Addressing Academic Avoidance at Tier II

Cynthia M. Anderson, PhD, BCBA-D

University of Oregon

Agenda

• Point card interventions—rationale and background• Point cards within a multi-tiered system• Tier II interventions—enhancing systems for positive and

durable outcomes• CICO—a foundation for Tier II interventions• Breaks are Better• Academic Behavior CICO

Point Card Interventions in Schools

• Target behaviors operationally defined• Assessment of student behavior

• Pre-determined times• Numerical scale with defined values

• Contingencies for target behavior• Home component• Robust research base (e.g., Chafoulas et al., 2002, 2005;

Dougherty & Dougherty, 1977; Fabiano et al., 2010; Schumaker et al., 1977)

• Reliance on home contingencies• Selection process inconsistent• Individualized

• Target responses• Evaluation metric and schedule • contingencies

Traditional “home-school notes” may be difficult to scale up

5

5

Tier I

• Intervention for ALL students• Effective: 80% or more meeting benchmarks

• Intervention• Explicit instruction• Opportunities to practice in target settings• Feedback

• Systems• Defined and measurable outcomes• Student progress monitored• Team-based problem solving, coaching

Tier I

Considerations

• Simply “having” Tier I doesn’t guarantee• Teachers are implementing • All students have access

• “At risk” students need proactive behavior management

• Before implementing more intensive support, ask yourself…

Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

Is the Tier I intervention1. Fully in place2. Implemented with fidelity 3. Resulting in desired outcomes?

8

8

At least 80% of students are

successful…what about the rest?

9

9

Tier III

10

10

Core +

Supplemental

Tier II

Tier II Interventions

• Match needs of school• Are implemented rapidly

• Similar across students• Staff trained in intervention• Materials on hand

• Match problem• Intensity• Mechanism (skill, fluency, or contingency deficit

• Use data-based decision-making• Who will likely benefit?• Is the intervention working?• Next steps

Enhance fidelity

Tier II Assessment Tool

CHECK-IN/CHECK-OUT: TIER II BEHAVIOR REPORT CARDS

• Manualized intervention (Crone et al., 2010)

Student Recommended for CICO

CICO is Implemented

CICO Coordinatorsummarizes data

for decision making

Bi-weekly coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Empirical Support

• 10 studies to date• Elementary school (7) & middle school (3)• Decrease disruptive behavior & enhance academic

engagement (e.g.,Campbell & Anderson, in press; Fairbanks et al., 2007; Hawken & Horner, 2003; Simonsen et al., 2010; Todd et

al.,2008) • CICO most effective for students emitting attention-

maintained problem behavior (Campbell & Anderson, 2008; March & Horner, 2007; McIntosh et al., 2009)

ACADEMIC BEHAVIOR CICO

J. Turtura

Academic Behavior CICO

• Shares several features with CICO• Morning and afternoon checks in and out• Daily point card is foundation• Similar across students receiving intervention• Data guide decision-making

• Modifications designed to• Increase structure and feedback around recording

assignments• Provide specific feedback for academic-related expectations• Decrease likelihood of being “set up” for a bad day• Provide incentives for positive academic behavior

Components of ABC

• Morning check-in• Daily feedback sessions• Afternoon check-out• Home session

Morning Check-in

Student meets with coordinator/mentor• Is student prepared?• Are assignments complete?• Review home note• Provide point card & tracker

2 points possible

Daily Feedback Sessions

• Student keeps point card (or separate tracker and have student turn in to teacher)

• Student meets academic expectations• Student completes assignment tracker• Feedback at end of class period

• Academic expectations• Homework recorded accurately

3 points per expectation &

1 point for tracker use

Afternoon Check-out

Student meets with coordinator/mentor• Review point card--% points earned

• Provide incentives if using• Positive verbal feedback

• Review homework tracker—plan for work completion• Complete home note• End with encouragement

2 points possible

Activity

Morning Check-in

Feedback

Homework Tracker

Afternoon Check-out

Points Possible

2

Up to 3 per expectation

1 per feedback session

2

How Points are Earned

Student has materials (1) and work is

complete (1)

Meet behavioral and academic expectations

Assignments recorded correctly

Attend checkout (1) and have teacher(s)

signature (1)

Morning Check-in Logistics

• Location• Materials available

• Minimum: pencils, paper, erasers, etc.• Consider individual items such as textbooks

• Homework completion• Complete now—get pass to be late to class• Complete later—receive homework pass• 3 or more incompletes in 2-week period: consider new

intervention

Home Component

• Parent workshop first!

Parent Workshop

• Approximately 20 min• Overview of ABC• Establishing a homework routine• Planning for long-term projects• Organizing for success

Home Component

• Parents do:• Review Assignments• Problem-solve homework completion/study plan• Complete home note

• Parents do not:• Complete work for child• Argue, use continued reminders• Offer additional incentives or negative consequences

ABC and CICO

Similarities• Morning/afternoon check-in &

out• Frequent feedback on behavior• Point card to monitor progress• Incentives for desired behavior

Differences• Morning check-in

• Bonus points• Opportunity to get ready for day

(avoid EOs)

• Feedback on academic and social behavior

• Assignment tracker provided w/feedback

• Home component• Parent training

• Homework structure

BREAKS ARE BETTERJustin Boyd

Breaks are Better (BrB)

• Shares several features with CICO• Morning and afternoon checks in and out• Daily point card is foundation• Similar across students receiving intervention• Data guide decision-making

• Modifications designed to• Provide specific feedback for academic-related expectations• Decrease likelihood of being “set up” for a bad day• Provide incentives for positive academic behavior• Provide “replacement skill” to obtain brief break

Morning Check-in

• Student meets with coordinator/mentor• Is student prepared?• Review home note• Provide point card, timer, & tracker

2 points possible

Daily Feedback Sessions

• Student keeps point card • Student meets academic & social behavior expectations• Student takes breaks when needed• Feedback at end of class period

• Meeting expectations• Taking breaks if needed

3 points per expectation &

1 point for tracker use

Afternoon Check-out

Student meets with coordinator/mentor• Review point card--% points earned

• Provide incentives if using• Positive verbal feedback

• Complete home note• Student turns in timer• End with encouragement

2 points possible

BrB During Academic Routines

• Student engages in academic routines• Student can request a break

• 2 min break• Specific activities during break• Student returns to work after break

Breaks are Bettter

Common Questions/Concerns

• Why should we allow breaks?• Three breaks is too many!

Activity

Morning Check-in

Feedback

Break Tracker

Afternoon Check-out

Points Possible

2

Up to 3 per expectation

1 per feedback session

2

How Points are Earned

Student attends check-in (1) and has materials

(1)

Meet behavioral and academic expectations

Taking breaks appropriately if needed

Attend checkout (1) and have teacher(s)

ratings (1)

WORK TIME: PLANNING FOR IMPLEMENTATION

Implementation Planning

• Planning for ABC and BrB• Developing daily progress report• Progress monitoring• Implementing ABC and BrB

Planning for Implementation

• Selecting coordinator(s)• Modifying school-wide expectations

Intervention Coordinator

• Roles and responsibilities• Ensure materials are available• Maintain staff buy-in• Train teachers, students• Inform parents• Monitor outcomes• Problem-solve

• Key characteristics• Fluent with ABC or BrB• Respected by adults and students• Time and skills to “make things happen”

Coordinator options

• One coordinator for whole school (CICO, BrB, ABC)• One coordinator for each intervention• Multiple roles per or across interventions

• One person monitors data and trains across intervention(s)• One or more individuals perform check in and out• One or more individuals enter data*

Liberty Elementary School—300 students, 18 on CICO, 14 on BrB

• Organize Materials• Train staff, student, families• Graph data• Oversee progress monitoring• Check students in and out

• Counselor• Counselor ddddddddd

• Counselor• Counselor ddddddddd• Counselor

Oceanside Middle—520 students 28 on CICO, 24 on ABC

• Organize Materials ccccddddd

• Train staff, student, families• Graph data• Oversee progress monitoring• Check students in and out

• Program graduate/parent volunteer

• Counselor dddddbbbbbddd• IA• Counselor/IPBS team• Counselor (12 ABC, 5 “advanced”

CICO) Librarian (12 ABC), CICO: head receptionist, vice principal, grandparent volunteer

Action Plan (ABC p 4, BRB p 5)

• Selecting coordinator• Modifying school-wide expectations

Expectations are…

• Linked to school-wide expectations• All students have same academic expectations

• Easy to implement• May not always match each student’s needs

• Students have individualized expectations• Easier to match student needs• May reduce fidelity

p. 5 ABC; p 6, BrB

Implementation Planning

• Planning for ABC• Developing daily progress report• Progress monitoring• Implementing

Designing Daily Progress Reports

• School-wide expectations AND academic expectations• Age appropriate rating scale• Teacher friendly• Data easy to summarize and determine if goal is met

DPR Variations to Consider

• Morning check in• Points tied to specific behaviors?• Plan if homework isn’t completed

• Daily feedback• BrB: how many breaks to be allotted? • ABC: points for assignments after each class (1,0 or 2,1,0)

• Afternoon check out• Points tied to specific behaviors• Home component

Workbook (ABC, p 5; BrB, p 6)

Develop Progress Report (Appendix A)

• Modify point card to fit your school• Homework tracker?

Using Incentives in ABC and BrB

• Rationale: Enhance strength of intervention• Ideal: Positive adult interaction functions as reinforcer• Options

• No incentives, just adult contact/relationship• Add incentive system for all• Incentives are for participation only• Students earn incentive for meeting point goal on 4/5

days• Incentives purchased for varying points

Acknowledgement Ideas

• Small tangible items (e.g., stickers, snack, art supplies)• “Secret teacher” note• Extra time in preferred activity (e.g., library, computer)• Seat choice at lunch• SWPBS points, trip to treasure chest• Free ticket to school event (e.g., sports game)• Parking pass for a day• Lunch with principal or favorite teacher/staff

ABC P 6; BrB P 8

Implementation Planning

• Planning for ABC• Developing ABC daily progress report• Progress monitoring ABC• Implementing ABC

Data-Based Decision-Making at Tier II

• Standardized assessment/SpEd eligibility• Group conversations• Best guess

Monitoring Student Progress

• Determine progress goals• Identify measurement system• Set timeline for achieving goals

80% of points for 4 out of 5 days within two

weeksWork book p 8

Options for Progress Monitoring

• CICO/SWIS• IPBS spreadsheet (http://coe.uoregon.edu/ipbs/)• Make your own spreadsheet

BrBABC

Selecting Students for Intervention

• Standard selection criteria• Consider

• Students not succeeding on CICO• Students recommended by others• Teacher referral indicates work avoidance• Off-task behavior is key problem

Implementation Planning

• Planning for ABC• Developing ABC daily progress report• Progress monitoring ABC• Implementing ABC

Introduce ABC to Parents

• ABC Parents Guide (http://coe.uoregon.edu/ipbs/)• Hold parent meeting

• Purpose of ABC and why child was selected• Develop homework routine with parents• Review positive ways to respond to child when

• Daily goals are or are not met• Homework is or is not completed

Introduce ABC to Students

• Provide rationale• Obtain student buy-in

• Student is eager• Student uncertain• Student unwilling

• Student contract (Appendix C, p. 15)

GETTING STARTED: A FEW TIPS

What Not to Do

• Start with ALL possible candidates• Begin with the most difficult students• Begin with students of most challenging teachers

INSTEAD…Program for Success

Begin with 3-5 students Students and teachers most likely to succeed

Questionshttp://coe.uoregon.edu/ipbs/