Check In – Connect – Check Out A Systematic Approach to Behavior Management for At-Risk Students

1. Check In – Connect – Check OutA Systematic Approach to Behavior Management for At-Risk Students Dr. Zaf Khan PBSI Project Director MTSU

2. Designing School-Wide Systems for Student Success Academic Systems 1-5% • Intensive IndividualInterventions • Individual Students • Assessment-based • High Intensity

3. Designing School-Wide Systems for Student Success Academic Systems • Targeted GroupInterventions • Some students (at-risk) • High efficiency • Rapid response 5-10%

4. Designing School-Wide Systems for Student Success Academic Systems • UniversalInterventions • All students • Preventive, proactive 80-90%

5. Designing School-Wide Systems for Student Success Behavioral Systems 1-5% • Intensive, Individual • Interventions • Individual Students • Assessment-based • Intense, durable procedures

6. Designing School-Wide Systems for Student Success Behavioral Systems • Targeted GroupInterventions • Some students (at-risk) • High efficiency • Rapid response 5-10%

7. Designing School-Wide Systems for Student Success Behavioral Systems • Universal • Interventions • All settings, all students • Preventive, proactive 80-90%

8. Elements of the BEP • Organization/Structure • Identification/Referral • Contract • Basic BEP Cycle • Functional Assessment • Design of Support • Data Collection and Decision Making

9. Daily Progress Report ExampleName______________ Date_________ Goal ______ Score_______ Student Signature _______________

10. Workshops/Groups Organizational Strategies Social Skills Anger Management Focus Groups Adult Supports

11. Adult Supports(cont.) General Supports • Check-in and Check-out • Homebase w/ teaching • Breakfast/Lunch Clubs • Mentoring • Think Tank in Classroom

12. Targeted Intervention Example:Behavior Education Program (BEP)(March & Horner, 1998) BEP Daily Cycle • Check in office at arrival to school • reminder binder • precorrections • turn in previous days signed form • pick-up new form • review daily goals

13. Behavior Education Program (BEP) (March & Horner, 1998) BEP Daily Cycle (cont.) • At each class • teacher completes card, or • student completes self-monitoring card/teacher • checks and initials card • Check out at end of day • review days points & goals • receive reinforcer if goal met • take successful card home • precorrections

14. Behavior Education Program (BEP)(March & Horner, 1998) BEP Daily Cycle (cont.) • Give successful day card to parent • receive reinforcer from parent • have parent sign card • Return signed card next day • Weekly BEP meeting with data graphing

15. Organization and Structure • BEP Coordinator • Chair BEP meetings, faculty contact, improvement • BEP Specialist • Check-in, check-out, meeting, data entry, graphs • Together (Coordinator + Specialist) = 10 hours/wk

16. Organization and Structure (cont.) • BEP meeting 40 min per week • Coordinator, Specialist, Sped faculty, Related Services • All staff commitment and training • Simple data collection and reporting system.

17. Identification and Referral • Multiple office referrals • Recommendation by teacher • Recommendation by parent • Time to action: • 30 min to 7 days

18. Contract • Agreement to succeed • Student • Parent • BEP coordinator • Teachers • Contract may be written or verbal • Better if written

19. Basic BEP Cycle • Morning check-in (Get BEP Form) • Give BEP form to each teacher prior to each period. • End of day check-out • Points tallied • Reward • BEP form copy taken home and signed. • Return signed copy next morning.

20. What each student experiences at start of their school day: • greeted(positive, personal, glad to see you) • scanned(ready to go to class?) • readiness check(books, pencils, etc?) • gets piece of paper(prompt for positive interaction)

21. Modifications for Escape-Motivated Behavior • Student can pick up Daily card from a designated box and return it there each day • Points earned can be used towards student selected reinforces (Crone, Horner, & Hawken, 2004)

22. Modifications for Escape-Motivated Behavior (cont.) • Select an adult the student is close with to the contact person • If function is to escape an academically challenging task then the student would require academic intervention as well (Crone, Horner, & Hawken, 2004)

23. BEP Cycle BEP Plan Weekly BEP Meeting Afternoon Check-In 9 Week Graph Sent Daily Teacher Evaluation Home Check-In Program Update Morning Check-In EXIT

24. Next Steps • Is the BEP system appropriate for you? • Are there more than 10 students with chronic patterns of problem behavior? • Is a school-wide system in place • Is there faculty commitment to work with tougher kids? • Are in-school resources available to implement? • Are districtresources available to support start-up?

25. Next Steps(cont.) • Build Action Plan • Review and present current data • Administration/Faculty commitment • Action steps within a doable timeline.

26. Behavior Education Program (BEP) (March & Horner, 1998) BEP Daily Cycle • At each class • teacher completes card, or • student completes self-monitoring card/teacher checks and initials card

27. Behavior Education Program (BEP) (cont.) (March & Horner, 1998) • Check out at end of day • review days points & goals • receive reinforcer if goal met • take successful card home • precorrections

28. Basic BEP Cycle • Morning check-in (Get BEP Form) • Give BEP form to each teacher prior to each period. • End of day check-out • Points tallied • Reward • BEP form copy taken home and signed. • Return signed copy next morning.

29. Define individual team process • Standing team members / Process to invite others as needed • Meeting procedures • How often to meet? • Who facilitates? • Other meeting roles? • When to review individual student data – who brings it to the team?

30. Targeted Intervention Process When does the Team meet? • Team Meetings • Regularly scheduled meetings - weekly or bi-weekly depending on building needs. • If no new referrals, the team meets briefly to review progress on current interventions, to self-evaluate, and to action plan.

31. Develop and use data systems for decision-making • Existing behavior data • Develop, as needed, additional data tracking tools and determine who is responsible for keeping the data

32. Daily Progress Report

33. One of Four Decisions • Student is ready to be phased out of targeted intervention • Things are going fine, but student needs to stay in program • Student is having some problems, what simple additions can be made (Who is responsible? Timeline?) • Student is having bigger problems, refer for full FBA/BSP (Who is responsible? Timeline?) (Crone, Horner, & Hawken, 2004)