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Tier Two and an Evidence-Based Practice: Check-In/Check-Out

Tier Two and an Evidence-Based Practice: Check-In/Check-Out. Janice Morris, Barbara Mitchell and Nicole Reifesel Columbia Public Schools. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL &

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Tier Two and an Evidence-Based Practice: Check-In/Check-Out

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  1. Tier Two and an Evidence-Based Practice: Check-In/Check-Out Janice Morris, Barbara Mitchell and Nicole Reifesel Columbia Public Schools

  2. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

  3. What Do We Know? 1. Understand interaction between behavior and the teaching environment • Behavior is functionally related to the teaching environment • Provide supports to Teach pro-social “replacement” behaviors Small group or targeted to function • 3. Create environments to support the use of • appropriate behaviors • Practice and acknowledge success

  4. Goals Today … • Overview of Check-in/Check-out • Example of applied work in progress • Systems Features • Student Results

  5. Check-in/Check-out What, Who, Why and Research Results

  6. What is CICO? • Targeted intervention that provides • Daily academic and behavioral support • Systematic performance feedback • High rates of adult attention • Mechanism for making data-based decisions • Communication link between school and home

  7. Who Benefits? • CICO is for students who • Continue to display problems with universal supports in place • Demonstrate behavior patterns that are functionally related to obtaining attention • Need increased levels of structure, routine and feedback

  8. Why Use CICO? • Provides systematic intervention to reduce problem behavior that may lead to increased academic achievement for students who find adult and/or peer attention reinforcing (Crone, Horner, & Hawken, 2004, p. 9)

  9. Research Supported Practice • Schools can successfully implement • Decreases problem behavior • Effective for 60-75% of second tier, at-risk students • Ineffective for students who do not find adult attention reinforcing • Use of FBA can enhance success (Crone, Horner, & Hawken, 2004, pp. 9-10)

  10. Applied Work in Progress Gentry CICO Process

  11. What Does This Look Like? • Daily Check-in (7:30-7:50) • Consistent location • Begin with positive greeting • Prompt for chart • Prepare for day (breakfast, pencil, paper, planner) • Reminder of expectations *Provides access to positive peer and adult attention, precorrects for behavioral and academic expectations and organizes student materials

  12. What Does This Look Like? • Throughout the Day • Student carries chart • Teacher greets and precorrects • Teacher provides feedback and awards points • Established criteria for points *Provides high rates of adult attention and specific performance feedback

  13. What Does This Look Like? • Daily Check-Out (2:45-3:00) • Consistent location • Adult positive greeting • Student totals points, finds percentage and documents • Daily and/or weekly reinforcer for meeting goals • Quick debrief and parent note *Provides positive adult attention, specific performance feedback and progress monitoring

  14. What Does This Look Like?

  15. What Does This Look Like? • RRKS Chart • Parent Copy • Name:__________ Date:____________ • Daily Percentage:________% • Comments:______________________________________ • * Daily Percentage goal is 80% • Parent/Guardian Signature:_____________________

  16. What Does This Look Like? • Fading Process • Use data to make decisions • Establish criteria • i.e. 80% of possible points for four weeks • Conference with student • Fade teacher and move to self-monitoring

  17. Systems Features Steps to Implementation

  18. Designate Program Coordinator • Assists with selection of students • Communicates plans to participants • Designs CICO point chart • Conducts daily check-in and check-out • Monitors daily progress • Provides feedback and incentives • Makes data decisions (continue, modify or fade out)

  19. Establish Criteria and Identify Participants • Four to six office referrals • RRKS TOC documentation • Data indicating attention maintained behavior • Student willingness to participate

  20. Select “Host” Environment • Classrooms with clearly defined • Expectations • Routines • Procedures • Response to problem behavior • Teacher willingness to participate • Flexibility with student schedules • Start small

  21. Implement Program • Conference with students • Model for teachers • Maintain data • Problem-solve • Students not checking in • Students not getting chart signed • Students not checking out

  22. Student Results Behavioral and Academic Outcomes

  23. Does CICO Make a Difference? • Change in • RRKS chart data • Attendance • Loss of instructional time • Classroom problem (RRKS TOC) • Office discipline referral (ODR) • Grades

  24. Reference • Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: Behavior education program. New York: Guilford Press.

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