Secondary Interventions Applying Function-based Support Adapted from Crone, Horner, & Hawken, 2004 Responding to Problem Behavior in Schools The Behavior.

Secondary InterventionsApplying Function-based Support

Adapted from Crone, Horner, & Hawken, 2004

Responding to Problem Behavior in Schools

The Behavior Education Program (BEP)

Student Behavior in Context

Antecedent Behavior Consequence

A B C

Passage of Time

Three Functions of Behavior

Problem Behavior

Escape/Avoid

Social Activity

Peer Adult

Obtain

Social Activity Tangible

Peer Adult

Automatic

Understanding Behavior Problems

1. Negative Reinforcement Hypothesis

2. Positive Reinforcement Hypothesis

• Sensory Stimulation Hypothesis

• Communication Intent

What’s in a Name?

• Different titles meaning the same thing

• Secondary Interventions include– Targeted Group Interventions

• Group means groups of students participating individually in the same program AND

• Group means small group

– Behavior Education Program (BEP) includes• Check in –check out (CICO)

Check in-Check out (CICO) Features

• Students identified and receiving support within a week• Check-in and check-out daily with an adult at school• Regular feedback and reinforcement from teachers• Family component• Daily performance data used to evaluate progress

Elements of the BEP/Check and Connect Approach

• Organization/Structure

• Identification/Referral

• Contract/Agreement

• Basic BEP Cycle

• Functional Behavioral Assessment

• Design of Support

• Data Collection and Decision Making

Organization and Structure

• Coordinator • Chair BEP meetings, faculty contact, improvement

• Specialist • Check-in, check-out, meeting, data entry, graphs• Together (Coordinator + Specialist) = 10 hours/wk

• Meeting 45 min per week• Coordinator, Specialist, Sped faculty, Related Services

• All staff commitment and training• Simple data collection and reporting system.

Identification and Referral

• Multiple office referrals

• Recommendation by teacher• Teacher Request for Assistance

• Recommendation by parent

• Time to action:– 30 min to 7 days (goal is < 72 hours)

Contract/Agreement

• Agreement to succeed– Student: Student chooses to participate– Parent– BEP coordinator– Teachers

• Contract may be written or verbal– Better if written

Basic Cycle• Morning check-in (Get Daily Progress Report)• Give form to each teacher prior to each period.

(can also be used in cafeteria or playground… anywhere there is a supervisor)

• End of day check-out– Points tallied– Reward

• Daily Progress form copy taken home and signed.

• Return signed copy next morning.

BEP/Check and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Daily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hands & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

CICO ReportDate ________ Student ____________Teacher__________

0 = No1= Good2= Excellent

Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands,

feet, and objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

Daily Progress Report

Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL                

BE RESPONSIBLE                

BE ON TIME 

Parent Signature(s) and Comments: _______________________________________________

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments:

Parent Signature(s) and Comments:

Check-in/Check-Out Record

Date:__________________ CICO Coordinator:_________________

Check-In Check-Out

Student Name

Paper Pencil Notebook CICO parent copy

CICO Score

Jason √ √ √ √ 90

Leanne √ √ 85Juan √ √ √ √ 60

Kiran √ √ 100

Alexa √ √ √ √ 95

Jacey √ √ √ 90

Tracking Student CICO Progress

(number = % of total daily points)

Date Jason Leanne Juan Kiran Alexa

1/16/03 85 95 100 80 65

1/17/03 100 100 100 75 77

1/18/03 77 0 100 85 63

1/19/03 45 75 95 92 85

1/20/03 88 89 77 89 90

1/23/03 79 0 100 95 95

1/24/03 95 67 85 100 78

Daily Data Used for Decision Making

Ryan’s CICO Performance

Daily Data Used for Decision Making

Rachel’s CICO Performance

Implementing CICO with Individual Students

Effective School–Wide System in Place

Student not responding to school-wide Expectations

Implement Basic CICO•Increased structure, check-in, check-out•Frequent feedback•Connection with key adult

Implement Basic CICO

Is the Basic CICO Working?

•Continue with Basic CICO

• Transition to self- management

Yes

No

Conduct Brief Functional Assessment

(e.g., use FACTS)

•Where does the problem behavior occur/not occur?

•Why does the problem behavior keep happening?

Conduct Brief Functional Assessment

Intensive,

Individualized Behavior Support

(e.g., Full FBA-BIP)

Is the behavior severe, complex,

intensive?

Design of Support

• Common intervention foundation

• Modifications based on functional assessment

• Base for building comprehensive, individualized support.