1 / 25

What to Do When Check-in, Check-out Doesn’t Work: Next Steps

What to Do When Check-in, Check-out Doesn’t Work: Next Steps. Melissa Hansen Counselor, McNair ES Kathy McQuillan FCPS Positive Behavior Support Educational Specialist. Comprehensive Supports. Function-based Support. Group Interventions w/function-based modifications.

fonda
Download Presentation

What to Do When Check-in, Check-out Doesn’t Work: Next Steps

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. What to Do When Check-in, Check-out Doesn’t Work: Next Steps Melissa Hansen Counselor, McNair ES Kathy McQuillan FCPS Positive Behavior Support Educational Specialist

  2. Comprehensive Supports Function-based Support Group Interventions w/function-based modifications • Group Interventions • Check-in, Check-out • Mentors • Skills groups Tier 1 of SWPBS • Student Rights & Responsibilities • Character Education • Bully Prevention Program • Violence Prevention Program 2 2

  3. Objectives • To review the basic components of CICO • To assess and troubleshoot key elements • To apply data analysis procedures to identify next steps- • Group Intervention w/function-based modifications

  4. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Teacher Feedback Weekly CICO Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

  5. CICO: A Review of Critical Features • Adequate resources allocated so intervention is available continuously • Dedicated staff + systematic data review • Student selection based on data/referral process • Targets “at risk” population • Student agrees to participate • Implementation occurs consistently with fidelity • Participation by all staff/faculty in the school daily • Corrective feedback and reinforcement offered appropriately at set intervals • Program transitions from teacher-evaluation to self-evaluation

  6. Let’s Reflect: CICO Self-Assessment THINK: Are the majority of critical factors in place?

  7. Trouble Shooting: Common Concerns • Student Not Checking In • Student Not Checking Out • Student Complaining/Pouting • Student Loses Daily Progress Report • Student Changes Ratings MacLeod & Hawken retrieved 11/3/09 from www.pbis.org

  8. How Do We Solve the Problem?

  9. Matching CI/CO to Student Needs • Basic CI/CO: • Expectations related to respect, responsibility and safety • Reinforced through daily positive adult contact • Function: To get/obtainATTENTION

  10. Next Steps • Review key elements of CI/COprogram • Make any necessary adjustments • Continued lack of progress • Between 3- to 5-weeks • Refer student to the problem solving team (e.g., CST, SST, RTI)

  11. Implement CI/CO Is CI/CO Working? Continue and transition to self- management Yes No • If the behavior is not severe, complex, and/or intensive conduct a Brief Functional Assessment • What is the problem behavior? • Where does the problem behavior occur/not occur? • Why does the problem behavior keep happening?

  12. Time for a Closer Look

  13. Building on Efficiency: “Brief Functional Assessment” • Engage in the problem-solving process to identify the function of the behavior • To get/obtain something desirable • attention, activity, object, privilege, sensory stimulation . . . • To escape/avoid something that is undesirable • task, activity, demand, attention, event, situation . . . • Methods: Review, Interview, and/or Observe • Results: • CI/CO individualized for that student with or without additional strategies

  14. Review Data to Identify the Function Is the behavior maintained by getting/obtaining . . . ? Is the behavior maintained by escape/avoidance of . . . ? Is the behavior related to lack of academic skills? Let’s look at the CI/CO point card data and other available data sources (e.g., ODRs, minors, academic functioning, interview).

  15. Matching CI/CO to a Student’s Motivation • Motivation: To Get/Obtain Adult Attention • Expectations remain the same • Increase rate of attention • More frequent monitoring intervals • Add a self-monitoring and self-reinforcement component • Use attention as the reinforcer • Extra time with a preferred adult if daily goal is met

  16. Matching CI/CO to a Student’s Motivation • Motivation: To Get/Obtain Peer Attention • Expectations remain the same • Increase rate of peer attention for appropriate behaviors • Use peer attention as the reinforcer • Extra time with a preferred peer if daily goal is met • Target student earns reward for whole group when goal is met

  17. Matching CI/CO to a Student’s Motivation • Motivation: To Get/Obtain a Preferred Object/Tangible • Expectations remain the same, but frequency of monitoring may need to increase • Use preferred object/tangible as the reinforcer for the alternative behavior • Extra time with a preferred adult if daily goal is met • Restrict access to tangible/object

  18. Matching CI/CO to a Student’s Motivation • Motivation: To Escape/Avoid Tasks • Expectations remain the same OR add academic expectation(s) • Goals, prompts, and encouragement for organizational and routines • Add/increase academic support in area of need • Teacher modifies task and/or additional instruction offered • Use escape as the reinforcer • Student earns a break from the aversive activity

  19. Matching CI/CO to a Student’s Motivation • Motivation: To Escape/Avoid Attention • Expectations remain the same OR add a social initiation goal(s) • Add/increase social skills instruction • Teach student how to politely ask to be left alone • Allow access to a escape that is not punitive • Consider using of a pass and a specified location as needed • Use escape as the reinforcer • Student earns a break from the aversive activity

  20. Case Study: JT

  21. Case Study: BM

  22. In Summary • Modify CI/CO plan to meet the needs of the student • Consider function/motivation • Especially the link to academic needs • Use simple and brief assessment tools • Respond efficiently

More Related