Beyond CICO: Group Interventions

1. Beyond CICO: Group Interventions Evidence Base, Adaptation for Schools, Fidelity & Evaluation

2. So Tell Us…. • What are your schools currently implementing for Tier 2 interventions? • What do you need/want to know about Tier 2 interventions for behavior? TASK • Complete the Tier 2 Intervention Inventory for your school or schools in your district

3. Tier 2 Intervention Inventory

4. Tier 2 Interventions • Research/Evidence based • Match to student need • Early student identification • Progress monitoring and Data Based Decision Making

5. Comprehensive Supports Function-based Support Tier III Group Interventions w/function-based modifications Lunch buddies • Group Interventions • CICO • Skills groups Tier II Anger Mgmt group Social Skills Groups Peer Tutors Structured Recess Homework Club School Mentors So what do we know about all of these group interventions in schools? Study Skills • Tier 1 • SWPBS Tier I

6. Group Interventions for At-Risk Students • Several Group-based interventions have strong literature base: • Social Skills programs • Gresham, Cook, Crews & Kern, 2004 • Mentoring programs • e.g. DuBois & Karcher, 2005 • Check & Connect • E.g. Sinclair, Christenson & Thurlow, 2005 • However, there is a SMALL literature base on embedding those interventions within the school context

7. Group Interventions for At-Risk Students • We can identify research-based interventions • Next Questions: • Has it been researched in school settings? • Do the research outcomes match your school’s desired outcomes? • What are the critical features of the intervention? • Do we have the resources, training, skills to implement the intervention with fidelity in school? • Are we implementing the intervention with fidelity? • How are you measuring student progress & outcomes?

8. School Based Mentoring • What does the research say? • Wheeler, Keller & DuBois (2010) • Social Policy Report www.scrd.org • Don’t wing it… • Use a clearly defined program model with well articulated standards for practice • Provide ongoing monitoring & support so program models are implemented w/ fidelity • Ensure that eligible students are matched w/ appropriate mentors • Enlist adult mentors rather than older student mentors, whose effectiveness is not yet clearly established • Mentors & mentees must meet consistently & receive support in developing mentoring relationships that can be maintained

9. School Based Mentoring • Wheeler, Keller & DuBois (2010) • Social Policy Report www.scrd.org • No evidence found to effect academic achievement • Outcomes: • Decreased truancy • Decreased school misconduct

10. Check-n-Connect • http://checkandconnect.org/ • Check & Connect is a model of sustained intervention for promoting students' engagement with school and learning. Demonstrated outcomes include: • decrease in truancy, • decrease in dropout rates, • increase in accrual of credits, • increase in school completion, and • impact on literacy. • Check & Connect is one of 28 dropout prevention interventions reviewed by the U.S. Department of Education's What Works Clearinghouse to date, and the only one found to have positive effects for staying in school.

11. Tier 2 Interventions &Social Skills Instruction

12. Evidence Base for Social Skills Training • 7 meta-analyses completed since 1985 • Conflicting results • Overall SST groups produce practically significant change in social behavior for at-risk/EBD students • Almost 2/3 of children receiving SST will show some degree of measurable improvement, compared with 1/3 in control or usual care groups

13. Cautions regarding Social Skills Instruction Matching Interventions to Deficit Types • most social skills studies deliver a treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998) • consider acquisition v. performance deficits

14. Cautions regarding Social Skills Instruction Treatment Integrity • little evidence interventions were implemented as planned or intended

15. Cautions regarding Social Skills Instruction Address Generalization & Maintenance Issues • failure to adequately program for generalization & maintenance • failure to match instructional procedures to specific types of deficits • failure to target socially valid behaviors

16. Cautions regarding Social Skills Instruction Address Generalization & Maintenance Issues • Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998) • one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

17. Social Skills Basics • Social skills curriculum must match the specific need. • An ideal curriculum does not exist. • Basic set of “Preferred Teaching Practices” exists. • Initially, learning how to teach social skills takes time and energy.

18. Social Skills • Common misperception is that the social skills group will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention. • Important to stress that these interventions will require high level of involvement among ALL staff within the school building

19. Assessment: Student Identification • Emphasize the use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits • Measurable outcome – is social skill instruction making a difference? • Reductions in non-desired behavior • Increases in alterative behavior (social skill)

20. Homework Club • What is the goal of the Tier 2 intervention? • What are the behavioral outcomes desired? • What are the academic outcomes desired? • How can you evaluate progress toward this goal in an observable/measurable way?

21. Homework Club • Is there research supporting homework clubs? • What are the critical features of an effective homework club? • What are the desired outcomes? • How can we measure the outcomes?

22. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes?

23. Structured Recess • Is there research supporting Structured Recess? • I haven’t found any using structured recess as a Tier 2 interventions • Improving structure in recess for Tier 1is effective • Lewis, Colvin & Sugai, 2000 • Lewis, Powers, Kelk, & Newcomer(2002). • Murphy, Hutchinson, & Bailey (1983) JABA • What are the critical features of Structured Recess? • What are the desired outcomes? • How can we measure the outcomes?

24. Language Matched Instructional Priming (LMIP) Intervention • Teaching decoding skills (Reading Mastery Program) • Review/Preview of grade level story basal reader (Story being read in class) • Review 2-3 key vocabulary words in the story • Review directions and help student complete the next day’s reading independent task • Teach student how to ask for a break from task • Teach student how to ask for peer or adult assistance to complete a reading task

25. % Intervals with Problem Behavior and Peer Data

26. Check In / Check Out • As a model for what targeted interventions should be • explicitly teaching expected behavior to the student • structured prompts for appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • Regular Data for Monitoring student progress

27. Systems Planning & Monitoring

28. Tier 2: Monitoring Systems • No matter how good the intervention • No intervention works for ALL…. • It’s critical to track progress & Regularly evaluate: • benefit of Tier 2 interventions • Effective use of Tier 2 interventions • To do so… effective Data Systems are needed: • See SWIS-CICO – www.swis.org

29. Tier 2 Intervention Inventory

30. Team Task • Complete the Tier 2 Intervention Inventory at your school • Determine: • How is student progress evaluated for each existing Tier 2 intervention? • How do we determine if a Tier 2 intervention is cost effective (worth the investment)? • How do we know if a Tier 2 intervention is being implemented with fidelity?

31. % of Points Earned by Students on CICOElementary School % of Points Earned 6 of 13 (46 %) students are responding to CICO What action plan items would you suggest given this data? Students

32. % of Points Earned by Students on CICOElementary School % of Points Earned 24 of 31 (77 %) students are responding to CICO What Systems action plan items would you suggest given this data? Students

33. % of Points Earned x Students on Tier 2 Interventions % of Points Earned CICO 6 of 13 (46 %) students are responding to Tier 2 Interventions CICO CICO CICO CICO CICO CICO Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group Anger Mgmt Group What action plan items would you suggest given this data? How about now? Students

34. Tracking Tool Tier 2

35. Tier 2 Tracking Tool Elementary School of 515 student What action plan items would you suggest given this data?

36. Team Task • Identify one of the group interventions for students with behavioral concerns at your school • Define the outcomes/goals of the intervention for students • Develop a plan for measuring and evaluating the outcomes of the intervention

37. Tier 2 Interventions • How can you begin evaluating the efficacy of their group interventions? • How can you help them to prioritize which Tier 2 interventions will offer the greatest benefit? • How can you support your schools in turning existing group interventions into Tier 2 interventions?