What to Do When Check-in, Check-out Doesn’t Work: Next Steps Melissa Hansen Counselor, McNair ES Kathy McQuillan FCPS Positive Behavior Support Educational Specialist

Group Interventions w/function-based modifications Comprehensive Supports Function-based Support Group Interventions w/function-based modifications Group Interventions Check-in, Check-out Mentors Skills groups Tier 1 of SWPBS Student Rights & Responsibilities Character Education Bully Prevention Program Violence Prevention Program 2 2 2

Objectives To review the basic components of CICO To assess and troubleshoot key elements To apply data analysis procedures to identify next steps- Group Intervention w/function-based modifications

Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Teacher Feedback Weekly CICO Meeting to Assess Student Progress Student recommended for BEP by Teacher, parent, other school personnel? Prior to CI/CO implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don’t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, CI/CO form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out CI/CO coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly CI/CO Meeting ½ hour to assess progress who attends meeting decisions made in meeting Afternoon Check-out Revise Program Exit Program

Centre Ridge ES with one edit. Point card should have at least 4 monitoring periods Point card has 4 or more intervals

CICO: A Review of Critical Features Adequate resources allocated so intervention is available continuously Dedicated staff + systematic data review Student selection based on data/referral process Targets “at risk” population Student agrees to participate Implementation occurs consistently with fidelity Participation by all staff/faculty in the school daily Corrective feedback and reinforcement offered appropriately at set intervals Program transitions from teacher-evaluation to self-evaluation

Let’s Reflect: CICO Self-Assessment THINK: Are the majority of critical factors in place? Could the lack of progress be due to the lack of critical elements? . . . Speaks to the integrity or fidelity of implementation

Trouble Shooting: Common Concerns Student Not Checking In Student Not Checking Out Student Complaining/Pouting Student Loses Daily Progress Report Student Changes Ratings MacLeod & Hawken retrieved 11/3/09 from www.pbis.org

How Do We Solve the Problem?

Matching CI/CO to Student Needs Basic CI/CO: Expectations related to respect, responsibility and safety Reinforced through daily positive adult contact Function: To get/obtain ATTENTION Troubleshooting: Do we have enough monitoring periods? Frequency of feedback

Next Steps Review key elements of CI/CO program Make any necessary adjustments Continued lack of progress Between 3- to 5-weeks Refer student to the problem solving team (e.g., CST, SST, RTI)

Continue and transition to self- management Implement CI/CO Is CI/CO Working? Continue and transition to self- management Yes No If the behavior is not severe, complex, and/or intensive conduct a Brief Functional Assessment What is the problem behavior? Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

Time for a Closer Look

Building on Efficiency: “Brief Functional Assessment” Engage in the problem-solving process to identify the function of the behavior To get/obtain something desirable attention, activity, object, privilege, sensory stimulation . . . To escape/avoid something that is undesirable task, activity, demand, attention, event, situation . . . Methods: Review, Interview, and/or Observe Results: CI/CO individualized for that student with or without additional strategies

Review Data to Identify the Function Is the behavior maintained by getting/obtaining . . . ? Is the behavior maintained by escape/avoidance of . . . ? Is the behavior related to lack of academic skills? Let’s look at the CI/CO point card data and other available data sources (e.g., ODRs, minors, academic functioning, interview).

Matching CI/CO to a Student’s Motivation Motivation: To Get/Obtain Adult Attention Expectations remain the same Increase rate of attention More frequent monitoring intervals Add a self-monitoring and self-reinforcement component Use attention as the reinforcer Extra time with a preferred adult if daily goal is met

Matching CI/CO to a Student’s Motivation Motivation: To Get/Obtain Peer Attention Expectations remain the same Increase rate of peer attention for appropriate behaviors Use peer attention as the reinforcer Extra time with a preferred peer if daily goal is met Target student earns reward for whole group when goal is met

Matching CI/CO to a Student’s Motivation Motivation: To Get/Obtain a Preferred Object/Tangible Expectations remain the same, but frequency of monitoring may need to increase Use preferred object/tangible as the reinforcer for the alternative behavior Extra time with a preferred adult if daily goal is met Restrict access to tangible/object

Matching CI/CO to a Student’s Motivation Motivation: To Escape/Avoid Tasks Expectations remain the same OR add academic expectation(s) Goals, prompts, and encouragement for organizational and routines Add/increase academic support in area of need Teacher modifies task and/or additional instruction offered Use escape as the reinforcer Student earns a break from the aversive activity

Matching CI/CO to a Student’s Motivation Motivation: To Escape/Avoid Attention Expectations remain the same OR add a social initiation goal(s) Add/increase social skills instruction Teach student how to politely ask to be left alone Allow access to a escape that is not punitive Consider using of a pass and a specified location as needed Use escape as the reinforcer Student earns a break from the aversive activity

Case Study: JT

Case Study: BM

In Summary Modify CI/CO plan to meet the needs of the student Consider function/motivation Especially the link to academic needs Use simple and brief assessment tools Respond efficiently