Borderline Responders

TIER 2: Check-In/Check-OutAdvanced Applications

Modifications for Borderline RespondersTier 2 Assessment & Intervention

Universal School-Wide Assessment

School-Wide Prevention Systems Intensive

Targeted Student Referral Data (ODRs)Refer to Tier 3 team: Practical FBATweak/ Small change to CICO Basic CICOModified CICO Matched to FunctionInterventionAssessmentBorderline Initial CICO Data Non-Responder Preliminary FBAIndividualized Behavior Support Plan2RESPONSE TO INTERVENTION (RTI) Focus: Tier 2FBA TeamProgress Monitoring TeamPlans SW & Class-wide supportsMonitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)Conducts FBA, develops BIPNOT a standing teamSept. 1, 2009UniversalSWPBIS Team Tier II Tier I Tier IIITrust the System -- Tier 2 ProcessMaximizing # of minutes/ student333CICOfrom Simple to AdvancedStart with Basic CICOShould work for the majority of at-risk studentsComplete CICO Fidelity Assessment

Once implementing CICO with fidelity & using data for decision makingData for student identificationData for student progress monitoring to ID responders/borderline/non-responders

Start adding variations of CICOWhat constitutes a Tier 2 Intervention?EFFICIENCY & MAXIMIZING RESOURCESAn intervention that:Serves multiple students at one time (15-25 student at once)More efficient use of resources that 1 student at a timeStudents can get started with almost immediately upon referralRequires almost no legwork from referring staff to begin implementation of the intervention with a studentAll school staff know about, understand their role with, and know the referral process for

SYSTEMS NOTE: Resources Required:If program is not self-sufficient and requires significant organization by referring staff its not a Tier 2/ targeted interventionQuestions about Tier 2 InterventionsSystems ConsiderationsIntervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolFlexible intervention based on assessmentFunctional AssessmentAdequate resources (admin, team)weekly meeting, plus 10 hours a weekStudent chooses to participateContinuous monitoring for decision-makingMajor Features of Targeted InterventionsTypical Reasons CICO may not be working for an individual studentLow fidelity of implementationThe student needs more instruction on how to use the programThe rewards are not powerful or desirable for the studentThe program does not match the function of the problem behaviorThe student requires more intensive, individualized support

AddressImplementation IssueIndividualize Tier 2Escalate to Tier 3 SupportCICO: Implementation ChecksSYSTEMPerson assigned with FTE to coordinate & manage daily implementation of CICOBi-weekly team meetings for student referral/ identification for CICO & progress monitoringMaterials & incentives readily availableStaff-wide buy-in, commitment & training in roles, responsibilities related to CICORegular updates to staff on student data & implementationCICO: Implementation ChecksPRACTICESReliable daily am check-in & pm check-outStudents earn rewards for success (daily at first)Not punitive

CICO: Implementation ChecksDATADaily collection of point card dataRegular review of graphic student data for decision making (at least every 2 weeks)Regular student referral for early identification of at-risk students

Data CollectionFocus on Efficiency

Generic point cardExpectations linked to School-wide rulesLimited individualizationWe do not want to spend time tailoring the point card at this level of interventionGeneric Point CardNo time spent individualizing

From the Benchmarks for Advanced Tiers

From the Benchmarks for Advanced Tiers

Team Task:1. Take a few minutes to complete the BEP-FIM as a Self Assessment.2 = In Place1 = Partially In Place0 = Not in Place

2. Identify actions necessary to address areas to improve CICO implementationCICO: Advanced ApplicationsSmall Modifications or TweaksAdditional Tier 2 InterventionsRemember focus on Efficiency in Progress Monitoring MeetingMinutes per StudentTweak or Small CICO ModificationAlternate Tier 2 Intervention (Function-based)Escalate to Tier 3 Student Centered team

Trust the ProcessMost difficult thing = not talking about a student before its time17Tier 2 Assessment & Intervention

Universal School-Wide Assessment

School-Wide Prevention Systems Intensive

Targeted Student Referral Data (ODRs)Tweak/ Small change to CICO Basic CICOInterventionAssessmentBorderline Initial CICO Data 18Small ChangesTweaksIn Progress Monitoring meetings always weighing Minutes/Kid

Tweaks to the plan for Borderline Responders should only take a couple of minutesLook at initial CICO dataNot an extensive discussion

Should have a menu of quick changes/ tweaks:Change CICO mentorChange incentivesChange/individualize goalsMore frequent check-ins -- adding hair

Borderline Responder

Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80%just missing but downward trend

Good Candidate for a Small Change/ TweakIn 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-insBorderline ResponderLook at Initial CICO data

Quick Check: Anything we can do about Period 3?Ready to Make Quick ChangesReadiness what needs to be ready to make these quick changes?

Change/individualize goalsNeed alternate point card readily available to individualize

Change CICO mentor

Add Mid-Day Check-in & incentive

Change incentivesIndividualize incentives for the student

More frequent check-insWith teacher? With CICO Specialist?Need an adjusted point card?

Individualized Point CardFill in more specific behaviorsIndividualized Point Card

RobbieOct. 14th 20--More Frequent Check-Ins

CICO Hair Club for Kids

Teacher gives more frequent feedback by applying hair then uses hair to inform overall score for period

Another Alternative Create alternate card which breaks day into smaller intervals Team Work TimeWhat tweaks do you want to develop to be ready for borderline responders?Adapt existing materials and/or Develop new materials required to make tweaks readily available and accessible?

Remember in the meeting, decisions regarding small intervention changes or tweaks should occur in less then 2 minutes of discussion. Ready to Go intervention options/ tweaks will make this as easy as possible

Non-Responders

Modified (Function-Based) CICOTier 2 Assessment & Intervention

Universal School-Wide Assessment

School-Wide Prevention Systems Intensive

Targeted Student Referral Data (ODRs)Tweak/ Small change to CICO Basic CICOModified CICO Matched to FunctionInterventionAssessmentBorderline Initial CICO Data Non-Responder Preliminary FBA28Non-Responder

Typical Reasons CICO may not be working for an individual studentLow fidelity of implementationThe student needs more instruction on how to use the programThe rewards are not powerful or desirable for the studentThe program does not match the function of the problem behaviorThe student requires more intensive, individualized support

AddressImplementation IssueIndividualize Tier 2Escalate to Tier 3 Support

Getting the right support to the student before we start going in circles.Behavioral Explanations for WhyDont forget - From students perspective, problem behavior serves a purpose, such asGaining attentionGaining access to activities or tangible itemsAvoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)

Using Function of Behavior to Inform CICO ModificationsIndividual Student Planning

Can use Function of Behavior to match students to appropriate version of CICO

Function-Based Assessment might include:Data from ODRs Possible MotivationOr Preliminary/Brief FBA

Minor Uh-Oh

Preliminary FBAUse existing data for preliminary FBAODR dataIdentify function/motivationIdentify antecedents time/location/persons involved, etc.

CICO dataIdentify antecedents time/location

Non-Responder Preliminary FBA

Does this tell us anything about when/ where/ who is involved (antecedents)?Preliminary FBADiscipline Referral SummariesSuspensions, detentions, office referrals

Look for patternsTriggers/Antecedents Day of the week, Time of Day, Location, Students Involved

Behavior

Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision

Student Referral Report - SWISDateStaffTimeLocationProlem BehaviorMotivationOthers InvolvedAdmin Decision102/08/114386612:15PMPlygdAgg/FightUnknown motPeersOut-sch susp201/28/11475221:30PMClassDisresptAvoid TaskTeacherDetention301/10/114752210:30AMClassDisresptAvoid TaskTeacherDetention412/18/10475229:30AMClassDisresptAvoid TaskTeacherDetention512/08/10475221:00AMClassDisresptAvoid TaskPeerDetention612/08/104752210:15AMClassDisresptAvoid TaskTeacherParent711/20/10475229:30PMClassDisresptAvoid TaskTeacherParentDoes this tell us anything about the function of student behavior?How about when/ where/ who (Antecedents)?Advanced Applications of CICO

Function-Based Modifications of CICOBreaks Are Better

Function = Escape Task (elem)Justin BoydUniversity of OregonLogic Guiding Breaks are BetterChildren may benefit from taking small, appropriate breaks

If breaks are available, students may:Engage in less escape-maintained problem behaviorRequest breaks less often than escape-maintained problem behavior occurred

Increased reinforcement for:Asking for assistanceTaking a break appropriatelyCICO Modification ElementaryEscape Academic TaskExplicitly teach an alternative/replacement behavior (i.e., break requests)

Promote self-management by teaching students to keep track of their breaks

Establish & Teach teachers (and students) how this will look in the classroom

Make it feasible and sustainable for classroom teachers to implementBreaks are Better ModificationsPrior to intervention:Child & teacher identify appropriate break activitiesStudent is taught:How to request a breakHow to take a breakHow to return to work

Points earned for:Meeting academic-specific expectationsAsking for break appropriately or not needing a breakWeekly point total tied to reinforcersSample Break Options & RewardsBreak OptionsMove to separate desk for quiet activityQuiet activity at deskDrawing Doodle on notebookStretch in backroomRun errand for teacher

Weekly RewardsComputer timeExtra RecessCoupon for bonus points on assignmentsCoupons for buddy workCoupon to make assignment shorter or easierLibrary passBreaks are Better Card

46The goals are more specifically defined in academic terms

The break column

The teacher feedback on break column

4747Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples. I will show you an example teaching script in just a minute.

Students are taught how to ask for a break the right way: (1) hold up hand with a #1 signal; (2) wait for teacher to give a thumbs up signal or a thumbs down;

They are also taught how to take a break: (3) when given the thumbs up, cross out one of the break circles on the BrB card; (4) start the 2-min break timer, (5) take the break appropriately (i.e., as practiced and for the appropriate length of time); and (6) when the timer goes off, get back to work.

If the teacher responds to the break request with a thumbs down, the student is taught that its no big deal & they can request a break again later. Also, if they choose to (which we are recommending) teachers can remind them to request a break thus helping to strengthen the students skills with knowing when to ask for a break, etc.

Taking a Break in the Classroom

BrB: What does it look like in the SchoolSchool-level awarenessYearly in-service on interventionBrB manual

Coordinator rolesDecisions about standard BrBPoints for taking breaks appropriately Points for using minimal breaksHow are goals set, points traded, for what?

BrB: What does it look like in the SchoolCoordinator rolesIntroduce student to the interventionRationaleCard how to get it, how to give it to teacher, receiving feedbackPractice taking breaks appropriately, what to do if teacher says no to a breakParent meetingSupport to teachers

Materials are readily availableBrB cardsProgress monitoring systemRewards

Progress monitoring occurs weekly or bi-weeklyBrB: What it looks like for the Student Coordinator introduces student to the intervention

Each DayMeet w/ coordinator, review expectations, get a new cardIn class, meet expectations, ask for breaks appropriately, cross off taken breaksEnd of Day meet w/ coordinator, review pointsEvening - parent signatureTeam TaskDiscuss need & application of Breaks Are Better in your schoolSteps to Develop/ImplementAssign a BrB Coordinator (same or different than existing CICO coordinator?)

Develop materials & process for BrBBrB cardCICO procedures (coordinate w/ CICO?)

Develop processes for training Breads Are Better to:Staff (What, Why, How?)Students once referred (What, Why How?)

Identify referral process, data & decision rules for accessing BrBABC: Academic Behavior CICO

Function = Escape Task (MS)Jessica TurturaUniversity of OregonLogic Guiding ABCStudents benefit from organizational structure

More frequent and tangible reinforcement for:Recording assignmentsCompleting in-class work & participatingAsking for helpCompleting homework

Parental structure for homework completion:Parents are aware of assignmentsParents check for completionAcademic focused CICO (Escape Tasks)Middle SchoolMorning Check-inStudents check-in with counselorAll homework completed? Prepared for the school day with all necessary materials?Opportunity to complete unfinished homework and to gather materialsDaily point card and Homework trackerReceive feedback each period about behavior during class (participation, staying on-task, completing work)Record assignments on homework trackerAfternoon Check-outCheck-out with counselorReview point card and homework trackerDoes student know what is due tomorrow? Have all materials needed to complete assignments?Home ComponentParents review daily feedback with studentSign card to indicate if student has completed all homeworkABC ModificationsPrior to intervention coordinator meets w/ parents

Morning Check-In: Assess & give bonus pts for: Materials Ready & Homework Completed

Afternoon check-out: Check Tracker

Expectations focus on Academic Behaviors + Addl Expectation of completing Tracker

Parent signature with focus on Homework CompletionABC Point Card -- Front

ABC Point Card -- Back

ABC: What does it look like in School?School level awarenessYearly in-service on ABCABC Manual

Coordinator rolesGet student started on interventionParent meetingSupport teachers

Materials are readily availableABC CardsProgress Monitoring systemRewards

Progress monitoring occurs weekly or every other weekABC: What it looks like for the StudentCoordinator introduces student to interventionRationaleCardhow to get it, give it to teachers & receive feedbackHow to record assignments

Each DayMeet w/ Coordinator, review last nights homework, get new cardIn class, record assignments on tracker, End of class get teacher points & signatureEnd of day meet w/ coordinator, review assignmentsEvening complete assignments, review w/ parents, parent signature

Team TaskDiscuss need & application of Academic Behavior CICO in your schoolSteps to Develop/ImplementAssign a ABC Coordinator (same or different than existing CICO coordinator?)

Develop materials & process for ABCABC card (align w/ existing CICO card as possible)CICO procedures (coordinate w/ CICO?)

Develop processes for training ABC to:Staff (What, Why, How?)Students once referred (What, Why How?)

Identify referral process, data & decision rules for accessing ABCAdditional Modifications

Function = Peer AttentionEscape Adult AttnModifying CICOPeer AttentionPeer attention: Provide peer attention for meeting expectationsCheck in & out with a peer (CICO graduate/alumni club) rather than adultEarn incentives that provide rich opportunity for peer atttentionEx: Special lunch w/ 3 friends of your choice

Peer AttentionCICO Modification32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

Avoid AdultsCICO Modification32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time)Do not check in with adult in am/pm; unless student IDs adultSo what CICO Modifications should we implement?Use your school data on Function of Behavior (Possible Motivations) to help prioritize

SYSTEMS PLANNINGWhat might this School-wide data tell us about the needs for Tier 2 interventions in this school?Middle School: Students w/ 2 + referralsCICO?Team TaskIdentify any modified CICO interventions you would like to developUse SW data on non-responders to guide decision making

Develop materials & plan for modified interventions

Escape TasksBreaks R Better (Elem)Academic Behavior CICO (MS)Peer AttentionAvoid AdultsNon-Responders

Escalate to Tier 3Tier 2 Assessment & Intervention

Universal School-Wide Assessment

School-Wide Prevention Systems Intensive

Targeted Student Referral Data (ODRs)Refer to Tier 3 team: Practical FBATweak/ Small change to CICO Basic CICOModified CICO Matched to FunctionInterventionAssessmentBorderline Initial CICO Data Non-Responder Preliminary FBAIndividualized Behavior Support Plan70Non-ResponderAfter multiple interventions, including match to function-based CICO

TweakABC CICORTI Time to move to Tier 3 SupportNon-Responders escalate to Student Centered TeamFBA TeamProgress Monitoring TeamPlans SW & Class-wide supportsMonitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)Conducts FBA, develops BIPNOT a standing teamSept. 1, 2009UniversalSWPBIS Team Tier II Tier I Tier III727272Team TaskIdentify any modified CICO interventions you would like to developUse SW data on non-responders to guide decision making

Develop materials & plan for modified interventions

Escape TasksBreaks R Better (Elem)Academic Behavior CICO (MS)Peer AttentionAvoid Adults