secondary interventions: check-in/ check-out as an example
DESCRIPTION
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. Goals. Define the features and purpose of “secondary interventions” - PowerPoint PPT PresentationTRANSCRIPT
Secondary Interventions: Secondary Interventions: Check-in/ Check-out as an ExampleCheck-in/ Check-out as an Example
Rob Horner, Anne Todd, Amy Kauffman-Campbell, Jessica Swain-BradwayUniversity of Oregon
www.pbis.orgwww.swis.org
GoalsGoals
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
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
~80% of Students
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Major Features of any SecondaryMajor Features of any SecondaryIntervention within SWPBSIntervention within SWPBS
Intervention is continuously availableRapid access to intervention (72 hr)Implemented across all settings/ times/ people in
schoolVery low effort by teachersConsistent with school-wide expectationsCan be adapted based on assessment information
◦ Functional AssessmentAdequate resources and administrative systems
◦ weekly meeting, plus 10 hours a week (FTE)Continuous monitoring for decision-making
Behavior Education PlanBehavior Education PlanCheck-in/ Check-outCheck-in/ Check-out
Variations on a long-standing strategy of using daily behavior report card◦Many variations
BEP/Check-in/ Check-out CyclesBEP/Check-in/ Check-out Cycles
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Daily Teacher Evaluation
Daily Progress ReportDaily Progress ReportGoals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be responsible
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Keep Hand & Feet to Self
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Follow Directions
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be There – Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
HAWK ReportDate ________ Student _______________Teacher___________________
0 = No1= 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 ______________%
Data Collection for Decision-Data Collection for Decision-MakingMakingMonitor points earned each dayOffice Discipline ReferralsGradesRegular use of data by team
Outcome Data
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance
2000-2001
Daily Data Used for Decision MakingDaily Data Used for Decision Making
Daily Data Used for Decision MakingDaily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
02/05 02/08 02/13 02/20 02/23Date
Rachelle's BEP Performance
2000-2001
Data EntryWhat it will look like in CICO-SWIS
Student Progress Data
4 expectations are defined in Preferences
3 expectations are defined
www.swis.org
Core featuresCore featuresBehavioral Priming/ Behavioral Momentum◦Start school off positively◦Start each class off positively
Student recruitment of contingent adult attention◦Approach adults (teachers/ family)
PredictabilitySelf-managementData-based decision-makingExcruciating Efficiency
Research SupportResearch 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
1.At least 5 peer reviewed studies
2.At least 3 different researchers/settings
3.At least 20 different participants
Evaluation of a Targeted Intervention Evaluation of a Targeted Intervention Within a School-Wide System of Within a School-Wide System of Behavior SupportBehavior Support
Leanne S. Hawken and Rob Horner
University of Oregon
Journal of Behavioral Education,
The Effects of a Targeted The Effects of a Targeted Intervention to Reduce Problem Intervention to Reduce Problem Behavior: Elementary Behavior: Elementary Implementation of Check-in/ Implementation of Check-in/ Check-out.Check-out.
Anne Todd, Amy Kauffman, Gwen Meyer & Rob Horner
Journal of Positive Behavior Interventions
Research QuestionResearch QuestionIs there a functional relationship
between implementation of Check in/ Check out and (a) reduction in problem behavior and (b) increase in academic engagement?
ParticipantsParticipantsFour elementary age students
with moderate levels of problem behavior.
TrevorChadKendallEric
0
20
40
60
80
100
0
20
40
60
80
100
0
20
40
60
80
100
0 5 10 15 20 25 30
Sessions
BL Check-in/ Check-out
Per
cent
age
of I
nter
vals
with
Pro
blem
Beh
avio
r
The Importance of Functional The Importance of Functional Behavioral Assessment in Behavioral Assessment in Targeted InterventionsTargeted Interventions
Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders,
Functional AssessmentFunctional AssessmentFunctional 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
CICO
CICO in High SchoolCICO in High SchoolJessica 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.
SummarySummarySecondary interventions are an
important element in school-wide PBSCICO 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