Secondary Interventions: Secondary Interventions: Check-in/ Check-out as an ExampleCheck-in/ Check-out as an Example

Rob Horner, Anne Todd, Amy Kauffman-Campbell, Jessica Swain-BradwayUniversity of Oregon

www.pbis.orgwww.swis.org

GoalsGoals

Define the features and purpose of “secondary interventions”

Describe one approach to secondary intervention (Check-in/Check-out)◦Present research examining this approach

Suggest future research directions

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

~80% of Students

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Major Features of any SecondaryMajor Features of any SecondaryIntervention within SWPBSIntervention within SWPBS

Intervention is continuously availableRapid access to intervention (72 hr)Implemented across all settings/ times/ people in

schoolVery low effort by teachersConsistent with school-wide expectationsCan be adapted based on assessment information

◦ Functional AssessmentAdequate resources and administrative systems

◦ weekly meeting, plus 10 hours a week (FTE)Continuous monitoring for decision-making

Behavior Education PlanBehavior Education PlanCheck-in/ Check-outCheck-in/ Check-out

Variations on a long-standing strategy of using daily behavior report card◦Many variations

BEP/Check-in/ Check-out CyclesBEP/Check-in/ Check-out Cycles

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Daily Teacher Evaluation

Daily Progress ReportDaily Progress ReportGoals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

HAWK ReportDate ________ Student _______________Teacher___________________

0 = No1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Data Collection for Decision-Data Collection for Decision-MakingMakingMonitor points earned each dayOffice Discipline ReferralsGradesRegular use of data by team

Outcome Data

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision MakingDaily Data Used for Decision Making

Daily Data Used for Decision MakingDaily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

02/05 02/08 02/13 02/20 02/23Date

Rachelle's BEP Performance

2000-2001

Data EntryWhat it will look like in CICO-SWIS

Student Progress Data

 

4 expectations are defined in Preferences

3 expectations are defined

www.swis.org

Core featuresCore featuresBehavioral Priming/ Behavioral Momentum◦Start school off positively◦Start each class off positively

Student recruitment of contingent adult attention◦Approach adults (teachers/ family)

PredictabilitySelf-managementData-based decision-makingExcruciating Efficiency

Research SupportResearch Support Pre schools

Sandy Chafouleas, et al 2007

Elementary Schools◦ Anne Todd et al in press◦ Sarah Fairbanks et al, 2007◦ Amy Kauffman-Campbell, dissertation◦ Doug Cheney et al, 2006; 2007◦ Leanne Hawken et al. 2007◦ Filter et al., 2007

Middle Schools◦ Leanne Hawken et al 2003◦ Rob March et al 2002

High Schools◦ Jessica Swain-Bradway, in progress

CICO is an Evidence-Based

Practice

1.At least 5 peer reviewed studies

2.At least 3 different researchers/settings

3.At least 20 different participants

Evaluation of a Targeted Intervention Evaluation of a Targeted Intervention Within a School-Wide System of Within a School-Wide System of Behavior SupportBehavior Support

Leanne S. Hawken and Rob Horner

University of Oregon

Journal of Behavioral Education,

The Effects of a Targeted The Effects of a Targeted Intervention to Reduce Problem Intervention to Reduce Problem Behavior: Elementary Behavior: Elementary Implementation of Check-in/ Implementation of Check-in/ Check-out.Check-out.

Anne Todd, Amy Kauffman, Gwen Meyer & Rob Horner

Journal of Positive Behavior Interventions

Research QuestionResearch QuestionIs there a functional relationship

between implementation of Check in/ Check out and (a) reduction in problem behavior and (b) increase in academic engagement?

ParticipantsParticipantsFour elementary age students

with moderate levels of problem behavior.

TrevorChadKendallEric

0

20

40

60

80

100

0

20

40

60

80

100

0

20

40

60

80

100

0 5 10 15 20 25 30

Sessions

BL Check-in/ Check-out

Per

cent

age

of I

nter

vals

with

Pro

blem

Beh

avio

r

The Importance of Functional The Importance of Functional Behavioral Assessment in Behavioral Assessment in Targeted InterventionsTargeted Interventions

Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders,

Functional AssessmentFunctional AssessmentFunctional assessment interview

(FACTS)Defines:

Problem behaviors Routines where problems most likely Events that set off problem behaviors Events that maintain problem behaviors

Attention (peer/adult) Escape Access to Activities/Items

CICO

CICO in High SchoolCICO in High SchoolJessica Swain-Bradway

◦Problem behavior most likely maintained by escape from academic tasks

◦Adult attention is a less effective reinforcer

◦Add academic support to CICO◦Tailor adult access to those adults

selected by student.

SummarySummarySecondary interventions are an

important element in school-wide PBSCICO is one approach that has

documented success__________________________

Future research directions◦Effects of CICO when done within full

SWPBS◦Fading CICO support to self-management◦Maintenance of effects◦Sustainability of intervention