Secondary interventions check in check out as an example
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Secondary Interventions: Check-in/ Check-out as an Example. Rob Horner, Anne Todd, Amy Kauffman-Campbell, Jessica Swain-Bradway University of Oregon www.pbis.org www.swis.org. Goals. Define the features and purpose of “secondary interventions”

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Secondary interventions check in check out as an example

Secondary Interventions: Check-in/ Check-out as an Example

Rob Horner, Anne Todd,

Amy Kauffman-Campbell, Jessica Swain-Bradway

University of Oregon

www.pbis.org

www.swis.org


Goals

Goals

  • Define the features and purpose of “secondary interventions”

  • Describe one approach to secondary intervention (Check-in/Check-out)

    • Present research examining this approach

  • Suggest future research directions


Secondary interventions check in check out as an example

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings



~80% of Students


Secondary interventions check in check out as an example

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT



~80% of Students


Major features of any secondary intervention within swpbs

Major Features of any SecondaryIntervention within SWPBS

  • Intervention is continuously available

  • Rapid access to intervention (72 hr)

  • Implemented across all settings/ times/ people in school

  • Very low effort by teachers

  • Consistent with school-wide expectations

  • Can be adapted based on assessment information

    • Functional Assessment

  • Adequate resources and administrative systems

    • weekly meeting, plus 10 hours a week (FTE)

  • Continuous monitoring for decision-making


Behavior education plan check in check out

Behavior Education PlanCheck-in/ Check-out

  • Variations on a long-standing strategy of using daily behavior report card

    • Many variations


Bep check in check out cycles

BEP Plan

Weekly BEP Meeting

9 Week Graph Sent

Morning Check-In

Program Update

Daily Teacher Evaluation

Home Check-In

EXIT

Afternoon Check-out

BEP/Check-in/ Check-out Cycles


Daily progress report

Daily Progress Report


Secondary interventions check in check out as an example

HAWK Report

Date ________ Student _______________Teacher___________________


Data collection for decision making

Data Collection for Decision-Making

  • Monitor points earned each day

  • Office Discipline Referrals

  • Grades

  • Regular use of data by team

  • Outcome Data


Daily data used for decision making

Daily Data Used for Decision Making


Daily data used for decision making1

Daily Data Used for Decision Making


Secondary interventions check in check out as an example

Data Entry

What it will look like in CICO-SWIS

Student Progress Data


Secondary interventions check in check out as an example

4 expectations are defined in Preferences

3 expectations are defined


Secondary interventions check in check out as an example

www.swis.org


Core features

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

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

  • At least 5 peer reviewed studies

  • At least 3 different researchers/settings

  • At least 20 different participants


Evaluation of a targeted intervention within a school wide system of behavior support

Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support

Leanne S. Hawken and Rob Horner

University of Oregon

Journal of Behavioral Education,


Secondary interventions check in check out as an example

The Effects of a Targeted Intervention to Reduce Problem Behavior: Elementary Implementation of Check-in/ Check-out.

Anne Todd, Amy Kauffman, Gwen Meyer & Rob Horner

Journal of Positive Behavior Interventions


Research question

Research Question

  • Is there a functional relationship between implementation of Check in/ Check out and (a) reduction in problem behavior and (b) increase in academic engagement?


Participants

Participants

  • Four elementary age students with moderate levels of problem behavior.

  • Trevor

  • Chad

  • Kendall

  • Eric


Secondary interventions check in check out as an example

BL Check-in/ Check-out

Percentage of Intervals with Problem Behavior


The importance of functional behavioral assessment in targeted interventions

The Importance of Functional Behavioral Assessment in Targeted Interventions

Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders,


Functional assessment

Functional Assessment

  • Functional assessment interview (FACTS)

  • Defines:

    • Problem behaviors

    • Routines where problems most likely

    • Events that set off problem behaviors

    • Events that maintain problem behaviors

      • Attention (peer/adult)

      • Escape

      • Access to Activities/Items


Secondary interventions check in check out as an example

CICO


Cico in high school

CICO in High School

  • Jessica Swain-Bradway

    • Problem behavior most likely maintained by escape from academic tasks

    • Adult attention is a less effective reinforcer

    • Add academic support to CICO

    • Tailor adult access to those adults selected by student.


Summary

Summary

  • Secondary interventions are an important element in school-wide PBS

  • CICO is one approach that has documented success

  • __________________________

  • Future research directions

    • Effects of CICO when done within full SWPBS

    • Fading CICO support to self-management

    • Maintenance of effects

    • Sustainability of intervention


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