J Boyd and J Turtura T2 for ESC

2/28/2010
Tertiary interventions
Secondary interventions w/function-based
modifications
Secondary Interventions
•CICO
•First Steps to Success
•Skills groups
Primary Prevention
•Tier 1 SWPBS
•Second Steps
•Strong Kids
Justin Boyd & Jessica Turtura
University of Oregon
School Psychology Program
March 8, 2010
Secondary interventions should require low effort on the part of teachers
and staff
Be consistent with school-wide expectations
Should be able to be implemented quickly and efficiently
Provide increased opportunities for feedback about student behavior
and provide multiple opportunities to practice skills
Data-based decision-making is key
• Selecting students for the intervention
• Progress monitoring
Behavioral Functions
An example of an evidence-based secondary intervention is Check-InCheck-Out
function is not always a
consideration when placing students into tier
two interventions
suggests that interventions may be
more effective when they address the specific
function of the student’s problem behavior
function-based components at
tier 2 is feasible
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.
Evidence
Incorporating
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.
Behavioral
Increase in contingent feedback
Feedback occurs more often.
Feedback is tied to student behavior.
Inappropriate behavior is less likely to be ignored or rewarded.
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Evidence
Supporting its Effectiveness
Most effective for attention-maintained problem
behavior
• Increase academic engagement, reduce problem
behavior (e.g., Fairbanks et al., 2005; Filter et al., 2007;
Hawken & Horner, 2003)
Less effective for escape-maintained problem
behavior
• Highly acceptable to teachers, parents, students (e.g.,
Hawken et al., 2007)
Modifications required
• Can be modified for different behavioral functions
May be less effective in middle schools
Aversive properties resulting from academic skill
deficits
Importance of organizational and study skills
(March & Horner, 2002; Fairbanks et al., 2005)
but is often done so on an individual basis
Mild
problem behaviors
Student’s
Who’s
•
•
•
•
who are sensitive to adult
attention
Student’s
whose problem behaviors are
maintained primarily by adult attention
•
Considerations
for Practice
• Systematic modifications versus individualized
interventions
• Mechanisms to address function directly
• Appropriateness & “fit”
Elementary
Secondary
left?
work avoiders
off-task
escape-maintained
students who lack academic or
organizational skills
Student for whom adult attention is
not highly reinforcing
Tier two interventions for students whose
problem behaviors are, in part,
maintained by escape or avoidance
Special
considerations for elementary
and upper levels
Building
off an existing secondary
intervention
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An Evidence Based Practice
• e.g., Bird, Dores, Moniz, & Robinson, 1989; Brown et al., 2000; Carr &
Durand, 1985; Durand & Carr, 1987, 1991; Hagopian, Fisher, Sullivan,
Acquisto, & LeBlanc, 1998; Mildon, Moore, & Dixon, 2004; Wacker et al.,
1990
Logic & Examples
Children with communication deficits
Typically developing children (e.g., Stahr et al., 2006; Filter & Horner,
2009)
Typically considered as part of a Tier 3 intervention
Escape-maintained problem behavior
Justin Boyd, M.S.
CICO
Explicitly
teach an alternative/replacement behavior
(i.e., break requests)
teaches students to recruit adult attention
BrB
with CICO teaches students to recruit briefbreaks as a functionally equivalent alternative to
problem behavior.
Breaks
Promote
self-management by teaching students to
“keep track” of their breaks
Establish
& Teach teachers (and students) how this
will look in the classroom
are Better (BrB)
• Implemented in the same way as CICO
Make
it feasible and sustainable for classroom
teachers to implement
• Includes the use of Replacement Behavior
• Directly addresses escape /avoidance functions
Elementary
school
• Utilizing SWPBS
Exhibiting problem behaviors in academic settings
Nominated by instructional staff as needing additional
behavior support for mild disruptive behaviors in the
classroom
Brief FBA or informal teacher interview suggests their
problem behaviors are maintained primarily by escape
(e.g., work avoidance).
• Have implemented SWPBS with fidelity for at least 2-
years
• CICO for at least one year
• At least 90% of CICO features on the CICO self-
assessment (fidelity)
FACTS
Guess & Check
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BRB
point card (with team defined goals)
Timer
(e.g., digital, “hour-glass”)
Team-generated
list of acceptable break options
Breaks are Better Card
Training of
Staff and Teachers
• When
After obtaining buy-in
Prior to attempting to implement the program
Day-to-Day Implementation of BrB
Orientation
time (additional 12 minutes)
• Must explicitly teach the break request &
provide opportunities for the student to practice
with feedback.
• Teaching Script
Student Training/Orientation (once identified)
Teacher orientation/support
Data review using CICO-SWIS
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Must
teach teachers how to allow or
disallow student breaks
Student
problem behavior
• Individually defined for each student
Academic
• “thumbs up” and “thumbs down”
• Preferably this is done school-wide, rather than
individually
engagement
• Decreases in off-task behaviors and increases in on-task
behavior, work completion, etc.
Frequency
of Breaks
• Appropriate requests to be “off-task” or to engage in
• Teacher Reminders Page
behaviors other than what the classroom expectation is at the
time.
• Brief (i.e., 2-minutes)
• Limited number of opportunities to request these breaks
Link
between academic and behavioral
concerns
Jessica Turtura, M.S.
Modified
version of CICO
to…
Designed
• Decrease problem behaviors that are maintained
by escape and/or avoidance of academic tasks
• Increase desired behaviors including work
completion and class participation
• Provide scaffolding to help students develop
effective organizational habits and study skills
• Improve communication between home and
school around homework completion
Increasingly
important role of organizational
and study skills
Students
who engage in problem
behaviors in order to escape or avoid
academic tasks
Students that are often off-task during
class
Students that have difficulty keeping
track of assignments and turning in work
Students that lack organizational and
study skills
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Students
with severe academic skills
deficits
• Will likely need specific instruction in academic
areas of concern
• May benefit from the ABC program plus
additional support
Students
that engage in problem
behaviors but for whom work completion
and/or organization is not a concern
Components
• Students receive daily point card and review goals
• Coordinator checks:
Are students prepared for the day?
Have students completed all homework due today?
• Opportunity to complete unfinished homework
• Points earned for being prepared and/or completing
homework
Key
modifications from CICO
• Explicit focus around academic-related
behaviors
• Points are linked to being prepared for the
school day and having homework assignments
due that day
Components
• Daily point card/homework tracker
• Goals defined in terms of academic behavior
• Points for recording assignments on homework
tracker
Key
modifications from CICO
• Feedback is specifically related to academic
behaviors
hand raising, work completion, class participation, etc.
• Teacher checks to make sure students have
accurately recorded any homework assignments
Components
• Rewards and/or feedback
• Review homework tracker
Key
modifications from CICO
• Rewards linked to the function of behavior
examples may include break coupons, homework passes, etc.
• Explicit focus on reviewing homework and
ensuring that students are prepared to complete
that evening’s assignments
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Components
• Home-school communication
• Parent meeting
Key
modifications from CICO
• Communication between home and school about
homework completion
• Parents gain information about how to best help
their children with homework
• Parents are better able to track assignments that
their children need to complete
Student buy-in
Communication between staff
Fidelity of implementation
Parent involvement
For
more information feel free to contact
us
Justin Boyd
[email protected]
Jessica Turtura
[email protected]
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