1. Advanced Topics in PBS: Secondary/Tertiary Interventions George Sugai University of Connecticut Rob Horner University of Oregon

2. Goals  Emphasize the full continuum of strategies that make up school-wide positive behavior support.  Provide an example of Check-in/ Check-out  Provide an example of Intensive Function-based support  Suggest strategies for building capacity in more intense interventions

3. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT  27

4. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

5. Thanks to Laura Riffel

6. Positive Behavior Support Adapted from George Sugai, 1996 © Terrance M. Scott, 2001 Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Intensive Analyze Student Data Interviews, Questionnaires, etc. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Simple Student Interventions Group Interventions Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

8. 89%74%75% N = 1288 N = 377 N = 124 3%9%8% 94% 1% 73% 10% Pre K K-6 6-9 9-12 K- 8/12

9. 33%47%46%48%35%

10. A Concern  Schools often consider only ONE behavior support system Often this system is for those students with most intense needs

11. Messages  Invest in prevention first  Invest in a full continuum of supports Universal/ Primary Targeted/ Secondary Intensive/ Tertiary

12. Check In Check Out: A Targeted Intervention Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut

13. BEP/Check-in Check-out Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-out Home Check-In Class Check in Class Check out Teacher Checks

14. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job SafeResponsibleRespectful Check In0 1 2 Before Recess 0 1 2 Before Lunch 0 1 2 After Recess0 1 2 Check Out0 1 2 Today’s goalToday’s total points Comments:

15. HAWK Report Date ________ Student _______________ Teacher___________________ 0 = Not Yet 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal BestTeacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = 50 Today ______________% Goal ______________%

16. Why does CICO work?  Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.  Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.  Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

17. Why does CICO Work?  Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)  Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day  Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate academic support  Linking school and home support Provide format for positive student/parent contact  Program is organized to morph into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress

18. Linking CICO with Function-based support  Leanne Hawken  Robert March  Anne Todd, Amy Kauffman

19. Plan for the future: We want self-managers  Embed self-management strategies as driven by the data Use natural signals for monitoring as much as possible Self-monitor Self-record, check for accuracy Fewer check points during the day  Maintain AM and PM times for awhile Manage own CICO account  More on self management in the future…..

20. Check-in Check-out Embedded Within SWIS

23. Check-in/ Check-out Self-Assessment  Individually score the elements of the CICO Self- Assessment  In place; In progress; Not in place  As a team review your ratings, and agree on a single summary for the school  For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?  Define a schedule for meeting to review progress and implement your CICO plan.

24. Is CICO appropriate for your school?  Download the ppt and self-assessment www.pbis.org (online library) (presentations) www.pbis.org  Consider reading and reviewing Crone, Horner & Hawken (Behavior Education Plan) Leanne Hawken DVD  Request training and coaching support from your state SWPBS trainers  Review CICO data system embedded within SWIS www.swis.org

25. Function-based Supports