Beyond Check-In/Check-Out: Considerations for Tier 2

Interventions

Chris BorgmeierPortland State Universitycborgmei@pdx.edu

District Behavior SpecialistOld model: Put out fires

IPBS: Guide systems-change and implementation

The New Model -- IPBS• Efficient Teaming Process

– Clear roles, procedures & responsibilities

– Intervention Focused• Linked to Continuum of Interventions (Tier 1 2 3)• Try the easy things first (Tier 2 Interventions)• …then Tier 3 (FBA/BSP)

– Data focused• Progress Monitoring• Student Identification

Teams in a School

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

Could responsibilities of an existing team

(TAT/SST/etc.) be shifted?

Tier 2 Interventions

Tier 1•SWPBS Tier I

Group Interventions•CICO•Skills groups

Group Interventions w/function-based modifications

Function-based Support

Comprehensive Supports

Tier II

Tier III

Anger Mgmt groupPeer Tutors

Study SkillsSchool Mentors

So Tell Us….

• What are your schools currently implementing for Tier 2 interventions?

• What do you need/want to know about Tier 2 interventions for behavior?

TASK• Complete the Tier 2 Intervention Inventory for

your school or schools in your district

Tier 2 Intervention Inventory

Tier 2 Interventions

• Research/Evidence based

• Match to student need

• Early student identification

• Progress monitoring and Data Based Decision Making

CICO: As model for Tier 2 Interventions

Research Support• Pre schools

Sandy Chafouleas, et al 2007

• Elementary Schools– Anne Todd et al in press– Sarah Fairbanks et al, 2007– Amy Kauffman-Campbell, dissertation– Doug Cheney et al, 2006; 2007– Leanne Hawken et al. 2007– Filter et al., 2007

• Middle Schools– Leanne Hawken et al 2003– Rob March et al 2002

• High Schools– Jessica Swain-Bradway, in progress

CICO is an Evidence-Based

Practice

1.At least 5 peer reviewed studies

2.At least 3 different researchers/settings

3.At least 20 different participants

Characteristics of Targeted Interventions

1) explicitly teaching expected behavior to the student

2) structured prompts for appropriate behavior 3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the student gains

new skills

6) system for communicating with parents 7) regular Data for Monitoring student progress

Keys to

Ch

ang

ing

Beh

avior

Student Recommended for CICO

CICO is Implemented

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly SST Meetingto Assess Student

Progress

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

Check In Check Out (CICO)

Check In / Check Out• As a model for what targeted interventions should be

1) explicitly teaching expected behavior to the student 2) structured prompts for appropriate behavior 3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the student gains new skills 6) system for communicating with parents 7) Regular Data for Monitoring student progress

Check In / Check Out

How does CICO do this?

Explicitly teaching expected behavior to the student Structured prompts for appropriate behavior Opportunities to practice skills Opportunities for positive feedback Strategies for fading support as the student gains new

skills System for communicating with parents Regular Data for Monitoring student progress

Group Work TimeTier 2 Interventions

Evaluate an existing Tier 2/group intervention in your school, how does it stand up to the Tier 2 Intervention characteristics?

1) explicitly teaching expected behavior to the student 2) structured prompts for appropriate behavior 3) opportunities to practice skills4) opportunities for positive feedback 5) strategies for fading support as the student gains new

skills 6) system for communicating with parents 7) Regular Data for Monitoring student progress

Monitor Fidelity of Implementation

• Benchmark of Advanced Tiers

• Check-In Check-Out Self Assessment

• BEP Fidelity of Implementation tool

Questions about Tier 2 InterventionsSystems Considerations

• What constitutes a Tier 2 Intervention?– An intervention that:

• Serves multiple students at one time– More efficient use of resources that 1 student at a time

• Students can get started with almost immediately upon referral• Requires almost no legwork from referring staff to begin

implementation of the intervention with a student• All school staff know about, understand their roll with, and know

the referral process for

– SYSTEMS NOTE: Resources Required:• If program is not self-sufficient… and requires significant

organization by referring staff… it’s not a targeted intervention

Questions about Tier 2 InterventionsSystems Considerations

• How many should we have?

– To run systemic interventions or programs, school resources will often only allow a school to have so many (likely 2-5 interventions at one time)

– Be strategic in investing resources in targeted interventions that will meet a need for a number of students in your school

– A few successful programs are better than many that never really operate successfully because limited resources don’t allow for it – or aren’t accessed because it is too much trouble for referring staff to get a student started with

GOOD QUESTION!

Progress Monitoring

• No matter how good the intervention– No intervention works for ALL

– Even CICO

– We need effective Data Systems• See SWIS-CICO – www.swis.org

SWIS-CICO Report

Support Plan Change

Description

09/10/2008 CICO

09/19/2008 Brief FBA & modified CICO for Escape Acad Tasks

CICO

What NOW?

CICOLimitations• Most effective for students who respond well to adult

attention

• It doesn’t work for everyone

Strengths• Format provides an Excellent foundation for critical elements

of Targeted Interventions– Data system, card for prompting, communication w/ family

• Potential for modification to meet needs across students w/ variety of needs

Possible Motivation

• Role in SW Decision Making re: Tier 2

• Role in Individual Student Decision Making re: Tier 2

Behavioral Explanations for “Why”

• Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…– Gaining attention– Gaining access to activities or tangible items– Avoiding or escaping from something student finds

unpleasant

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

What might this data tell us about the needs for Tier 2 interventions in this school?

Middle School: Students w/ 2 + referrals

CICO

?

Using Function of Behavior to Inform CICO Modifications

• Use of Brief FBA to match student to appropriate version of CICO

CICO ModificationsIntervention Examples

Peer AttentionCICO Modification

32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

Avoid AdultsCICO Modification

32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time)

Do not check in with adult in am/pm; unless student IDs adult

Academic Skills• Students in CICO still failing classes

– Missing assignments – At or near grade level reading, math abilities

• Peripheral skills– Organization– Breaking large tasks into smaller pieces– Prioritizing

• 2003 study, Swanson & Deshler – Explicit teaching and practice of organizational skills

corresponded with a 16% increase in student success in the general education setting.

Secondary Interventions Practices: Supporting Student Behavior

Academic Seminar– 45 minutes every other

day– Study skills content – Academic Seminar

instructor is also CICO coordinator

CICO– 1-2 minute positive check in

at beginning of day with CICO coordinator• Academic Seminar room,

academic seminar staff– 30 second positive check in

with each class room teacher

– Check out on behavioral performance in Academic Seminar

ACADEMIC SEMINAR + CICO

Academic Seminar: Function• Attention maintained behavior

– Adult attention: CICO card– Peer attention: ability to earn social rewards

• Escape maintained behavior• Escape difficult task: breaking down tasks, organization, one

Academic Seminar: Study Skills• Planner• Daily Entry Task

– Prioritize assignments• Notebook, backpack, locker organization• Graduation Plan

– Know grade level requirements• Technology• Self monitoring (academic progress)

Academic Seminar: Study Skills

Decrease negative school experiences by: – providing support for students to complete assignments

on time and with accuracy, – and increase knowledge and use of self-management skills

within the school setting

Academic focused CICOAcademic focused CICOMiddle SchoolMiddle School

• Morning Check-in– Students check-in with counselor– All homework completed? Prepared for the school day with all necessary materials?– Opportunity to complete unfinished homework and to gather materials

• Daily point card and Homework tracker– Receive feedback each period about behavior during class (participation, staying on-task,

completing work)– Record assignments on homework tracker

• Afternoon Check-out– Check-out with counselor– Review point card and homework tracker– Does student know what is due tomorrow? Have all materials needed to complete

assignments?

• Home Component– Parents review daily feedback with student– Sign card to indicate if student has completed all homework

CICO Modification ElementaryCICO Modification ElementaryEscape Academic TaskEscape Academic Task

• Explicitly 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 implement

Breaks are Better CardBreaks are Better CardBreaks are Better CardBreaks are Better Card

SWIS-CICO Report

Support Plan Change

Description

09/10/2008 CICO

09/19/2008 Brief FBA & modified CICO for Escape Acad Tasks

CICO

What NOW?

FBA = Avoid Academic Tasks (esp. if HW not completed)

Start w/ CICO – Academic focus

Other Potential Tier 2 Interventions

• Homework Club• Social Skills groups• Academic Skills groups• Counseling groups

Characteristics of Targeted Interventions

1) explicitly teaching expected behavior to the student

2) structured prompts for appropriate behavior 3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the student

gains new skills 6) system for communicating with parents 7) regular Data for Monitoring student progress

Keys to

Ch

ang

ing

Beh

avior

Data Systems

• Critical to track progress• Regularly evaluate benefit of Tier 2

interventions

% of Points Earned x Students on Tier 2 Interventions

6 of 13 (46 %) students are

responding to Tier 2

Interventions

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Students

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upWhat action plan items would you suggest given this data?How about now?

Homework Club

• What is the goal of the Tier 2 intervention?– What are the behavioral outcomes desired?– What are the academic outcomes desired?

• How can you evaluate progress toward this goal in an observable/measurable way?

What would you measure to determine student success in Homework Club?

-for behavior?

-for academic outcomes?

1 2 3 4 5 6

Be Safe 2 1 2 1 2 2Be Responsible -turned in Homework

2 0 0 1 2 1

Be Respectful -on task, approp lang.

2 0 1 1 2 1

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/7/2

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/8/2

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% o

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Po

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Goal

Group Work TimeTier 2

Using your selected Tier 2 intervention (non-CICO)

• What is the goal of the intervention?– What are the behavioral outcomes desired?– What are the academic outcomes desired?

• How can you evaluate progress toward this goal in an observable/measurable way?

Tier 2 Interventions &Social Skills Instruction

Materials @ www.pbisnetwork.org

Cautions regarding Social Skills Instruction

Matching Interventions to Deficit Types– most social skills studies deliver a treatment to

children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998)

– consider acquisition v. performance deficits

Cautions regarding Social Skills Instruction

Treatment Integrity– little evidence interventions were implemented as

planned or intended

Cautions regarding Social Skills Instruction

Address Generalization & Maintenance Issues– failure to adequately program for generalization &

maintenance– failure to match instructional procedures to

specific types of deficits– failure to target socially valid behaviors

Cautions regarding Social Skills Instruction

Address Generalization & Maintenance Issues

– Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998)

– one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

Social Skills Basics

• Social skills curriculum must match the specific need.

• An ideal curriculum does not exist.• Basic set of “Preferred Teaching Practices”

exists.• Initially, learning how to teach social skills

takes time and energy.

Social Skills

• Common misperception is that the social skills group will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention.

• Important to stress that these interventions will require high level of involvement among ALL staff within the school building

Tier 1•SWPBS Tier I

Group Interventions•CICO•Skills groups

Group Interventions w/function-based modifications

Function-based Support

Comprehensive Supports

Tier II

Tier III

Anger Mgmt groupPeer Tutors

Study SkillsSchool Mentors

Assessment: Student Identification

• Emphasize the use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits

• Measurable outcome – is social skill instruction making a difference?– Reductions in non-desired behavior– Increases in alterative behavior (social skill)

Facilitated Work TimeTier 2 Interventions

• How can you support your schools to begin evaluating the efficacy of their group interventions?

• How can you help them to prioritize which Tier 2 interventions will offer the greatest benefit?

• How can you support your schools in turning existing group interventions into Tier 2 interventions?