This document discusses tier 2 interventions for students exhibiting work avoidance behaviors. It describes Check In, Check Out (CICO) and Breaks are Better (BrB) interventions. CICO provides structure through daily check-ins and feedback, while linking home and school. BrB builds on CICO by providing breaks and incentives for positive academic behaviors. Data is collected to determine if the interventions are effective and when students may exit the programs. Graphs show examples of decreased off-task behavior for students in the BrB intervention.

1. +
Tier II Interventions for
Work Avoidance
Cynthia M. Anderson, PhD
University of Oregon
canders@uoregon.edu

2. Tier III/Function-based support
Tier II/Group interventions
Tier 1
•SWPBS Tier I
•Second Steps

3. +
Meeting the Needs of All Students
 Problem
 Foundation in place: 10-20% of students will not be successful
 Solution?
 Individualized interventions for all?

4. +
Meeting the Needs of All Students
 Problem
 Foundation in place: 10-20% of students will not be successful
 Solution?
 Individualized interventions for all?
Alternative:
Tier II Interventions

5. +
Key Features of Tier II
Interventions
 Matches needs of school
 Instructional features
 Linked to Tier I intervention
 Explicit instruction in desired behavior and opportunities to practice
 Enhanced reinforcement for desired behavior
 Efficient
 Similar across students
 Staff are trained in key features
 Coaching readily available
 Materials on hand
 Decision rules exist to determine
 Who begins an intervention
 Is the intervention working (for a given student, for all)
 When do we stop an intervention

7. Tier II Interventions Require
SYSTEMS DATA
PRACTICES

8. + Tier II Foundation: CICO
 Evidence-based
 Manualized implementation and data systems
 Low cost—time and materials
 Intervention features
 Provides structure for more frequent, positive adult
contact
 Provides frequent feedback on behavioral expectations
 Links home and school
 Can be faded to a self monitoring program

9. •RFA
•ODR (SWPBS Team)
Student Recommended for CICO
•Parent recommendation
•Administrator recommendatio
CICO is Implemented
•CICO Coordinator
CICO Coordinator
Morning summarizes data
check-in for decision making
Parent Regular teacher Bi-weekly coordination
feedback feedback Meeting to assess student
progress
Afternoon
check-out
Revise Exit
program program
cards home

10. +

11. +
Key Question at Tier II: Does
intervention match student need?
 Identify the target behavior
 Identify the context
 Best guess at function

12. +
Key Question at Tier II: Does
intervention match student need?
 Identify the target behavior No yes
• Very severe or Moderate intensity
high intensity Non-dangerous
 Identify the context
 Best guess at function

13. +
Key Question at Tier II: Does
intervention match student need?
 Identify the target behavior
No yes
 Identify the context
• Problem in only Problem in multiple
one class or classes
activity
• Classroom
management is
poor
 Best guess at function

14. +
Key Question at Tier II: Does
intervention match student need?
 Identify the target behavior
 Identify the context
 Best guess at function No yes
• Work avoidance Teacher or peer
attention

15. +
Tier II for Avoidance Behavior
 Breaks are Better
 Provides functionally equivalent response
 Useful for
 Moderate rates of active work avoidance
 Students receiving Tier II academic intervention
 Academic Behavior CICO
 Moderate rates of work avoidance
 Students struggling with organization
 Students with homework completion difficulties

16. Student Recommended for BrB
BrB is Implemented
Coordinator
Morning summarizes data
check-in for decision making
Parent Regular teacher Bi-weekly coordination
feedback feedback Meeting to assess student
progress
Afternoon
check-out
Revise Exit
program program

17. +
BrB
 Builds off CICO
 Modifications designed to
 Increase structure and feedback for appropriately asking for breaks
when needed
 Provide specific feedback for academic-related expectations
 Provide incentives for positive academic behavior

18. +
BrB During Academic Routines
• Student engages in academic routines
• Student can request a break
• 2 min break
• Predefined break activities
• Student returns to work after break
Breaks are
Bettter

20. +
BrB During Academic Routines
• Student engages in academic routines
• Student can request a break
• 2 min break
• Specific activities during break
• Student returns to work after break
Breaks are
Bettter

21. Points How Points
Activity
Possible are Earned
Student attends
Morning Check-in 2 check-in (1) and has
materials (1)
Meet behavioral and
Up to 2 per
Feedback academic
expectation
expectations
Taking breaks
1 per feedback
Break Tracker appropriately if
session
needed
Attend checkout (1)
Afternoon Check-
2 and have teacher(s)
out
ratings (1)

22. % 10-s Intervals Scored with Off-Task Behavior
100%
Baseline BrB Baseline BrB
80%
60%
40%
20% Destiny
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
100% Baseline BrB Baseline BrB
80%
60%
Spring Break
40%
James
20%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
100% Baseline BrB Baseline BrB
80%
60%
40%
20% Edmond
0%
1 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

23. Student Recommended for BrB
BrB is Implemented
Coordinator
Morning summarizes data
check-in for decision making
Parent Regular teacher Bi-weekly coordination
feedback feedback Meeting to assess student
progress
Afternoon
check-out
Revise Exit
program program

24. +
Academic Behavior CICO
 Builds off CICO
 Modifications designed to
 Increase structure and feedback around recording assignments
 Provide specific feedback for academic-related expectations
 Decrease likelihood of being “set up” for a bad day
 Provide incentives for positive academic behavior

25. +
ABC During Academic Routines
 Student engages in academic routine
 Student records assignments on tracker
 Student receives feedback (points) for
 Meeting social behavior expectations
 Meeting academic behavior expectations
 Using tracker

28. Points How Points
Activity
Possible are Earned
Student has
Morning Check-in 2 materials (1) and
work is complete (1)
Meet behavioral and
Up to 2 per
Feedback academic
expectation
expectations
1 per feedback Assignments
Homework Tracker
session recorded correctly
Attend checkout (1)
Afternoon Check-
2 and have teacher(s)
out
signature (1)

29. % 10-s Intervals Scored with Off-Task Behavior 100 Baseline ABC Intervention Baseline ABC Intervention
80 Off-task
60
Disruption
40 Spring Break
20
Lupe
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
100 Baseline ABC Baseline ABC Intervention
80
60
40
Marshall
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Follow Up
100 Baseline ABC Intervention Baseline ABC Intervention
80
60
40
Aaron
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

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How do I Begin BrB or ABC?
 Materials
 Intervention manual
 BrB point card
 Data system
 Pre-requisites
 CICO in place
 Attend training in implementation (web or in-vio)
 Coaching capacity established