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Targeted and Intensive Interventions: Assessing Process (Fidelity)

Targeted and Intensive Interventions: Assessing Process (Fidelity). Cynthia M. Anderson, PhD University of Oregon. School-Wide Positive Behavior Support. Intensive Interventions Specialized Individualized Systems for Students with High-Risk Behavior. ~5%. Targeted Interventions

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Targeted and Intensive Interventions: Assessing Process (Fidelity)

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  1. Targeted and Intensive Interventions: Assessing Process (Fidelity) Cynthia M. Anderson, PhD University of Oregon

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

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

  4. 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

  5. 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)

  6. SYSTEMS Data Practices 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?

  7. 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?

  8. 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?

  9. 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?

  10. 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 Implementation Logistics

  11. Results: What is Learned? • ISSET • Percent implemented score for each section • CISS • Percent implemented score • Each section • Overall • Goals prioritized • Action plan built

  12. 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

  13. 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

  14. Monitor Progress Over Time

  15. ISSET and CISS: Next Steps • Disseminate CISS • Use ISSET in research studies • Conduct further evaluations of measures

  16. Cynthia M. Anderson canders@uoregon.edu 541.346.2617 University of Oregon Educational & Community SupportsSchool Psychology Program

  17. 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

  18. 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

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