1. Modifying Check-in/Check-out to Fit a Range of Student Needs Jessica Turtura, PhD Center on Teaching and Learning University of Oregon jhorwitz@uoregon.edu NWPBIS Network Webinar December 3, 2013

2. Check-in/Check-out (CICO) Evidence-based intervention Efficient Time, fiscal resources Effective for students who are motivated by adult attention What about students who are motivated by work avoidance?

3. LINK BETWEEN ACADEMIC UNDERACHIEVEMENT AND BEHAVIOR PROBLEMS Skill Deficits Limited access to natural reinforcers (e.g. academic success, teacher attention) Problem Behavior Escape academic tasks (e.g., Reid & Eddy, 1997)

4. Existing Options Academic Behavior CICO (ABC) Breaks are Better (BrB) Academic Seminar

5. Academic Behavior CICO (Turtura, Anderson, & Boyd, 2013) Builds off CICO 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 Designed especially for middle school students with difficulties with organization and study skills

6. Advanced Organizer Overview of ABC Components of ABC Action Planning: Developing ABC for your school Plan for initial implementation & scaling Trouble-shooting ABC

7. Student Recommended for ABC ABC is Implemented Coordinator summarizes data for decision making Exit program Regular coordination Meeting to assess student progress Parent feedback Regular teacher feedback Afternoon check-out Morning check-in Revise program

8. ABC in the Classroom Student engages in academic routine (e.g., participates in class) Student records assignments on homework tracker Student receives feedback (points) for Meeting social behavior expectations Meeting academic behavior expectations Using homework tracker

10. Components of ABC Morning check-in Daily feedback sessions Afternoon check-out Home session

11. Morning Check-in Student meets with coordinator/mentor Is student prepared? Are assignments complete? Review home note Provide point card & tracker 2 points possible

12. 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

13. 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 2 points per expectation & 1 point for tracker use

16. 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

17. Home Component Parent workshop first! Parent reviews home note Parent helps student problem-solve work completion Parent signs home note

18. Activity Morning Check-inFeedbackHomework Tracker Afternoon Check- out Points Possible 2 Up to 2 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)

19. Introducing ABC to Students Rationale for intervention—what is in it for student Logistics (role-play/question * answer) Check in and out Daily feedback Point card and homework tracker Home component Obtain student agreement

21. Introducing ABC to Parents Rationale Parent responsibilities What parents do Review home note and provide feedback Review assignments and problem-solve Help with organization Sign home note What parents do not do Contingent rewards or punishment Complete work for student Argue, bribe, cajole into homework

22. Advanced Organizer Components of ABC Action Planning: Developing ABC for your school Plan for initial implementation & scaling Trouble-shooting ABC

23. Action Planning for ABC Are you ready for ABC? Action plan

24. Readiness for ABC CICO in place and implemented with fidelity Most students on CICO meet point goals Most teachers implement CICO with fidelity Coordinator (and mentors?) are available Academic interventions are available for students who are not successful with core programs

25. Action Plan for ABC: Identify Coordinator Introduce ABC to students, parents, teachers Oversee progress monitoring Trouble-shoot ABC Conduct checks-in and out?

26. Action Plan for ABC: Who Checks in/out and Where? Approximately 1-3 min per student Mentor must be Available Positive Well-liked Able to give feedback Efficient Location must be Close to students Reasonably private What materials will be available Where will incomplete work be completed (and when?)

27. Action Plan for ABC: Expectations Begin with school expectations Identify common academic behaviors Students earn points for meeting academic AND behavior expectations

28. Expectations: Two Options 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

29. Action Plan for ABC: Point Card and Tracker Points for checking in and out? Points for completing tracker? Points for parent signature? Other modifications to card?

30. Action Plan for ABC: Incentives Will you use incentives? Same as CICO incentives Considerations Small/daily incentives Larger incentives for progress across time Incentives linked to work avoidance

31. Incentives for CICO and ABC Tangible and intangible Consider a token economy Point accumulation Simple Problematic if students can earn varying points Earn POINTS for % of ABC/CICO points earned 80% of points-3 points 70% of points-2 points 60% of points-1 point

32. Sample Incentives Computer time alone Extra time in art/time to draw Time alone in activity of choice Extra library time Homework pass Shortened work pass Lunch with principal Prize box/grab bag Lunch outside school with _______ Ticket to school or community event Lunch with mentor Lunch outside school with _______ Party for class Movie for class

33. Action Plan for ABC: Progress Monitoring System for tracking points earned If CICO/SWIS: how will you differentiate interventions? Who enters points earned? Who reviews graphs and how often? What is the goal for students? Define progress (and what next) Define lack of progress (and what next) Progress monitoring overall system Monitoring fidelity of implementation

34. Action Plan for ABC: Teacher Presentation When will this occur? Who will develop presentation? Who will give presentation? What materials do you need? How do you assess buy-in?

35. Action Plan for ABC: Initial Implementation & Scaling Initial implementation Begin with 3-8 students Students highly likely to be successful Scaling Scale when “Bugs” are worked out ABC is working smoothly Students are making progress Determine final capacity Have a plan for fading students from ABC Add students slowly

36. Selecting Students for ABC Standard selection criteria Consider Students not succeeding on CICO Students recommended by others Teacher referral indicates work avoidance Off-task behavior is key problem

37. Advanced Organizer Components of ABC Action Planning: Developing ABC for your school Plan for initial implementation & scaling Trouble-shooting ABC

38. ABC: When Things Go Wrong Student won’t carry card Student not checking in or out Fidelity problems Parent buy-in Homework completion or preparedness is continued issue

39. Student Won’t Carry ABC Card Determine: can’t do versus won’t do Card given directly to teachers Intranet, Doodle, card in box, etc Option if Student will continue to use homework tracker Teacher is willing/able to lead implementation You just want to monitor student progress Extra points for giving card to teacher/receiving feedback

40. Student not Checking In or Out Determine reason Logistics—how can you make it feasible? Motivation Increase reinforcement for attending (points, incentives) Change mentor

41. Fidelity Teacher: Can’t do or won’t do Can’t do Trouble-shoot logistics Role-play and problem-solve Too many students: Classroom intervention needed? Won’t do Determine rationale Run intervention with other teachers? Consider different intervention for student Incentives for teacher—increase fidelity

42. Parent Buy-In Can’t do or Won’t do Problem-solve logistics Consider skipping parent component

43. Homework Completion Can student do work at home? Is the problem an ability or a motivation problem? Ability—academic intervention Motivation—increase reinforcement for homework Homework club Incentives for work completion

44. QUESTIONS

45. Breaks are Better (BrB): Brief Overview Boyd, Anderson, & Turtura (2013) Builds off CICO 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

46. Components of BrB Morning Check-in Daily Feedback Sessions Afternoon Check-out

47. Morning Check-in Student meets with coordinator Is student prepared? Review home note Provide point card, timer, & tracker

48. 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

49. Sample BrB Point Card

50. Afternoon Check-out Student meets with coordinator Review point card, % of points earned Provide incentives if using Positive verbal feedback Complete home note Student turns in timer End with encouragement

51. 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

53. QUESTIONS

54. Resources For ABC and BrB Manuals and Templates: https://coe.uoregon.edu/ipbs/tier-ii/tier-ii-for-work- avoiders Turtura, J. E., Anderson, C. M., & Boyd, R.J. (2013). Addressing task avoidance in middle school students: Academic Behavior Checking-in/Check- out. Journal of Positive Behavior Interventions, 42 (6), 1- 9. jhorwitz@uoregon.edu