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Targeted Interventions: An Overview

Targeted Interventions: An Overview. Cynthia M. Anderson, PhD University of Oregon. School-Wide Positive Behavior Support. Intensive Intervention : Specialized Individualized Systems for Students with High-Risk Behavior. ~5%. Targeted Interventions Specialized Group

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Targeted Interventions: An Overview

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  1. Targeted Interventions: An Overview Cynthia M. Anderson, PhD University of Oregon

  2. School-Wide Positive Behavior Support Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

  3. Meeting the Needs of All Students • Problem • Foundation in place: 10-20% of students will not be successful • Solution? • Individualized interventions for all? • Alternative: Targeted Interventions • Standardized—similar across students • Matched to needs of school

  4. Targeted Interventions • Matches needs of school • Similar across students • Staff trained in intervention • Implemented within 5-days of identified need • Data collected to monitor outcomes • Function-based

  5. Behavior Report Card First Steps Lunch buddies Social Skills Groups Homework Club Principal's Club Check and Connect

  6. Successful Targeted Interventions Require: • Foundation of universal behavior support • Understanding of behavioral function • Faculty agreement to • Support all students • Use recommended secondary interventions • Data-based decision-making • Resources to start program

  7. Assess Targeted Interventions in Your School • Assessment Guide

  8. Implementing CICO • School team • Identify students who may benefit • Monitor implementation • Evaluate effects and modify/fade as needed • Coordinator • Facilitate morning and afternoon checks (in & out) • Get signed form from students, give new form • Maintain positive, constructive environment • Acknowledge successes • Teachers • Obtain form from student each day • Monitor student behavior and mark card accurately • Provide feedback to student in positive and constructive manner • Students • Check in and out each day • Give form to teacher • Meet expectations • Take form home and have parents sign, bring to school the next day

  9. Monitoring Outcomes • Points earned • Teacher-completed summaries • Direct observations

  10. Monitoring Outcomes • Points earned • Teacher-completed summaries • Direct observations

  11. Modifying CICO • Peer attention: Provide peer attention for meeting expectations • Check out with friend • Sit with friend(s) at lunch • Brief free time with friend at end or class • Task avoidance: • breaks, shorten work requirement • Access to assistance • Preferred work modality (e.g., groups) • Schedule of reinforcement • More frequent check-ins • Highly preferred coordinator • Pair attention with other rewards

  12. Potential Pitfalls • Fidelity • Assess teacher commitment/enthusiasm • Re-teach • Teacher self monitoring • Student won’t carry card • Student checks in and out • Coordinator provides card to teacher and picks up • Student continues to receive feedback from teacher • Self monitoring • Student isn’t checking in or out • Determine reason • Identify preferred person to check in/out with • Is this component needed?

  13. Things Went Well… What Now? • Data-based decision-making • Ways to remove • Move to self-monitoring • Remove components

  14. Self-Monitoring Interventions • Student monitors own behavior • Student “checks in” with teacher periodically to review ratings and receive feedback

  15. Self Monitoring After CICO • Expected behaviors stay the same • Reinforcers stay the same • Student checks in same amount of times • Student monitors behavior using CICO card • Plan for teaching accuracy in monitoring

  16. Teaching Accuracy • Student and teacher record separately • Compare records; reinforce accuracy • Over time, compare less often • Reinforce appropriate behavior only • Periodically reinforce accuracy

  17. Example: Lucy • Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks • Coordinator provides rationale for self monitoring to Lucy • Coordinator teaches Lucy to self monitor using examples and non-examples • When program begins, Lucy’s teacher goes over examples and non-examples • First week: Lucy and teacher monitor and compare records • Teacher provides acknowledgement and feedback based on accuracy • Ratings agree 95% of time • Second week • Teacher monitors appx. 60% of time; feedback based on accuracy • Feedback at other times based on Lucy’s monitoring of behavior • Coordinator • Feedback based on accuracy (with teacher records) • When Lucy monitors independently, feedback based on behavior

  18. Things Went Well… What Now? • Data-based decision-making • Ways to remove • Move to self-monitoring • Remove components

  19. Removing Components of CICO • Gradually decrease checks during the day (keep check in and out) • Remove check out • Remove parent feedback • Remove check in • Monitor behavior throughout

  20. Steps to Self Monitoring • Define expected behavior—linked to SWPBS • Determine reinforcers—linked to function • How will the student monitor? • How often will the student check in? • Plan for teaching accuracy in monitoring

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