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Tier II for Work Avoidance Workshop
- 1. Addressing Academic Avoidanceat Tier II Cynthia M. Anderson, PhD, BCBA-D University of Oregon
- 2. • Point cardinterventions—rationale and background • Point cards within a multi-tiered system • Tier II interventions—enhancing systems for positive and durable outcomes • CICO—a foundation for Tier II interventions • Breaks are Better • Academic Behavior CICO Agenda
- 3. • Target behaviorsoperationally defined • Assessment of student behavior • Pre-determined times • Numerical scale with defined values • Contingencies for target behavior • Home component • Robust research base (e.g., Chafoulas et al., 2002, 2005; Dougherty & Dougherty, 1977; Fabiano et al., 2010; Schumaker et al., 1977) Point Card Interventions in Schools
- 4. • Reliance onhome contingencies • Selection process inconsistent • Individualized • Target responses • Evaluation metric and schedule • contingencies Traditional “home-school notes” may be difficult to scale up
- 5. • Intervention forALL students • Effective: 80% or more meeting benchmarks Tier I 5 5
- 6. • Intervention • Explicit instruction • Opportunities to practice in target settings • Feedback • Systems • Defined and measurable outcomes • Student progress monitored • Team-based problem solving, coaching Tier I
- 7. • Simply “having”Tier I doesn’t guarantee • Teachers are implementing • All students have access • “At risk” students need proactive behavior management • Before implementing more intensive support, ask yourself… Considerations
- 8. At least 80%of students are successful…what about the rest? 8 8
- 9. Tier III 9 9
- 10. Core + Supplemental Tier II 10 10
- 12. • Match needsof school • Are implemented rapidly • Similar across students • Staff trained in intervention • Materials on hand Enhance fidelity • Match problem • Intensity • Mechanism (skill, fluency, or contingency deficit • Use data-based decision-making • Who will likely benefit? • Is the intervention working? • Next steps Tier II Interventions Tier II Assessm ent Tool
- 13. CHECK-IN/CHECK-OUT: TIERII BEHAVIOR REPORT CARDS • Manualized intervention (Crone et al., 2010)
- 14. Student Recommended forCICO CICO is Implemented 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
- 15. • 10 studiesto date • Elementary school (7) & middle school (3) • Decrease disruptive behavior & enhance academic engagement (e.g.,Campbell & Anderson, in press; Fairbanks et al., 2007; Hawken & Horner, 2003; Simonsen et al., 2010; Todd et al.,2008) • CICO most effective for students emitting attention- maintained problem behavior (Campbell & Anderson, 2008; March & Horner, 2007; McIntosh et al., 2009) Empirical Support
- 16. ACADEMIC BEHAVIOR CICO J.Turtura
- 17. • Shares severalfeatures with CICO • Morning and afternoon checks in and out • Daily point card is foundation • Similar across students receiving intervention • Data guide decision-making • 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 Academic Behavior CICO
- 18. • Morning check-in • Daily feedback sessions • Afternoon check-out • Home session Components of ABC
- 19. Student meets withcoordinator/mentor • Is student prepared? • Are assignments complete? • Review home note • Provide point card & tracker 2 points possible Morning Check-in
- 20. 3 points per expectation & • Student keeps point card (or separate tracker and have for 1 point student turn in to teacher) tracker use • Student meets academic expectations • Student completes assignment tracker • Feedback at end of class period • Academic expectations • Homework recorded accurately Daily Feedback Sessions
- 21. Student meets withcoordinator/mentor • Review point card--% points earned • Provide incentives if using • Positive verbal feedback • Review homework tracker—plan for work completion • Complete home note • End with encouragement 2 points possible Afternoon Check-out
- 24. Points How Points Activity Possible are Earned Student has materials Morning Check-in 2 (1) and work is complete (1) Meet behavioral and Up to 3 per Feedback academic expectation expectations 1 per feedback Assignments recorded Homework Tracker session correctly Attend checkout (1) Afternoon Check-out 2 and have teacher(s) signature (1)
- 25. • Location • Materialsavailable • Minimum: pencils, paper, erasers, etc. • Consider individual items such as textbooks • Homework completion • Complete now—get pass to be late to class • Complete later—receive homework pass • 3 or more incompletes in 2-week period: consider new intervention Morning Check-in Logistics
- 26. • Parent workshopfirst! Home Component
- 27. • Approximately 20 min • Overview of ABC • Establishing a homework routine • Planning for long-term projects • Organizing for success Parent Workshop
- 28. • Parents do: • Review Assignments • Problem-solve homework completion/study plan • Complete home note • Parents do not: • Complete work for child • Argue, use continued reminders • Offer additional incentives or negative consequences Home Component
- 29. Similarities Differences • Morning check-in • Morning/afternoon check-in & • Bonus points out • Opportunity to get ready for • Frequent feedback on behavior day (avoid EOs) • Point card to monitor progress • Feedback on academic and social behavior • Incentives for desired behavior • Assignment tracker provided w/feedback • Home component • Parent training • Homework structure ABC and CICO
- 30.
- 31. • Shares severalfeatures with CICO • Morning and afternoon checks in and out • Daily point card is foundation • Similar across students receiving intervention • Data guide decision-making • Modifications designed to • Provide specific feedback for academic-related expectations • Decrease likelihood of being “set up” for a bad day • Provide incentives for positive academic behavior • Provide “replacement skill” to obtain brief break Breaks are Better (BrB)
- 32. • Student meets with coordinator/mentor • Is student prepared? • Review home note • Provide point card, timer, & tracker 2 points possible Morning Check-in
- 33. • Student keeps point card • Student meets academic & social behavior expectations • Student takes breaks when needed • Feedback at end of class period • Meeting expectations 3 points per • Taking breaks if needed expectation & 1 point for tracker use Daily Feedback Sessions
- 34. Student meets withcoordinator/mentor • Review point card--% points earned • Provide incentives if using • Positive verbal feedback • Complete home note • Student turns in timer 2 points • End with encouragement possible Afternoon Check-out
- 35. • Student engagesin academic routines • Student can request a break • 2 min break • Specific activities during break • Student returns to work after break Breaks are Bettter BrB During Academic Routines
- 38. • Why shouldwe allow breaks? • Three breaks is too many! Common Questions/Concerns
- 39. 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 3 per Feedback academic expectation expectations Taking breaks 1 per feedback Break Tracker appropriately if session needed Attend checkout (1) Afternoon Check-out 2 and have teacher(s) ratings (1)
- 40. WORK TIME: PLANNINGFOR IMPLEMENTATION
- 41. • Planning for ABC and BrB • Developing daily progress report • Progress monitoring • Implementing ABC and BrB Implementation Planning
- 42. • Selecting coordinator(s) •Modifying school-wide expectations Planning for Implementation
- 43. • Roles andresponsibilities • Ensure materials are available • Maintain staff buy-in • Train teachers, students • Inform parents • Monitor outcomes • Problem-solve • Key characteristics • Fluent with ABC or BrB • Respected by adults and students • Time and skills to “make things happen” Intervention Coordinator
- 44. • One coordinatorfor whole school (CICO, BrB, ABC) • One coordinator for each intervention • Multiple roles per or across interventions • One person monitors data and trains across intervention(s) • One or more individuals perform check in and out • One or more individuals enter data* Coordinator options
- 45. • Organize Materials • Counselor • Train staff, student, families • Counselor ddddddddd • Graph data • Counselor • Oversee progress monitoring • Counselor ddddddddd • Check students in and out • Counselor Liberty Elementary School—300 students, 18 on CICO, 14 on BrB
- 46. • Program graduate/parent •Organize Materials volunteer ccccddddd • Counselor dddddbbbbbddd • Train staff, student, families • IA • Graph data • Counselor/IPBS team • Oversee progress monitoring • Counselor (12 ABC, 5 “advanced” • Check students in and out CICO) Librarian (12 ABC), CICO: head receptionist, vice principal, grandparent volunteer Oceanside Middle—520 students 28 on CICO, 24 on ABC
- 47. Action Plan (ABCp 4, BRB p 5)
- 48. • Selecting coordinator •Modifying school-wide expectations
- 49. • Linked toschool-wide expectations • All students have same academic expectations • Easy to implement • May not always match each student’s needs • Students have individualized expectations • Easier to match student needs • May reduce fidelity Expectations are… p. 5 ABC; p 6, BrB
- 50. • Planning for ABC • Developing daily progress report • Progress monitoring • Implementing Implementation Planning
- 51. • School-wide expectations AND academic expectations • Age appropriate rating scale • Teacher friendly • Data easy to summarize and determine if goal is met Designing Daily Progress Reports
- 52. • Morning checkin • Points tied to specific behaviors? • Plan if homework isn’t completed • Daily feedback • BrB: how many breaks to be allotted? • ABC: points for assignments after each class (1,0 or 2,1,0) • Afternoon check out • Points tied to specific behaviors • Home component DPR Variations to Consider
- 53. Workbook (ABC, p5; BrB, p 6)
- 54. • Modify pointcard to fit your school • Homework tracker? Develop Progress Report (Appendix A)
- 55. • Rationale: Enhancestrength of intervention • Ideal: Positive adult interaction functions as reinforcer • Options • No incentives, just adult contact/relationship • Add incentive system for all • Incentives are for participation only • Students earn incentive for meeting point goal on 4/5 days • Incentives purchased for varying points Using Incentives in ABC and BrB
- 56. • Small tangible items (e.g., stickers, snack, art supplies) • “Secret teacher” note • Extra time in preferred activity (e.g., library, computer) • Seat choice at lunch • SWPBS points, trip to treasure chest • Free ticket to school event (e.g., sports game) • Parking pass for a day • Lunch with principal or favorite teacher/staff Acknowledgement Ideas
- 57. ABC P 6;BrB P 8
- 58. • Planning for ABC • Developing ABC daily progress report • Progress monitoring ABC • Implementing ABC Implementation Planning
- 59. • Standardized assessment/SpEdeligibility • Group conversations • Best guess Data-Based Decision- Making at Tier II
- 60. • Determine progressgoals • Identify measurement system • Set timeline for achieving goals 80% of points for 4 out Monitoring Student of 5 days within two Progress weeks Work book p 8
- 62. • CICO/SWIS • IPBSspreadsheet (http://coe.uoregon.edu/ipbs/) • Make your own spreadsheet Options for Progress BrB ABC Monitoring
- 63. • Standard selectioncriteria • Consider • Students not succeeding on CICO • Students recommended by others • Teacher referral indicates work avoidance • Off-task behavior is key problem Selecting Students for Intervention
- 65. • Planning for ABC • Developing ABC daily progress report • Progress monitoring ABC • Implementing ABC Implementation Planning
- 66. • ABC ParentsGuide (http://coe.uoregon.edu/ipbs/) • Hold parent meeting • Purpose of ABC and why child was selected • Develop homework routine with parents • Review positive ways to respond to child when • Daily goals are or are not met • Homework is or is not completed Introduce ABC to Parents
- 67. • Provide rationale •Obtain student buy-in • Student is eager • Student uncertain • Student unwilling • Student contract (Appendix C, p. 15) Introduce ABC to Students
- 68. GETTING STARTED: AFEW TIPS
- 69. • Start withALL possible candidates • Begin with the most difficult students • Begin with students of most challenging teachers Begin with 3-5 students Students and teachers most likely to succeed What Not to Do
- 70.
Editor's Notes
- #2 Known as home-school notes, DPR, home/school notes,DBRS, BRC, etc.
- #4 Robust research base BUT-studies focused on one or a few children-point cards now are used pretty widely in schools--fidelity is a big question as are outcomes
- #5 Selection process—most schools don’t have system for identifying students in need of intervention or likely to benefit.Fidelity—remember how to implement with each studentResponse effort—new materials each time, etc
- #6 Tier I begins w/clear goalsWhat do we expect students to learn?How will we know if it is learned?How do we respond when students have not learned?How do we respond when students learn early?
- #10 Tier III guiding questionsWhat is the current level of performance?Where do we want to be & by when?How much growth must be demonstrated by month/year to get there?What resources are needed to move at this rate?
- #11 Tier II guiding questionsWhat is the current level of performance?Where do we want to be & by when?How much growth must be demonstrated by month/year to get there?What resources are needed to move at this rate?
- #25 Parent handbookStudent contract
- #28 Use parent handbook
- #31 Sit in the back of the roomLook at a book in my seatDoodlePut my head down on my deskLook out the windowGo to the back of the room and stretchGo sharpen my pencilSort papers for my teacher
- #41 Who wants BrBWho wants ABCWho wants both?
- #44 Coordinator often is more than one person
- #45 Anyone can enter but SOMEONE needs to graph!
- #50 Suggest: begin with same and modify as needed. NEVER take away and add new ones—the ones the student succeeded on likely will “come back.”
- #54 Use this to develop your point card—see appendix A (you can get an e-copy on line)
- #56 In increasing order of complexity
- #58 P 6 ABCP 8 BrB
- #60 Why don’t we use data for Tiers II and III like we do for Tier I?
- #62 P 8 ABCP 10BrB
- #64 Make less likely to “miss” kids
- #65 8 ABC, 10 BrB