Advanced Topics in PBS:Secondary/Tertiary Interventions

George SugaiUniversity of Connecticut

Rob HornerUniversity of Oregon

Goals Emphasize the full continuum of strategies that make

up school-wide positive behavior support.

Provide an example of Check-in/ Check-out Provide an example of Intensive Function-based

support

Suggest strategies for building capacity in more intense interventions

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Thanks to Laura Riffel

Positive Behavior Support

Adapted from George Sugai, 1996

© Terrance M. Scott, 2001

Universal

School-Wide Data Collection and Analyses

School-Wide Prevention Systems (rules, routines, arrangements)

Targeted

Intensive

AnalyzeStudent Data

Interviews,

Questionnaires, etc.

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Simple Student Interventions

Group Interventions

Complex Individualized Interventions

Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre-K K-6 6-9 9-12 K8-12

2.4 - Mean Percentage Students (2006-07 Reg Ed) (Majors Only)

Students 6+

Students 2 to 5

Students 0 or 1

89% 74% 75%

N = 1288 N = 377 N = 124

3% 9% 8%

94%

1%

73%

10%

Pre K K-6 6-9 9-12 K- 8/12

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre-K K-6 6-9 9-12 K8-12

2.5 - Mean Percentage ODRs (2006-07 Reg Ed) (Majors Only)

Students 6+

Students 2 to 5

Students 0 or 1

33% 47% 46% 48%35%

A Concern Schools often consider only ONE behavior

support system Often this system is for those students with most

intense needs

Messages Invest in prevention first

Invest in a full continuum of supports Universal/ Primary Targeted/ Secondary Intensive/ Tertiary

Check In Check Out:A Targeted Intervention

Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry ScottUniversity of Oregon and University of Connecticut

BEP/Check-in Check-out Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

CICO Record

Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= 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 ______________%

Why does CICO work?

Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.

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, and

sets up successful behavioral momentum.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO Work?

Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate

academic support

Linking school and home support Provide format for positive student/parent contact

Program is organized to morph into a self-management system

Increased options for making choices Increased ability to self-monitor performance/progress

Linking CICO with Function-based support Leanne Hawken

Robert March

Anne Todd, Amy Kauffman

Plan for the future: We want self-managers Embed self-management strategies as driven by the

data Use natural signals for monitoring as much as possible Self-monitor Self-record, check for accuracy Fewer check points during the day

Maintain AM and PM times for awhile Manage own CICO account

More on self management in the future…..

Check-in Check-out EmbeddedWithin SWIS

Check-in Check-out EmbeddedWithin SWIS

Check-in Check-out EmbeddedWithin SWIS

Check-in/ Check-out Self-Assessment Individually score the elements of the CICO Self-

Assessment In place; In progress; Not in place

As a team review your ratings, and agree on a single summary for the school

For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?

Define a schedule for meeting to review progress and implement your CICO plan.

Is CICO appropriate for your school? Download the ppt and self-assessment

www.pbis.org (online library) (presentations)

Consider reading and reviewing Crone, Horner & Hawken (Behavior Education Plan) Leanne Hawken DVD

Request training and coaching support from your state SWPBS trainers

Review CICO data system embedded within SWIS www.swis.org

Function-based Supports