targeted and intensive interventions: assessing process (fidelity) cynthia m. anderson, phd...

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Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

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Page 1: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Targeted and Intensive Interventions: Assessing Process (Fidelity)

Cynthia M. Anderson, PhD

University of Oregon

Page 2: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Intensive InterventionsSpecialized

IndividualizedSystems for Students with

High-Risk Behavior

Targeted InterventionsSpecialized Group

Systems for Students with At-Risk Behavior

Universal InterventionsSchool-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

Page 3: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Important Outcomes

Effects of the system Student behavior Staff behavior Overall system

Process (fidelity) Fidelity of specific interventions Fidelity of the system

Page 4: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Tools for Assessing Fidelity

Self Assessment Monitoring progress over time Developing an action plan

External Evaluation Monitoring progress over time Useful when outside opinion is warranted

Page 5: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Existing Tools for Assessing Process

Universal Component of SWPBS External

School-wide Evaluation Tool (SET) Self Assessment

Team implementation Checklist (TIC) Benchmarks of Quality (BoQ) Phases of Implementation

Targeted & Intensive Components of SWPBS External

Individual Student Systems Evaluation Tool (ISSET) Self Assessment

Checklist for Individual Student Systems (CISS)

Page 6: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

ISSET and CISS Key Features

1. Foundations: What needs to be in place?

2. Targeted interventions

3. Intensive interventions

SYSTEMS

Practices

Data

For each feature:1. What practices are implemented?

2. What systems are used?

3. What outcomes are assessed?

Page 7: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Foundations Practices

Is there a team that meets regularly and uses data? Are there multiple systems for identifying students? Do students and teachers receive assistance quickly?

Systems Commitment

Universal level of SWPBS in place? Does team have access to expertise in function-based supports? Does administrator attend team meetings?

Are new faculty and staff trained? Does the behavior support team consist of key roles?

Data Are outcomes monitored for and across students? Are data used for identifying interventions? Do teachers see data? Are family members involved and do they see outcomes?

Page 8: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Targeted Interventions

Practices Is there at least one targeted intervention? Are interventions efficient?

Systems Are interventions documented? Are all faculty and staff familiar with intervention? Is there a coordinator?

Data Are there data-based decision rules for all group

interventions? Is fidelity monitored?

Page 9: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Intensive Interventions

Practices Are FBAs technically adequate? Are interventions linked to the FBA? Do interventions contain key components?

Systems Are relevant people involved in developing

intervention? Data

Are outcomes assessed? Is fidelity monitored?

Page 10: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Implementation Logistics

ISSET Who is involved?

External evaluator Within the school:

Administrator, team leader, 5 random staff

What do they do? Interview administrator

and team leader Quick interviews with staff Review permanent

products How long does it take?

2-4 hours

CISS Who is involved?

School behavior support team

What do they do? Complete CISS, build

action plan How long does it take?

1-2 hours

Page 11: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Results: What is Learned?

ISSET Percent implemented score for each section

CISS Percent implemented score

Each section Overall

Goals prioritized Action plan built

Page 12: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Using the CISS Planning (the system)

Determine who will complete the measure Whole team or specific members? Individually or as a group?

Become familiar with the CISS Identify time to complete CISS

All at once In stages

Scoring (the data) Will the CISS be Scored? Building an action plan

Page 13: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon
Page 14: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Scoring the CISS

Numerical score allows for assessing progress over time

Considerations Administer CISS at approximately same time

each year Administer in similar way each year Graph outcomes cumulatively

Page 15: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Rory Middle School2005-2006 School Year

0

20

40

60

80

100

120

TOTAL Foundations Targeted Intensive

% Im

plem

ente

d

Page 16: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Monitor Progress Over Time

Rory Middle School

0

20

40

60

80

100

120

TOTAL Foundations Targeted Intensive

% Im

plem

ente

d

05-06

06-07

07-08

08-09

09-10

Page 17: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

ISSET and CISS: Next Steps

Disseminate CISS Use ISSET in research studies Conduct further evaluations of measures

Page 18: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

University of Oregon Educational & Community SupportsSchool Psychology Program

Cynthia M. Anderson

[email protected]

541.346.2617

Page 19: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon
Page 20: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon
Page 21: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon
Page 22: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Targeted Interventions

Matches needs of school Can be implemented within 5-days of

identified need Similar across students and efficient Staff trained in intervention Materials on hand Coordinator exists

Function-based Data collected to monitor outcomes Formal system for informing parents of

progress

Page 23: Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

Identify & train 2 more people in efficient FBA

CICO coordinator to attend team meetings

Shift team meetings to twice/month

Ask SWPBS team to identify students w/+2 ODRs

Add routines to RFA

Curriculum for annual orientation

Build and implement annual screen

Jill May, 08

Burt Nov,07

Burt Nov,07

Destiny Nov,07

Fall, 08

Fall, 09