targeted and intensive interventions: assessing process (fidelity) cynthia m. anderson, phd...
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Targeted and Intensive Interventions: Assessing Process (Fidelity)
Cynthia M. Anderson, PhD
University of Oregon
Intensive InterventionsSpecialized
IndividualizedSystems for Students with
High-Risk Behavior
Targeted InterventionsSpecialized Group
Systems for Students with At-Risk Behavior
Universal InterventionsSchool-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
Important Outcomes
Effects of the system Student behavior Staff behavior Overall system
Process (fidelity) Fidelity of specific interventions Fidelity of the system
Tools for Assessing Fidelity
Self Assessment Monitoring progress over time Developing an action plan
External Evaluation Monitoring progress over time Useful when outside opinion is warranted
Existing Tools for Assessing Process
Universal Component of SWPBS External
School-wide Evaluation Tool (SET) Self Assessment
Team implementation Checklist (TIC) Benchmarks of Quality (BoQ) Phases of Implementation
Targeted & Intensive Components of SWPBS External
Individual Student Systems Evaluation Tool (ISSET) Self Assessment
Checklist for Individual Student Systems (CISS)
ISSET and CISS Key Features
1. Foundations: What needs to be in place?
2. Targeted interventions
3. Intensive interventions
SYSTEMS
Practices
Data
For each feature:1. What practices are implemented?
2. What systems are used?
3. What outcomes are assessed?
Foundations Practices
Is there a team that meets regularly and uses data? Are there multiple systems for identifying students? Do students and teachers receive assistance quickly?
Systems Commitment
Universal level of SWPBS in place? Does team have access to expertise in function-based supports? Does administrator attend team meetings?
Are new faculty and staff trained? Does the behavior support team consist of key roles?
Data Are outcomes monitored for and across students? Are data used for identifying interventions? Do teachers see data? Are family members involved and do they see outcomes?
Targeted Interventions
Practices Is there at least one targeted intervention? Are interventions efficient?
Systems Are interventions documented? Are all faculty and staff familiar with intervention? Is there a coordinator?
Data Are there data-based decision rules for all group
interventions? Is fidelity monitored?
Intensive Interventions
Practices Are FBAs technically adequate? Are interventions linked to the FBA? Do interventions contain key components?
Systems Are relevant people involved in developing
intervention? Data
Are outcomes assessed? Is fidelity monitored?
Implementation Logistics
ISSET Who is involved?
External evaluator Within the school:
Administrator, team leader, 5 random staff
What do they do? Interview administrator
and team leader Quick interviews with staff Review permanent
products How long does it take?
2-4 hours
CISS Who is involved?
School behavior support team
What do they do? Complete CISS, build
action plan How long does it take?
1-2 hours
Results: What is Learned?
ISSET Percent implemented score for each section
CISS Percent implemented score
Each section Overall
Goals prioritized Action plan built
Using the CISS Planning (the system)
Determine who will complete the measure Whole team or specific members? Individually or as a group?
Become familiar with the CISS Identify time to complete CISS
All at once In stages
Scoring (the data) Will the CISS be Scored? Building an action plan
Scoring the CISS
Numerical score allows for assessing progress over time
Considerations Administer CISS at approximately same time
each year Administer in similar way each year Graph outcomes cumulatively
Rory Middle School2005-2006 School Year
0
20
40
60
80
100
120
TOTAL Foundations Targeted Intensive
% Im
plem
ente
d
Monitor Progress Over Time
Rory Middle School
0
20
40
60
80
100
120
TOTAL Foundations Targeted Intensive
% Im
plem
ente
d
05-06
06-07
07-08
08-09
09-10
ISSET and CISS: Next Steps
Disseminate CISS Use ISSET in research studies Conduct further evaluations of measures
University of Oregon Educational & Community SupportsSchool Psychology Program
Cynthia M. Anderson
541.346.2617
Targeted Interventions
Matches needs of school Can be implemented within 5-days of
identified need Similar across students and efficient Staff trained in intervention Materials on hand Coordinator exists
Function-based Data collected to monitor outcomes Formal system for informing parents of
progress
Identify & train 2 more people in efficient FBA
CICO coordinator to attend team meetings
Shift team meetings to twice/month
Ask SWPBS team to identify students w/+2 ODRs
Add routines to RFA
Curriculum for annual orientation
Build and implement annual screen
Jill May, 08
Burt Nov,07
Burt Nov,07
Destiny Nov,07
Fall, 08
Fall, 09