Beyond CICO:Group Interventions

Evidence Base, Adaptation for Schools,

Fidelity & Evaluation

• 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

So Tell Us….

Tier 2 Intervention Inventory

Research/Evidence based

Match to student need

Early student identification

Progress monitoring and Data Based Decision Making

Tier 2 Interventions

Tier 1•SWPBS Tier I

Group Interventions•CICO•Skills groups

Group Interventions w/function-based modifications

Function-based Support

Comprehensive Supports

Tier II

Tier III

Anger Mgmt groupPeer Tutors

Study SkillsSchool Mentors

So what do we know

about all of these group

interventions in

schools?

Structured Recess

Group Interventions for At-Risk StudentsSeveral Group-based interventions have

strong literature base:

◦ Social Skills programs Gresham, Cook, Crews & Kern, 2004

◦ Mentoring programs e.g. DuBois & Karcher, 2005

◦ Check & Connect E.g. Sinclair, Christenson & Thurlow, 2005

However, there is a SMALL literature base on embedding those interventions within the school context

Group Interventions for At-Risk StudentsWe can identify research-based

interventions

◦Next Questions: Has it been researched in school settings? Do the research outcomes match your school’s

desired outcomes? What are the critical features of the intervention? Do we have the resources, training, skills to

implement the intervention with fidelity in school? Are we implementing the intervention with fidelity? How are you measuring student progress &

outcomes?

School Based MentoringWhat does the research say?

◦ Wheeler, Keller & DuBois (2010) Social Policy Report www.scrd.org

Don’t wing it…◦ Use a clearly defined program model with well

articulated standards for practice◦ Provide ongoing monitoring & support so program

models are implemented w/ fidelity◦ Ensure that eligible students are matched w/

appropriate mentors Enlist adult mentors rather than older student mentors,

whose effectiveness is not yet clearly established

◦ Mentors & mentees must meet consistently & receive support in developing mentoring relationships that can be maintained

School Based MentoringWheeler, Keller & DuBois (2010)

◦ Social Policy Report www.scrd.org

No evidence found to effect academic achievement

Outcomes:◦Decreased truancy◦Decreased school misconduct

Check-n-Connect http://checkandconnect.org/ Check & Connect is a model of sustained intervention

for promoting students' engagement with school and learning. Demonstrated outcomes include:◦ decrease in truancy, ◦ decrease in dropout rates, ◦ increase in accrual of credits, ◦ increase in school completion, and ◦ impact on literacy.

Check & Connect is one of 28 dropout prevention interventions reviewed by the U.S. Department of Education's What Works Clearinghouse to date, and the only one found to have positive effects for staying in school.

Tier 2 Interventions &Social Skills Instruction

Evidence Base for Social Skills Training7 meta-analyses completed since

1985Conflicting results

◦Overall SST groups produce practically significant change in social behavior for at-risk/EBD students

◦Almost 2/3 of children receiving SST will show some degree of measurable improvement, compared with 1/3 in control or usual care groups

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

Cautions regarding Social Skills Instruction

Treatment Integrity◦little evidence interventions were

implemented as planned or intended

Cautions regarding Social Skills Instruction

Address Generalization & Maintenance Issues◦failure to adequately program for

generalization & maintenance◦failure to match instructional

procedures to specific types of deficits

◦failure to target socially valid behaviors

Cautions regarding Social Skills Instruction

Address Generalization & Maintenance Issues

◦Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998)

◦one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

Cautions regarding Social Skills Instruction

Social skills curriculum must match the specific need.

An ideal curriculum does not exist.

Basic set of “Preferred Teaching Practices” exists.

Initially, learning how to teach social skills takes time and energy.

Social Skills Basics

Common misperception is that the social skills group will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention.

Important to stress that these interventions will require high level of involvement among ALL staff within the school building

Social Skills

Emphasize the use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits

Measurable outcome – is social skill instruction making a difference?◦ Reductions in non-desired behavior◦ Increases in alterative behavior (social

skill)

Assessment: Student Identification

Homework ClubWhat 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?

Homework ClubIs there research supporting

homework clubs?What are the critical features of

an effective homework club?

What are the desired outcomes?How can we measure the

outcomes?

What would you measure to determine student success in Homework Club?

-for behavior?

-for academic outcomes?

1 2 3 4 5 6

Be Safe 2 1 2 1 2 2Be Responsible -turned in Homework

2 0 0 1 2 1

Be Respectful -on task, approp lang.

2 0 1 1 2 1

Dan

0

20

40

60

80

1001

0/1

/20

07

10

/2/2

00

7

10

/3/2

00

7

10

/4/2

00

7

10

/5/2

00

7

10

/6/2

00

7

10

/7/2

00

7

10

/8/2

00

7

10

/9/2

00

7

10

/10

/20

07

10

/11

/20

07

10

/12

/20

07

10

/13

/20

07

10

/14

/20

07

10

/15

/20

07

10

/16

/20

07

10

/17

/20

07

10

/18

/20

07

10

/19

/20

07

% o

f D

aily

Po

ints

Goal

Structured RecessIs there research supporting Structured

Recess?◦ I haven’t found any using structured recess as

a Tier 2 interventions Improving structure in recess for Tier 1is effective

Lewis, Colvin & Sugai, 2000 Lewis, Powers, Kelk, & Newcomer(2002). Murphy, Hutchinson, & Bailey (1983) JABA

What are the critical features of Structured Recess?

What are the desired outcomes?How can we measure the outcomes?

Language Matched Instructional Priming (LMIP) InterventionTeaching decoding skills (Reading

Mastery Program)Review/Preview of grade level story

basal reader (Story being read in class)

Review 2-3 key vocabulary words in the story

Review directions and help student complete the next day’s reading independent task

Teach student how to ask for a break from task

Teach student how to ask for peer or adult assistance to complete a reading task

% Intervals with Problem Behavior and Peer Data

As a model for what targeted interventions should be

1) explicitly teaching expected behavior to the student

2) structured prompts for appropriate behavior

3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the student

gains new skills

6) system for communicating with parents 7) Regular Data for Monitoring student

progress

Check In / Check Out

Systems Planning & Monitoring

Tier 2: Monitoring SystemsNo matter how good the intervention

◦No intervention works for ALL….

It’s critical to track progress & Regularly evaluate:◦benefit of Tier 2 interventions◦Effective use of Tier 2 interventions

◦To do so… effective Data Systems are needed: See SWIS-CICO – www.swis.org

Tier 2 Intervention Inventory

Team TaskComplete the Tier 2 Intervention

Inventory at your school

Determine:◦ How is student progress evaluated for each

existing Tier 2 intervention?◦ How do we determine if a Tier 2

intervention is cost effective (worth the investment)?

◦ How do we know if a Tier 2 intervention is being implemented with fidelity?

% of Points Earned by Students on CICO

Elementary School

6 of 13 (46 %) students

are responding

to CICO

% o

f P

oin

ts

Earn

ed

Students

What action plan items would you suggest given this data?

% of Points Earned by Students on CICOElementary School

24 of 31 (77 %) students

are responding

to CICO

% o

f P

oin

ts

Earn

ed

Students

What Systems action plan items would you suggest given this data?

% of Points Earned x Students on Tier 2 Interventions

6 of 13 (46 %) students

are responding

to Tier 2 Interventions

% o

f P

oin

ts

Earn

ed

Students

An

ger M

gm

t G

rou

p

An

ger M

gm

t G

rou

p

An

ger M

gm

t G

rou

p

An

ger M

gm

t G

rou

p

CIC

O

CIC

OC

ICO

CIC

O

CIC

OC

ICO

CIC

O

An

ger M

gm

t G

rou

p

An

ger M

gm

t G

rou

p

What action plan items would you suggest given this data?

How about now?

Tracking Tool Tier 2

Tier 2 Tracking Tool

Elementary School of 515

student

What action plan items would you suggest given this data?

Team TaskIdentify one of the group

interventions for students with behavioral concerns at your school

◦Define the outcomes/goals of the intervention for students

◦Develop a plan for measuring and evaluating the outcomes of the intervention

How can you begin evaluating the efficacy of their group interventions?

How can you help them to prioritize which Tier 2 interventions will offer the greatest benefit?

How can you support your schools in turning existing group interventions into Tier 2 interventions?

Tier 2 Interventions