What to Do When Check-in, Check-out Doesn’t Work: Next Steps

1. What to Do When Check-in, Check-out Doesn’t Work: Next Steps Melissa Hansen Counselor, McNair ES Kathy McQuillan FCPS Positive Behavior Support Educational Specialist

2. Comprehensive Supports Function-based Support Group Interventions w/function-based modifications • Group Interventions • Check-in, Check-out • Mentors • Skills groups Tier 1 of SWPBS • Student Rights & Responsibilities • Character Education • Bully Prevention Program • Violence Prevention Program 2 2

3. Objectives • To review the basic components of CICO • To assess and troubleshoot key elements • To apply data analysis procedures to identify next steps- • Group Intervention w/function-based modifications

4. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Teacher Feedback Weekly CICO Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

8. CICO: A Review of Critical Features • Adequate resources allocated so intervention is available continuously • Dedicated staff + systematic data review • Student selection based on data/referral process • Targets “at risk” population • Student agrees to participate • Implementation occurs consistently with fidelity • Participation by all staff/faculty in the school daily • Corrective feedback and reinforcement offered appropriately at set intervals • Program transitions from teacher-evaluation to self-evaluation

9. Let’s Reflect: CICO Self-Assessment THINK: Are the majority of critical factors in place?

10. Trouble Shooting: Common Concerns • Student Not Checking In • Student Not Checking Out • Student Complaining/Pouting • Student Loses Daily Progress Report • Student Changes Ratings MacLeod & Hawken retrieved 11/3/09 from www.pbis.org

11. How Do We Solve the Problem?

12. Matching CI/CO to Student Needs • Basic CI/CO: • Expectations related to respect, responsibility and safety • Reinforced through daily positive adult contact • Function: To get/obtainATTENTION

13. Next Steps • Review key elements of CI/COprogram • Make any necessary adjustments • Continued lack of progress • Between 3- to 5-weeks • Refer student to the problem solving team (e.g., CST, SST, RTI)

14. Implement CI/CO Is CI/CO Working? Continue and transition to self- management Yes No • If the behavior is not severe, complex, and/or intensive conduct a Brief Functional Assessment • What is the problem behavior? • Where does the problem behavior occur/not occur? • Why does the problem behavior keep happening?

15. Time for a Closer Look

16. Building on Efficiency: “Brief Functional Assessment” • Engage in the problem-solving process to identify the function of the behavior • To get/obtain something desirable • attention, activity, object, privilege, sensory stimulation . . . • To escape/avoid something that is undesirable • task, activity, demand, attention, event, situation . . . • Methods: Review, Interview, and/or Observe • Results: • CI/CO individualized for that student with or without additional strategies

17. Review Data to Identify the Function Is the behavior maintained by getting/obtaining . . . ? Is the behavior maintained by escape/avoidance of . . . ? Is the behavior related to lack of academic skills? Let’s look at the CI/CO point card data and other available data sources (e.g., ODRs, minors, academic functioning, interview).

18. Matching CI/CO to a Student’s Motivation • Motivation: To Get/Obtain Adult Attention • Expectations remain the same • Increase rate of attention • More frequent monitoring intervals • Add a self-monitoring and self-reinforcement component • Use attention as the reinforcer • Extra time with a preferred adult if daily goal is met

19. Matching CI/CO to a Student’s Motivation • Motivation: To Get/Obtain Peer Attention • Expectations remain the same • Increase rate of peer attention for appropriate behaviors • Use peer attention as the reinforcer • Extra time with a preferred peer if daily goal is met • Target student earns reward for whole group when goal is met

20. Matching CI/CO to a Student’s Motivation • Motivation: To Get/Obtain a Preferred Object/Tangible • Expectations remain the same, but frequency of monitoring may need to increase • Use preferred object/tangible as the reinforcer for the alternative behavior • Extra time with a preferred adult if daily goal is met • Restrict access to tangible/object

21. Matching CI/CO to a Student’s Motivation • Motivation: To Escape/Avoid Tasks • Expectations remain the same OR add academic expectation(s) • Goals, prompts, and encouragement for organizational and routines • Add/increase academic support in area of need • Teacher modifies task and/or additional instruction offered • Use escape as the reinforcer • Student earns a break from the aversive activity

22. Matching CI/CO to a Student’s Motivation • Motivation: To Escape/Avoid Attention • Expectations remain the same OR add a social initiation goal(s) • Add/increase social skills instruction • Teach student how to politely ask to be left alone • Allow access to a escape that is not punitive • Consider using of a pass and a specified location as needed • Use escape as the reinforcer • Student earns a break from the aversive activity

23. Case Study: JT

24. Case Study: BM

25. In Summary • Modify CI/CO plan to meet the needs of the student • Consider function/motivation • Especially the link to academic needs • Use simple and brief assessment tools • Respond efficiently