Enhancing the Effects of Bullying Prevention: CICO

+Social Skills

SCOTT ROSS, PH.DUTAH STATE UNIVERSITY

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5% Schoolwide Positive Behavior Interventions and Supports

• Focused on preventing behavior problems at the school-wide level

• Comprehensive, coordinated, and systemic

CHARACTERISTICS OF TIER II INTERVENTIONS

• Continuously available

• Rapid access to intervention (less than one week)

• Low effort by teachers

• Consistent with schoolwide expectations

• Function-based or can be modified based on function

• Continuous monitoring (data-used for decision making)

CHECK-IN CHECK-OUT (CICO)Designed for Students with moderate problem behaviors not responding to Tier I of SWPBIS• Basic CICO is most appropriate when problem behaviors

are maintained by adult attention• Students “check-in” with an adult at the start of each

day• Students get feedback from teachers throughout the

day using a Daily Progress Report (DPR)• Students “check-out” with an adult at the conclusion of

each school day

8 STEPS OF CICO IMPLEMENTATION

1. BEP Coordinator

2. Teaming Structure

3. Identifying Students for BEP

4. Develop the Daily Progress Report (DPR)

5. Develop a Reinforcement System

6. BEP Data for Decision Making

7. BEP Fading Strategies

8. Staff, Student, and Parent Training

KENNEDY CARD

Name _____________________________________________________

Materials

To Class

Worked and Let Others Work

Follow Directions the First

Time

Teacher Parent

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= _____ Goal = 36 Leanne S. Hawken, PhD - 2012

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Leanne S. Hawken, PhD - 20127

WHY DOES THE BEP WORK?Improved structure

• Prompts are provided throughout the day for correct behavior.• System for linking student with at least one positive adult.

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.

Increase in contingent feedback

• Feedback occurs more often.• Feedback is tied to student behavior.• Inappropriate behavior is less likely to be ignored or rewarded.

Leanne S. Hawken, PhD - 20129

Reasons the BEP may not result in improved behavior

Is the behavior due to a lack of social skills?

CICO+SS

Explicitly teach social skills efficiently

Is the behavior related to lack of academic skills?

BEP + Academic Support

Increase academic support

Is the behavior maintained by peer attention

Peer Motivated BEP

Allow student to earn reinforcers to share with peers

TYPICAL APPROACH TO SOCIAL SKILLS TRAINING (SST)

Social

Skills

Curriculum

• Lesson 1 – Greeting • Lesson 2 – Asking questions • Lesson 3 – Asking for help• Lesson 4 – Making friends

THE EVIDENCE

SST has been effective in certain studies, but a lot of the time it doesn‘t work

• Effect Sizes range from .20-.87

• Cognitive-behavioral approaches are weaker

WHY HASN’T SOCIAL SKILLS TRAINING BEEN MORE

EFFECTIVE?1. Disregard for type of deficit

• Acquisition • Performance • Fluency• Competing Behaviors

2. Poor treatment integrity

3. Not enough intensity or duration

4. Generalization and maintenance

• No planning for generalization • Instruction in contrived settings

Gresham, Sugai & Horner, 2001

CICO+SS

• Step 1: CICO

• Step 2: Social Skills Assessment

• Social Skills Rating System (SSRS)• Can be completed by parents, teachers, and students • General areas assessed:

• Cooperation, Assertion, Responsibility, Empathy, and Self-Control

• Step 3: Efficient Social Skills Training

• Step 4: Continually Monitor Progress

STEP 1 - CICO1. Student checks-in in the morning with an adult

• Has a positive interaction • Sets goal for the day

2. Student carries a behavior card throughout the day and receives feedback from teachers at natural breaks in the day (e.g., recess or passing periods)

3. Student checks out at the end of the day with an adult

• Has a positive interaction • Checks on goal for the day

4. Student is reinforced for meeting goal or encouraged to improve tomorrow

5. Student take the card home to parent/guardian

STEP 2 - ASSESSMENT

• Identify two things

1. They type of deficit the student has • Acquisition (Can’t do)• Performance (Won’t do) • Fluency (Too difficult)

2. The specific skills that the student lacks

SSRS

Consider a student you have

worked with that may benefit

from Social Skills Training.

What skills would you target?

SELF-CONTROL• Controls temper in conflict situations with peers.

• Responds appropriately to peer pressure.

• Responds appropriately to teasing by peers.

• Controls temper in conflict situations with adults.

• Receives criticism well.

• Responds appropriately when pushed or hit by other children

Consider a skill you think would be critical for a student you work with

ASSERTIVENESS• Introduces herself or himself to new people without being told.

• Appropriately questions rules that may be unfair.

• Invites others to join activities.

• Initiates conversations with peers.

• Gives compliments to peers

• Volunteers to help peers with classroom tasks.

Consider a skill you think would be critical for a student you work with

COOPERATION• Uses free time in an acceptable way

• Finishes class assignments within time limits

• Uses time appropriately while waiting for help.

• Follows your directions.

• Ignores peer distractions when doing class work.

Consider a skill you think would be critical for a student you work with

STEP 3 – TEACH SOCIAL SKILLS

1. Task analyze the skill

2. Develop a lesson plan

3. Identify the time, place, and relevant people

4. Teach the skills

EXAMPLE

Skill = Introducing yourself

1. Get the person’s attention

2. Say, “My name is ________”

3. Ask, “What is your name?”

4. Say, “Nice to meet you.”

DEVELOP A LESSON PLAN

Hoffmeister & Lubke, 1999

• Short lessons (15 min max) taught by a student teacher• Half of the lesson was delivered in a classroom

environment:1. Introduce the skill2. Initial guided practice

• After basic skill mastery was acquired, the remainder of lessons were moved to applicable settings1. Guided practice in the cafeteria, recess playground,

or classroom (depending on skill)2. Practice with specific people including specific

students or adults3. Independent practice including an assignment for

the rest of the day

SOCIAL SKILLS INSTRUCTION

NEW MATERIALCritical practices when teaching new material:

• Present clear goals• Break the skill down into all the steps• Explicitly model each step

What steps would be necessary to teach the skill your student needs to learn? How would you teach the skill explicitly.

GUIDED PRACTICE• Guided practice slowly removes scaffolds so that students get

closer and closer to independent practice

• Practice should occur in the environments where the skill is used and with people with whom the skill is needed

• Practice should involve numerous opportunities to respond with feedback

• Keep students in guided practice until students are responding 80-90% correct

What would guided practice look like for your skill?

INDEPENDENT PRACTICE

•Student must demonstrate they can use the skill on their own at a certain criteria

• Over a certain period of time• In typical environments with typical

people.

EXAMPLE LESSON OBJECTIVES

Self-Control

When pushed or hit by other children, student will use stop/walk/talk strategy during 3 independent practice opportunities with 100% accuracy on five separate occasions.

Assertiveness

Given an opportunity to tell you when he thinks you have treated him unfairly, student will communicate his feelings politely, and allow adults to respond without getting upset with 100% accuracy on five separate occasions.

Cooperation

Given three opportunities to use time appropriately while waiting for help, student will sit correctly in his chair, raise his hand, and wait to be called on while staying quiet with 100% accuracy on five separate occasions

• Start teaching in a classroom (some place without distractions) for the learning set and new material

• Move to the relevant context for the guided and independent practice.

STEP 4 – MONITOR PROGRESS

• Continue to monitor the CICO form to assess what effect the social skills instruction has on behavior

• Make any adjustments to the instruction that are needed

• Teach new skills • Teach in new locations• Teach with different people

EMPIRICAL ANALYSIS

Participants and Settings• 5 students at a school were nominated by the principal to need social skills support

• Two 3rd grade girls• Lucinda and Sarah

• Two 5th grade girls• Emily and Olivia

• One 1st grade boy• Tom

DATA COLLECTION1. Assessment with the SSRS

• Skills in Self-Control and Assertiveness indicated for all 5 participating students

2. Direct observation of students during lunch recess• Percentage of 10-sec intervals during 5-min observations of lunch

recess • Positive social engagement was defined as appropriate play or

positive communication with peers. • Negative social engagement was defined as inappropriate play or

negative communication with peers. 3. Implementation Fidelity

• Checklist completed by interventionist and researcher assessed implementation of CICO and Social Skills Training (92% component completion)

4. Social Validity• General education teachers, interventionist, and playground

supervisors completed social validity questionnaire at conclusion of study

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Lucinda

BL CICO CICO+SS

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Peer Composite

Positive Social Engagement

Negative Social Engagement

30.69% increase in positive social engagement

9.9% decrease in negative social engagement

SOCIAL VALIDITY

The four general education teachers involved and the student teacher (interventionist) completed the social validity questionnaire on a six-point scale, with higher scores indicating a higher satisfaction with the intervention components.

• “CICO+SS improved student behavior”: 5.2 (range, 4 to 6)• “CICO+SS was worth the time and effort”: 5.6 (range 5 to 6)• “I would recommend CICO+SS to others”: 5.6 (range 5 to 6)• “CICO+SS was easy to implement”: 5.0 (range, 4 to 6).

CONCLUSIONS AND FUTURE DIRECTIONS

1.) All students experienced improved social skill gains after the intervention

2) CICO+SS was cost effective, practical and not overly time intensive

3) Teachers noted a positive change in student behavior when social skills training started

4) Social skill benefit continued after intervention components were removed