Tier 2 Interventions CheckInCheckOut CICO Chris Borgmeier Ph
Tier 2 Interventions Check-In/Check-Out (CICO) Chris Borgmeier, Ph. D Portland State University cborgmei@pdx. edu
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior
Questions about Tier 2 Interventions Systems 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
Check-In/Check-Out Research Support � Pre schools Sandy Chafouleas, et al 2007 � Elementary Schools ◦ ◦ ◦ � Middle 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 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
Major Features of Targeted Interventions � Intervention is continuously available � Rapid access to intervention (72 hr) � Very low effort by teachers � Consistent with school-wide expectations � Implemented by all staff/faculty in a school � Flexible intervention based on assessment ◦ Functional Assessment � Adequate resources (admin, team) ◦ weekly meeting, plus 10 hours a week � Student chooses to participate � Continuous monitoring for decision-making
How is CICO different than other “Behavior Card” Interventions? � CICO is a “System” implemented within a School ◦ Behavior cards are typically an isolated student intervention implemented by a teacher � Implemented in all settings, throughout the school day � All teachers and staff are trained � Students are identified proactively & receive support quickly � Team uses data for decision making to determine progress & guide decision making
1) 2) 3) 4) 5) 6) 7) 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 Keys to Changing Behavior Critical Characteristics of Check-In/Check-Out (CICO)
Why does CICO Work? � Improved structure �Prompts 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 success” �First contact each morning is positive. �“Blow-out” days are pre-empted. �First contact each class period (or activity period) is positive. � Increase in contingent feedback �Feedback occurs more often. �Feedback is tied to student behavior. �Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work? � Program can be applied in all school locations �Classroom, playground, cafeteria (anywhere there is a supervisor) � Elevated reward for appropriate behavior �Adult and peer attention delivered each target period �Adult attention (and tangible) delivered at end of day � Linking behavior support and academic support �For academic-based, escape-maintained problem behavior incorporate academic support � Linking school and home support �Provide format for positive student/parent contact � Program system is organized to morph into a self-management �Increased options for making choices �Increased ability to self-monitor performance/progress
Organization and Structure � Coordinator �Chair CICO meetings, faculty contact, improvement � Specialist �Check-in, check-out, meeting, data entry, graphs �Together (Coordinator + Specialist) = 10 hours/wk � Meeting 45 min per week �Coordinator, Specialist, Sped faculty, Related Services � All staff commitment and training � Simple data collection and reporting system.
Identification and Referral � Multiple office referrals ◦ ID at-risk students at beginning of school year based on previous years data ◦ ID students based on cumulative ODR in school year � Referral ◦ by teacher �Teacher Request for Assistance ◦ by parent � Time to action: ◦ 30 min to 7 days (goal is < 72 hours)
Contract/Agreement � Agreement ◦ ◦ to succeed Student: Student chooses to participate Parent CICO coordinator Teachers � Contract may be written or verbal ◦ Better if written
Student Recommended for CICO is Implemented Teach/Role Play Skills Check In Check Out (CICO) CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback BASIC CYCLE Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program
Example Middle School Point Card
SWIS-CICO Report Daily Points Graph
Average Points x Period
Single Period Report 3 rd Period
SWIS-CICO Report What NOW? CICO Support Plan Change Description 09/10/2008 CICO 09/19/2008 Brief FBA & modified CICO for Escape Acad Tasks
Questions about Tier 2 Interventions Systems 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
CICO Limitations � 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
Next Steps � Is the CICO (Check and Connect) system appropriate for you? �Are there more than 10 students with chronic patterns of problem behavior? �Is a school-wide system in place �Is there faculty commitment to work with tougher kids? �Are in-school resources available to implement? �Are district resources available to support start-up?
Who should attend Mar 31 - Apr 1 � Should be there: ◦ Administrator ◦ CICO Coordinator (who is ID’d to play role in your school) ◦ Behavior Specialist (person with behavioral expertise) � Additional option ◦ Teacher or CICO Specialist (if different from
Next Steps � Identify CICO Team to Build CICO System & Materials ◦ ◦ ◦ Administrator CICO Coordinator Check In/Out staff member(s) Behavior Specialist (e. g. SPED/SPSY) Teacher � CICO 1 st Team will attend trainings Mar. 31 st & Apr. � SW-PBIS (& CICO sub-team) will present CICO system to staff to pilot spring implementation in March
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