SECONDARY%20INTERVENTIONS%20TRAINING

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SECONDARY INTERVENTIONS TRAINING

• Teri Lewis
• Oregon State University

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Introduction
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The Challenge

• Students come to school without skills to respond
  to instructional and behavioral expectations
  (Sprague, Sugai Walker, 1998).
• Teachers report that uncivil behavior is
  increasing and is a threat to effective learning
  (Skiba and Peterson, 2000).
• Students who display severe problem behavior are
  at-risk for segregated placement (Reichle, 1990).

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The Challenge

• Exclusion and punishment are the most common
  responses to severe problem behavior in schools
  (Lane Murakami, 1987 Patterson, Reid Dishon,
  1992).
• Exclusion and punishment are ineffective at
  producing long-term reduction in problem behavior
  (Costenbader Markson, 1998 Walker et al.,
  1996).

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The Challenge

• Punishing problem behaviors, without a proactive
  support system, is associated with increases in
• Aggression
• Vandalism
• Truancy
• Dropping out

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The Response

• Need a prevention focus
• Schools that are safe, effective, and
• controlled are not accidents. (Sugai,
  Sprague, Horner Walker, 2000)
• Need to build school capacity to support all
  students
• Need a continuum of behavior support
• Level and intensity of intervention matches
  severity of problem

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Positive Behavior Support

• PBS is a broad range of systemic
  individualized strategies for achieving important
  social learning outcomes while preventing
  problem behavior with all students.

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Prerequisites

• Effective proactive School-wide system in place
• Team-based problem solving
• Local behavioral capacity
• Functional assessment-based behavior support
  planning
• Social skills programming
• Behavioral interventions
• Administrator participation

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Designing School-wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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School-wide discipline is

• 1. Identify a common purpose and approach to
  discipline
• 2. Define a clear set of positive expectations
  and behaviors
• 3. Implement procedures for teaching expected
  behavior
• 4. Differentiate supports from a continuum of
  procedures for encouraging expected behavior
• 5. Differentiate supports from a continuum of
  procedures for discouraging inappropriate
  behavior
• 6. Implement procedures for on-going monitoring
  and evaluation

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Training Objectives

• Review fundamentals of systems approach
• Understand elements of secondary interventions
• Identify components of secondary intervention
  process
• Develop action plan as to how secondary
  interventions will be implemented

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Overview of Individual Student Systems (ISS)
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Purpose

• To describe considerations procedures for
  developing sustaining individual student systems

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Factors Challenges to ISS

• Problem behaviors are high intensity /or
  frequency.
• Too many students display significant problem
  behavior at any one time.
• Problem behaviors are disrupting learning
  teaching environments.
• Problem behaviors are difficult to understand.
• Interventions are ineffective.

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Factors Challenges to ISS

1. Insufficient number of minutes to collect
   information, conduct meetings, implement
   monitor plans.
2. Administrative leadership support is lacking,
   unavailable, or underdeveloped.
3. Staff are unable or untrained to implement
   interventions, lack opportunities for
   continuous applied professional development.

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Factors Challenges to ISS

• Overemphasis on form, policy, or regulation
  rather than on process.
• 10. Lack of continuum of positive behavior
  support.

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Requirements for ISS

• Behavior must be considered within context in
  which it is observed.
• As intensity of problem behavior increases, so
  must intensity complexity of functional
  behavioral assessment behavior support
  planning process.

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Requirements for ISS

• Individuals who develop implement behavior
  support plans must be behaviorally competent
  able to
• conduct fluently functional behavioral
  assessment-based behavior intervention planning.
• facilitate efficient development, implementation,
  evaluation of behavior support plans.
• collect analyze student performance data.
• develop academic social behavior support plans
  that are based on research validated practices.

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Requirements for ISS

• Decisions regarding effectiveness efficiency of
  implementation of behavior support plan must be
  based in data.
• Efficiency effectiveness of implementation
  system of individual student support are related
  directly to effectiveness efficiency of
  school-wide behavior support systems for all
  students, staff, settings.

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Requirements for ISS

• The longer problem behavior has been occurring,
  the more resistant it may be to intervention.
• Staff need sustained effective support to
  respond effectively efficiently to significant
  problem behavior.
• Efficient team-based approach process to
  problem solving must be in place.

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Universal Interventions

• School-wide discipline system for all students,
  staff, settings that is effective for 80 of
  students.
• Clearly positively stated expectations.
• Procedures for teaching expectations.
• Continuum of procedures for teaching
  expectations.
• Continuum of procedures for encouraging
  expectations.
• Continuum of procedures for discouraging rule
  violations.
• Procedures for monitoring modifying procedures.

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Targeted Group Interventions (Secondary)

• Specialized group administered system for
  students who display high-risk problem behavior
  are unresponsive to universal interventions.
• Functional assessment based intervention
  decisions.
• Daily behavioral monitoring.
• Regular frequent opportunities for positive
  reinforcement.
• Home-school connection.
• Individualized academic accommodations for
  academic success.
• Planned social skills instruction.
• Behaviorally based interventions.

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Individual Interventions

• Specialized individually administered system for
  students who display most challenging problem
  behavior are unresponsive to targeted group
  interventions.
• Simple request for assistance.
• Immediate response (24-48 hours).
• Functional behavioral assessment-based behavior
  support planning.
• Team-based problem solving process.
• Data-based decision making.
• Comprehensive service delivery derived from a
  wraparound process.

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Process for Establishing ISS

• Establish Behavior Support Team to guide/lead
  process.
• Secure establish behavioral competence within
  school.
• Develop three level system of school-wide
  behavior support
• Universal Interventions
• Targeted Group Interventions (Secondary)
• Individual Interventions

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Process for Establishing ISS

• Establish data decision system for matching level
  of intervention to student.
• Simple direct request for assistance process
  for staff.
• Data decision rule for requesting assistance
  based on number of major behavioral incidents.

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Process for Establishing ISS

• Establish a continuous data-based system to
  monitor, evaluate, improve effectiveness
  efficiency.
• Are students displaying improved behaviors?
• Are staff implementing procedures with high
  fidelity?
• What can be modified to improve outcomes?
• What can be eliminated to improve efficiency?

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OVERVIEW of SECONDARY INTERVENTIONS

• Function-based Strategies to Support At-risk
  Students

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Acknowledgements

• OSEP National PBIS Center
• Northwest PBIS Network
• Rob Horner, Leanne Hawken, Rob March
• Fern Ridge Middle School, Clear Lake Elementary,
  Templeton Elementary,

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Purpose

• Develop specialized, group system for
  addressing needs of students with at-risk or
  significant problem behaviors

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Prerequisites

• Effective proactive universal system as
  foundation
• Systems to support implementation
• Evidence Based Practices
• preferred or promising
• On-going data-based decision-making
• Identification, students monitoring,
  implementation fidelity, program evaluation
• Teach basic (general case) before specialized
  skills

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Important Themes- Review Tim Lewis

• Part of a continuum must link to school-wide
  PBS system
• Efficient and effective way to identify students
• Assessment simple sort
• Intervention matched to presenting problem but
  not highly individualized

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However,

• There is a difference between how to teach and
  what to teach
• How EBP guidelines
• Social skills, self-management, daily monitoring
• What skill identification, types and range of
  groups/programs

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Secondary Interventions - Review Tim Lewis

• Consider
• Not fixed group
• Students needs vary across continuum over time
  and within academic/social area
• Least intrusive but matched to student need
• Effective and efficient

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Group-based Programming Requirements

• Targeted, individualized, small group
  interventions
• based on functional behavior assessment
  information
• social skills instruction
• behavioral programming
• multiple opportunities for high rates of academic
  success

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Group-based Programming Requirements

• Daily behavioral monitoring
• self- and/or adult
• Regular, frequent opportunities for positive
  reinforcement
• tangible to social
• external to internal
• predictable to unpredictable
• frequent to infrequent
• Home-school connection

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Other Strategies

• Behavioral contracts
• Adult mentor/monitor
• Targeted social skills instruction
• problem solving
• conflict management
• Self-management programming
• Academic restructuring

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Critical Features

• Intervention is continuously available
• Rapid access to intervention (less than a week)
• Very low effort by teachers
• Positive system of support
• Students agree to participate
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
• Functional behavioral assessment

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Critical Features

• Adequate resources allocated (admin, team)
• Continuous monitoring for decision-making
• Administrative support
• Time money allocated
• No major changes in school climate
• e.g., teacher strikes, administrative turnover,
  major changes in funding
• Plan implementation a top priority

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Group Purpose Student Ident. Skills/ Outcome
Lunch Bunch Peer interaction Teacher recommend Meet new students, learn to share,
Anger management More proactive problem solving ODRs for fighting, .. Calm down strategy Problem solving skills


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Horner Todd (2002)
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Activity 1 Readiness Checklist

• School-wide system of behavior support
• Staff buy-in for implementation
• Administrative support
• Time and money allocation
• No major changes in school climate
• Secondary Intervention implementation is a top
  priority

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Example Behavior Education Program (BEP)
(March Horner, 1998)

• Need
• 7 of students with chronic problem behavior
• Targeted, group based intervention needed
• Expected to work for most but not all students
• Interventions must be functional assessment based
• 24 students at Fern Ridge participated in
  Secondary Interventions

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Referrals per Student
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BEP Features

• Students identified with multiple office
  referrals
• Student-parent-school contract formed
• Connection to school-wide expectations
• Individualized, daily monitoring

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BEP Set-up

• Teach students, teachers, parents routines
• Establish school home reinforcers
• Establish data collection system
• Conduct abbreviated FBAs

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BEP Daily Cycle

• 1. Check in office at arrival to school
• Reminder binder
• Pre-corrections
• Turn in previous days signed Daily Progress
  Report (DPR) form
• Pick-up new DPR form
• Review daily goals

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BEP Daily Cycle

• 2. At each class
• Student completes DPR card
• Teacher checks initials
• 3. Check out at end of day
• Review the points goals for the day
• Receive reinforcer if goal met
• Take successful day card home
• Pre-corrections

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BEP Daily Cycle

• 4. Give successful day card to parent(s)
• receive reinforcer from parent
• have parent sign card
• 5. Return signed card next day

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Student Recommended for Secondary Interventions
(SI)
SI Implemented
SI Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Bi-weekly SI Meeting to Assess Student Progress
Afternoon Check-out
Exit Program
Revise Program
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Daily Progress Report
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Tracking Student BEP Progress (number of
total daily points)
Date Jason Leanne Juan Kiran Alexa
1/16/03 85 95 100 80 65
1/17/03 100 100 100 75 77
1/18/03 77 0 100 85 63
1/19/03 45 75 95 92 85
1/20/03 88 89 77 89 90
1/23/03 79 0 100 95 95
1/24/03 95 67 85 100 78
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Daily Data Used for Decision Making
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Daily Data Used for Decision Making
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Big Ideas

• Schools need different systems to deal with
  different levels of problem behavior in schools.
• Targeted group interventions are efficient
  systems for supporting students at-risk for more
  severe forms of problem behavior.
• Up to 30 students (depending on school
  size/resources) can be served using a targeted
  group intervention.
• Some students are going to need more intensive
  support than the plan can provide.

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Getting Started In Your School
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Purpose

• To examine the elements needed to begin Secondary
  Interventions and begin the planning process for
  implementing Secondary Interventions in your
  school

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Review Critical Features

• Intervention is continuously available
• Rapid access to intervention (72 hr)
• Very low effort by teachers
• Positive System of Support
• Students agree to participate
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
• Functional Assessment
• Adequate resources allocated (admin, team)
• weekly meeting
• 2 hours daily for check-in/out procedure
• Continuous monitoring for decision-making

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Is My School Ready to Implement?

• School-wide system of behavior support in place
• Staff buy-in for implementation
• Administrative support
• Time money allocated
• No major changes in school climate
• e.g. teacher strikes, administrative turnover,
  major changes in funding
• Implementation a top priority

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Whats in a Name?

• Behavior Education Program (BEP)
• Daily Progress Report
• Kennedy Card Program
• Kennedy Card
• Hello, Update, Goodbye (HUG program)
• Hug Card
• Check and Connect
• HAWK (Helping a Winning Kid)
• Caution with Using Behavior Card or Behavior
  Plan

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Resources Time and Money

• Adequate time scheduled for coach, coordinator
  and team meetings
• Forms
• Daily Progress Report (DPR)
• Request for Assistance (RFA)
• Functional Assessment
• Parent permission
• Student contract
• School supplies for participants
• Reinforcements for participants

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Secondary Intervention Team

• Coordinator
• Check-In, Check-Out Coach(es)
• Recorder
• Team members for decision making support

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Team Time Commitments
Task Time
Attend/Contribute to weekly meetings 45 minutes/Once per week
Assist with In-services 2 hours/As needed
Assist with Parent/Student Orientation 45-60 minutes/As needed
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Personnel Coordinator

• Take care of requests for assistance
• Make placement decision based on program
  requirements if meeting is not in next 24 to 48
  hours
• Organize and maintain records
• Gather supplemental information for meetings
• Prioritize students for team meetings
• Schedule parent/student orientation
• Update teachers on students identified goals and
  progress (initial, during , exiting)
• Collaborate with coach outside of team meetings

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Personnel Coach(es)

• Flexibility within job responsibility (e.g.,
  educational assistant, counselor, behavior health
  aide)
• Maintain check-in/out procedure
• Collect and record daily progress goal
• Create graphs that reflect students daily goal
  percentage weekly
• Collaborate with Coordinator outside of team
  meetings

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Personnel Recorder

• Records information at team meetings
• Functional assessment
• Discussion of agenda items

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Team Members for Decision-Making Support

• Contribute to decision making for students
• Help conduct Orientation to System meetings
• Gather supplemental information
• Contribute to student/staff development workshops
• Contribute to feedback sessions
• Complete any assigned tasks from meeting

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Staff Training

• 1-3 hour in-service explain teachers role in
  process
• Explain mission, culture, process, forms
• Candidates for program
• Program capacity, prioritizing, time to placement
• Rating students behavior (Completing the Daily
  Progress Report)
• Giving effective feedback during and after class
• Graduating from the program
• Opportunities to practice, review forms
• Booster sessions

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Action Plan Purpose

• Identifies critical elements of Secondary
  Interventions implementation
• Acts as a to-do list of what elements need to
  be completed, a timeline for completion, and when
  it will be evaluated
• It is a living document-action plan will be
  utilized and updated consistently as a team
  evaluates and modifies their Secondary
  Interventions process

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Activity 2 Establishing a Team

• Purpose Determine team member roles, answer
  logistical questions key to a well functioning
  team, and assess other secondary interventions
  that may be in place.
• 1a - PBS Secondary Interventions Team Information
• Record contact information for school and team
  members
• Establish meeting times
• Determine team member roles
• Establish a team goal/purpose
• Create your program name

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Initial Implementation
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Purpose

• To examine the elements that need to be in place
  so effective decision making can occur regarding
  student identification and placement on Secondary
  Interventions.

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BEP vs. Secondary Interventions

• The Behavior Education Program (Crone, Horner,
  Hawken, 2004) is the model of secondary
  interventions used for this training.

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Behavior Education Program (BEP) Secondary
Interventions (SI)

• Secondary Interventions is based on three big
  ideas from behavior research
• At risk students benefit from clearly defined
  expectations, frequent feedback, consistency, and
  positive reinforcement that is contingent on
  meeting goals.
• Problem behavior and academic success are often
  linked.
• Behavior support begins with the development of
  effective adult-student relationships.

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Secondary Interventions Big Ideas

• Connection to school-wide expectations
• Collaboration with student-parent-school
• Individualized, daily monitoring

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Student Recommended for SI
SI Implemented
SI Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Weekly SI Meeting to Assess Student Progress
Afternoon Check-out
Exit Program
Revise Program
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Research That Supports Secondary Interventions

• Collectively, three research studies on the
  effectiveness of Secondary Interventions
  demonstrated the following outcomes
• Typical schools are able to implement the BEP
  successfully.
• Use of the BEP is functionally related to reduced
  levels of problem behavior, and, for some
  students, increased levels of academic engagement

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Research that Supports Secondary Interventions

• 3. The BEP is likely to be effective with 60-75
  of at risk students.
• 4. Students who do not find adult attention
  rewarding appear least likely to respond
  successfully to the BEP.

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Activity 3 Training Staff to Use the System

• Purpose Creating a detailed plan as to how,
  when, why and what will be presented to your
  staff as to educate them in Secondary
  Interventions.
• 2 - Planning your in-service on Secondary
  Interventions
• When will you train staff? Who will train
  them? What materials will you use, hand-out, etc.
  

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Student Identification
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TEACHER
Request for Assistance is made
PARENT
STUDENT
PBS TEAM
Request is more than 24 hours prior to SI Team
Meeting 1. Coordinator contacts parent for
permission 2. Coordinator relays addition of
student to coach and defines a behavior goal 3.
Coach meets with student and explains the SI
daily cycle and reinforcement system
At Weekly Scheduled SI Team Meeting 1. Secondary
Interventions Inventory is completed 2.
Placement decision is made
1. Behavior Goals and instructional plan are
defined and recorded 2. Coordinator obtains
permission (if not gotten already) and schedules
orientation
1. Team discusses possible options/ suggestions
that the referring person may utilize to help the
student display expected behaviors. 2. Team
decision as to how these suggestions are delivered
NO
YES
Parent/Student 1. Start positive 2. Provide
Rational 3. Explain daily cycle and parent
responsibility 4. Student and parent sign
contract permission
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At-Risk Student Characteristics

• Disorganized
• Sensitive to change, stress
• History of low levels of reinforcement
• History of poor relationships
• Low self-esteem

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Example Behaviors

• Disruptive
• Talks out
• Unprepared
• Talks back to teacher
• Uses inappropriate language
• Tardy
• Defiant
• Refuses to do work

• Difficulty taking turns
• Refuses to share
• Out of seat
• Low level aggression (e.g., horseplay, rough
  housing)
• Difficulty following directions
• Frequent peer conflict

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Who is Appropriate for Secondary Intervention?

• INAPPROPRIATE
• Serious or violent behaviors/ infractions
• Extreme chronic behavior (6 major referrals)
• Require more individualized support
• FBA-BIP
• Wrap Around Services

• APPROPRIATE
• Low-level problem behavior (not severe)
• 2-5 major referrals
• Behavior occurs across multiple locations
• Examples
• talking out
• minor disruption
• work completion

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Do Not Include

• Dangerous/violent students
• Students who bring a weapon to school
• Students who injure/may injure themselves
• Students with a high number of major referrals
• Students with referrals from only one setting,
  teacher, or time
• Students who find adult attention aversive
  (secondary interventions may be able to be
  modified for this type of student)

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When Office Discipline Referrals May Not Be Enough

• May miss students in special education settings
  with persistent or violent behavior who may not
  generate office referrals
• May not identify students with severe
  internalizing behaviors
• May not identify students with many minors but
  few majors
• May not reflect that some teachers refer and some
  do not

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Identifying Students of Concern

• Internalizing
• Behaviors displayed inwardly toward self
• Typically self-imposed, do not occur frequently
  enough, appear to allow the student to avoid
  social events
• Examples include
• not interacting with other people, overly shy or
  timid, withdrawing or avoiding social situations,
  fearful and not standing up for ones self

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Identifying Students of Concern

• Externalizing
• Behaviors displayed outwardly by child towards an
  external social event in the environment
• Typically occur too often or too much
• Examples include
• aggression towards people, animals or things
  arguing defiance out of seat calling out
  tantrums non-compliance hyperactivity
  stealing not following directions

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Who can Identify Students?

• Teacher referral
• Self-Identification
• Parent referral
• Administration
• Universal Team
• Absences and tardies
• In school detentions (lunch time or after school)
• Time out/Think Time

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What a Request for Assistance (RFA) Form Should
Have

• Students Name
• Date
• Name of Referring Person
• Reason for Referral
• Description of problem behavior
• Hypothesized reason for the behavior (what does
  the student gain by misbehaving)
• Behavior strategies already tried

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Activity 4 RFA

• Purpose
• To design a Request for Assistance form that is
  functional and fits the needs of your school.
• Activity
• As a team, review the RFA examples provided.
  There are also electronic versions provided for
  you. Highlight the information that your team
  feels would be useful for your schools RFA. Once
  you have identified all the required information,
  design your own RFA form.

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Adding Students to Secondary Interventions

• Team uses information on referral and Secondary
  Interventions Inventory to determine if Secondary
  Interventions are appropriate for the student

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What are Minimum Elements of a Secondary
Interventions Inventory?

• Clear definitions of problem behavior
• Behavior summary statement
• of ODRs
• Behavior intervention plan based on behavior
  summary statement

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Other Elements Useful for Completing Secondary
Interventions Inventory

• Analysis of minor write-ups
• Interview teacher, parent student
• Medication/Medical
• Attendance
• Academic
• Standardized Test Scores
• 9 weeks grades

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Activity 4 Brief FBA

• Purpose
• To construct a generic functional behavior
  assessment that meets the requirements needed to
  assess if a student is appropriate for secondary
  interventions
• Activity
• Using the functional behavior assessment
  examples, highlight what your team agrees would
  best suit your functional assessment. These
  examples are also provided electronically. Once
  you have identified the elements, construct your
  own on the template provided.

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Parent/Student Introduction

• Purpose Explain Daily Cycle Process and DPR
• For all parents
• Positive
• Collaborative
• Brief
• Opportunity to refer

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Student Contract Requirements

• Student Name
• Date
• Parent and Student signature
• Indicate agree/not agree to participate
• Agreements
• Check-in/out daily
• Give DPR to teachers/parents
• Return DPR daily

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Parental Consent Form Requirements

• Students Name
• Date
• Purpose of secondary interventions
• Explanation of daily cycle
• Parents responsibilities
• Review DPR with child and sign daily
• Give positive praise
• Do not use as cause for punishment
• Contact Information
• Parents signature

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Activity 5 Parent/Student Forms

• Purpose
• To create a parent permission form and student
  contract that effectively conveys what secondary
  interventions are, the daily cycle progress, and
  responsibilities of all involved
• Activity
• Use the templates provided to construct your
  parent permission form and student contract.
  Examples are provided on hard copy as well as
  electronically.

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Student Does Not Meet Requirements for Secondary
Interventions

• Need referral for more intensive intervention
• Classroom environment/structure
• As a team, you need to decide how this
  information should be conveyed to the referring
  person
• -documented
• -meeting (with team, coordinator, administrator)

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Daily Cycle
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Purpose

• To examine the elements of the daily cycle and
  create required materials needed for the daily
  cycle process.

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Student Recommended for SI
SI Implemented
SI Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Weekly SI Meeting to Assess Student Progress
Afternoon Check-out
Exit Program
Revise Program
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Daily Progress Report ( DPR )

• Portable
• Correlates with school-wide expectations and
  students identified behavior goals
• Reflect all areas of campus
• Reflect all activities/time periods
• Clear, concise, understandable for students,
  families and staff

105
Points Possible ______ Points Received
______ of Points ______ Goal
Achieved? Y
Daily Progress Report Adapted from Crone, Horner
Hawken (2004)
Name Date
Rating Scale Good day 3 points
Mixed day 2 points
Will try harder tomorrow 1 point
GOALS
Calendar Reading Spelling Writing Math Lunch Centers
Hands to self (Be Respectful)
Finish all work (Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments
Parent Signature(s) and Comments
106
(No Transcript)
107
Points Possible ______   Points Received
______   of Points ______   Goal
Achieved? Y N
Adapted from Crone, Horner Hawken (2004)
Daily Progress Report
Name __________________________ Date
____________   Rating Scale 3Good day 2
Mixed day 1Will try harder tomorrow   GOALS
Comments ________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________
Parent Signature(s) and Comments
_______________________________________________
108
SWIS Requirements

• SWIS schools wanting to use the CICO need to
  comply with readiness checklist -for example
• SWIS facilitator w/ CICO training
• Implementing SW-PBS
• Coach or Coordinator for tech. assistance
• In-school process
• DPR

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SWIS - DPR Form

• Up to 10 check-in periods
• Up to 5 expectations/goal
• Up to 3 point rating scale

110
Establishing goals

• First few days of reporting is baseline score
• 80 of total points possible is daily goal
• May be adjusted for some students
• During introductory meeting (or after any
  changes), let students know what their target
  point total should be
• Check for understanding

111
Check in

• Central location
• Greet students
• Collect yesterdays signed DPR
• Check bags/backpacks
• Provide supplies
• Record names, preparedness, yesterdays DPR
• Reward for completing requirements
• Prompt to have a good day

112
Example Check-in Record
From Crone et. al, 2004
Check-in Leader
Date
Check-in
Check-out
Student Name Paper Pencil Notebook DPR Parent Copy DPR School Copy Daily Points
John A.
Richard C.
Donald R.


113
Classroom Teachers Role

• Review and explain DPR ratings calmly and
  objectively
• Be specific
• Do not engage student in debates over ratings
• Acknowledge concerns/feelings, then re-direct to
  next days/periods/activitys potential for more
  points.
• End conversation immediately
• Prompt appropriate behavior by saying, Tomorrow,
  lets work on

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Check Out

• Move quickly
• Recognize student for choosing to come to check
  out
• Collect a copy of the DPR
• Reward if daily goal has been met
• Prompt for a good day tomorrow

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Student Rewards

• PRAISE, PRAISE, PRAISE, PRAISE, PRAISE
• Positive Adult Attention

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Student Rewards

• Small reward for successful check-in
• On time
• Returned signed DPR
• Has all materials
• Filled out new DPR
• Small reward from teacher (SW currency, early
  out, etc) for perfect periods
• Small reward/snack for successful check-out
• Being there in time to make bus
• Having DPR
• Met daily goal
• Additional incentives for weekly, monthly
  achievements (announcements, treat, store credit,
  etc)

117
Parent Responsibility

• Review Daily DPR
• Give praise for positive
• Sign
• Give support for a positive next day
• Do not use DPR to assign punishment

118
Activity 6 DPR Form

• Purpose
• To create a DPR form that has all the required
  elements and fits the needs of our school
• Activity
• As a team, review the DPR form examples.
  Highlight the information that your team feels
  would be useful for your DPR. These examples are
  also provided electronically. Create your own DPR
  form that reflects the needs of your school.

119
Monitoring and Decision-Making
120
Purpose

• To examine the criteria that determines students
  progression on Secondary Interventions

121
Student Recommended for SI
SI Implemented
SI Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Weekly SI Meeting to Assess Student Progress
Afternoon Check-out
Exit Program
Revise Program
122
Implement Basic Secondary Interventions

• Continue with Basic
• SECONDARY
• INTERVENTONS
• Transition to self- management

Is the Basic SI Working?
Yes
No

• Conduct Brief Functional Assessment
• What is the problem behavior?
• Where does the problem behavior occur/not occur?
• Why does the problem behavior keep happening?

123
Tracking

• Record of points earned for the day
• Record should reflect
• Absences
• cards not turned in
• no points earned
• Coding system

124
Tracking Student CICO Progress (number of
total daily points)
Date Jason Leanne Juan Kiran Alexa
1/16/03 85 95 100 80 65
1/17/03 100 100 100 75 77
1/18/03 77 0 100 85 63
1/19/03 45 75 95 92 85
1/20/03 88 89 77 89 90
1/23/03 79 0 100 95 95
1/24/03 95 67 85 100 78
125
Daily Data used for Decision Making
126
Graduating from the Program

• 80 or better for at least 4 weeks, on a daily
  basis
• Consult with teacher(s), team
• Meet with student to introduce graduation process
• Show data
• Explain how to use rating card/how to judge own
  behavior
• CELEBRATE!
• Talk with parent about graduation, how they can
  continue to support their child

127
Graduating from the Program

• Shift to self-management
• Teacher ratings Student ratings
• Rewards for honesty and accuracy
• Rewards become contingent on good behavior
• Fade teacher ratings, rewards (not as much)
• Fade data collection

128
After Graduation from CICO

• Continue to monitor student behavior through
  discipline referrals teacher report
• Celebrate continued success
• Some schools hold a monthly celebration for
  students who are maintaining success after
  Graduating from CICO
• Monthly Alumni Club Lunch

129
Monitor

• Student is making and maintaining progress but
  needs to stay on the intervention (4 to 6 weeks)
  to ensure correct behavior will be displayed once
  check-in/check-out is faded

130
How Do We Handle A Decrease?

• More frequent reinforcement
• More powerful reinforcers for daily goal
• Contracting
• Academic interventions
• Modify target behaviors
• Self-monitoring/self-reinforcement (when needs
  more attention)
• Use DPR points as currency for rewards

131
Daily Data Used for Decision Making
132
How do we Handle a Significant Decrease?

• Functional Behavior Assessment that requires
  teacher observation
• Increase desirable reinforcers
• Specialized intervention (function based)

133
Implement Basic Secondary Intervention

• Continue with Basic Secondary Intervention
• Transition to self- management

Is
Is it Working?
Yes
No

• Conduct Functional Behavioral Assessment (ABC)
• Where does the problem behavior occur/not occur?
  (teacher observation)
• Why does the problem behavior keep happening?
• Develop summary statement of problem behavior and
  meet with team to determine plan

134
Why use FBA ?

• FBA data support effective and efficient behavior
  support planning, a major goal of BEP (Carr et
  al., 1999 Didden et al., 1997)
• FBA produces data on how system can
• Prevent problem behavior
• Identify and teach alternative behaviors
• Reward appropriate behaviors

135
Building on Efficiency Simple FBA

• Full FBAs
• Record review, interviews, observations
• Specify problem behavior and contingencies within
  routines for purpose of individualized
  intervention design
• Simple FBAs
• Interviews
• Specify problem behavior, routines surrounding
  problem behavior, and function of behavior for
  purpose of selecting type of intervention

136
Matching Student Needs

• Basic SI goals related to cooperative,
  respectful behavior reinforced through daily
  positive adult contact (attention-related)
• SI Academic Support goals, prompts, and
  encouragement for organizational and
  routine-following behaviors or increase in
  academic support
• Escape SI goals related to cooperative,
  respectful behavior students reinforced through
  chance to earn a break from aversive activity or
  aversive social contact

137
Conduct Brief Functional Assessment
Is the behavior severe, complex, intensive?
Is the behavior maintained by escape from social
interaction?
Is the behavior related to lack of academic
skills?

• Escape Motivated SI
• Reduce adult interaction
• Use escape as a reinforcer

• SI Academic Support
• Increase Academic support

Intensive, Individualized Behavior Support (e.g.,
Full FBA-BSP)
138
Priority Student List

• Look at Secondary Interventions graphs.
• Look at office discipline referral reports.
• What subjective information do you have about the
  student from this week that adds to our
  understanding of the student?
• 4. Make one of four decisions.
• Student is ready to be moved from Secondary
  Interventions.
• Things are going fine, however, keep on current
  Secondary Interventions.
• Having some problems think of simple
  additional supports. (Who is responsible?
  Timeline?)
• Having larger problem student needs a
  comprehensive, function-based assessment and
  intervention. (Who is responsible? Timeline?)

139
Critical Features of a Secondary Interventions
Team Meeting Agenda

• Identified students with concerns
• Decision for priority students (maintain, modify)
• Rotating review of all students (e.g, every 9
  weeks)
• Decision for rotation students (maintain, fade)
• New students
• Students to receive additional acknowledgements
• Other

140
Activity 7 Meeting Agenda

• Purpose
• To create a framework of prioritizing students
  for decision making purposes
• Activity
• Use the template provided to create a meeting
  agenda that reflects high priority students. An
  example is provided electronically as well as a
  hard copy.

141
Troubleshooting
142
Purpose

• To give guidance to potential barriers of
  Secondary Interventions

143
Obstacles to Implementation

• Administrator not on the team that develops the
  plan and looks at data for decision making
• Plan used as punishment rather than prevention
  program
• Plan coordinator lacks skills to implement the
  program (e.g., behavior intervention, computer)
• Schools expecting plan to solve all behavior
  problems
• Fitting plan and data evaluation into existing
  teams

144
Trouble shooting

• Not checking in
• Deliver DPR to student
• Find out if he/she wants to participate in
  program.
• May need to increase motivation with reinforcers
  (selection, contracting)
• If student refuses to participate, probably need
  FBA

145
Trouble shooting

• Not checking out
• When student does not checkout nor bring card
  back next day, give 0 points for the day
• Coordinator asks what happened and reminds
  student to checkout
• Teachers can prompt student to checkout

146
Trouble shooting

• Not checking in/out consistently
• Make sure they understand routine
• Make sure teachers are cooperating
• Can get teacher, friends to remind student to
  check out
• Can escort student at beginning to help him/her
  learn routine.
• Provide reinforcements (lottery ticket, weekly
  drawing) contingent on just showing up.
• Make sure Secondary Interventions has a positive,
  important profile in school, coordinator is
  well-liked

147
Trouble shooting

• Student loses Daily Progress Report
• Get new one right away
• If chronic, find out how school can improve
  program (more salient rewards)
• Check for home response to poor DPRs

148
Trouble shooting

• Staff not implementing Secondary Interventions
  correctly
• Preventative, provide in-service prior to
  implementation
• Some teacher may need additional training on BEP
• Provide space on DPR for positive statements
• Provide staff feedback (at least quarterly) on
  effect of BEP on students

149
Trouble shooting

• Parent or caregivers not following through or use
  Secondary Interventions punitively
• Parent should give permission for student to
  participate
• Students can still participate if parents do not
  follow through
• May need to use surrogate parent to provide
  feedback
• Have counselor or principal address punishment
  issue with parent

150
Contacts

• www.pbisnetwork.org
• teri.lewis_at_oregonstate.edu

151
Resouces

• www.pbis.org
• www.pbisnetwork.org
• www.pbiswashington.pbworks.com