10/14/2010. Secondary & Tertiary Systems Development: Tiers II and III. Systems for Implementation: Local Capacity

Transcription

1 Secondary & Tertiary Systems Development: Tiers II and III Cynthia M. Anderson University of Oregon ww.uoecs.org Systems for Implementation: Local Capacity Within district Progress monitoring academics and social behavior Data to guide decision-making (formative evaluation, progress monitoring) Coaching at Tier I Coaching Tier II interventions linking academics and social behavior Coaching Tier III Full range of FBA Support plan logic & contextual fit Team-based decision-making Within school Progress monitoring academics and social behavior Active commitment to evidence-based practice Capacity at Tier II Function-based logic guides decision-making 1

2 Tier II Interventions Group-based interventions have robust literature base Inter-dependent group contingencies (e.g., Barrish, Saudners, & Wolf; 1969; Schanding & Turner, 2010) Social skills programs (Gresham, Cook, Crews, & Kern, 2004) Mentoring programs (e.g., DuBois & Karcher, 2005) Check & Connect (e.g., Sinclair, Christenson, & Thurlow, 2005) Check-in/Check-out (e.g., Anderson & Borgmeier, 2010, Campbell & Anderson, 2010, 2008) Small literature base on embedding interventions in school context (systems-change) C Anderson U Oregon March 2010 Practices at Tier II: What Schools Are Doing CICO Academic Seminar (high school) Academic Behavior CICO (middle school) Breaks are Better (Elementary school) Skills groups (e.g., anger management) Academic skill groups (e.g., study skills, homework club) Counseling group ABC: Academic-Behavior CICO Jessica Turtura 2

3 Logic Guiding ABC Students may benefit from organizational structure More frequent and tangible reinforcement for Recording assignments Completing in-class work & participating Asking for help Completing homework Parental structure for homework completion Parents are aware of assignments Parents check for completion Typical CICO Card ABC Modifications Prior to intervention: coordinator meets with parents Morning check in: assignments completed, materials ready (points earned) Afternoon check-out: Tracker completed Expectations focus on academic behaviors Be safe: Ask for help appropriately Be respectful: Participate in class Do your personal best: Complete assignments in class Additional expectation record assignments on tracker Parent signature focuses on homework completion 3

4 ABC: What Does it Look Like..in a School School-level awareness Yearly in-service on ABC ABC manual Coordinator roles Start student on intervention Parent meeting TA to teachers Materials are readily available ABC cards Progress monitoring system Rewards (if using) Progress monitoring occurs weekly or bi-weekly 4

5 ABC: What it Looks Like for a Student Coordinator introduces student to intervention Rationale Card Practice recording assignments Getting card, giving card to teacher, receiving feedback Each day Meet with coordinator, review last night s homework, get new card In class, record assignments on tracker, end of class teacher points and signature End of day meet with coordinator, review assignments Evening complete assignments, review with parents, parent signature Experimental Evaluation: Participants & setting 3 typically developing students in grades 6-8 FBA escape-maintained problem behavior School implementing Tier I for 4 years and CICO for 3 years Data collection During problem routine (e.g., independent d math) Real time data collection Partial interval data across consecutive 10-s intervals; 15-min obs. Problem behavior Academic engagement IOA-33% of sessions Intervention C Anderson U Oregon March 2010 red with Off-Task Behavior % 10-s Intervals Sco ABC Intervention Spring Break ABC Intervention ABC ABC Intervention Lupe Off-task Disruption Marshall Follow Up ABC Intervention ABC Intervention Aaron

6 Why Does it Work and Who Does it Work For? Why does it work? Structure and reinforcement for tracking assignments Structure and reinforcement for work completion in class & at home Prompts for Organizational behavior Asking for help when needed Who does it work for? Students whose behavior is avoidance maintained Students with mild/moderate organizational difficulties +++need academic intervention for students with skill deficits Breaks are Better Justin Boyd Logic Guiding Breaks are Better Children may benefit from taking small, appropriate breaks If breaks are available, students may Engage in less escape-maintained behavior Request breaks less often than escape-maintained behavior occurred Increased reinforcement for Asking for assistance Taking a break appropriately 6

7 Breaks are Better Modifications Prior to intervention Child and teacher identify appropriate break activities Student taught How to request break How to take a break How to return to work Points earned for Meeting academic-specific expectations Asking for break appropriately or not needing a break Weekly point total tied to reinforcers Sample Break Options & Rewards Break Options Weekly Rewards Move to separate desk for quiet activity Quiet activity at desk Drawing for someone Doodle in notebook Stretch in back of room Run errand for teacher Computer time Extra Recess Coupon for bonus points on assignment Coupon for buddy work Coupon to make assignment shorter or easier Library pass Breaks are Better Card 7

8 Student raises 1 Wait for teacher response Thumbs up Thumbs down Slash through O, start timer & engage in chosen activity Student stays engaged, waits at least 2 min before asking again Timer goes off back to work BrB: What Does it Look Like..in a School School-level awareness Yearly in-service on intervention BrB manual Coordinator roles Decisions about standard BrB Points for taking break appropriately if needed (i.e., NOT engaging in off-task behavior)? Points for using minimal breaks? How are points traded and for what? 8

9 BrB: What Does it Look Like..in a School School-level awareness Yearly in-service on intervention BrB manual Coordinator roles Decisions about standard BrB Start student on intervention Parent meeting TA to teachers Materials are readily available BrB cards Progress monitoring system Rewards (if using) Progress monitoring occurs weekly or bi-weekly BrB: What it Looks Like for a Student Coordinator introduces student to intervention Rationale Card Practice taking breaks appropriately, what to do if teacher says no break Getting card, giving card to teacher, receiving feedback Each day Meet with coordinator, review expectations, get new card In class, meet expectations, ask for breaks appropriately, cross of taken breaks End of day meet with coordinator, review points Evening parent signature Breaks are Better (Boyd) Participants & setting 4 typically developing students in grades 3-5 FBA escape-maintained problem behavior School implementing Tier I for 6 years and CICO for 2 years Data collection During gproblem routine (e.g., independent math) Real time data collection Partial interval data across consecutive 10-s intervals; 15-min obs Off task Disruptive behavior (Lupe only) Use of break request IOA-33% of sessions Intervention C Anderson U Oregon March

10 100% 80% BrB BrB % 10-s Intervals Sco red with Off-Task Behavior 60% 40% Lupe 20% 0% % BrB BrB 80% 60% Spring Break 40% James 20% 0% % BrB BrB 80% 60% 40% 20% 0% Edmond Why Does it Work and Who Does it Work For? Why does it work? Differential reinforcement for appropriately asking for breaks Reinforcement for behaviors correlated with academic success Who does it work for? Students whose behavior is avoidance maintained +++need academic intervention for students with skill deficits Tier II Interventions: Points to Ponder Build a strong Tier I foundation Begin with CICO build fluency Build capacity with each Tier II intervention Progress monitoring is key Individual student outcomes System outcomes Fidelity of implementation 10

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