TIER 2: Check-In/Check-Out Advanced Applications

1. TIER 2: Check-In/Check-OutAdvanced Applications Modifications for Borderline Responders

2. Tier 2 Assessment & Intervention Intensive Targeted Individualized Behavior Support Plan Refer to Tier 3 team: Practical FBA Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

3. RESPONSE TO INTERVENTION (RTI) Focus: Tier 2 Tier I Tier II Tier III UniversalSWPBIS Team Progress Monitoring Team FBA Team Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Plans SW & Class-wide supports Conducts FBA, develops BIP NOT a standing team Trust the System -- Tier 2 Process Maximizing # of minutes/ student Sept. 1, 2009

4. CICOfrom Simple to Advanced • Start with Basic CICO • Should work for the majority of at-risk students • Complete CICO Fidelity Assessment • Once implementing CICO with fidelity & using data for decision making • Data for student identification • Data for student progress monitoring to ID responders/borderline/non-responders • Start adding variations of CICO

5. Questions about Tier 2 InterventionsSystems Considerations • What constitutes a Tier 2 Intervention? • EFFICIENCY & MAXIMIZING RESOURCES • An intervention that: • Serves multiple students at one time (15-25 student at once) • 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 role 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 Tier 2/ targeted intervention

6. 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

7. Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support

8. CICO: Implementation Checks • SYSTEM • Person assigned with FTE to coordinate & manage daily implementation of CICO • Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring • Materials & incentives readily available • Staff-wide buy-in, commitment & training in roles, responsibilities related to CICO • Regular updates to staff on student data & implementation

9. CICO: Implementation Checks • PRACTICES • Reliable daily am check-in & pm check-out • Students earn rewards for success (daily at first) • Not punitive

10. CICO: Implementation Checks • DATA • Daily collection of point card data • Regular review of graphic student data for decision making (at least every 2 weeks) • Regular student referral for early identification of at-risk students

11. Data Collection • Focus on Efficiency • Generic point card • Expectations linked to School-wide rules • Limited individualization • We do not want to spend time tailoring the point card at this level of intervention

12. Generic Point CardNo time spent individualizing

13. From the Benchmarks for Advanced Tiers

14. From the Benchmarks for Advanced Tiers

15. Team Task: 1. Take a few minutes to complete the BEP-FIM as a Self Assessment. 2 = In Place 1 = Partially In Place 0 = Not in Place 2. Identify actions necessary to address areas to improve CICO implementation

16. CICO: Advanced Applications Small Modifications or “Tweaks”

17. Additional Tier 2 Interventions • Remember focus on Efficiency in Progress Monitoring Meeting • Minutes per Student • Tweak or Small CICO Modification • Alternate Tier 2 Intervention (Function-based) • Escalate to Tier 3 Student Centered team • Trust the Process • Most difficult thing = not talking about a student before it’s time

18. Tier 2 Assessment & Intervention Intensive Targeted Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

19. Small Changes“Tweaks” • In Progress Monitoring meetings – always weighing Minutes/Kid • Tweaks to the plan for Borderline Responders should only take a couple of “minutes” • Look at initial CICO data • Not an extensive discussion • Should have a menu of quick changes/ “tweaks”: • Change CICO mentor • Change incentives • Change/individualize goals • More frequent check-ins -- “adding hair”

20. Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

21. Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?

22. Ready to Make Quick Changes • Readiness – what needs to be ready to make these ‘quick’ changes? • Change/individualize goals • Need alternate point card readily available to individualize • Change CICO mentor • Add Mid-Day Check-in & incentive • Change incentives • Individualize incentives for the student • More frequent check-ins • With teacher? With CICO Specialist? • Need an adjusted point card?

23. Individualized Point CardFill in more specific behaviors

24. Individualized Point Card Robbie Oct. 14th 20--

25. More Frequent Check-Ins “CICO Hair Club for Kids” • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals

26. Team Work Time • What ‘tweaks’ do you want to develop to be ready for borderline responders? • Adapt existing materialsand/or Develop new materialsrequired to make ‘tweaks’ readily available and accessible? • Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible

27. Non-RespondersModified (Function-Based) CICO

28. Tier 2 Assessment & Intervention Intensive Targeted Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

29. Non-Responder

30. Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support

31. Getting the right support to the student before we start “going in circles.”

32. Behavioral Explanations for “Why” • Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… • Gaining attention • Gaining access to activities or tangible items • Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)

33. Using Function of Behavior to Inform CICO Modifications • Individual Student Planning • Can use “Function of Behavior” to match students to appropriate version of CICO • Function-Based Assessment might include: • Data from ODRs “Possible Motivation” • Or Preliminary/Brief FBA

35. Minor – “Uh-Oh”

36. Preliminary FBA • Use existing data for preliminary FBA • ODR data • Identify function/motivation • Identify antecedents – time/location/persons involved, etc. • CICO data • Identify antecedents – time/location

37. Non-Responder Preliminary FBA Does this tell us anything about when/where/ who is involved (antecedents)?

38. Preliminary FBA • Discipline Referral Summaries • Suspensions, detentions, office referrals • Look for patterns • Triggers/Antecedents  Day of the week, Time of Day, Location, Students Involved • Behavior • Consequences/Function  Possible Motivation, Disciplinary Action, Administrative Decision

39. Student Referral Report - SWIS Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)?

40. Advanced Applications of CICO Function-Based Modifications of CICO

41. Breaks Are BetterFunction = Escape Task (elem) Justin Boyd University of Oregon

42. Logic Guiding Breaks are Better • Children may benefit from taking small, appropriate breaks • If breaks are available, students may: • Engage in less escape-maintained problem behavior • Request breaks less often than escape-maintained problem behavior occurred • Increased reinforcement for: • Asking for assistance • Taking a break appropriately

43. CICO Modification ElementaryEscape Academic Task • Explicitly teach an alternative/replacement behavior (i.e., break requests) • Promote self-management by teaching students to “keep track” of their breaks • Establish & Teach teachers (and students) how this will look in the classroom • Make it feasible and sustainable for classroom teachers to implement

44. Breaks are Better Modifications • Prior to intervention: • Child & teacher identify appropriate “break” activities • Student is taught: • How to request a break • How to take a break • How to return to work • Points earned for: • Meeting academic-specific expectations • Asking for break appropriately or not needing a break • Weekly point total tied to reinforcers

45. Sample Break Options & Rewards Break Options • Move to separate desk for quiet activity • Quiet activity at desk • Drawing • Doodle on notebook • Stretch in backroom • Run errand for teacher Weekly Rewards • Computer time • Extra Recess • Coupon for bonus points on assignments • Coupons for buddy work • Coupon to make assignment shorter or easier • Library pass

46. Breaks are Better Card

48. Taking a Break in the Classroom

49. BrB: What does it look like in the School • School-level awareness • Yearly in-service on intervention • BrB manual • Coordinator roles • Decisions about standard BrB • Points for taking breaks appropriately • Points for using minimal breaks • How are goals set, points traded, for what?

50. BrB: What does it look like in the School • Coordinator roles • Introduce student to the intervention • Rationale • Card – how to get it, how to give it to teacher, receiving feedback • Practice taking breaks appropriately, what to do if teacher says no to a break • Parent meeting • Support to teachers • Materials are readily available • BrB cards • Progress monitoring system • Rewards • Progress monitoring occurs weekly or bi-weekly