Targeted and Intensive Interventions: Assessing Process (Fidelity)

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Targeted and Intensive Interventions Assessing
Process (Fidelity)

• Cynthia M. Anderson, PhD
• University of Oregon

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School-Wide Positive Behavior Support
Intensive Interventions Specialized
Individualized Systems for Students with
High-Risk Behavior
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Targeted Interventions Specialized Group Systems
for Students with At-Risk Behavior
Universal Interventions School-/Classroom- Wide
Systems for All Students, Staff, Settings
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80 of Students
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Important Outcomes

• Effects of the system
• Student behavior
• Staff behavior
• Overall system
• Process (fidelity)
• Fidelity of specific interventions
• Fidelity of the system

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Tools for Assessing Fidelity

• Self Assessment
• Monitoring progress over time
• Developing an action plan
• External Evaluation
• Monitoring progress over time
• Useful when outside opinion is warranted

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Existing Tools for Assessing Process

• Universal Component of SWPBS
• External
• School-wide Evaluation Tool (SET)
• Self Assessment
• Team implementation Checklist (TIC)
• Benchmarks of Quality (BoQ)
• Phases of Implementation
• Targeted Intensive Components of SWPBS
• External
• Individual Student Systems Evaluation Tool
  (ISSET)
• Self Assessment
• Checklist for Individual Student Systems (CISS)

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ISSET and CISS

• Key Features
• Foundations What needs to be in place?
• Targeted interventions
• Intensive interventions

• For each feature
• What practices are implemented?
• What systems are used?
• What outcomes are assessed?

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Foundations

• Practices
• Is there a team that meets regularly and uses
  data?
• Are there multiple systems for identifying
  students?
• Do students and teachers receive assistance
  quickly?
• Systems
• Commitment
• Universal level of SWPBS in place?
• Does team have access to expertise in
  function-based supports?
• Does administrator attend team meetings?
• Are new faculty and staff trained?
• Does the behavior support team consist of key
  roles?
• Data
• Are outcomes monitored for and across students?
• Are data used for identifying interventions?
• Do teachers see data?
• Are family members involved and do they see
  outcomes?

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Targeted Interventions

• Practices
• Is there at least one targeted intervention?
• Are interventions efficient?
• Systems
• Are interventions documented?
• Are all faculty and staff familiar with
  intervention?
• Is there a coordinator?
• Data
• Are there data-based decision rules for all group
  interventions?
• Is fidelity monitored?

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Intensive Interventions

• Practices
• Are FBAs technically adequate?
• Are interventions linked to the FBA?
• Do interventions contain key components?
• Systems
• Are relevant people involved in developing
  intervention?
• Data
• Are outcomes assessed?
• Is fidelity monitored?

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Implementation Logistics

• ISSET
• Who is involved?
• External evaluator
• Within the school
• Administrator, team leader, 5 random staff
• What do they do?
• Interview administrator and team leader
• Quick interviews with staff
• Review permanent products
• How long does it take?
• 2-4 hours

• CISS
• Who is involved?
• School behavior support team
• What do they do?
• Complete CISS, build action plan
• How long does it take?
• 1-2 hours

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Results What is Learned?

• ISSET
• Percent implemented score for each section
• CISS
• Percent implemented score
• Each section
• Overall
• Goals prioritized
• Action plan built

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Using the CISS

• Planning (the system)
• Determine who will complete the measure
• Whole team or specific members?
• Individually or as a group?
• Become familiar with the CISS
• Identify time to complete CISS
• All at once
• In stages
• Scoring (the data)
• Will the CISS be Scored?
• Building an action plan

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Scoring the CISS

• Numerical score allows for assessing progress
  over time
• Considerations
• Administer CISS at approximately same time each
  year
• Administer in similar way each year
• Graph outcomes cumulatively

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Monitor Progress Over Time
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ISSET and CISS Next Steps

• Disseminate CISS
• Use ISSET in research studies
• Conduct further evaluations of measures

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University of Oregon Educational Community
SupportsSchool Psychology Program

• Cynthia M. Anderson
• canders_at_uoregon.edu
• 541.346.2617

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Targeted Interventions

• Matches needs of school
• Can be implemented within 5-days of identified
  need
• Similar across students and efficient
• Staff trained in intervention
• Materials on hand
• Coordinator exists
• Function-based
• Data collected to monitor outcomes
• Formal system for informing parents of progress

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Jill
Identify train 2 more people in efficient FBA
May, 08
CICO coordinator to attend team meetings
Nov,07
Burt
Shift team meetings to twice/month
Nov,07
Burt
Ask SWPBS team to identify students w/2 ODRs
Fall, 08
Fall, 09
Curriculum for annual orientation
Add routines to RFA
Nov,07
Destiny
Build and implement annual screen