Post on 19-Jan-2016
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.