Check in Check Out The Intervention. Primary Prevention: School-wide/Classroom/ Non-classroom...
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Transcript of Check in Check Out The Intervention. Primary Prevention: School-wide/Classroom/ Non-classroom...
Check in Check OutThe Intervention
Primary Prevention:School-wide/Classroom/
Non-classroom Systems forAll Students,
Staff, & Settings
Secondary Prevention:Targeted
Systems for Students with At-Risk Behavior
Tertiary Prevention:Individualized
Systems for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Today’s focus
What does some of the research say?
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted
Intervention to Reduce Problem Behaviors: Elementary School Implementation
Check In Check Out Study• Four students• Staff person for morning check in• Staff person for afternoon check out• All staff on board• Parents knowledgeable about the program• Getting started = one day
– All staff alerted, parent/guardian alerted, student taught how to use the system
• Direct Observation: 120 10 second intervals = 20 minutes measuring the % of intervals engaged in problem behavior
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20 minute observations= 120 ten second intervals
Peer composite= 4 randomly selected students for 5 minutes each= 20 minute obs.
% of intervals engaged in problem behavior
Direct Observation data for
Research purposes
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BaselineCICO
Cu
mu
lati
ve M
ean
OD
Rs
Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
Targeted Intervention Features
• An intervention– with standard operating & reporting procedures, – is known by all staff and students,
– is available for student participation at any time during the school day across the year, and
– uses data for decision-making & progress monitoring
A ‘go-to’ Tier II intervention• Put the basic program together
– Start slowly
• One size does not fit all– Be prepared for adaptations
• Number of students • Who are adults that do the morning and afternoon checks?
– More than one? – Student choice?
– Motivation• Access attention• Access escape
CICO Self- Assessment
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
BeforeRecess
2 1 0 2 1 0 2 1 0
BeforeLunch
2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
Student Recommended for CICO
CICO is Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly SST Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Check In Check Out
Student Recommended for CICO
CICO is Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly SST Meetingto Assess Student
Progress
Exit Program
ReviseProgram
CICO Home ReportName: ____________ Date: ______
___ I met my goal today ___ I had a hard dayOne thing I did really well today was: ________Something I will work on tomorrow is: ________Comments:
Parent signature: ____________________
CICO Home ReportName: ____________ Date: ______
___ I met my goal today ___ I had a hard dayOne thing I did really well today was: ________Something I will work on tomorrow is: ________Comments:
Parent signature: ____________________
Benefits of point card prompts• For staff
– Reminder for specific feedback to student• For student
– Reminder of schedule for day– Reminder of specific behavioral expectations and goals for the day– A ‘ticket’ for self-recruiting feedback from teachers and parents– Progress monitoring tool
• For school– Provides data for data entry for student monitoring and
program monitoring– Communication
An example for organizing what to do with those points!
Maintaining Consequence
Wants Attention Wants something
Wants to escape attention
Wants to avoid something
100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess
Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess
Computer time by self
Short breakAlternative activity
250 pts Computer with a friendExtra sharing time
More time for selected activityFree ticket to sporting event
Time aloneIndependent work space
Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party
New school /art supplies
Get out of school early
CICO Trading Post
CICO (Check-In/Check-Out)Basic
• Designed for Students with moderate problem behaviors
• Most appropriate when problem behaviors are maintained by adult/peer attention
• Students “check-in” with an adult at the start of each school day
• Students “check-out” with an adult at the conclusion of each school day
• Students get feedback from teachers throughout the day
Check-In/Check-Out• Basic
– Needed: An adult who can spend 30 - 45 minutes at the beginning and end of each school day to Check In and Check Out with students on CICO
– Capacity: 10-15 students can be on CICO assuming we have identified an adult who can devote the required time
– It is preferable but not essential to have the same adult each day– Have a back up plan in anticipation of staff absences
• CICO plus– Academic: knowledge, study skills, test taking skills, organizational
skills?– Organizational?– Self Management?– Goal Setting, implementing, tracking, meeting
Check-In/Check-OutBasic
• Students establish 3-5 goals with the CICO adult – Goals are based on the school wide expectations
• Students on CICO have a point card they pick up at the beginning of each day from the CICO adult
• Students take the point card to the agreed upon settings (classroom; recess; PE; music; etc.) throughout the day
• Adults in each setting award the student 1-3 points for appropriate behavior during the period
• Students return the CICO card to the CICO check-out adult at the end of the school day
Check-In/Check-OutBasic
• Students earn rewards once they have earned enough points. Points needed to earn specific rewards are negotiated with the CICO coordinator
• Students take a CICO Home Report home each night• Parents sign the Home Report and return it to school with the
student the next morning• Parents are asked to provide acknowledgement and praise
when the student has a good day• Parents are asked not to punish or scold the student after an
unsuccessful day
CICO element Variations/ options Issues of concerns
1.Check in Check out staff
Educational/instructional assistantSchool counselorHigh school mentor
ConsistencyEfficiencyOne person or two Freeing up time for person to do the job well
2. Check in/out routine
Come to school earlyLeave class earlySame location/different locationsWhat about tardy students
Missing instruction timeHow does it work for busers, walkers, car riders?
3. Point system and daily report card
Numbers/words/smiley faces0, 1, 21, 2, 3great, OK, bad (difficult time)
Age appropriateI get a point for being honest/ trying (1, 2 , 3)
4. Report home Meet with parents individually as part of the CICO trainingProvide ideas for comments to write back, things to say to student, how to deal with a bad dayStaff mentor signs off if family can’t
Parents might correct kid againStudent may forge parent signature
5. Identifying students to participate
Final recommendation by TATReview of ODRs, teacher concern, family request, student request, administrator request
Avoid reacting to make this a ‘punishment’
6. Staff training A few at a time (start small to build routine & success)All at once
Efficiency in teaching timeWon’t remember unless using CICOWhat happens when a student gets an office discipline referral?
Adaptations and Variations
7. Student training As a groupIndividuallyDaily prompts for routine the first five daysWhat to do if staff/teacher isn’t available
Teach students to remind staff/teachers to use programLoss of card during the day
8. Substitute staff Train a back up check in and check out personRotate roles so many people can contribute as neededAdministratorFront office staff for tardy studentsCICO cheat sheet for substitute teacher folder
Lack of opportunity to maintain fluency, positive practice, consistencyPrevent punitive approach
9. Point trading system
Spending scheduleNeed a variation of items/activities to fit many situationsDiscounted school activities work really wellPrizes/activities for whole class are great for kids who like peer attention
Too oftenNot often enoughStudent absent on spending dayFinancial costs for rewardsTime costs for staff who are ‘earned’
10. Team meeting to review student progress
Weekly data review, call a meeting as neededEmail check in with teachers/families
Coordinator not available/ no meeting… no meeting/ no data review…. No data review.. program and/or kid get a bad name if it doesn’t work
Adaptations and variations continued
High School Adaptations
• Assumption– High School Age Students engage in problem
behavior to avoid work, class, adults– CICO (traditional) has been developed for
students who like adult attention
/ CICO
/ CICO
System for using the data
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team-Initiated Problem Solving (TIPS) Model
Identify Problems
Decision Guidelines
– Student progress monitoring • Guidelines for concern:
– 5 consecutive data points under goal that make a flat line or– three consecutive days of decreasing point earned percentage
under goal.– Teacher, parent, student testimonies
– Fidelity and effectiveness of targeted intervention• Use CICO- SWIS reports• Get teacher satisfaction data three times a year
Data analyst
• Before the meeting– Review student data and use decision rules to
• Determine students who are doing well• Determine students of concern
• During the meeting– Provide summary of # of students doing well– Provide data for students of concern
Referrals per Student
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rrals
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Data Analyst
• Fidelity of Implementation
CICO Fidelity Checklist
Some other Research ArticlesHawken, L. S. & Horner R. H., (2003) Implementing a
Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158-70.
© 2005 by The
Resources for Implementing the BEP
• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press
• Hawken, Pettersson, Mootz, & Anderson (2006). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press