Modifying Check-in/Check-out to Fit a Range of Student

NeedsJessica Turtura, PhD

Center on Teaching and LearningUniversity of Oregon

jhorwitz@uoregon.eduNWPBIS Network Webinar

December 3, 2013

Check-in/Check-out (CICO)

• Evidence-based intervention

• Efficient• Time, fiscal resources

• Effective for students who are motivated by adult attention

What about students who are motivated by work avoidance?

LINK BETWEEN ACADEMIC UNDERACHIEVEMENT AND BEHAVIOR

PROBLEMS

Skill Deficits

Limited access to natural reinforcers (e.g. academic success, teacher attention)

Problem Behavior

Escape academic tasks

(e.g., Reid & Eddy, 1997)

Existing Options

• Academic Behavior CICO (ABC)

• Breaks are Better (BrB)

• Academic Seminar

Academic Behavior CICO(Turtura, Anderson, & Boyd, 2013)

• Builds off CICO

• 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

• Designed especially for middle school students with difficulties with organization and study skills

Advanced Organizer

• Overview of ABC

• Components of ABC

• Action Planning: Developing ABC for your school

• Plan for initial implementation & scaling

• Trouble-shooting ABC

Student Recommended for ABC

ABC is Implemented

Coordinatorsummarizes data

for decision making

Exit program

Regular coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Reviseprogram

ABC in the Classroom

• Student engages in academic routine (e.g., participates in class)

• Student records assignments on homework tracker

• Student receives feedback (points) for• Meeting social behavior expectations• Meeting academic behavior expectations• Using homework tracker

Components of ABC

• Morning check-in

• Daily feedback sessions

• Afternoon check-out

• Home session

Morning Check-in

Student meets with coordinator/mentor

• Is student prepared?

• Are assignments complete?

• Review home note

• Provide point card & tracker

2 points possibl

e

Morning Check-in Logistics

• Location

• Materials available• 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

Daily Feedback Sessions

• Student keeps point card (or separate tracker and have student turn in to teacher)

• Student meets academic expectations

• Student completes assignment tracker

• Feedback at end of class period• Academic expectations• Homework recorded accurately

2 points per expectation

&1 point for tracker use

Afternoon Check-out

Student meets with coordinator/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 possibl

e

Home Component

• Parent workshop first!

• Parent reviews home note

• Parent helps student problem-solve work completion

• Parent signs home note

Activity

Morning Check-in

Feedback

Homework Tracker

Afternoon Check-out

Points Possible

2

Up to 2 per expectation

1 per feedback session

2

How Points are Earned

Student has materials (1) and

work is complete (1)

Meet behavioral and academic expectations

Assignments recorded correctly

Attend checkout (1) and have teacher(s)

signature (1)

Introducing ABC to Students

• Rationale for intervention—what is in it for student

• Logistics (role-play/question * answer)• Check in and out• Daily feedback• Point card and homework tracker• Home component

• Obtain student agreement

Introducing ABC to Parents

• Rationale

• Parent responsibilities• What parents do• Review home note and provide feedback• Review assignments and problem-solve• Help with organization• Sign home note

• What parents do not do• Contingent rewards or punishment• Complete work for student• Argue, bribe, cajole into homework

Advanced Organizer

• Components of ABC

• Action Planning: Developing ABC for your school

• Plan for initial implementation & scaling

• Trouble-shooting ABC

Action Planning for ABC

• Are you ready for ABC?

• Action plan

Readiness for ABC

• CICO in place and implemented with fidelity

• Most students on CICO meet point goals

• Most teachers implement CICO with fidelity

• Coordinator (and mentors?) are available

• Academic interventions are available for students who are not successful with core programs

Action Plan for ABC: Identify Coordinator

• Introduce ABC to students, parents, teachers

• Oversee progress monitoring

• Trouble-shoot ABC

• Conduct checks-in and out?

Action Plan for ABC: Who Checks in/out and Where?• Approximately 1-3 min per student• Mentor must be• Available• Positive• Well-liked• Able to give feedback• Efficient

• Location must be• Close to students• Reasonably private

• What materials will be available• Where will incomplete work be completed

(and when?)

Action Plan for ABC: Expectations

• Begin with school expectations

• Identify common academic behaviors

• Students earn points for meeting academic AND behavior expectations

Expectations: Two Options

• 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

Action Plan for ABC: Point Card and Tracker

• Points for checking in and out?

• Points for completing tracker?

• Points for parent signature?

• Other modifications to card?

Action Plan for ABC: Incentives

• Will you use incentives?

• Same as CICO incentives

• Considerations• Small/daily incentives• Larger incentives for progress across time• Incentives linked to work avoidance

Incentives for CICO and ABC

• Tangible and intangible

• Consider a token economy• Point accumulation• Simple• Problematic if students can earn varying points

• Earn POINTS for % of ABC/CICO points earned• 80% of points-3 points• 70% of points-2 points• 60% of points-1 point

Sample Incentives

• Computer time alone• Extra time in art/time

to draw• Time alone in activity

of choice• Extra library time• Homework pass• Shortened work pass• Lunch with principal

• Prize box/grab bag• Lunch outside school

with _______• Ticket to school or

community event• Lunch with mentor• Lunch outside school

with _______• Party for class• Movie for class

Action Plan for ABC: Progress Monitoring

• System for tracking points earned• If CICO/SWIS: how will you differentiate interventions?

• Who enters points earned?

• Who reviews graphs and how often?

• What is the goal for students?• Define progress (and what next)• Define lack of progress (and what next)

• Progress monitoring overall system

• Monitoring fidelity of implementation

Action Plan for ABC: Teacher Presentation

• When will this occur?

• Who will develop presentation?

• Who will give presentation?

• What materials do you need?

• How do you assess buy-in?

Action Plan for ABC: Initial Implementation & Scaling

• Initial implementation• Begin with 3-8 students• Students highly likely to be successful

• Scaling• Scale when• “Bugs” are worked out• ABC is working smoothly• Students are making progress

• Determine final capacity• Have a plan for fading students from ABC• Add students slowly

Selecting Students for ABC

• Standard selection criteria

• Consider• Students not succeeding on CICO• Students recommended by others• Teacher referral indicates work avoidance• Off-task behavior is key problem

Advanced Organizer

• Components of ABC

• Action Planning: Developing ABC for your school

• Plan for initial implementation & scaling

• Trouble-shooting ABC

ABC: When Things Go Wrong

• Student won’t carry card

• Student not checking in or out

• Fidelity problems

• Parent buy-in

• Homework completion or preparedness is continued issue

Student Won’t Carry ABC Card

• Determine: can’t do versus won’t do

• Card given directly to teachers• Intranet, Doodle, card in box, etc• Option if • Student will continue to use homework tracker• Teacher is willing/able to lead implementation• You just want to monitor student progress

• Extra points for giving card to teacher/receiving feedback

Student not Checking In or Out

• Determine reason

• Logistics—how can you make it feasible?

• Motivation• Increase reinforcement for attending (points,

incentives)• Change mentor

Fidelity

• Teacher: Can’t do or won’t do

• Can’t do• Trouble-shoot logistics• Role-play and problem-solve• Too many students: Classroom intervention needed?

• Won’t do• Determine rationale • Run intervention with other teachers?• Consider different intervention for student• Incentives for teacher—increase fidelity

Parent Buy-In

• Can’t do or Won’t do• Problem-solve logistics• Consider skipping parent component

Homework Completion

• Can student do work at home?

• Is the problem an ability or a motivation problem?• Ability—academic intervention• Motivation—increase reinforcement for

homework• Homework club• Incentives for work completion

QUESTIONS

?

Breaks are Better (BrB): Brief Overview

Boyd, Anderson, & Turtura (2013)

• Builds off CICO

• 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

Components of BrB

• Morning Check-in

• Daily Feedback Sessions

• Afternoon Check-out

Morning Check-in

• Student meets with coordinator

• Is student prepared?

• Review home note

• Provide point card, timer, & tracker

Daily Feedback Sessions

• Student keeps point card

• Student meets academic & social behavior expectations

• Student takes breaks when needed

• Feedback at end of class period• Meeting expectations• Taking breaks if needed

Sample BrB Point Card

Afternoon Check-out

• Student meets with coordinator

• Review point card, % of points earned• Provide incentives if using• Positive verbal feedback

• Complete home note

• Student turns in timer

• End with encouragement

BrB During Academic Routines

• Student engages in academic routines

• Student can request a break• 2 min break• Specific activities during break• Student returns to work after break

QUESTIONS

?

Resources

• For ABC and BrB Manuals and Templates:• https://coe.uoregon.edu/ipbs/tier-ii/tier-ii-for-

work-avoiders

• Turtura, J. E., Anderson, C. M., & Boyd, R.J. (2013). Addressing task avoidance in middle school students: Academic Behavior Checking-in/Check-out. Journal of Positive Behavior Interventions, 42 (6), 1-9.

• jhorwitz@uoregon.edu