
• How = Evidence-Based Practices• Social skills, self-management, daily monitoring
• What = Skill identification, Types and range of groups/programs
Consideration
• Not fixed group. Membership can change based on need
• Student’s needs vary across continuum over time and within academic/social area
• Least intrusive but matched to student need• effective and efficient
Critical Features
Intervention is continuously availableRapid access to intervention (less than a
week)Very low effort by teachersPositive system of support
• Students agree to participateImplemented by all staff/faculty in a schoolFlexible intervention based on assessment
• Function-based
Check-in, Check-out Basics
Daily behavioral monitoring• self- and/or adult
Regular, frequent opportunities for positive reinforcement• tangible to social• external to internal• predictable to unpredictable• frequent to infrequent
Home-school connection
Other Strategies & Groups
Behavioral contractsAdult mentor/monitorTargeted social skills
instruction• problem solving• conflict management
Self-management programming
Academic restructuring
• Lunch Buddies
• Friendship Circles
• Homework Club
• Focused Counseling• Anger management• grief and loss• parent divorce• ….
Review of Existing Options(Adapted from Horner & Todd, 2002)
Activity
Review of Existing Options
• List all currently available Tier II programs
• For each program rate them across the different possible features
• Determine if you have (a) overlap in types of programs or (b) gaps in support options
• Check to make sure all programs have (a) easy student identification and (b) clear request for assistance processes
Check In Check Out: A Secondary Intervention
What’s in a Name?
• Behavior Education Program (BEP)
• Kennedy Card Program
• Hello, Update, & Goodbye (HUG program)
• Check and Connect
• HAWK (Helping a Winning Kid)
• Keep positive
• Consider use school mascot for acronym
• Caution with Using Behavior Card or Behavior Plan
What is CICO?
• Small group intervention designed to provide…• Daily organization and behavioral support• Systematic performance feedback• High rates of adult attention• Mechanism for making data-based decisions• Communication link between school and
home
What is CICO?• Research supported practice
• Schools can successfully implement• Decreases problem behavior• Effective for 60-75% of second tier, at-risk
students• Less effective for students who do not find adult
attention reinforcing• Use of Functional Behavior Assessment can
enhance success
(Crone, Horner, & Hawken, 2004, pp. 9-10)
Who is successful on standard CICO?
• Students who like attention
• Students who are in the “yellow zone”
• Students who are displaying mild-moderate levels of problem behavior throughout the day
• Students who may come to school in a “bad mood” due to setting events on the bus or at home
Why Use CICO?
• Provides systematic function-based intervention to reduce problem behavior that may lead to increased academic achievement for students who find adult and/or peer attention reinforcing
(Crone, Horner, & Hawken, 2004, p. 9)
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.
• 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 recognition for appropriate behavior• Adult attention delivered each target period• Adult attention (and tangible) delivered at end of day
• Links school and home support• Provide format for positive student/parent contact
• Organized to fade into a self-management system• Increased options for making choices• Increased ability to self-monitor performance/progress
CICO Record
Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
Comments:
HAWK ReportDate ________ Student _______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects
to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Recess 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report
Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
How does CICO Work?
• Basic Cycle• Morning check-in (Get CICO Form)• Give CICO form to teacher in each class period• End of day check-out
• Tally and record points• Receive recognition
• Take copy of CICO form home • Return signed copy next morning
Student Recommended for CICO
CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly CICO Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Request for AssistanceODR levelFamily or Student request
Morning Check-In•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise
Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS
Clackamas ESD Videohttps://www.youtube.com/playlist?list=PLyhnHjBLW5BSIZwyNVDYrEZvVsAITVpb9
Student Recommended for CICO
CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly CICO Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Request for AssistanceODR levelFamily or Student request
Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback
Evidence-Base Summary
1. Typical schools are able to implement the BEP/CICO successfully.
2. Use of the BEP/CICO is related to reduced levels of problem behavior, and, for some students, increased levels of academic engagement
3. The BEP/CICO is likely to be effective with 60-75% of at risk students.
4. Students who do not find adult attention rewarding appear least likely to respond successfully to the BEP/CICO.
Is My School Ready to Implement?
School-wide system of behavior support in place
Staff buy-in for implementationAdministrative support
• Time & money allocatedNo major changes in school climate
• e.g., teacher strikes, administrative turnover, major changes in funding
Implementation a top priority
Activity
Readiness Checklist
• Tier I systems in-place? Yes No
• Staff buy-I for implementation? Yes No
• Administrative support? Yes No
• No major changes in school? Yes No
• Implementation a top priority? Yes No
Decision• Proceed with Tier II Implementation
• Develop action plan to improve Tier I
• Reconsider Tier II at this time
Getting Started:It’s All About The Team
Resources: Time & Materials
Adequate time scheduled for coach, coordinator and team meetings
Forms • Daily Progress Report (DPR)
• Request for Assistance (RFA)
• Brief FBA
• Parent permission
• Student contract
• Tracking sheets
School supplies for participants
Reinforcements for participants
Key Team Members
Coordinator Check-In, Check-Out Coach(es)
Based on number of students needing support RecorderTeam members for decision making support
Personnel: Coordinator
• Take care of requests for assistance• Make placement decision based on program requirements if meeting
is not in next 24 to 48 hours
• Organize and maintain records
• Gather supplemental information for meetings
• Prioritize students for team meetings
• Schedule parent/student orientation
• Update teachers on student’s identified goals and progress (initial, during , exiting)
• Collaborate with coach(es) outside of team meetings
Personnel: Coach(es)
Flexibility within job responsibility (e.g., educational asst., counselor, behavior asst., …)
Maintain check-in/out procedureCollect and record daily progress goalCreate graphs that reflect students daily goal
percentage weeklyCollaborate with Coordinator outside of team
meetings
Personnel: Recorder/Minutes
Records information at team meetings• Discussion of agenda items• To do list and assignments on meeting minutes
• Ensures that meeting minutes are distributed to all members
• Makes sure that previous minutes are available during the meetings
* Can be coach, coordinator, etc.
Personnel: Team Members
• Contribute to decision making for students
• Complete Orientation to System meetings
• Gather supplemental information
• Participate in staff development workshops
• Contribute to feedback sessions
• Complete any assigned tasks from meeting
Team Time Commitments
Task Time
Attend/Contribute to weekly meetings
45 minutes/Once per week
Assist with In-services 2 hours/As needed
Assist with Parent/Student Orientation
45-60 minutes/As needed
Establishing the Tier 2 Team
• May be part of the existing PBIS leadership team.
• May be an extension of the existing PBIS leadership team.
• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school - SIT team, Care
team, MDT team.
Two Team Format
Universal PBIS TeamTier 1
Intensive PBIS TeamTier 2 and Tier 3
3 Tiered Teaming in a School
FBA TeamProgress
Monitoring Team
Plans SW & Class-
wide supports
Monitors effectiveness and fidelity of
Tier 2 Interventions
(overall and for each student)
Conducts FBA, develops BIP
NOT a standing team
Sept. 1, 2009
UniversalSWPBIS
Team
Tier II Tier I Tier III
Could responsibilities of an existing team (TAT/SST/etc.) be
shifted?
Tier 2/3 Team Members
• Tier 2 (Intervention)Coach
• PBIS Coordinator
• Counselor
• Psychologist
• Teachers
• Administrator
• Other Para-professionals
*FBA/BIP Knowledge
Activity
Establish a Team
• Identify Team members and Roles• Coordinator
• Coach(es)
• Recorder
• Members
• Decide upon a name for the program
• Set a regular meeting time and place
Staff Orientation
Purpose
• Brief review of evidence-based recommendations for effective professional development
• Provide suggested outline for a staff orientation to present the Tier II process at the beginning of the year
Effective Training Basics
• Present the theory or evidence and rationale for the topic
• Demonstrate or illustrate the practice
• Provide opportunity to ask questions, clarify and/or practice
• Provide prompt feedback about fidelity and outcomes of their efforts
Staff Orientation (1-2 hours)
• Explain link to Tier I
• Provide rationale for Tier II interventions• Appropriate students• Request for assistance• Brief assessment
• Provide examples of daily process• DPR form• Check-in, Check-out• Teacher role
• Monitoring and Decision-making• Maintain• Fade, graduate• Move to Tier III supports
• Opportunities to practice, review forms
• Consider booster sessions during the year
Activity
Staff Orientation
• Create a plan for you staff orientation
• Consider
• Who will be involved in the training
• What materials will you use
• Presentation
• Videos
• Hand-outs
• Determine when the orientation will be
Student Identification
Purpose
• Examine the elements that need to be in place so effective decision making can occur regarding student identification and placement on Tier II interventions
Student Recommended for BEP/CICO
BEP/CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CoordinatorSummarizes Data
For Decision Making
Bi-weekly Meetingto Assess Student
Progress
Exit Program
ReviseProgram
At-Risk Students
• Characteristics Disorganized Sensitive to change, stress History of low levels of
reinforcement History of poor relationships Low self-esteem
• Example Behaviors• Out of seat• Disruptive• Talks out/back• Unprepared• Tardy• No work completion• Low level
aggression/horseplay• …
Students Appropriate for Tier II
• Appropriate• Low-level problem behavior
(not severe)
• Low rate behavior (2-5 major referrals)
• Behavior occurs across multiple locations
• Inappropriate• Serious or violent behaviors/
infractions
• Chronic behavior (6+ major referrals)
• Require more individualized support
Not Intended for Students with
Dangerous/violent studentsStudents who bring a weapon to schoolStudents who injure/may injure themselvesStudents with a high number of major
referralsStudents who find adult attention aversive
(Tier II may work with modified support)Students for whom the team believes need
comprehensive and intensive support
Beyond ODRs
• May miss students in special education settings with persistent or violent behavior who may not generate ODRs
• May not identify students with internalizing behaviors
• May not identify students with many minors but few majors
• May not reflect that some teachers refer students to the office and some do not
Internalizing Behaviors
• Behaviors displayed inwardly toward self
• Typically self-imposed, may not occur frequently, and appear to allow the student to avoid social events
• Examples: • not interacting with other people• overly shy or timid• withdrawing or avoiding social situations • fearful or submissive• …
Externalizing Behaviors
Behaviors displayed outwards towards others or environment
Typically occur too often or too much
Examples: • aggression towards people, animals or things• arguing, defiant or non-compliant• calling out or disruptive• Hyperactivity• …
Who Can Refer a Student?
• Teacher
• Administrator
• Parent
• Student/Self
• Tier I Team• ODRs• Absences and tardies• In school detentions (lunch time or after school)• Time out/Think Time/Refocus
Request for Assistance is
made
Request is more than 24 hours prior to Meeting1. Coordinator contacts parent for permission2. Coordinator relays addition of student to coach and defines a behavior goal3. Coach meets with student and explains the SI daily cycle and reinforcement system
At Weekly Scheduled Meeting
1. Secondary Intervention’s Inventory is completed 2. Placement decision is made
NO YES
1. Team discusses possible options/ suggestions that the referring person may utilize to help the student display expected behaviors.2. Team decision as to how these suggestions are delivered
1. Behavior Goals and instructional plan are defined and recorded
2. Coordinator obtains permission (if not gotten already) and schedules orientation
Parent/Student1. Start positive2. Provide Rational3. Explain daily cycle and parent responsibility4. Student and parent sign contract & permission
PARENT
STUDENT
TEACHER/ADMIN
PBIS TEAM
Request for Assistance
• Required• Students Name• Date of Referral• Name of Referring Person• Reason for Referral
• Description of problem behavior• When the behavior occurs• Hypothesized reason/function for the behavior
• Optional• Goal for the student• What have you tried prior to referral
• Teaching, environment/structural changes, consequences
Activity
Request for Assistance
• As a team, review the RFA examples provided. Highlight the information that your team feels would be useful for your school’s RFA.
• Adopt/modify one of the provided examples or design your own RFA form
• Determine the process for teachers to access and turn-in the RFA form
Day 2
• Welcome and Team Updates
• Understanding Behavior/Brief Assessment
• Daily Cycle
• Monitoring & Decision Making
• Trouble Shooting
• The Tier II Meeting Process
• Team Work Time
Check-inTeam Updates
• How are you doing with Tier II?
• Success or ah ha’s from yesterday
• When and how will you present to staff?
• Questions or Concerns from yesterday?
Understanding BehaviorBrief Assessment
Purpose
• To provide a process for completing a Brief FBA once a request has been made
• Used to determine if one or more of the Tier II interventions is appropriate for the student or if another level of support is needed
Why Use a FBA?
FBA produces data on how system can:• Prevent or discourage problem behavior• Identify and teach alternative behaviors• Encourage appropriate behaviors
Levels of FBA
Full FBAs:• Record review, full interviews, observations• Specify problem behavior and contingencies within
routines for purpose of individualized intervention design
Simple FBAs:• Brief interview• Specify problem behavior, routines surrounding
problem behavior, and function of behavior for purpose of selecting type of Tier II intervention
Other Useful Information
Analysis of minor write-upsInterview: teacher, parent, studentMedication/MedicalAttendanceAcademic
• Standardized Test Scores• 9 weeks grades• Screening tools
Brief FBA• Examples –
• FACTS• Brief FBAI Tier II• Guess & Check
• Necessary components• Strengths• Problem behavior
• What is happening?• Triggering antecedents
• When does it happen/set it off?• Maintaining Consequences
• Why does it happen/need?• Setting events
• What makes it worse/set it up?
Understanding Behavior
• If a student repeatedly engages in a (problem) behavior, he/she is most likely doing it for a reason…it’s ”working” for the student
• The behavior is Functional or serves a purpose• E.g., calling on someone to have a question answered• Hitting a student to be sent in the hall• setting an alarm to wake up• Talking out of turn to have a question answered• answering the problem 2+ 2 as 4
• Behavior is a form of communication, unfortunately, some students learn that Problem Behavior is the best way for them to get their needs met
Understanding Behavior
• Recurring (mis)behavior occurs for a reason
• We need to think about this when we decide how to respond to the behavior
• We intervene most effectively with a student by identifying the function (or purpose) of their behavior
“Can’t Do versus Won’t Do”
• Can’t Do or Don’t Know When To Do
- Skill Deficit
- Performance Deficit
- Perception Deficit
• Won’t Do
- Function of Behavior
Can’t Do: Skills Building
• Social Skills Groups• Assertion Skills, Anger Management, Friendship Skills,
Empathy Skills
• Executive Function Skills Groups• Organization Skills, Emotional Control, Time Management
• Academic Skills Groups• Context Reading Skills, Math Skills
99
Behavior Has 2 Major Functions
Research has shown that the more often a behavior meets it’s function, the more often it will occur.
Function Based Logic:Competing Behavior Pathway
Setting event
NoneAntecedent
Preferred peerProblem Behavior
Talking
Maintaining Consequence
GainPeer attention
Alternative Behavior
Peer helper
Existing Consequence
GradesMore work
Desired Behavior
Work quietly
Effective Efficient Relevant
Replacement behaviors will only catch on with the student when they work better than the problem behavior in terms of:
Must look like what others in the environment do under similar circumstances -- Must be appropriate for student
Must serve the same function (obtain the same outcome) as the problem behavior - if it doesn’t work the student won’t do it
Must work at least as quickly and easily as the problem behavior - if it works but is harder to perform the student won’t do it.
Activity
Brief FBA
• Using the Brief FBA examples, adopt or modify one of these for your schools assessment
• Be sure to include:
• Strengths
• Problem behavior
• Triggering antecedents
• Maintaining Consequences
• Setting events
Parent Orientation/ Consent Form
• Process for explaining CICO• Best if phone call is made directly to family • Followed by letter• Consent: check with your district’s decision makers
• Parent Consent form
Parent Consent Form
• Student’s Name
• Date
• Purpose of secondary interventions
• Explanation of daily cycle
• Parent’s responsibilities• Review DPR with child and sign daily• Give positive praise• Do not use as cause for punishment
• Contact Information
• Parents signature
Student Orientation
• For all youth about the CICO intervention...‘some kids may have a card sometimes’• For kids on intervention• Who, what, when, where• Pre-correct: Teach students what to do when they disagree with
a score
• Student Contract
Student Contract
Student NameDateParent and Student signatureIndicate agree/not agree to participateAgreements:
• Check-in/out daily• Give DPR to teachers/parents• Return DPR daily
Activity
Parent and Student Form
• As a team develop a parent permission form
• In addition, develop a student contract
• Across both, be sure to include:
• what secondary interventions are
• the daily cycle progress
• responsibilities of all involved
CICO: Daily Cycle
Purpose
• To review the elements of the daily cycle and create required materials needed for the daily cycle process
Student Recommended for BEP/CICO
BEP/CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CoordinatorSummarizes Data
For Decision Making
Bi-weekly Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Daily Progress Report (DPR)
• Portable
• Linked with school-wide expectations and student’s identified behavior goals
• Reflect all areas of campus
• Reflect all activities/time periods
• Clear, concise, understandable for students, families and staff
Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS:
Calendar Reading Spelling & Writing
Math Lunch Centers
Hands to self(Be Respectful)
Finish all work(Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Adapted from Crone, Horner & Hawken (2004) Daily Progress Report
Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Parent Signature(s) and Comments: _______________________________________________
Establishing Individualized Goal
First few days of reporting is baseline score
80% of total points possible is general daily goal • May be adjusted for some students• During introductory meeting (or after any changes),
let students know what their target point total should be
• Check for understanding
Student Recognition• Small reward for successful check-in
• On time• Returned signed DPR• Has all materials• Filled out new DPR
• Small reward from teacher (SW currency, early out, etc…) for perfect periods
• Small reward/snack for successful check-out• Being there in time to make bus• Having DPR• Met daily goal
• Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)
Maintaining Consequence
Wants Attention Wants something
Wants to escape attention
Wants to avoid something
100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess
Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess
Computer time by self
Short breakAlternative activity
250 pts Computer with a friendExtra sharing time
More time for selected activityFree ticket to sporting event
Time aloneIndependent work space
Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party
New school /art supplies
Get out of school early
CICO Trading Post
Check-in Process• Central location
• Greet students
• Collect yesterday’s signed DPR
• Check bags/backpacks
• Provide supplies
• Record names, preparedness, yesterday’s DPR
• Reward for completing requirements
• Prompt to have a good day
If student is upset, have them stay to debrief/discuss
Example Check-in Record
Date: Check-in Leader:
Check-in
Check-out
Student Name
Paper Pencil Notebook DPR Parent Copy
DPR School Copy
% Daily Points
John A.
Richard C.
Donald R.
Check-in
Classroom Feedback
• Review and explain DPR ratings calmly and objectively• Be specific
• Do not engage student in debates over ratings• Acknowledge concerns/feelings, then re-direct to next
day’s/period’s/activity’s potential for more points.• End conversation immediately
• Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”
Teacher Feedback
Check-out Process
Move quicklyRecognize student for choosing to come to check
outCollect a copy of the DPRReward if daily goal has been metPrompt for a good day tomorrow
Check-out
Parent Feedback
Review Daily DPRGive praise for positiveSignGive support for a positive next day
Do not use DPR to reprimand. Focus on tomorrow is a new day
Parent Feedback
Activity
Daily Cycle – DPR and Tracking
• Use the examples provided to create DPR Form• Portable
• Linked with SW expectations
• Reflect all areas of campus
• Reflect all activities/time periods
• Clear, concise, understandable
• Begin discussing how students might receive acknowledgement for meeting their goals.
Monitoring and Decision-Making
Purpose
• To provide a process for monitoring student’s progress and using their data to determine next steps for the student
• Remember: the goal is always to graduate students from our supports or fade supports
Student Recommended for BEP/CICO
BEP/CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CoordinatorSummarizes Data
For Decision Making
Bi-weekly Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Implement Basic BEP/CICO
Is the Basic SI BEP/CICO Working?
• Continue with Basic BEP/CICO
• Transition to self- management
Yes
No
Conduct Brief Functional Assessment•What is the problem behavior?•Where does the problem behavior occur/not occur?•Why does the problem behavior keep happening?
Decision Making
Coaches
Record % of points earned for the day
Create a coding system to track unique eventsA = AbsenceNC = No card0 = No points
Tracking Student Progress (number = % of total daily points)
Date Jason Leanne Juan Kiran Alexa
1/16/03 85 95 100 80 651/17/03 100 100 100 75 A1/18/03 77 NC 100 85 01/19/03 45 75 95 92 851/20/03 88 89 77 89 901/23/03 A NC 100 95 951/24/03 95 67 85 100 78
Coordinator Reviews Students
SWIS Requirements
• Schools wanting to use the CICO feature on SWIS need to comply with readiness checklist:• SWIS facilitator w/ CICO training• Implementing SW-PBIS• In-school process • DPR Form that is SWIS compatible
Up to 10 check-in periodsUp to 5 expectations/goalUp to 3 point rating scale
CICO-SWIS Demo
Recommended Agenda
Identified students with concernsDecision for priority students (maintain, modify)Rotating review of all students (e.g, every 9 wks)Decision for rotation students (maintain, fade)New studentsStudents to receive additional acknowledgementsOther
Possible Decisions
• Student is ready to graduate
• Student is doing fine, however, should stay on the intervention
• Student is having some problems but think simple modifications may work
• Determine what needs to happen and assign responsibility to team member
• Student is having significant problems and should be referred for a Full FBA
• Make referral or plan for this step
Student Doesn’t Match Tier II
Optionsneed referral for more intensive intervention support teacher on implementing classroom
modifications
As a team, you need to decide how this information should be conveyed to the referring persondocumentedmeeting (with team, coordinator, administrator)
Decision: Graduate
80% or better for at least 4 weeks, on a daily basisConsult with teacher(s), teamMeet with student to introduce the process
• Show data• Explain how to use rating card/how to judge own
behavior• CELEBRATE!
Talk with parent about graduation, how they can continue to support their child
Shift to self-managementTeacher ratings = Student ratingsRewards for honesty and accuracy
Fade data collectione.g., number of teacher check-ins, morning check-in,
afternoon check-out
Celebrate continued success• Some schools hold a monthly celebration for students who
are maintaining success after Graduating from CICO (Monthly “Alumni Club” Lunch)
Wesley, 2010
Let’s look at Fading Phases
Decision: Continue
• Student is making and maintaining progress but needs to stay on the intervention (4 to 6 weeks) to ensure continued success
• This decision will be based mostly on your clinical judgment
• Or the student or parent asks to continue the program
Matching to Student Needs
Basic SI: goals related to cooperative, respectful behavior; reinforced through daily positive adult contact (attention-related)
SI+ Academic Support: goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support
Escape SI: goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact
Decision: Modify
More frequent reinforcement/Check-ins
More powerful reinforcement for daily goal either at school or home
Other minor modifications based on function
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction?
Is the behavior related to lack of academic skills?
Is the behavior severe, complex, intensive?
Escape Motivated SI
•Reduce adult interaction
•Use escape as a reinforcer
SI + Academic Support
•Increase Academic support
Intensive,Individualized Behavior
Support
(e.g., Full FBA-BSP)
Troubleshooting
Purpose
• To give guidance to potential barriers of CICO/BEP based on obstacles other schools have encountered
Obstacles to Implementation
• Administrator not on the team that develops the plan and looks at data for decision making
• Plan used as punishment rather than prevention program
• Plan coordinator lacks skills to implement the program (e.g., behavior intervention, computer)
• Schools expecting plan to solve all behavior problems
• Fitting plan and data evaluation into existing teams
Troubleshooting: Not Checking In (Infrequent)
• Deliver DPR to student• Find out if he/she wants to participate in
program• May need to increase motivation with reinforcers
(selection, contracting)
• If student refuses to participate, probably need Full FBA (Tier III)
Troubleshooting: Not Checking Out (Infrequent)
• When student does not checkout nor bring card back next day, give 0 points for the day
• Coordinator asks what happened and reminds student to checkout
• Teachers can prompt student to checkout
Troubleshooting: Not Checking In or Out (Chronic)
• Make sure they understand routine • Make sure teachers are cooperating• Get teacher/friends to remind • Escort student at beginning to learn routine• Provide reinforcements/points for showing up• Make sure intervention has a positive profile in
school & coordinator is well-liked
Troubleshooting: Lost DPR Form
• Give a new DPR right away• If chronic, find out how school can
improve program• Check for home response to poor
DPRs
Troubleshooting: Staff Fidelity Issues
• Preventative: provide in-service prior to implementation
• Some teacher may need additional training on BEP/CICO
• Provide space on DPR for positive statements• Provide staff feedback (at least quarterly) on
effect of BEP/CICO on students
Troubleshooting:Parent/Guardian Fidelity Issues
• Parent should give permission for student to participate
• Students can still participate if parents do not follow through
• May need to use surrogate parent to provide feedback
• Have counselor or principal address punishment issue with parent
Moving Forward
• Materials/Forms• RFA
• Brief FBA
• Parent Letter
• Student Contract
• DPR sheet
• Coordinator tracking sheets
• Meeting agenda
• Action Plan
• Resources• www.pbis.org
• www.pbisnetwork.org
• www.swis.org
A Standard Meeting Format
Workgroup, Committee
Purpose OutcomeLink to SIP
Who Served?
How to Get in?
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee Improve safety Predictable response to threat/crisis
Dangerous studentsScreened In
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
Drug and Alcohol Committee
Prevent drug use Decrease Drug and Alcohol
High/at-risk drug usersScreened In
Don
Behavior Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2Goal #3
Working Smarter Matrix
Key Tier 2 Team Roles
• Facilitator – runs the meeting
• Time Keeper – on time and on task
• Data Analysis – preps data ahead of time
• Minute Keeper – records notes & decisions
* Not Your Administrator
Before The Meeting
• Referrals Are Gathered 48 Hours Prior
• Facilitator Gathers Needed Data and Has It Available Electronically If Possible• ODR Data• Screening Data• Academic Data• Absentee/Tardy Data• Health History• Other (Parent, Teacher, Student Input)
• Update student files for recheck
• Populate the Meeting Minutes Form
Identifying Students For Tier 2/3:
• Behavioral Screening Data
• Teacher/Counselor/Parent Request
• Office Referral Data
• Academic Data
• Classroom Minors Data
• Attendance
• Mental Health Concerns
• Drug/Alcohol Concerns
Set A Standard Meeting Protocol
• To Do List From Last Meeting (5 Minutes)
• New Student Referrals (25 Minutes)
• Progress Updates/Rechecks (15 Minutes)
• Meeting Analysis (5 Minutes)
* Once per month review intervention fidelity and outcomes
What is the function of the behavior?
• Seek Adult/Peer Attention
• Avoid Adult/Peer Attention
• Avoid Task/Activity
• Obtain an Item
• Screening Coordinator
•Tier 2 Intervention Coordinator
•Tier 3 Intervention Coordinator
• Facilitator
• Process Monito
r
• Notetaker
> 1 hour meeting
Review Tasks
Use a Standard Problem-Solving Format During the Meeting
1. Define the problem(s)- Analyze the data
2. Determine the function of behavior
3. Consider 2-3 interventions that might work
4. Evaluate each option: - Is it doable?- Will it work?
5. Choose an option to try
6. Determine the timeframe to evaluate effectiveness
7. Evaluate effectiveness by using the data
Decision: Tier III Support
Make referral to behavior specialist who can complete a Full FBADirect observationInterviewsRecord review
Develop individualized, comprehensive BIP
CICO/BEP may be used a component of the comprehensive BIP
Activity
Preparing for Effective Meetings
• Use the template provided to create a meeting agenda that reflects
• high priority students
• rotating students
• new students
• other
• Create a tracking sheet that the coordinator can use to monitor students
Check-inTeam Updates
• Looking Ahead to Implementation
• 1 Strength
• 1 Anticipated Roadblock or Challenge
• Do you have a plan to address this concern?
• Questions or Comments?
Next Steps