Secondary Interventions Applying Functionbased Support Adapted from Crone, Horner,

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Secondary InterventionsApplying
Function-based SupportAdapted from Crone,
Horner, Hawken, 2004Responding to Problem
Behavior in SchoolsThe Behavior Education
Program (BEP)
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Functions
Pos Reinf
Neg Reinf
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Whats in a Name?

• Different titles meaning the same thing
• Secondary Interventions include
• Targeted Group Interventions
• Group means groups of students participating
  individually in the same program AND
• Group means small group
• Behavior Education Program (BEP) includes
• Check in check out (CICO)

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CICO

• Check in-Check out (CICO)
• Anne Warberg, Nancy George, Robert March, Doris
  Brown, Kelly Churan, Deanne Crone, Susan
  Taylor-Greene, Rob Horner
• Four year history
• Continually Developing

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Check in-Check out (CICO) Features

• Students identified and receiving support within
  a week
• Check-in and check-out daily with an adult at
  school
• Regular feedback and reinforcement from teachers
• Family component
• Daily performance data used to evaluate progress

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Elements of the CICO

• Organization/Structure
• Identification/Referral
• Contract
• Basic CICO Cycle
• Functional Assessment
• Design of Support
• Data Collection and Decision Making

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Organization and Structure

• CICO Coordinator (10 hours a week)
• Behavior Specialist
• CICO meeting 40 min per week
• All staff commitment and training
• Simple data collection and reporting system.

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Identification and Referral

• Multiple office referrals
• Recommendation by teacher
• Recommendation by parent
• Time to action
• 30 min to two days

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Contract

• Agreement to succeed
• Student
• Parent
• CICO coordinator
• Teachers

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Basic CICO Cycle

• Morning check-in (Get CICO Form)
• Give CICO form to each teacher prior to each
  period.
• End of day check-out
• Points tallied
• Reward
• CICO form copy taken home and signed.
• Return signed copy next morning.

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Student Recommended for CICO
CICO Implemented
CICO Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Bi-weekly CICO Meeting to Assess Student
Progress
Afternoon Check-out
Exit Program
Revise Program
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Daily Progress Report
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CICO Report Date ________ Student
____________Teacher__________
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Check-in/Check-Out Record Date__________________
CICO Coordinator_________________
Check-In
Check-Out

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Tracking Student CICO Progress (number of
total daily points)
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Daily Data Used for Decision Making
Ryans CICO Performance
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Daily Data Used for Decision Making
Rachels CICO Performance
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Implementing CICO with Individual Students
Effective SchoolWide System in Place
Student not responding to school-wide Expectations

• Implement Basic CICO
• Increased structure, check-in, check-out
• Frequent feedback
• Connection with key adult

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Implement Basic CICO

• Continue with Basic CICO
• Transition to self- management

Is the Basic CICO Working?
Yes
No

• Conduct Brief Functional Assessment
• (e.g., use FACTS)
• Where does the problem behavior occur/not occur?
• Why does the problem behavior keep happening?

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Conduct Brief Functional Assessment
Is the behavior severe, complex, intensive?
Intensive, Individualized Behavior Support (e.g.,
Full FBA-BIP)
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Design of Support

• Common intervention foundation
• Modifications based on functional assessment
• Base for building comprehensive, individualized
  support.