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Most Promising Targeted Interventions

Most Promising Targeted Interventions . Check-in/Check-out or Teacher Check, Connect and Expect Every school does not need every targeted intervention. All schools need one of the above interventions or something similar. Check-In/Check-Out programs… called many different things.

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Most Promising Targeted Interventions

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  1. Most Promising Targeted Interventions Check-in/Check-out or Teacher Check, Connect and Expect Every school does not need every targeted intervention. All schools need one of the above interventions or something similar.

  2. Check-In/Check-Out programs…called many different things • Aka. Behavior Education Program (BEP) • Teacher Check and Connect • Secondary or Targeted Interventions • Variations on a long-standing strategy of using daily behavior report card

  3. Check-In/Check Out Implementation Manual • Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com) © 2005 by The

  4. What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)? School-based programs for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with: • Students who do not respond to school-wide interventions • Students with repeated referrals • Students seeking adult attention

  5. CICO and TCCE Elements • Daily positive adult contact • Check-in/Check-out system • Daily Report Card (DPR) – increased attention to behavioral goals • For all school settings • Home school partnership • Collaborative team-based process

  6. Teacher Check Connect and Expect: How does it work? • Student is greeted in a friendly positive way by the teacher. • Teacher reviews behavior expectations with the student, and encourages student to do well. • After each time period, teacher checks in with student about progress during time period and indicates points on daily progress report (DPR). • At end of day, teacher writes the total amount of points achieved for the day on DPR. • Completed DPRs are sent to the targeted team for input into data information system. • Targeted team reviews progress after four weeks unless otherwise indicated.

  7. Check-In/Check-Out Cycle: How does it work? • Morning check-in • Students checks in with coordinator within 15 minutes of arrival time • Coordinator collects and hands out Daily Progress Report form • daily goal set with students • Students encouraged to make good choices • Student gives DPR form to each teacher prior to each period (section of time). • (Can also be used in cafeteria or playground… anywhere there is a supervisor).

  8. Check-In/Check-Out Cycle: How does it work? • End of day check-out • During last 20 minutes of the day • Goes over daily progress • Reviews progress towards goals • Points tallied • Reward • Graphs student progress • Daily Progress Report form copy taken home and signed. • Return signed copy next morning.

  9. Overview: CICO and TCCE focus on behavior • Reminders at check-in/check-out • Feedback from teacher/s after each class • Daily Progress Report • Increased opportunities for reinforcement and learning

  10. Overview: CICO and TCCE all school settings • Daily Progress Report (DPR) • All of students’ teachers/supervisors involved • Need for staff buy-in, training

  11. Overview: CICO and TCCEhome-school partnership • Parents meet with the team and student • Parents sign behavior contract • Parents review, comment and sign DPR

  12. Check-In/Check-Out View DVD

  13. Who Qualifies for CICO or TCCE? • More than minimal number of referrals over an established time period • Across several different settings or activities • Not dangerous to self/others • Adult attention is rewarding

  14. Who Can Benefit? APPROPRIATE • Low-level problem behavior (not severe) • 2-5 referrals • Behavior occurs across multiple locations • Examples • talking out • minor disruption • work completion INAPPROPRIATE • Serious or violent behaviors/ infractions • Extreme chronic behavior (6-10+ referrals) • Require more individualized support • FBA-BIP • Wrap Around Supports

  15. Why do these programs Work? • Prompts are provided throughout the day for correct behavior • System links student with at least one positive adult • Student chooses to participate • Student is “set-up” for success • First contact each morning is positive • First contact each class period is positive • Increase in contingent feedback • Feedback occurs more often • Feedback is tied to student behavior • Inappropriate behavior is less likely to be ignored or rewarded

  16. Getting Started Activities 1. Determine how Check-in/Check-out or TCCE will be implemented in your school 2.Develop Daily Progress Report 3.Develop reinforcement system for students on Check-in/Check-out or TCCE 4.Develop referral system 5.Create system for managing daily data 6.Plan for fading students off intervention 7.Develop staff training 8.Develop student and parent training

  17. First Steps: Determine how CICO or TCCE will be implemented in your school • Establish the Team (student) • Assign Check-In/Check-out Coordinator (if CICO) • Determine location within building if Check-In/Check-Out; in classroom if TCCE • Establish number of students that can be served at one time • Determine the name of this program for your school

  18. When does the Student Focused Targeted Team meet? Team meetings • Regular scheduled meetings –weekly or depending on building needs • •If no new referrals, the team meets briefly to review progress on current interventions, to self-evaluate, and to action plan

  19. If you do CICO, you will need aCheck-In/Check-Out Coordinator “Someone the students enjoy and trust” • Enthusiastic • Leads check-in and check-out • Enters data daily • Prioritizes students for Team meeting • Prioritizes requests for service • Creates graphs for meetings • Gathers extra info for meetings • Facilitates meetings • Maintains records

  20. If CICO, Make sure to appoint and train a backup coordinator!

  21. Activity # 5: The Student Focused Targeted Team Revisit the Team Profile you created for the Student Focused Team. • Identify Check-In/Check Out Coordinator(s) if CICO • Identify back-up Coordinator • Make any other needed changes to Team Profile to accommodate Check-In/Check-Out or TCCE • Consider a catchy name for your program

  22. Who is eligible for Targeted Intervention?

  23. Activity # 6: Who will you serve? • Review your ODR data to determine who might benefit from Check-In/Check-Out or TCCE. • What percentage of the student population does this group represent? • How many students can you serve?

  24. Getting Started: Space Where will the Program occur? If CICO, then the space needs to be: • Predictable • Enough space to accommodate the Coordinator and several students at a time • Central location but relatively isolated If TCCE, then space considerations need to emphasize discretion and convenience

  25. The Check-In • Same location each day • Greet students • Collect yesterday’s signed DPR • Check bags/backpacks • Provide supplies • Record names, preparedness, yesterday’s DPR • Reward for completing requirements • Prompt to have a good day

  26. The Check-Out • Move quickly • Recognize student for checking out • Collect a copy of the Daily Progress Report • Reward if daily goal has been met • Prompt for a good day tomorrow

  27. Check-in, Check-out Form: Elementary School Version

  28. Activities 7 & 8 Determine the location for check-in and check-out Develop summary form for students on Program

  29. Getting Started Activities (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop Daily Progress Report (DPR) (3) Develop reinforcement system for students on Program (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

  30. Daily Progress Report (DPR) • At least 2 copies • Portable • Group vs. Individualized goals • Age appropriate • Reflect all areas of campus • Reflect all activities/time periods • Clear, concise, understandable for students, families and staff.

  31. Check-In/Check-Out FormDaily Progress ReportA- Day B-DayName: Jeremy Walker Date: 9/18/02 Teachers: Please indicate YES (2), So-So (1), or No (0) regarding the student’s achievement for the following goals: Daily Goal 40/50 Daily Score 41/50 In training CICO Member X Jeremy Walker Student signature Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (I additional space is required, please attach a note and indicate so below) Period 1/5Behavior is improving! Period 2/6 Period 3/7 Home RoomExcellent behavior today! Period 4/8 Parent/Caregiver Signature: Angel Walker Parent/Caregiver Comments:Keep up the good work!

  32. HAWK ReportHelping AWinning KidDate _________________ Teacher___________________________ Student_____________________________ Parent’s signature______________________________ WOW:_________________________________________________________________________________ ______________________________________________________________________________________

  33. Paw Print Card We Expect Your Best! Date ____________________ Student ____________________________________ Successes: ______________________________________________________________________ Parent Signature__________________________________________________________________

  34. KENNEDY CARD

  35. Activity # 9 Create DPR Forms Guidelines: • What will the behavioral expectations be? • Are the expectations positively stated? • Is the DPR teacher friendly? • Is the DPR age appropriate, and does it include a range of scores? • Are the data easy to summarize? • Is there a place to write each student’s goals (i.e., in case some students need to start with a lower goal)?

  36. Getting Started Activities (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3)Develop reinforcement system for students (4) Develop referral system (5) Create a system for managing daily data (6) Plan for fading students off of intervention (7) Develop staff training (8) Develop student and parent training

  37. Reinforcers • PRAISE, PRAISE, PRAISE • Positive adult contact • Provide students reinforcement for meeting daily point goals is essential: -Spinner System -Credit Card System -Activities

  38. Student Reinforcement Small reinforcer for successful check-in -On time -Returned signed DPR -Has all materials -Filled out new DPR Small reinforcer from teacher for perfect periods Small reinforcer for successful check-out • -Being there in time to make the bus • -Having DPR • -Met daily goal Additional incentives for weekly, monthly achievements

  39. Student Reinforcement – Connected to School-Wide PBS • SW dollars, mini-store at checkpoint • Check-in/Check-out dollars (worth more than SW bucks) • Accelerated value/redemption

  40. Activity # 10: Reward System • Activity 10 Guidelines: • What will the students’ daily point goal be? • What reinforcers will students receive for checking in and out (e.g., praise and lottery ticket)? • What reinforcers will students receive for checking out and meeting their daily point goal? • How will you ensure students do not become bored with the reinforcers? • Determine what resources you will need to access reinforcers

  41. Getting Started (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

  42. Referral Sources • Office Discipline Referrals • Universal Screening (will identify internalizing non-responders) • Other data – absentees, visits to nurse, academics, other • Parent Request • Teacher Request

  43. Request for Assistance • Must have a request for assistance form that guide the process • All faculty & staff should be familiar with how to use the form to make a referral • Request for assistance forms should be easily accessible • Request for assistance forms should be given to Targeted Coordinator • Targeted Coordinator should respond to person making referral within 2 days

  44. Develop the Request for Assistance Process • What, Where, How long? • Determine maximum capacity • System for prioritizing students • Process for graduating from program

  45. Request for Assistance Form Pg 94 in Crone et al. text • Elements to include: • Student’s name • Date • Name of referring person • Reason for referral • (description of problem behavior) • Hypothesized reason for the problem behavior • (what does the student gain by misbehaving)? • Behavior strategies tried thus far • All staff should know how to use form to make referral • Easily accessible to all staff

  46. Contract/Agreement Pg 108 in Crone et al. text • Agreement to succeed • Student: Student chooses to participate • Parent • Check-In/Check-Out Coordinator • Teachers • Contract may be written or verbal • Better if written

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