Tier Two Interventions for Escape-Maintained Problem Behavior
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Transcript of Tier Two Interventions for Escape-Maintained Problem Behavior
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Tier Two Interventions for Escape-Maintained Problem BehaviorJustin Boyd & Jessica TurturaUniversity of OregonSchool Psychology ProgramMarch 8, 2010
CICOBRBPrimary PreventionTier 1 SWPBSSecond StepsStrong Kids
Secondary InterventionsCICOFirst Steps to SuccessSkills groups
Secondary interventions w/function-based modifications
Tertiary interventions
SWPBS2Secondary Interventions in SWPBSSecondary interventions should require low effort on the part of teachers and staff
Be consistent with school-wide expectations
Should be able to be implemented quickly and efficiently
Provide increased opportunities for feedback about student behavior and provide multiple opportunities to practice skills
Data-based decision-making is keySelecting students for the interventionProgress monitoring
An example of an evidence-based secondary intervention is Check-In-Check-OutAddressing Behavioral Function
Behavioral Functions4Addressing Behavioral Function at the Secondary LevelBehavioral function is not always a consideration when placing students into tier two interventions
Evidence suggests that interventions may be more effective when they address the specific function of the students problem behavior
Incorporating function-based components at tier 2 is feasible
5Check-In-Check-OutImproved structurePrompts 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 successFirst contact each morning is positive.Blow-out days are pre-empted.First contact each class period (or activity period) is positive.
Increase in contingent feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.
6Research Support for CICOEvidence Supporting its Effectiveness
Increase academic engagement, reduce problem behavior (e.g., Fairbanks et al., 2005; Filter et al., 2007; Hawken & Horner, 2003)
Highly acceptable to teachers, parents, students (e.g., Hawken et al., 2007)
Can be modified for different behavioral functions (March & Horner, 2002; Fairbanks et al., 2005)but is often done so on an individual basis
CICO Limitations Most effective for attention-maintained problem behavior
Less effective for escape-maintained problem behavior
Modifications required
May be less effective in middle schools Aversive properties resulting from academic skill deficits Importance of organizational and study skills
8Who is CICO indicated for?Mild problem behaviors
Students who are sensitive to adult attention
Students whose problem behaviors are maintained primarily by adult attention
9Addressing Escape-Maintained Behavior at the Secondary LevelWhos left?work avoidersoff-taskescape-maintained students who lack academic or organizational skills Student for whom adult attention is not highly reinforcing
10When escape is the prevailing reinforcerConsiderations for Practice
Systematic modifications versus individualized interventions
Mechanisms to address function directly
Appropriateness & fitElementarySecondary
11Our Focus Tier two interventions for students whose problem behaviors are, in part, maintained by escape or avoidance
Special considerations for elementary and upper levels
Building off an existing secondary intervention
12Breaks are Better (BrB)BRB
Justin Boyd, M.S.13Alternative & Replacement BehaviorsAn Evidence Based Practicee.g., Bird, Dores, Moniz, & Robinson, 1989; Brown et al., 2000; Carr & Durand, 1985; Durand & Carr, 1987, 1991; Hagopian, Fisher, Sullivan, Acquisto, & LeBlanc, 1998; Mildon, Moore, & Dixon, 2004; Wacker et al., 1990
Logic & ExamplesChildren with communication deficitsTypically developing children (e.g., Stahr et al., 2006; Filter & Horner, 2009)
Typically considered as part of a Tier 3 intervention
Escape-maintained problem behavior14BrB ConceptCICO teaches students to recruit adult attention
BrB with CICO teaches students to recruit brief-breaks as a functionally equivalent alternative to problem behavior.
Breaks are Better (BrB)
Implemented in the same way as CICOIncludes the use of Replacement BehaviorDirectly addresses escape /avoidance functions15Intervention Design ConsiderationsExplicitly teach an alternative/replacement behavior (i.e., break requests)
Promote self-management by teaching students to keep track of their breaks
Establish & Teach teachers (and students) how this will look in the classroom
Make it feasible and sustainable for classroom teachers to implementSuggested PrerequisitesElementary school
Utilizing SWPBS
Have implemented SWPBS with fidelity for at least 2-years
CICO for at least one year
At least 90% of CICO features on the CICO self-assessment (fidelity)
17Considerations for Good FitExhibiting problem behaviors in academic settings
Nominated by instructional staff as needing additional behavior support for mild disruptive behaviors in the classroom
Brief FBA or informal teacher interview suggests their problem behaviors are maintained primarily by escape (e.g., work avoidance).
FACTS
Guess & Check18Implementation MaterialsBRB point card (with team defined goals)
Timer (e.g., digital, hour-glass)
Team-generated list of acceptable break options
19Typical CICO Card
Just for the contrast here is a typical CICO cardNext is the BrB card20Breaks are Better Card
The goals are more specifically defined in academic terms
The break column
The teacher feedback on break column
22Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples. I will show you an example teaching script in just a minute.
Students are taught how to ask for a break the right way: (1) hold up hand with a #1 signal; (2) wait for teacher to give a thumbs up signal or a thumbs down;
They are also taught how to take a break: (3) when given the thumbs up, cross out one of the break circles on the BrB card; (4) start the 2-min break timer, (5) take the break appropriately (i.e., as practiced and for the appropriate length of time); and (6) when the timer goes off, get back to work.
If the teacher responds to the break request with a thumbs down, the student is taught that its no big deal & they can request a break again later. Also, if they choose to (which we are recommending) teachers can remind them to request a break thus helping to strengthen the students skills with knowing when to ask for a break, etc.
Implementation Procedures & ConsiderationsTraining of Staff and Teachers When
After obtaining buy-in
Prior to attempting to implement the program
Day-to-Day Implementation of BrB
Student Training/Orientation (once identified)
Teacher orientation/support
Data review using CICO-SWIS
23Student Orientation to the BrB ProgramOrientation time (additional 12 minutes)Must explicitly teach the break request & provide opportunities for the student to practice with feedback.
Teaching ScriptTeacher Orientation to the BrB ProgramMust teach teachers how to allow or disallow student breaks
thumbs up and thumbs down
Preferably this is done school-wide, rather than individually
Teacher Reminders PageMeasurable Outcomes (Goals)Student problem behaviorIndividually defined for each student
Academic engagementDecreases in off-task behaviors and increases in on-task behavior, work completion, etc.
Frequency of BreaksAppropriate requests to be off-task or to engage in behaviors other than what the classroom expectation is at the time.Brief (i.e., 2-minutes)Limited number of opportunities to request these breaks
26Academics and Behavior Check-in/Check-out (ABC)Jessica Turtura, M.S.
Challenge Faced by Middle SchoolsLink between academic and behavioral concerns
Increasingly important role of organizational and study skills
The ABC ProgramModified version of CICODesigned toDecrease problem behaviors that are maintained by escape and/or avoidance of academic tasksIncrease desired behaviors including work completion and class participationProvide scaffolding to help students develop effective organizational habits and study skillsImprove communication between home and school around homework completionThe ABC program is designed forStudents who engage in problem behaviors in order to escape or avoid academic tasksStudents that are often off-task during classStudents that have difficulty keeping track of assignments and turning in workStudents that lack organizational and study skillsThe ABC program not designed forStudents with severe academic skills deficitsWill likely need specific instruction in academic areas of concernMay benefit from the ABC program plus additional supportStudents that engage in problem behaviors but for whom work completion and/or organization is not a concern
Key components of the ABC Program: Morning check-inComponentsStudents receive daily point card and review goalsCoordinator checks:Are students prepared for the day? Have students completed all homework due today?Opportunity to complete unfinished homeworkPoints earned for being prepared and/or completing homework
Key modifications from CICOExplicit focus around academic-related behaviorsPoints are linked to being prepared for the school day and having homework assignments due that day
Key components of the ABC Program: Daily feedbackComponentsDaily point card/homework tracker Goals defined in terms of academic behaviorPoints for recording assignments on homework tracker
Key modifications from CICOFeedback is specifically related to academic behaviorshand raising, work completion, class participation, etc.Teacher checks to make sure students have accurately recorded any homework assignments
ABC Daily Point Card
ABC Daily Homework Tracker
Key components of the ABC Program: Afternoon check-outComponentsRewards and/or feedbackReview homework tracker
Key modifications from CICORewards linked to the function of behaviorexamples may include break coupons, homework passes, etc.Explicit focus on reviewing homework and ensuring that students are prepared to complete that evenings assignmentsKey components of the ABC Program: Home componentComponentsHome-school communicationParent meeting
Key modifications from CICOCommunication between home and school about homework completionParents gain information about how to best help their children with homeworkParents are better able to track assignments that their children need to complete
Preliminary Evidence
Troubleshooting Student buy-in
Communication between staff
Fidelity of implementation
Parent involvement
Questions & DiscussionFor more information feel free to contact us
Justin [email protected]
Jessica [email protected]