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Addressing Academic Avoidance at Tier II

Addressing Academic Avoidance at Tier II. My thanks to: Cynthia M. Anderson, PhD, BCBA-D University of Oregon Presented by Lea Brown, KY PBIS Network. Agenda. Point card interventions—rationale and background Point cards within a multi-tiered system

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Addressing Academic Avoidance at Tier II

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  1. Addressing Academic Avoidance at Tier II My thanks to: Cynthia M. Anderson, PhD, BCBA-D University of Oregon Presented by Lea Brown, KY PBIS Network

  2. Agenda • Point card interventions—rationale and background • Point cards within a multi-tiered system • Tier II interventions—enhancing systems for positive and durable outcomes • CICO—a foundation for Tier II interventions • Breaks are Better • Academic Behavior CICO

  3. Point Card Interventions in Schools • Target behaviors operationally defined • Assessment of student behavior • Pre-determined times • Numerical scale with defined values • Contingencies for target behavior • Home component • Robust research base (e.g., Chafoulas et al., 2002, 2005; Dougherty & Dougherty, 1977; Fabiano et al., 2010; Schumaker et al., 1977)

  4. Reliance on home contingencies • Selection process inconsistent • Individualized • Target responses • Evaluation metric and schedule • contingencies Traditional “home-school notes” may be difficult to scale up

  5. Tier I • Intervention for ALL students • Effective: 80% or more meeting benchmarks 5

  6. Tier I • Intervention • Explicit instruction • Opportunities to practice in target settings • Feedback • Systems • Defined and measurable outcomes • Student progress monitored • Team-based problem solving, coaching

  7. Considerations • Is the Tier I intervention • Fully in place • Implemented with fidelity • Resulting in desired outcomes? Is the Student Receiving an Adequate “DOSE” of the Universal Intervention? • Simply “having” Tier I doesn’t guarantee • Teachers are implementing • All students have access • “At risk” students need proactive behavior management • Before implementing more intensive support, ask yourself…

  8. At least 80% of students are successful…what about the rest? 8

  9. Tier III 9

  10. Tier II Core + Supplemental 10

  11. Check-in/check-out First Steps Pre-Teaching Lunch buddies Social Skills Groups Homework Club Reading Groups Principal's Club Check and Connect Anger Management Group Extra Supervision

  12. Tier II Interventions • Match needs of school • Are implemented rapidly • Similar across students • Staff trained in intervention • Materials on hand • Match problem • Intensity • Mechanism (skill, fluency, or contingency deficit • Use data-based decision-making • Who will likely benefit? • Is the intervention working? • Next steps Enhance fidelity Tier II Assessment Tool

  13. Check-in/Check-Out: Tier II Behavior Report Cards

  14. CICO is Implemented Morning check-in Parent feedback Regular teacher feedback Bi-weekly coordination Meeting to assess student progress Afternoon check-out Student Recommended for CICO CICO Coordinator summarizes data for decision making

  15. Empirical Support • 10 studies to date • Elementary school (7) & middle school (3) • Decrease disruptive behavior & enhance academic engagement (e.g.,Campbell& Anderson, in press; Fairbanks et al., 2007; Hawken & Horner, 2003; Simonsen et al., 2010; Todd et al.,2008) • CICO most effective for students emitting attention-maintained problem behavior (Campbell & Anderson, 2008; March & Horner, 2007; McIntosh et al., 2009)

  16. J. Turtura Academic Behavior CICO

  17. Academic Behavior CICO • Shares several features with CICO • Morning and afternoon checks in and out • Daily point card is foundation • Similar across students receiving intervention • Data guide decision-making • Modifications designed to • Increase structure and feedback around recording assignments • Provide specific feedback for academic-related expectations • Decrease likelihood of being “set up” for a bad day • Provide incentives for positive academic behavior

  18. Components of ABC • Morning check-in • Daily feedback sessions • Afternoon check-out • Home session

  19. Morning Check-in Student meets with coordinator/mentor • Is student prepared? • Are assignments complete? • Review home note • Provide point card & tracker 2 points possible

  20. 3 points per expectation & 1 point for tracker use Daily Feedback Sessions • Student keeps point card (or separate tracker and have student turn in to teacher) • Student meets academic expectations • Student completes assignment tracker • Feedback at end of class period • Academic expectations • Homework recorded accurately

  21. Afternoon Check-out Student meets with coordinator/mentor • Review point card--% points earned • Provide incentives if using • Positive verbal feedback • Review homework tracker—plan for work completion • Complete home note • End with encouragement 2 points possible

  22. Morning Check-in Logistics • Location • Materials available • Minimum: pencils, paper, erasers, etc. • Consider individual items such as textbooks • Homework completion • Complete now—get pass to be late to class • Complete later—receive homework pass • 3 or more incompletes in 2-week period: consider new intervention

  23. Home Component • Parent workshop first!

  24. Parent Workshop • Approximately 20 min • Overview of ABC • Establishing a homework routine • Planning for long-term projects • Organizing for success

  25. Home Component • Parents do: • Review Assignments • Problem-solve homework completion/study plan • Complete home note • Parents do not: • Complete work for child • Argue, use continued reminders • Offer additional incentives or negative consequences

  26. Justin Boyd Breaks are Better

  27. Breaks are Better (BrB) • Shares several features with CICO • Morning and afternoon checks in and out • Daily point card is foundation • Similar across students receiving intervention • Data guide decision-making • Modifications designed to • Provide specific feedback for academic-related expectations • Decrease likelihood of being “set up” for a bad day • Provide incentives for positive academic behavior • Provide “replacement skill” to obtain brief break

  28. Morning Check-in • Student meets with coordinator/mentor • Is student prepared? • Review home note • Provide point card, timer, & tracker 2 points possible

  29. Daily Feedback Sessions • Student keeps point card • Student meets academic & social behavior expectations • Student takes breaks when needed • Feedback at end of class period • Meeting expectations • Taking breaks if needed 3 points per expectation & 1 point for tracker use

  30. Afternoon Check-out Student meets with coordinator/mentor • Review point card--% points earned • Provide incentives if using • Positive verbal feedback • Complete home note • Student turns in timer • End with encouragement 2 points possible

  31. BrB During Academic Routines • Student engages in academic routines • Student can request a break • 2 min break • Specific activities during break • Student returns to work after break Breaks are Bettter

  32. Common Questions/Concerns • Why should we allow breaks? • Three breaks is too many!

  33. Work Time: Planning for Implementation

  34. Implementation Planning • Planning for ABC and BrB • Developing daily progress report • Progress monitoring • Implementing ABC and BrB

  35. Planning for Implementation • Selecting coordinator(s) • Modifying school-wide expectations

  36. Intervention Coordinator • Roles and responsibilities • Ensure materials are available • Maintain staff buy-in • Train teachers, students • Inform parents • Monitor outcomes • Problem-solve • Key characteristics • Fluent with ABC or BrB • Respected by adults and students • Time and skills to “make things happen”

  37. Coordinator options • One coordinator for whole school (CICO, BrB, ABC) • One coordinator for each intervention • Multiple roles per or across interventions • One person monitors data and trains across intervention(s) • One or more individuals perform check in and out • One or more individuals enter data*

  38. Liberty Elementary School—300 students, 18 on CICO, 14 on BrB • Organize Materials • Train staff, student, families • Graph data • Oversee progress monitoring • Check students in and out Counselor Counselor ddddddddd Counselor Counselor ddddddddd Counselor

  39. Oceanside Middle—520 students 28 on CICO, 24 on ABC • Organize Materials ccccddddd • Train staff, student, families • Graph data • Oversee progress monitoring • Check students in and out • Program graduate/parent volunteer • Counselor dddddbbbbbddd • IA • Counselor/IPBS team • Counselor (12 ABC, 5 “advanced” CICO) Librarian (12 ABC), CICO: head receptionist, vice principal, grandparent volunteer

  40. Action Plan (ABC p 4, BRB p 5)

  41. Selecting coordinator • Modifying school-wide expectations

  42. Expectations are… • Linked to school-wide expectations • All students have same academic expectations • Easy to implement • May not always match each student’s needs • Students have individualized expectations • Easier to match student needs • May reduce fidelity p. 5 ABC; p 6, BrB

  43. Implementation Planning • Planning for ABC • Developing daily progress report • Progress monitoring • Implementing

  44. Designing Daily Progress Reports • School-wide expectations AND academic expectations • Age appropriate rating scale • Teacher friendly • Data easy to summarize and determine if goal is met

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