Check In Check Out: A Targeted Intervention

1. Check In Check Out:A Targeted Intervention Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut

2. Goals • Define the logic and core features of Targeted Interventions, and the specifics of the Check-in/Check-out (CICO) approach. • Provide empirical evidence supporting CICO, and practical examples from local schools. • Self-assess if CICO is appropriate for your school • Build action plan for CICO implementation

3. CICO within School-wide PBIS • All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

4. Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  ~80% of Students

5. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Home/school linkage • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week for coordination • Student chooses to participate • Continuous monitoring for decision-making

6. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Request for Assistance ODR Level Family or Student request Student Recommended for CICO CICO Coordinator Behavior support team Class Check out TeacherChecks Class Check in

7. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Student Recommended for CICO • Morning Check-In • Check student “status” • Review home card • Provide Daily Progress Rpt • Greet and praise Class Check out • Teacher Checks • Student give card to teacher • Teacher praise/ prime • Provide Daily Progress Rpt • Greet and praise • End of class feedback TeacherChecks Class Check in

8. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Student Recommended for CICO • Home Check • Student give card to parent • Parent praise/ prime • No negatives • Parent signs Class Check out TeacherChecks Class Check in • Afternoon checkout • Review day • Retrieve card • Send copy to family • Record points in SWIS

9. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Student Recommended for CICO • Team Meeting • Review student progress • Adjust support plan if no improvement in two weeks • Build self-management steps when appropriate • Exit when appropriate • Report to School-wide Team, Administration, Whole Faculty Class Check out TeacherChecks Class Check in

10. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

11. HAWK Report Date ________ Student _______________Teacher___________________

12. Daily Progress Report

13. Why does CICO work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

14. Why does CICO work? • Student recruits adult support • Student uses card to recruit adult attention. • Very low “effort” for teacher • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day

15. Why does CICO Work? • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

16. Getting CICO Started • Use the CICO Self-Assessment • Use the CICO Action Plan • Team • Recorder • Facilitator

17. Logistics for Setting up a CICO program Activity1: All-Faculty Orientation to CICO Assessment of need (ODR rates, staff assessment) Team to manage CICO CICO coordinator • 1. Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? • More than 5 students need extra support • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” (50% reduction) with 67% of students. • CICO does NOT replace need for individualized supports. • 2. Team available / Coordinator available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks)

18. Logistics for Setting up a CICO program Activity 2: SWPBIS Tier I in place (TIC = 80%; SET = 80/80) Request for assistance process defined. Criterion for CICO support defined. • 3. School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • 4. Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

19. Logistics for Setting up a CICO program Activity 3: Daily Progress Report developed Home report routine developed Define how families will be informed of process • 5. Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • 6. Home report process • Can be same as progress card • Can be a unique reporting form

20. CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was:_______________________ Something I will work on tomorrow is: _______________________ Comments: Parent/Guardian Signature: ________________________________________________________ Comments:

21. Logistics for Setting up a CICO program • 7. Trading menu • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned • 8. Collecting, summarizing and using data • Daily updates • Weekly review by team • Referral for individualized interventions. 28

22. Daily Data Used for Decision Making

23. Daily Data Used for Decision Making

24. Check-in Check-out EmbeddedWithin SWIS

32. Check-in Check-out EmbeddedWithin SWIS

33. Activity 4: Rewards for CICO points defined and available Process for collecting, entering, summarizing and reporting data is defined. When would a student be referred for more intense support?

34. Logistics for Setting up a CICO program Activity 5: Check-in staff defined Check-in location defined Process for teaching students check-in routine defined Teacher check-in/check-out routine defined Teacher check-in/check-out routine presented to staff. • 9. Morning Check-in Routine • Teaching students when, when, how • Teaching check-in coordinator • Assess • Reward • Set-up or Redirect • 10. Teacher Check-in/Check-out Routine • Teach students when, when, how • Teaching staff/faculty • Reward • Set-up for success, positive momentum • Evaluation

35. Logistics for Setting up a CICO program Activity 6: End of day check-out routine, location, staff defined. b) Family check/signature routine defined. c) Procedure for family orientation to CICO defined. • 11. Afternoon Check-out Routine • Teach students when, where, how • Teach CICO coordinator data collection, acknowledge success, encourage improvement. • Consider self-recording system for older students • 12. Family Review Routine • Teach students when, where, how • Teach family only to acknowledge success, sign

36. Logistics for Setting up a CICO program • Activity 7: • Team meeting schedule defined for the current year. • Team meeting agenda defined (data review, decision protocol) • Decision-rules: • Stay as is • Move to self-management • Move to individual support. • Move off CICO • Sample Decision Rules • Stay as is: • * < 6 weeks of success or upward trend • Move to Self-management • * > 6 weeks with 4 days per week of success. • Move to more intense support • * 2 weeks without improvement • Graduate off CICO • * 4-6 weeks of success on Self-management • 13. Team Meeting Decision Making • Reporting of student status • Process for adjusting when CICO is not successful • 14. Planning for success • Identifying success • Fading support • Embedding self-management

37. Logistics for Setting up a CICO program • Activity 8: • Define self-management process. • Use card, but no teacher review • No, card, but still check in • b) Substitute teacher orientation materials • c) Use of card in non-structured areas • 15. Planning for more intensive, individualized support. • Functional behavioral assessment • Tier III support team • 16. Substitute Teacher routine • How to inform and orient new teachers • 17. Playground, cafeteria, bus routines

38. Linking CICO with Function-based support • Leanne Hawken • Robert March • Anne Todd, Amy Kauffman

39. Todd, Kauffman, Meyer & Horner Baseline Check-in Check-out Trevor Peer Composite Chad Percentage of Intervals with Problem Behavior Kendall Eric

40. Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support Leanne S. Hawken and Rob Horner University of Oregon Journal of Behavioral Education, in press

42. The Importance of Functional Assessment in Targeted Interventions Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders, 2002

44. Video • Leanne Hawken

45. Summary • Targeted interventions • Highly Efficient, structured support • CICO is one option • Assess for whom it will work • Enlist whole faculty involvement • CICO will still need supplement from Tertiary, Function-based support system

46. Assumed FBA Summary Statement When CICO is used Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences An arrange Of situations (In class, Given work, On playground Talk out, Out of seat Tease Make Noise, Etc. Unknown Obtain Peer or Adult Attention Note: CICO was designed on the assumption that problem behavior is being maintained by attention. And a KEY ASSUMPTION is that attention from at least some adults is highly valued.

47. FBA Summary Statement: Would you expect CICO to be Effective? Third Grader Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Request to do seat work alone Whine, fall out of seat, break pencil Just return from recess Maintain teacher attention

48. FBA Summary Statement: Would you expect CICO to be Effective? Seventh Grader who Finds Adult Attention Very Rewarding Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Eating lunch with peers Lunch time Loud noises, rude comments, swearing Peer attention

49. FBA Summary Statement: Would you expect CICO to be Effective? Eighth Grader who is very isolated, and does not interact with adults unless required to do so. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Conflict at home prior to coming to school Request to do very difficult instructional tasks Non-compliance, rudeness, disrespect, swearing Avoid work

50. FBA Summary Statement Provide Two Hypotheses: One that is a “fit” for CICO and one that is not a “fit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 19