A16 - Tier II Intervention: Self-Management using a Daily Check-In/Check-Out Process

1. A16 - Tier II Intervention: Self-Management Using a Daily Check-In Check-Out ProcessLead Presenters: Lauren Evanovich & Laura Kern Key Words: Applied Evaluation, Assessment, Training

2. Objectives • Identify the components of traditional and expanded CICO as a part of the PBIS framework • Integrate student-centered self-management and fading strategies into both CICO and CICO with expanded features •  Structure the implementation of CICO, including CICO with expanded features, in a systems-based approach using data-based decision making

3. Presentation Participants & Overview • Who’s here? Brief Introductions! • Overview of CICO • Example of a study in an alternative setting that used CICO • Overview of self-management • Adding self-management to CICO

4. Positive Behavior Support • PBS is a three tier proactive, preventative framework to address the social and learning needs of all students (Lewis & Sugai, 1999; Sugai & Horner, 2002)

5. Positive Behavior Support • While there is much research addressing the primary and tertiary tiers, secondary tier research is sparse • Check in/Check out (CICO) is a secondary tier PBS intervention (Todd, Campbell, Meyer, & Horner, 2008)

6. Traditional CICO

7. Current CICO Literature • Implemented in elementary and middle school environments • Numerous student problem behaviors have been addressed including aggression, disruption (i.e., talking out), leaving the designated area/elopement, and off-task behavior as well as positive academic behaviors including academic engagement (Campbell & Anderson, 2008; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken & Horner, 2003; Hawken, Macleod, & Rawlings, 2007; March & Horner, 2002; Todd, Campbell, Meyer, & Horner, 2008)

8. Benefits A majority of students exposed to CICO have demonstrated decreases in problem behavior as evidenced by: • Mean changes in percentage of intervals with problem behavior • Decreases in ODRs, and/or discipline contact • Decreases in problem behavior ratings • Increases in academic engagement (Campbell & Anderson, 2008; Fairbanks et al., 2007; Filter et al., 2004; Hawken & Horner, 2003; March & Horner, 2002; McIntosh et al., 2009; Todd et al., 2008)

9. CICO Procedures (Crone, Horner, & Hawken, 2004)

10. Example: CICO • Alternative education setting in the Southeast during a truncated summer session (1.5 hours week for 4 weeks) • Admission criteria: • K – 12 • Axis I diagnosis according to DSM-IV-TR • IQ scores of 65 and above • Classes: 5-10 students, 1 teacher, 1-2 paraprofessionals • 4 students grades 4-6 referred by teacher

11. Materials • CICO point card • Fidelity checklist • Staff interview forms

12. Data Collection Card

13. Fidelity Checklist

14. CICO Procedures • 1. Check in (see fidelity checklist) • Receive daily point chart • Discuss point goals (Ex: 80% of possible points to start) • End on a positive note (see fidelity checklist) • 2. Feedback per class (see fidelity checklist) • Receive scores of: 2 (no warnings required), 1 (received some warnings), or 0 (was dismissed/removed from classroom)

15. CICO Procedures • 3. Check out (see fidelity checklist) • Discuss points received • Brainstorm behavior strategies to address scores of 0 or 1 • Receive an agreed upon reward for meeting point goal • Examples: STAR coupon

16. CICO Procedures • 4. Home component • Review daily point chart • Discussion of points • Sign form • End on positive note • 5. Return chart to school during Check in • Give student a STAR coupon if returned signed form from yesterday • Steps 1-5 begin again (Crone, Horner, & Hawken, 2004)

17. Data from a CICO Study in an alternative setting • Fidelity: • Assessed for 25% of all CICO sessions (complete cycle) • 14-item fidelity checklist (CICO) • Calculated: total # of observed steps / total # of expected steps x 100 • IOA for fidelity: • Assessed for 20% of fidelity checks • Second observer • Calculated: smallest # of observed behavior / largest # of observed behavior x 100 (total agreement) • Social validity was assessed post-intervention • Intervention Rating Profile (IRP-15) • 15 statements • 6-point Likert scale (1 = strongly disagree to 6 = strongly agree). • Total score of 15-90; with 90 indicating the highest acceptance rating of the intervention and with

18. Results

19. Results

20. Self-Management

21. Self-Management • According to a leading researcher in behavior, we manage our own behavior in the same way as we manage anyone others—“through the manipulation of variables of which behavior is a function” (Skinner, 1953, p. 228). • Self-management is doing one response (the self-management behavior) that makes another behavior more likely (the target or desired behavior). • For example, keeping a “to do” list (self-management behavior) may increase the chance that you “do” the things on your list (target behaviors).

22. Why Self Manage? “Living a More Effective and Efficient Daily Life” “Breaking Bad Habits and Acquiring Good Ones” “Accomplishing Difficult Tasks” “Achieving Personal Goals” (Cooper, Heron, & Heward, 2007)

23. Advantages of Self-Management Can use with behaviors that are less likely to be observed or controlled by others Increases likelihood of maintenance and generalization A small number of self-management skills can be used to control a variety of target behaviors Self-management makes you feel “free” and “good” (p. 586) (Cooper, Heron, & Heward, 2007, pp. 581-586)

24. Self-Management benefits in schools People with self-management skills are more effective group members (from work groups to larger society) Teaching self-management skills may benefit students in other academic areas “Self-management is an ultimate goal of education” (p. 583) Folks with diverse ability levels can use self-management, and some people prefer it (Cooper, Heron, & Heward, 2007, pp. 581-586)

25. Self-Management often includes • Self-management • The ability of an individual to change their own behavior in the same way “he would control the behavior of anyone else – through the manipulation of variables of which behavior is a function” (p. 228) • A separate behavior • Multiple components References: Dooley slide; 2017; Cooper et al., 2007; Briesch & Chafouleas, 2009; Mooney et al., 2005; Skinner, 1953

26. Self-Management Core Themes • Before the Behavior: Arrange your environment • The Behavior: Self-monitor and Self-evaluate • After the behavior: Self-reinforce and Select a privilege/reward that you’ll allow yourself • (Example: a cup of coffee on the way home, an extra 15 min of TV) each day that you meet your goal or that someone can provide for you

27. CICO with Self-monitoring

28. How do I Self-Manage in CICO? • Step 1: Define the desired behavior from CICO • Step 2: Determine Strategies - Think about creating a plan that will: • 1. Remind you to do the behavior (Before) • 2. Describes a strategy that will keep you doing the desired behavior (During) • 3. Details a way to keep doing the desired behavior (After) • Providing reinforcement to yourself, obtaining reinforcement from others, or coming into contact with what is already in the environment Adapted from a plan in Cooper et al., 2007; Used in classroom management by Simonsen and colleagues et al., 2016)

29. How do I Self-Manage in CICO? • Step 3: Take initial and ongoing data on how you are doing • Step 4: Decide on reinforcement (by whom, what, and when) • Consider working with a “partner” such as a peer or teacher • Connect to CICO: Look at what behaviors are being monitored in CICO and adapt to self-managed strategies Adapted from a plan in Cooper et al., 2007; Used in classroom management by Simonsen and colleagues et al., 2016)

30. Example: Self-Management Plan Step 1 Step 2 Step 3 Step 4

31. Step 1: Desired Behavior Definition • Using your CICO card, and your School-Wide Expectations, define the behaviors for the specific student. • For example: • Showing respect: • Keeping hands and feet to yourself • Wait to be called on to share • Use classroom materials as intended

32. Step 2: Select a strategy • Make the tool easy – CICO card with Self-Monitoring Add Prompts, such as “MotivAider” www.Pbismissouri.org/tier2 Crone, Horner, & Hawken, 2004; Cooper, Heron, & Heward,

33. Step 3: Initial and Ongoing Data • Current Rating: Total Points for the day: 25% • Goal: Total Point for the day: 85%

34. Step 4: Consequences and Reinforcement • Decide on what, by whom, and when – tie to CICO and SWPBIS • What? Rewards, tokens, preferential activities; can tie to existing classroom systems • By whom? Student, Teacher, or peer • When? End of class, when student naturally checks in? • Best if can fade out reinforcement and come into contact with what is natural in the environment (e.g., good grades, positive peer attention)

35. Example: Self-Management Plan Step 1 Step 2 Step 3 Step 4

36. Resources • Example of CICO for Academics (Jessica Turtura & Cynthia M. Anderson: http://www.livebinders.com/media/get_centered/MTYzODQ2Mjg= • Cooper, Heron, & Heward, 2007, pp. 595-599 • Crone, Horner, & Hawken, 2004, pp. 2, 82-83

37. Questions? Contact Information and Resources FLPBIS:MTSS Project • Phone: (813) 974-6440 • Fax: (813) 974-6115 • E-mail: flpbis@cbcs.usf.edu • Website: www.flpbis.org OSEP TA Center on PBIS • www.pbis.org Association on PBIS • www.apbs.org www.facebook.com/flpbis www.twitter.com/flpbis www.youtube.com/user/FloridaPBS