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

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Describe one approach to secondary intervention (Check-in/Check-out) ... Check-in/ Check-out. Variations on a long-standing strategy of using daily behavior ... – PowerPoint PPT presentation

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


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
Secondary InterventionsAn approach to
implementation
  • Secondary interventions exist only in the context
    of a multi-tiered intervention model.
  • Most of what we call secondary interventions
    were initially implemented as primary
    interventions.

4
Emergence of Technology
  • Basic Principles
  • Practices
  • Implementation
  • Strategies

5
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
6
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
??
80 of Students
7
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

8
Behavior Education PlanCheck-in/ Check-out
  • Variations on a long-standing strategy of using
    daily behavior report card
  • Many variations

9
BEP/Check-in/ Check-out Cycles
10
Daily Progress Report
11
HAWK Report Date ________ Student
_______________Teacher___________________
0 No 1 Good 2 Excellent Be Safe Be Respectful Be Your Personal Best Be Your Personal Best Teacher initials
0 No 1 Good 2 Excellent Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Teacher initials
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 Total Points Points Possible 50 Today ______________ Today ______________ Goal ______________ Goal ______________
12
Data Collection for Decision-Making
  • Monitor points earned each day
  • Office Discipline Referrals
  • Grades
  • Regular use of data by team
  • Outcome Data

13
Daily Data Used for Decision Making
14
Daily Data Used for Decision Making
15
Data Entry What it will look like in CICO-SWIS
Student Progress Data
 
16
4 expectations are defined in Preferences
3 expectations are defined
17
www.swis.org
18
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

19
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

20
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,

21
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22
(No Transcript)
23
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

24
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?

25
Participants
  • Four elementary age students with moderate levels
    of problem behavior.
  • Trevor
  • Chad
  • Kendall
  • Eric

26
BL Check-in/ Check-out
Percentage of Intervals with Problem Behavior
27
The Importance of Functional Behavioral
Assessment in Targeted Interventions
  • Rob March Rob Horner, Journal of Emotional and
    Behavioral Disorders,

28
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

29
CICO
30
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31
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.

32
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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