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The Behavior Education Program: A Check-In, Check-Out Intervention. Presented by: Susan Mack & Steven Vitto Kent ISD May, 2011. Agenda. The BEP Video Explore the behavior principles supporting Check-in, Check-out Examine the elements and procedures for implementing Check-in, Check-out

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the behavior education program a check in check out intervention

The Behavior Education Program: A Check-In, Check-Out Intervention

Presented by:

Susan Mack & Steven Vitto

Kent ISD

May, 2011

agenda
Agenda
  • The BEP Video
  • Explore the behavior principles supporting Check-in, Check-out
  • Examine the elements and procedures for implementing Check-in, Check-out
  • Review CICO Tools
the bep video
The BEP Video
  • Overview of the Process
continuum of behavior support
Continuum of Behavior Support
  • Indicated Prevention
    • Individualized intervention for specific student needs
    • Goal: Reduce intensity or severity of current cases
    • Example: Functional Behavioral Assessment (FBA)

*5% of Students

*15% of Students

  • Targeted Prevention
    • Target group interventions
    • Goal: Reduce current cases of problem behavior
    • Example: Behavior Education Plan (BEP)

*80% of Students

  • Universal Prevention
    • School-wide programs for everyone
    • Goal: Reduce new cases of problem behavior
    • Example: PBS

Adapted from www.pbis.org

slide5

Behavior Education Program

Behavior Principles

  • At-risk students benefit from:
    • Clearly defined expectations
    • Frequent feedback
    • Positive reinforcement
  • At-risk students should have someone they can count on for continued support.
goal of bep cico
Goal of BEP/CICO

To prevent students who are acting out from escalation and provide them with more frequent feedback on their behavior to prevent future problem behavior

critical features of bep cico
Critical Features of BEP/CICO

Intervention is continuously available

Rapid access to intervention (72 hr)

Very low effort by teachers

Positive System of Support

Students agree to participate

Implemented by all staff/faculty in a school

Flexible intervention based on assessment

Functional Assessment

Adequate resources allocated (admin, team)

Continuous monitoring for decision-making

successful implementation requires
Successful Implementation Requires:

Foundation of universal behavior support

-SET score

-PBIS implemented well for some time

-TIC Score

-SAS Score

Administrative support

Feedback to staff and from staff

things to consider first
Things to Consider First…

Establishment of a Universal System (School-Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity

Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Than Participate in Targeted Interventions

is it really resistance for intervention
Is It Really Resistance For Intervention?

Before Implementing a Secondary Intervention, You Must Ask:

Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

tracking the positive
Tracking the Positive

Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 5:1 ratio

Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups)

Analysis of number of positive behavior tickets by teacher

components often overlooked
Components often overlooked:

Positive Parent Contact

Random Reinforcement Strategies

Positive Public Posting

Continuous Behavioral Feedback for Students

Data on Positive Reinforcement

Other Enhancements…

for whom is the bep cico appropriate
For Whom is the BEP/CICO Appropriate?

Appropriate

Low level problem behavior (not severe)

3-7 referrals

Adult Attention

Behavior occurs across multiple locations

Examples

talking out

minor disruptions

work completion

for whom is the bep cico not appropriate
For Whom is the BEP/CICO NOT Appropriate?

Inappropriate

Serious or violent behaviors/infractions

Extreme chronic behaviors (8 to 10 referrals)

Require more individual support

Functional Assessment

Wrap around services

One on one assistant

Behavioral specialist involved

successful implementation requires1
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

bep check in check out cycle

BEP Plan

Weekly BEP Meeting

9 Week Graph Sent

Morning Check-In

Program Update

Home Check-In

EXIT

Afternoon Check-out

BEP/Check-in Check-out Cycle

Class Check out

TeacherChecks

Class Check in

bep referral process
BEP Referral Process

Weds Weds Mon

BEP ?

Teacher

VP

PPW

Grade

Team

SST

Other intervention

Collect baseline data

SST Referral form

If baseline warrants

  • Goals
  • Seamless process
  • Data driven
  • Ongoing feedback to teachers
  • Research based interventions
slide20

Morning

Check-in

Parent

Feedback

Regular Teacher

Feedback

Bi-weekly Meeting

to Assess Student

Progress

Afternoon

Check-out

Revise

Program

Student Recommended for BEP/CICO

Behavior Education Program (BEP)

Check In Check Out (CICO)

BEP/CICO is Implemented

BEP/CICO Coordinator

Summarizes Data

For Decision Making

Exit

Program

building the basic cycles
Building the Basic Cycles
  • Morning Check-in Routine
      • Teaching students when, when, how
      • Teaching check-in coordinator
          • Assess
          • Reward
          • Set-up or Redirect
  • Teacher Check-in/Check-out Routine
      • Teach students when, when, how
      • Teaching staff/faculty
          • Reward
          • Set-up for success, positive momentum
          • Evaluation
building the basic cycles1
Building the Basic Cycles
  • Afternoon Check-out Routine
      • Teach students when, where, how
      • Teach CICO coordinator data collection, acknowledge success, encourage improvement.
      • Consider self-recording system for older students
  • Family Review Routine
      • Teach students when, where, how
      • Teach family only to acknowledge success, sign
building the basic cycles2
Building the Basic Cycles
  • Trading Menu/ Process
    • Reward for collecting and turning in daily progress report information
    • Reward for meeting daily goal
    • Exchange system for points earned?
slide24

Things to say at check in…

·        Wow! You brought back your

agenda book!

·        You’re here on time again -Great!

·        Looks like you’re all set to go

·        It’s great to see you this morning

·        Looks like you’re ready for a

good day

·        You’re off to a good start

·        You look so nice this morning

·        You look happy to be here this

morning

·        I like the way you said “good

morning”

·        Thanks for coming to check in

·        Sounds like you had a good

weekend

We missed you yesterday (if

student was absent), nice to see

you today

slide25

Things to say at check out….

·        You had a great (awesome, terrific, etc)

day!

·        You’re right on target

·        Your mom/dad is going to be so proud of

you

·        You’re really working hard!

·        You are such a good student

·        You made your goal- wow!

·        Looks like today didn’t go so well- I know

you can do it tomorrow

·        I know it was a tough day- thanks for

coming to check out

·        We all have bad days once and awhile- I

know you can do it tomorrow

·        You look a little frustrated- what

happened?*

If a student looks upset take a few minutes

to “just listen”

Looks like you were having some trouble

today. I know you can turn it around

tomorrow.

building the advanced cycles
Building the advanced cycles
  • Planning for success
      • How does student move off CICO?
      • Adding self-management options to CICO
  • Moving from CICO to individualized behavior support.
      • Functional behavioral assessment
      • Comprehensive behavior support
  • Substitute Teacher use of CICO
      • How will substitutes learn about CICO routine?
  • Extending CICO to playground, cafeteria, bus area
slide28

CICO Record

Name: ____________________________ Date: ______________

3 = great 2 = OK 1 = hard time

Comments:

slide29

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:

plan for the future we want self managers
Plan for the future: We want self-managers
  • Embed self-management strategies as driven by the data
    • Use natural signals for monitoring as much as possible
    • Self-monitor
    • Self-record, check for accuracy
    • Fewer check points during the day
      • Maintain AM and PM times for awhile
    • Manage own CICO account
  • More on self management in the future…..
check in check out self assessment
Check-in/ Check-out Self-Assessment
  • Individually score the elements of the CICO Self-Assessment
      • In place; In progress; Not in place
  • As a team review your ratings, and agree on a single summary for the school
  • For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?
  • Define a schedule for meeting to review progress and implement your CICO plan.
assessing of cico is right for your school
Assessing of CICO is right for your school
  • What do Targeted Interventions do?
      • Increase access to adult attention
      • Increase access to peer attention
      • Increase access to activity choice
      • Acceptable options for avoiding aversive activities
      • Acceptable options for avoiding aversive social
      • Increased structure (prompts for approp behavior)
      • Structured times for feedback (5 per day)
      • Enhanced home-school communication
      • Development of self-management skills

CICO Self-Assess

why does bep cico work
Why does BEP/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
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

monitoring bep cico
Monitoring BEP/CICO

Identified CICO Team

Identifies students who may benefit

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-weekly

monitoring outcomes
Monitoring Outcomes

Percent of possible points earned

Teacher-completed summaries

Direct observations

data management
Data Management

Summarize points across days

Manually

Electronically

Graph data for easy presentation

Data shared with staff at least quarterly on how students are doing

9-week graph sent to parents, if appropriate

modifying bep cico
Modifying BEP/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

potential pitfalls
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?

things went well what now
Things Went Well… What Now?

Data-based decision-making

Ways to remove

Move to self-monitoring

Remove components

removing components of bep cico
Removing Components of BEP/CICO

Gradually decrease checks during the day (keep check in and out)

Remove check out

Remove parent feedback

Remove check in

Monitor behavior throughout

self monitoring after bep cico
Self Monitoring After BEP/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

example shaniqua
Example: Shaniqua

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 Shaniqua

Coordinator teaches her to self monitor using examples and non-examples

When program begins,her teacher goes over examples and non-examples

First week: Student 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 Shaniqua’s monitoring of behavior

Coordinator

Feedback based on accuracy (with teacher records)

When Shaniqua monitors independently, feedback based on behavior

slide46

You know, Mr. Stup, what I liked about BEP… Every day I got to talk to my administrator about how I was doing. The teachers weren’t raggin’ on me all the time. They had something to say to me that wasn’t always negative. My parents were proud when I brought home a good report or graph. It helped me get through 8th grade”

Emanuel S. – repeating 8th grade - 15 years old – in danger of repeating again by early November 2007

lessons learned
Lessons Learned

Action Plan Well- take your time

Start Small

Meet often at beginning of implementation phase

Select staff who are positive and students trust

Provide support to BEP coordinators

Appoint and train a back up coordinator

Carefully select students

Keeping students too long or not long enough

Staggering

is my school ready to implement a bep system
Is My School Ready to Implement a BEP System?

School-wide system of behavior support in place

Staff buy-in for implementation of the BEP

Administrative support

Time & money allocated

No major changes in school climate

e.g. teacher strikes, administrative turnover, major changes in funding

BEP implementation a top priority

how do you build student and staff buy in for the bep
How Do You Build Student and Staff “buy-in” for the BEP?

Give BEP program a high profile in your school

Promote BEP as positive support not punishment

Collaboratively involve referring teachers in BEP process

Provide regular feedback to staff, students, and families

training teachers on bep system
Training Teachers on BEP System

In-service on the “spirit” of program

supportive, not punitive

immediate feedback on behavior (type of statements, what the ratings mean, examples of feedback)

follow-up forum to express concerns

individual coaching

boosters needed at least yearly

training students on bep system
Training Students on BEP System

Meet with parents and students

Modeling and Practice

Accepting Feedback

Decision-Making

Goal

personnel bep coordinator
Personnel: BEP Coordinator

Take care of BEP requests for assistance

Lead morning check-in/ afternoon check-out

Enter BEP data on spreadsheet – daily

Organize and maintain records

Create graphs for BEP meetings

Gather supplemental information for BEP meetings

Prioritize BEP students for team meetings

characteristics of an effective bep coordinator
Characteristics of an effective BEP coordinator

Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide)

Positive and enthusiastic

Someone the students enjoy and trust

Organized and dependable

Works at school every day

personnel bep team
Personnel: BEP Team

Attend weekly or bi-weekly meetings

Contribute to decision making for BEP students

Help conduct “Orientation to BEP” meetings

Gather supplemental information

Contribute to student/staff development workshops

Contribute to feedback sessions

Complete any assigned tasks from BEP meeting

data data data
DATA DATA DATA

BEP\BEP Sample.xls

COMING UP SWIS FOR CICO (CHECK-IN/CHECK-OUT)

FEE OF $50 AFTER AUGUST

evaluating bep progress sample agenda form
Evaluating BEP Progress: Sample Agenda Form

BEP Team Meeting Agenda

Date:____________ Note taker:___________

Team Members Present:___________________________

List of Priority Students:

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify Students to Receive Additional Reinforcer by Principal

4) Other BEP Issues or Students

evaluating individual student outcomes
Evaluating Individual Student Outcomes
  • CICO-SWIS includes reports that:
  • Graph daily progress of students (the percentage of points earned)
  • Display the average percentage of point by period
example rules cico
Example Rules: CICO

Responding

  • Earned an average of 80% of points during the past month
  • Met his/her goal 80% of the time during the past month
  • Received no major discipline referrals

Fading

  • Met his/her goal for 30 consecutive days
resources time and money
Resources: Time and Money

8-10 hours per week for BEP coordinator

BEP forms on NCR paper

School supplies for BEP participants

Reinforcements for BEP participants

overview of bep forms
Overview of BEP Forms
  • BEP Program Explanation
  • BEP Program Referral Form
  • BEP Program Sample Daily Progress Cards
  • BEP Meeting Process From
research articles
Research Articles

Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education

March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders,10,158-70.

slide69

Responding to Problem Behavior in Schools:The Behavior Education Program

A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

www.guilford.com

contents bep cico
Contents (BEP=CICO)
  • BEP Program Readiness Checklist
  • BEP/CICO Explanation
  • BEP/CICO Referral Form
  • BEP/CICO Parent Permission Form
  • BEP/CICO Daily Progress Form
  • BEP/CICO Fidelity of Information Measure
  • BEP/CICO Monitoring Form
  • BEP/CICO School Sample Program
  • BEP/CICO Systems Monitoring Tool
slide73

Check-in/Check-out

Implementation Readiness Questionnaire

Prior to implementation, it is recommended that the following features be in place. Please check the answer that best describes your school at this time.

slide74

Check in Check out Referral Process

Check in Check out is a targeted group intervention that is designed to support students who are at-risk for developing significant behavior problems. To refer a student to the CICO program, please complete the following steps.

1. Complete a Check in Check out referral form (available in the office)

2. Return the form to __________’s mailbox

3. When the form is received, ___________ will contact you to set up a

brief interview (10-15 minutes)

4. During the interview, we will determine whether CICO is appropriate for

the student, and gather information to begin the program.

5. If it is determined the CICO is NOT appropriate for the student, we will

work with you to determine an alternative.

6. If it is determined that CICO is appropriate for the student, a letter will

be sent home to the caregiver.

7. Upon receiving parental permission, we will contact you to begin the

program.

Please be aware that it typically takes 5 days to start the program after the completion of the interview.

slide75

Parent/Guardian Permission Letter

Date _______

Student _____________________________________ Grade _________

Teacher _____________________________________

Parent / Guardian _____________________________

I would like to include your child in our Behavior Education Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child.

_____ I do give consent for my student to participate.

_____ I do not give consent for my student to participate.

___________________________________ Date _________________________

( Parent / Guardian )

For further information, please call: ______________ at 555-7525,

Selena Williams

slide77

Check-In/Check-Out Contract

I, , agree to work on these things this year.

1.

2.

3.

I will work with __________________ to keep track of my progress. I understand that I will have a chance to earn a reward each week when I meet my goals.

A list of reward I would like include:

1. ______________________

2._______________________

3._______________________

Signature of Student

I will try hard to do my best to meet these goals every day.

I will do my best to help _________________meet his/her goals every day.

_________________________ _____________________

Signature of Coordinator Signature of Parent

slide78

The Check-In/Check-Out (CICO) Program

Worksheet for Identifying Students for Participations

The Check-In/Check-Out (CICO) Program

Worksheet for Identifying Students for Participations

* “Yes” checked in each of the columns suggests a good match for student and the CICO

slide79

MONITORING DATA FORM

CICO Student Data

slide81

Behavior Report Card

Adapted from Crone, Horner & Hawken (in press)

Name:Date:

Intervention Program: ____________________

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Rating Scale: = Good day: 3 points = Mixed day: 2 points

=Will try harder tomorrow: 1 point

GOALS:

Teacher comments:

slide82

Questions may be directed to:

Steve Hamilton

Sue Mack

Steve

svitto@muskegonisd.org