what to do when check in check out doesn t work next steps n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
What to Do When Check-in, Check-out Doesn’t Work: Next Steps PowerPoint Presentation
Download Presentation
What to Do When Check-in, Check-out Doesn’t Work: Next Steps

Loading in 2 Seconds...

play fullscreen
1 / 25

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


  • 484 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'What to Do When Check-in, Check-out Doesn’t Work: Next Steps' - fonda


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.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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

slide2

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

objectives
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
slide4

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

cico a review of critical features
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
let s reflect cico self assessment

Let’s Reflect: CICO Self-Assessment

THINK:

Are the majority of critical factors

in place?

trouble shooting common concerns
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

matching ci co to student needs
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
next steps
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)
slide14

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?
building on efficiency brief functional assessment
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
slide17

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).

matching ci co to a student s motivation
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
matching ci co to a student s motivation1
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
matching ci co to a student s motivation2
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
matching ci co to a student s motivation3
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
matching ci co to a student s motivation4
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
in summary
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