MiBLSi State Implementers’ Conference Beyond the Basics of Check In Check Out: Expanding Capacity for Tier 2 Behavior Interventions

Acknowledgements Aaron Barnes, PhD Kristie Dila Melissa Nantais PhD The material for this training day was developed by… Aaron Barnes, PhD Kristie Dila Melissa Nantais PhD Content was based on the work of… Rob Horner, PhD, University of Oregon Leanne S. Hawken, PhD, University of Utah Amy Cambell, PhD, Grand Valley State University Justin Boyd, PhD Jessica Tutura, PhD, University of Oregon Cynthia M. Anderson, PhD, University of Oregon Less than 30 seconds

Intended Outcomes Participants will: understand what makes a student a good “fit” for particular type of Tier 2 intervention. be able to identify students who may benefit from modified versions of CICO or alternative Tier 2 interventions understand the rationale and tasks involved with modifying CICO or selecting alternative Tier 2 interventions 

Agenda Core Features of Tier 2 Support Purpose Key Features Exemplar: Check in Check out and the Behavior Education Program Matching Students with Tier 2 Support Function Sources of Data Making Decisions Expanding Capacity of Tier 2 Support Peer Attention Focused Breaks are Better CICO for Academic Behavior Application and Planning

Entry Activity Think about Tier 2 interventions (and specifically Check In Check Out) at your school or district. How does the system work? What works well? What needs tweaking? Any burning questions? Discuss with your partner.

*Systems for Students with High-Risk Behavior SCHOOL-WIDE Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Major Features of Targeted Interventions Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention based on assessment Functional Assessment Adequate resources (admin, team) weekly meeting, plus 10 hours a week for coordination Student chooses to participate Continuous monitoring for decision-making Should be a handout (along with the next slide)

Core features of CICO (BEP) 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

CICO Record Safe Responsible Respectful Check In 0 1 2 Before Recess Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Safe Responsible Respectful Check In 0 1 2 Before Recess Lunch After Recess Check Out Today’s goal Today’s total points Comments:

Date ________ Student _______________Teacher___________________ HAWK Report Date ________ Student _______________Teacher___________________ 0 = Not Yet 1= Good 2= 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 Recess Lunch Total Points = Points Possible = 50 Today ______________% Goal ______________%

Daily Progress Report Periods (block schedule) along the top Goals (along the side) are the school-wide expectations (may need to be individualized for some students) Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation

Assumed FBA Summary Statement When CICO is used Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences An arrange Of situations (In class, Given work, On playground Talk out, Out of seat Tease Make Noise, Etc. Unknown Obtain Peer or Adult Attention Note: CICO was designed on the assumption that problem behavior is being Maintained by attention. And a KEY ASSUMPTION is that attention from at least some adults is highly valued.

Within CICO Increase predictability Schedule of events during the day Planned time to connect with adults Clarity of expectations Two New Skills Approach Adults b) Self-evaluate Three Feedback Cycles Morning/ Afternoon CICO b) Class Checks c) Home Checks

FBA Summary Statement: Would you expect CICO to be Effective? Third Grader Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Request to do seat work alone Whine, fall out of seat, break pencil Just return from recess Maintain teacher attention

FBA Summary Statement: Would you expect CICO to be Effective? Seventh Grader who Finds Adult Attention Very Rewarding Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Eating lunch with peers Lunch time Loud noises, rude comments, swearing Peer attention

FBA Summary Statement: Would you expect CICO to be Effective? Eighth Grader who is very isolated, and does not interact with adults unless required to do so. Triggering Antecedents Setting Events Problem Behavior Maintaining Consequences Conflict at home prior to coming to school Request to do very difficult instructional tasks Non-compliance, rudeness, disrespect, swearing Avoid work Peer Attention

Examine the Major Features Handout and discuss with your partner: Partner Check-In Examine the Major Features Handout and discuss with your partner: Which major features of targeted interventions are in place at your school or district? Are there some that could be added? Could a current intervention be tweaked (or a new one added) that would fit these features?

Matching Students with Tier 2 Supports

Matching Students and Interventions We can… Guess Gamble Plan Evaluate Hope Do whatever “fits” our resources and personnel Creative practitioners will often use combination of these! We could guess/gamble all the time, but that could be inefficient if we’re unlucky. We could Evaluate and and assess and plan for every case, but that could be inefficient if we’re spending too much time confirming what we already have a pretty good idea about. We could just do the intervention that Person X likes/learned about at that last workshop, but that might be inefficient if we it doesn’t fit the needs of many of our students.

Sources of Useful Data Sources of CICO referral: Teacher, Parent, Student Request (informal interview – just ask!) ODR form – number and indication of function SWIS data – ODR by function

Conduct Efficient Functional Assessment Is the student a good fit for CICO? Implement Basic CICO Is the Basic CICO Working? Continue with Basic CICO Transition to self- management Yes No Conduct Efficient Functional Assessment Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

Topographical Intervention How do I stop/reduce this behavior? Motivate? Overpower? Make physically impossible?

Function Why is that behavior occurring? What is the student “getting?” What are they “getting away from/avoiding.” Can different behavior serve the same function? Can the same behavior serve different function? - what purpose does the problem behavior serve? - How can we prevent PB from 菟aying off� as often or as well? - How can we make an alternative or desired behavior fulfill the SAME PURPOSE more often or in a bigger way?

When the student isn’t responding… Where can we learn more about the function of behavior? Efficient FBA process (when warranted) Brief Interview (20-30) minutes Brief confirmatory observation

Conduct Efficient Functional Assessment Is the student a good fit for CICO? Implement Basic CICO Is the Basic CICO Working? Continue with Basic CICO Transition to self- management Yes No Conduct Efficient Functional Assessment Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

Remember… CICO “out of the box” is most closely tied to accessing Adult Attention Beginning of the day, throughout the day, end of the day, at home…

Partner Discussion Think about your school or district and the students you serve. Consider age and demographics. Think of 1-2 common problems that land some of your students in trouble repeatedly. Is there a common motivation or function of those behaviors? - Access Adult or Peer Attention? - Avoid Adult or Peer Attention? - Access a desired task or activity? - Avoid or escape a task or activity? Will CICO be a good fit for most of those problems?

Modifying CICO to Match other Functional Motivators

Rembember… CICO works best when SWPBIS behavioral expectations are used as a foundation. CICO modifications work best when CICO is already in place and working well!

These things will stay in place: Carry a point card and earn points for meeting school-wide expectations Interact with teachers prior to each class Receive frequent feedback on in-class behavior Meet with the intervention coordinator before and after school each day Earn rewards for meeting school-wide expectations

Example 1: Peer Attention One of the simplest modifications… As long as students are “OK” with adult attention, plug them into CICO. If extra access to adult attention is not sufficient, tie in daily goals and rewards to include peer attention.

Peer Attention Reward Examples Extra recess or other “peer-heavy” activity Sit next to preferred peers at lunch or during specific class periods Earn desired activities for the whole class (peer attention will “trickle down”) (Indirectly) access activities or tangible rewards that other peers will find desirable

Example 2: Escape or Avoid Non-desired Activities

Modification: Breaks Are Better Piloted by Justin Boyd and Cynthia Anderson If a school has the following in place, then the school may be ready to implement BrB. Check-in/check has been implemented with fidelity for at least a year Most students on CICO are meeting their goals Most teachers (80% or more) implement CICO with fidelity The CICO coordinator has time allocated to CICO—approximately 2-5 minutes per student

Breaks are Better: Readiness Continued School staff agree that a significant number of students who exhibit non-dangerous behavior are attempting to avoid academic routines Academic interventions are available for students who are not successful in core academic programs. One or more individuals have allocated time to implement BrB, approximately 2-5 minutes per student The school has access to ongoing coaching in the implementation of BrB

Daily point card is very similar except for: Expectations are defined in terms of academic (or other aversive type of) behavior Students monitor breaks taken appropriately on the point card and earn points for taking breaks appropriately The back of the point card depicts the break routine—it serves as a prompt for the student to take a break appropriately if needed

Example of Point Card Name Date Expectation Academic Behavior   Date Expectation Academic Behavior Breaks taken the right way (if needed) 2-min breaks I can take 1st 2 1 0 1 0 B B B 2nd 3rd 4th 5th 6th Points 2 1 Met expectations (Great job!) Met some expectations (Good work!) Met few or no expectations (Room for improvement) Check in Points Attends check-in 1 0 Was prepared Check out Points Attended check-out Teacher completed ratings Bonus Points (breaks taken appropriately if needed) _______ Today’s Goal ____ Today’s Total _____ Goal Met? Yes No Parent Signature All work due is complete All work due is not complete

Example of Break Procedure Students can take up to three breaks during each academic routine. Breaks are two minutes in length and students use a timer to let them know when the break is over Students ask for a break by holding up their index finger. Teachers can give a thumbs-up or –down to indicate whether a break is appropriate Students have a variety of break options that are mutually acceptable to the teacher and the student Each time a student takes a break the student crosses off a “B” on the card

Sample Data of BrB Effects

Modification: Academic Behavior Piloted by Jessica Turtura and Cynthia Anderson Check-in/check-out has been implemented with documented fidelity for at least a year The majority of students on check-in/check-out are successful (meet point goals) 80% or more teachers in the school implement check-in/check-out with fidelity The coordinator for check-in/check-out has time allocated to implement the intervention, approximately 2-5 minutes per student

Academic Behavior CICO Readiness Continued School staff agree that a significant number of students who exhibit non-dangerous behavior are attempting to avoid academic routines The school is implementing academic interventions for students who are not successful in core academic programs A coordinator with allocated time is available to oversee implementation of ABC The school has access to ongoing coaching in implementation of ABC

Daily Point Card is very similar except for: The daily point card is similar to the CICO card in your school except that: Expectations are defined in terms of academic behavior Students earn bonus points for being prepared and having assignments complete at the start of each day Students earn points for completing the assignment tracker accurately

Assignment Tracker The assignment tracker is on the back of the point card and is completed by students during each academic class. The teacher signs the assignment tracker to indicate that it is accurate. If your school provides students with planners simply use the planner instead of the ABC homework tracker. Be sure that teachers sign or initial the planner to indicate the student has recorded assignments correctly.

Example of Point Card

Example of Assignment Tracker HOMEWORK CHECKLIST   CLASS ASSIGNMENT DUE ON….. TEACHER SIGNATURE Social Studies Language Arts Math Writing Science

Sample Data for ABC Effects

Work on this and share with your partner. Action Planning Work on this and share with your partner. If CICO is not solidly “in place” with the major features of Tier 2 interventions, what steps are needed to shore it up. Once CICO is in place, what modification (peer attention, Breaks are Better, Academic Behavior CICO, other modifications?) might best fit your school or district? What steps need to be taken before you can move forward?

References Turtura, J., Anderson, C.M., & Boyd, R.J. (in press). Addressing Task Avoidance in Middle School Students: Academic Behavior Check- in/Check-out. Journal of Positive Behavior Interventions. Boyd, R. J. (2011). An evaluation of secondary intervention for students whose problem behaviors are escape maintained. (Doctoral Dissertation). Retrieved from: Scholars’ Bank, University of Oregon.