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Next Steps for Check-in Check-out

Next Steps for Check-in Check-out. Scott Ross, Cade Charlton, &Christian Sabey , . Session objectives. Part 1 : Literature Review of Check-in Check-out (CICO) Cade Charlton , Katie Snyder, Christian Sabey , Emily Lund, Dan Pyle, and & Scott Ross

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Next Steps for Check-in Check-out

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  1. Next Steps for Check-in Check-out Scott Ross, Cade Charlton, &Christian Sabey,

  2. Session objectives • Part 1: Literature Review of Check-in Check-out (CICO) • Cade Charlton, Katie Snyder, Christian Sabey, Emily Lund, Dan Pyle, and & Scott Ross • Part 2: Evaluation of a novel modification of CICO to address social skill deficits • Christian Sabey, Scott Ross, & Cade Charlton

  3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Introduction Schoolwide Positive Behavior Interventions and Supports • Focused on preventing behavior problems at the school-wide level • Comprehensive, coordinated, and systemic ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  4. A Systematic Review of Check-In, Check-Out Katie Snyder, Christian Sabey, Daniel Pyle, Cade Charlton, Emily Lund, and Scott Ross

  5. Tier 2 Supports • Purposes • Address needs of students who do not respond to Tier 1 supports • Decrease number of students requiring Tier 3 support • Characteristics • Similar implementation across students • Relatively inexpensive • Quick initiation of intervention

  6. Empirical Support for Tier 2 • Bruhn, Lane, & Hirsch (2013) • Review of Tier 2 interventions • 15 of 18 (83%) studies investigated CICO • CICO generally effective to reduce challenging behavior • Success impacted by severity and function of behavior • Limitations • Did not assess methodological quality of studies • Limited review to studies with documented Tier 1 plan • Inclusion of other Tier 2 supports limited analysis of CICO

  7. Check-In/Check-Out (CICO) • Tier 2 support for students with low-level challenging behavior • Features: • Review of expectations and goal-setting • Adults provide frequent prompts, praise, and feedback throughout day • Reinforcement at end of day contingent on meeting goal

  8. Research Questions • What participant characteristics, functions and topographies of behavior, and variations of the intervention have been studied? • What is the methodological quality of the studies evaluating CICO and related interventions? • What empirical evidence supports the use of CICO interventions for students with low-level challenging behavior?

  9. Inclusion Criteria • Peer-reviewed • Group experimental, group quasi-experimental, or single-subject research design • Active implementation of Behavior Education Program (BEP), Check-in/Check-out (CICO), or Check, Connect, and Expect (CCE)

  10. Search Procedures • Database Search • PsycINFO®, ERIC, and Academic Search Premier • check in check out, behavior education program, check connect expect, secondary intervention*, tier two intervention*, targeted intervention* • Ancestral Search • Hand Search • Journal of Emotional and Behavioral Disorders • Exceptional Children • Education and Treatment of Children • Journal of Positive Behavioral Interventions 15 2 0 17 studies

  11. Coding Procedures Descriptive Features • Participants • Settings • Dependent Variables • Components of the Interventions • Social Validity

  12. Coding Procedures Methodological Quality • Critical features of high-quality research • Single-subject studies • 21 Quality Indicators from Horner et al. (2005) • Group studies • 17 Quality Indicators from Gersten et al. (2005)

  13. Coding Procedures Study Outcomes • Single-subject studies • Visual analysis(contrast ratios - WWC guidelines) • One contrast = one comparison of baseline to treatment • Number of effects to number of noneffects (e.g., 3:1) • 3:0 = Strong effect • 3:1 = Moderate effect • 3:2 = Weak effect • Group studies • p-values • Effect sizes • Effect size of > .5 = Strong evidence

  14. Interrater Reliability • 9 studies (53%) coded by two authors (6 coders) • Percent agreement

  15. ResultsParticipant Characteristics

  16. Dependent Variables

  17. Intervention Characteristics • Three basic components (n=17) • Check-in, behavior card scored, check-out • Parent/family involvement (n=16) • Fading supports (n=2) • Self-monitoring • Reducing number of contacts

  18. Intervention Characteristics • Function-based support for non-responders (n=4) • Functional reinforcer at check-out (n=4) • Antecedent manipulations and functional reinforcer (n=3) • Social skills instruction (n=1) • Duration of CICO: M=11 weeks, Min=3.5, Max=28

  19. Methodological Quality Single-Subject Studies (n=11) Group Studies (n=6)

  20. Basic CICO

  21. CICO + Functional Support Notes: Table excludes all but high quality studies 3:0 = Strong evidence, 3:1 = Moderate evidence, 3:2 = Weak

  22. Discussion • Strong evidence base and outcomes for basic CICOfor adult attention-maintained behavior • Based largely on single-subject studies • Higher methodological quality (M = 18.5) • Stronger effects

  23. Discussion • Function-based components • Increase effectiveness • Relative contributions of CICO and function-based intervention unknown • Might affect Tier 2 status of CICO • Individualized • Additional resources

  24. Future Research • Missed opportunities for further experimental investigations of basic CICO • More rigorous group designs • Expand participant pool to increase generality • Component analyses of CICO and added elements • Examine systematic fading procedures • Consideration of social skills or other modifications to CICO

  25. Scott Ross, Ph.DChristian Sabey, M.S.Cade Charlton, M.s.Dan Pyle, M.s.Utah State University Enhancing the Effects of CICO for Students with Social Skill Deficits Check-in Check-out + Social Skills (CICO+SS)

  26. Check-in Check-out (CICO) • Designed for Students with moderate problem behaviors not responding to Tier I of SWPBIS • Basic CICO is most appropriate when problem behaviors are maintained by adultattention • Students “check-in” with an adult at the start of each day • Students get feedback from teachers throughout the day using a Daily Progress Report (DPR) • Students “check-out” with an adult at the conclusion of each school day

  27. Teaching and Practicing social skills • “Social skills are situation-specific behaviors which predict and/or correlate with important social outcomes such as peer acceptance, popularity, and the judgment of behavior by significant others”. • Caldarella & Merrell, 1997

  28. Typical approach to social skills training (SST) Social Skills Curriculum • Lesson 1 – Greeting • Lesson 2 – Asking questions • Lesson 3 – Asking for help • Lesson 4 – Making friends

  29. The Evidence • SST has been effective in certain studies, but a lot of the time it doesn‘t work • Effect Sizes range from .20-.87 • Cognitive-behavioral approaches are weaker

  30. Why hasn’t social skills training been more effective? • Disregard for type of deficit • Acquisition • Performance • Fluency • Competing Behaviors • Poor treatment integrity • Not enough intensity or duration • Generalization and maintenance • No planning for generalization • Instruction in contrived settings Gresham, Sugai & Horner, 2001

  31. Principles of effective social skills instruction • Make decisions based on data • Select skills based on assessment • Assess the type of deficit the student has and plan instruction accordingly • Establish mastery criteria for each skill/instructional objective • Collect data to inform instruction • Track progress and monitor performance • Provide coaching when needed • Program for generalization • Teach skills… • in all areas where they will be needed • with the people that will be present McIntosh & MacKay, 2008; Gresham, Sugai& Horner, 2001

  32. Check for understanding What are the difficulties with typical approaches to social skills interventions? What are the critical components necessary to make social skills work?

  33. CICO+SS • Step 1: CICO • Step 2: Social Skills Assessment • Social Skills Rating System (SSRS) • Can be completed by parents, teachers, and students • General areas assessed: • Cooperation, Assertion, Responsibility, Empathy, and Self-Control • Step 3: Social Skills Training

  34. SSRS

  35. Self-Control • Controls temper in conflict situations with peers. • Responds appropriately to peer pressure. • Responds appropriately to teasing by peers. • Controls temper in conflict situations with adults. • Receives criticism well. • Responds appropriately when pushed or hit by other children Consider a skill you think would be critical for a student you work with

  36. Assertiveness • Introduces herself or himself to new people without being told. • Appropriately questions rules that may be unfair. • Invites others to join activities. • Initiates conversations with peers. • Gives compliments to peers • Volunteers to help peers with classroom tasks. Consider a skill you think would be critical for a student you work with

  37. Cooperation • Uses free time in an acceptable way • Finishes class assignments within time limits • Uses time appropriately while waiting for help. • Follows your directions. • Ignores peer distractions when doing class work. Consider a skill you think would be critical for a student you work with

  38. Social Skills instruction • Short lessons (15 min max) taught by a student teacher • Half of the lesson was delivered in a classroom environment: • Introduce the skill • Initial guided practice • After basic skill mastery was acquired, the remainder of lessons were moved to applicable settings • Guided practice in the cafeteria, recess playground, or classroom (depending on skill) • Practice with specific people including specific students or adults • Independent practice including an assignment for the rest of the day Hoffmeister & Lubke, 1999

  39. Lesson Delivery Cycle Review or maintenance check Independent Practice Learning Set Prerequisite skills for new material Guided Practice New material

  40. Learning Set What would a learning set look like for the skill your student needs to learn? 1. Sets a business tone 2. Starts students off with success 3. Ensures students have prerequisite skills 4. As a whole, lessons that include learning set activities result in increased student achievement and generally more positive student attitudes 5. Builds instructional momentum toward more difficult content

  41. Lesson Delivery Cycle Review or maintenance check Independent Practice Learning Set Prerequisite skills for new material Guided Practice New material

  42. New Material Critical practices when teaching new material: • Present clear goals • Break the skill down into all the steps • Explicitly model each step What steps would be necessary to teach the skill your student needs to learn? How would you teach the skill explicitly.

  43. Guided Practice • Guided practice slowly removes scaffolds so that students get closer and closer to independent practice • Practice should occur in the environments where the skill is used and with people with whom the skill is needed • Practice should involve numerous opportunities to respond with feedback • Keep students in guided practice until students are responding 80-90% correct • What would guided practice look like for your skill?

  44. Lesson Delivery Cycle Review or maintenance check IndependentPractice Learning Set Prerequisite skills for new material Guided Practice New material

  45. Independent Practice • Student must demonstrate they can use the skill on their own at a certain criteria • Over a certain period of time • In typical environments with typical people.

  46. Example lesson objectives • Self-Control • When pushed or hit by other children, student will use stop/walk/talk strategy during 3 independent practice opportunities with 100% accuracy on five separate occasions. • Assertiveness • Given an opportunity to tell you when he thinks you have treated him unfairly, student will communicate his feelings politely, and allow adults to respond without getting upset with 100% accuracy on five separate occasions. • Cooperation • Given three opportunities to use time appropriately while waiting for help, student will sit correctly in his chair, raise his hand, and wait to be called onwhile staying quiet with 100% accuracy on five separate occasions

  47. Evaluation of check-in Check-out + Social Skills (CICO+SS) • Study 1: Participants and Settings • Two elementary schools (one public, one charter) • Two students at each school were nominated by the principal to need social skills support • Two 1st grade boys • Two 3rd grade boys • Step 1: CICO • Step 2: Assessment • Step 3: Effective Instruction

  48. School staff Data collection • CICO Procedure • The student teacher, classroom teacher, and playground monitors completed a modified CICO card at the end of each interval using a 3-point scale of global perceptions • 1 – Participant engages in behavior that contradicts the targeted skill area • 2 – Neutral behavior • 3 – Participant engages in behavior consistent with the targeted skill area

  49. Modified CICO card

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