Check-in/Check-out Susan Barrett sbarrett@pbismaryland.org - - PowerPoint PPT Presentation

Check-in/Check-out

Susan Barrett sbarrett@pbismaryland.org

Organizer

 Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success—what next

Core features

 Behavioral Priming/ Behavioral

Momentum

Start school off positively Start each class off positively

 Student recruitment of contingent adult

attention

Approach adults (teachers/ family)

 Predictability  Self-management  Data-based decision-making  Excruciating Efficiency

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

Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5%

School-Wide Positive Behavior Support

Meeting the Needs of All Students

 Problem

 Foundation in place: 10-20% of students will not be

successful

 Solution?

 Individualized interventions for all?

Alternative: Targeted Interventions

• Efficient and effective
• For “yellow zone” students

Targeted Interventions

 Matches needs of school  Similar across students  Staff trained in intervention  Implemented within 5-days of identified need  Data collected to monitor outcomes  Function-based

Successful Implementation Requires:

 Foundation of universal behavior support

Successful Implementation Requires:

 Foundation of universal behavior support  Understanding of behavioral function  Faculty agreement to:

 Support all students  Use recommended secondary interventions

 Data-based decision-making  Resources to start program

Organizer

 Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success—what next

Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly SST Meeting to Assess Student Progress Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program

Check In Check Out (CICO)

CICO Record

Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time Safe Responsible Respectful Check In 3 2 1 3 2 1 3 2 1 Before Recess 3 2 1 3 2 1 3 2 1 Before Lunch 3 2 1 3 2 1 3 2 1 After Recess 3 2 1 3 2 1 3 2 1 Check Out 3 2 1 3 2 1 3 2 1 Today’s goal Today’s total points Comments:

CICO Home Report Name: _____________________________ Date: _____________

______ I met my goal today

______ I had a hard day One thing I did really well today was: _______________________ Something I will work on tomorrow is: ______________________ Comments: Parent/Guardian Signature: ____________________________ Comments:

Points Required

Wants attention Wants item/activity Wants to escape attention Wants to avoid something 100 pts

Take note to

• ffice/teacher

Ask a peer to

play/read/draw

Be a leader Principles

recess

Trip to treasure

chest

Choose a snack Choose a 5 min.

activity

School wide

sticker

Principles

recess

Computer time

by self

Short break Alternative

activity

250 pts

Computer with a

friend

Extra sharing

time

More time for

selected activity

Free ticket to

sporting event

Time alone Independent

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

Why does CICO Work?

 For students

 Program can be applied in all school locations  Acknowledgement for appropriate behavior  Linked school and home support  Program is organized to morph into self-monitoring

 For Schools

 Program requires minimal resources  Requires minimal time and effort from teachers  Can be easily modified to meet needs of multiple students  Incorporates data-based decision-making

Roles & Responsibilities



School team

 Identify students who may benefit  Monitor implementation  Evaluate effects and modify/fade as needed 

Coordinator

 Facilitate morning and afternoon checks (in & out)  Get signed form from students, give new form  Maintain positive, constructive environment  Acknowledge successes 

Teachers

 Obtain form from student each day  Monitor student behavior and mark card accurately  Provide feedback to student in positive and constructive manner 

Students

 Check in and out each day  Give form to teacher  Meet expectations  Take form home and have parents sign, bring to school the next day

Organizer

 Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success—what next

Monitoring CICO

 Identified CICO Team

 Identifies students who may benefits  Coordinates implementation  Reviews student progress  Makes modifications as needed

 Data for decision making

 Team must have access to data  Team reviews data at least bi-monthly

Monitoring Outcomes

 Percent of possible points earned  Teacher-completed summaries  Direct observations

Monitoring Outcomes

 Percent of possible points earned  Teacher-completed summaries  Direct observations

Data Management

 Summarize points across days

 Manually  Electronically

 Graph data for easy presentation

Organizer

 Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success—what next

CICO element Variations/ options Considerations

• 1. Coordinator(s)

Educational/instructional assistant School counselor High school mentor Consistency Efficiency One person or two Freeing up time for person to do the job well

• 2. Check in/out routine

Come to school early Leave class early Same location/different locations What about tardy students? Missing instruction time How does it work for busers, walkers, car riders?

• 3. Point system and daily

report card Numbers/words/smiley faces 0, 1, 2 1, 2, 3 great, OK, bad (difficult time) Age appropriate I get a point for being honest/ trying (1, 2 , 3)

• 4. Report home

Meet with parents individually as part of the CICO training Provide ideas for comments to write back, things to say to student, how to deal with a bad day Staff mentor signs off if family can’t Parents might correct student again Student may forge parent signature

• 5. Identifying students

to participate Final recommendation by TAT Review of ODRs, teacher concern, family request, student request, administrator request Avoid making this a ‘punishment’

• 6. Staff training

A few at a time (start small to build routine & success) All at once Efficiency in teaching time Won’t remember unless using CICO What happens when a student gets an office discipline referral?

• 7. Student training

As a group Individually Daily prompts for routine the first five days What to do if staff/teacher isn’t available Teach students to remind staff/teachers to use program Loss of card during the day

• 8. Substitute staff

Train a back up check in and check

• ut person

Rotate roles so many people can contribute as needed Administrator Front office staff for tardy students CICO cheat sheet for substitute teacher folder Lack of opportunity to maintain fluency, positive practice, consistency Prevent punitive approach

• 9. Point trading system

Spending schedule Need a variation of items/activities to fit many situations Discounted school activities work really well Prizes/activities for whole class are great for kids who like peer attention Too often Not often enough Student absent on spending day Financial costs for rewards Time costs for staff who are ‘earned’

• 10. Team meeting to

review student progress Weekly data review, call a meeting as needed Email 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 CICO element Variations/ options Considerations

Modifying CICO

 Peer attention: Provide peer attention for meeting

expectations

 Check out with friend  Sit with friend(s) at lunch  Brief free time with friend at end or class

 Task avoidance:

 breaks, shorten work requirement  Access to assistance  Preferred work modality (e.g., groups)

 Schedule of reinforcement

 More frequent check-ins  Highly preferred coordinator  Pair attention with other rewards

Modifying CICO

 Young children

 Symbols  More frequent checks during day  Earn rewards more often

Potential Pitfalls

 Fidelity

 Assess teacher commitment/enthusiasm  Re-teach  Teacher self monitoring

 Student won’t carry card

 Student checks in and out  Coordinator provides card to teacher and picks up

 Student continues to receive feedback from teacher

 Self monitoring  Computerized system

 Student isn’t checking in or out

 Determine reason  Identify preferred person to check in/out with  Is this component needed?

Organizer

 Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success—what next

Things Went Well… What Now?

 Data-based decision-making  Ways to remove

 Move to self-monitoring  Remove components

Self-Monitoring Interventions

 Student monitors own behavior  Student “checks in” with teacher periodically to

review ratings and receive feedback

Self Monitoring After CICO

 Expected behaviors stay the same  Reinforcers stay the same  Student checks in same amount of times  Student monitors behavior using CICO card  Plan for teaching accuracy in monitoring

Teaching Accuracy

1.

Student and teacher record separately

2.

Compare records; reinforce accuracy

3.

Over time, compare less often

4.

Reinforce appropriate behavior only

5.

Periodically reinforce accuracy

Example: Lucy

 Lucy has been on CICO for 3.5 months; she has earned 90% of

points each week for the last 10 weeks

 Coordinator provides rationale for self monitoring to Lucy

 Coordinator teaches Lucy to self monitor using examples and non-

examples

 When program begins, Lucy’s teacher goes over examples and non-

examples

 First week: Lucy and teacher monitor and compare records

 Teacher provides acknowledgement and feedback based on accuracy  Ratings agree 95% of time

 Second week

 Teacher monitors appx. 60% of time; feedback based on accuracy  Feedback at other times based on Lucy’s monitoring of behavior

 Coordinator

 Feedback based on accuracy (with teacher records)  When Lucy monitors independently, feedback based on behavior

Things Went Well… What Now?

 Data-based decision-making  Ways to remove

 Move to self-monitoring  Remove components

Removing Components of CICO

 Gradually decrease checks during the day (keep

check in and out)

 Remove check out  Remove parent feedback  Remove check in  Monitor behavior throughout