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Tier Two Interventions for Escape-Maintained Problem BehaviorJustin Boyd & Jessica TurturaUniversity of OregonSchool Psychology ProgramMarch 8, 2010

CICOBRBPrimary PreventionTier 1 SWPBSSecond StepsStrong Kids

Secondary InterventionsCICOFirst Steps to SuccessSkills groups

Secondary interventions w/function-based modifications

Tertiary interventions

SWPBS2Secondary Interventions in SWPBSSecondary interventions should require low effort on the part of teachers and staff

Be consistent with school-wide expectations

Should be able to be implemented quickly and efficiently

Provide increased opportunities for feedback about student behavior and provide multiple opportunities to practice skills

Data-based decision-making is keySelecting students for the interventionProgress monitoring

An example of an evidence-based secondary intervention is Check-In-Check-OutAddressing Behavioral Function

Behavioral Functions4Addressing Behavioral Function at the Secondary LevelBehavioral function is not always a consideration when placing students into tier two interventions

Evidence suggests that interventions may be more effective when they address the specific function of the students problem behavior

Incorporating function-based components at tier 2 is feasible

5Check-In-Check-OutImproved structurePrompts 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 successFirst contact each morning is positive.Blow-out days are pre-empted.First contact each class period (or activity period) is positive.

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

6Research Support for CICOEvidence Supporting its Effectiveness

Increase academic engagement, reduce problem behavior (e.g., Fairbanks et al., 2005; Filter et al., 2007; Hawken & Horner, 2003)

Highly acceptable to teachers, parents, students (e.g., Hawken et al., 2007)

Can be modified for different behavioral functions (March & Horner, 2002; Fairbanks et al., 2005)but is often done so on an individual basis

CICO Limitations Most effective for attention-maintained problem behavior

Less effective for escape-maintained problem behavior

Modifications required

May be less effective in middle schools Aversive properties resulting from academic skill deficits Importance of organizational and study skills

8Who is CICO indicated for?Mild problem behaviors

Students who are sensitive to adult attention

Students whose problem behaviors are maintained primarily by adult attention

9Addressing Escape-Maintained Behavior at the Secondary LevelWhos left?work avoidersoff-taskescape-maintained students who lack academic or organizational skills Student for whom adult attention is not highly reinforcing

10When escape is the prevailing reinforcerConsiderations for Practice

Systematic modifications versus individualized interventions

Mechanisms to address function directly

Appropriateness & fitElementarySecondary

11Our Focus Tier two interventions for students whose problem behaviors are, in part, maintained by escape or avoidance

Special considerations for elementary and upper levels

Building off an existing secondary intervention

12Breaks are Better (BrB)BRB

Justin Boyd, M.S.13Alternative & Replacement BehaviorsAn Evidence Based Practicee.g., Bird, Dores, Moniz, & Robinson, 1989; Brown et al., 2000; Carr & Durand, 1985; Durand & Carr, 1987, 1991; Hagopian, Fisher, Sullivan, Acquisto, & LeBlanc, 1998; Mildon, Moore, & Dixon, 2004; Wacker et al., 1990

Logic & ExamplesChildren with communication deficitsTypically developing children (e.g., Stahr et al., 2006; Filter & Horner, 2009)

Typically considered as part of a Tier 3 intervention

Escape-maintained problem behavior14BrB ConceptCICO teaches students to recruit adult attention

BrB with CICO teaches students to recruit brief-breaks as a functionally equivalent alternative to problem behavior.

Breaks are Better (BrB)

Implemented in the same way as CICOIncludes the use of Replacement BehaviorDirectly addresses escape /avoidance functions15Intervention Design ConsiderationsExplicitly teach an alternative/replacement behavior (i.e., break requests)

Promote self-management by teaching students to keep track of their breaks

Establish & Teach teachers (and students) how this will look in the classroom

Make it feasible and sustainable for classroom teachers to implementSuggested PrerequisitesElementary school

Utilizing SWPBS

Have implemented SWPBS with fidelity for at least 2-years

CICO for at least one year

At least 90% of CICO features on the CICO self-assessment (fidelity)

17Considerations for Good FitExhibiting problem behaviors in academic settings

Nominated by instructional staff as needing additional behavior support for mild disruptive behaviors in the classroom

Brief FBA or informal teacher interview suggests their problem behaviors are maintained primarily by escape (e.g., work avoidance).

FACTS

Guess & Check18Implementation MaterialsBRB point card (with team defined goals)

Timer (e.g., digital, hour-glass)

Team-generated list of acceptable break options

19Typical CICO Card

Just for the contrast here is a typical CICO cardNext is the BrB card20Breaks are Better Card

The goals are more specifically defined in academic terms

The break column

The teacher feedback on break column

22Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples. I will show you an example teaching script in just a minute.

Students are taught how to ask for a break the right way: (1) hold up hand with a #1 signal; (2) wait for teacher to give a thumbs up signal or a thumbs down;

They are also taught how to take a break: (3) when given the thumbs up, cross out one of the break circles on the BrB card; (4) start the 2-min break timer, (5) take the break appropriately (i.e., as practiced and for the appropriate length of time); and (6) when the timer goes off, get back to work.

If the teacher responds to the break request with a thumbs down, the student is taught that its no big deal & they can request a break again later. Also, if they choose to (which we are recommending) teachers can remind them to request a break thus helping to strengthen the students skills with knowing when to ask for a break, etc.

Implementation Procedures & ConsiderationsTraining of Staff and Teachers When

After obtaining buy-in

Prior to attempting to implement the program

Day-to-Day Implementation of BrB

Student Training/Orientation (once identified)

Teacher orientation/support

Data review using CICO-SWIS

23Student Orientation to the BrB ProgramOrientation time (additional 12 minutes)Must explicitly teach the break request & provide opportunities for the student to practice with feedback.

Teaching ScriptTeacher Orientation to the BrB ProgramMust teach teachers how to allow or disallow student breaks

thumbs up and thumbs down

Preferably this is done school-wide, rather than individually

Teacher Reminders PageMeasurable Outcomes (Goals)Student problem behaviorIndividually defined for each student

Academic engagementDecreases in off-task behaviors and increases in on-task behavior, work completion, etc.

Frequency of BreaksAppropriate requests to be off-task or to engage in behaviors other than what the classroom expectation is at the time.Brief (i.e., 2-minutes)Limited number of opportunities to request these breaks

26Academics and Behavior Check-in/Check-out (ABC)Jessica Turtura, M.S.

Challenge Faced by Middle SchoolsLink between academic and behavioral concerns

Increasingly important role of organizational and study skills

The ABC ProgramModified version of CICODesigned toDecrease problem behaviors that are maintained by escape and/or avoidance of academic tasksIncrease desired behaviors including work completion and class participationProvide scaffolding to help students develop effective organizational habits and study skillsImprove communication between home and school around homework completionThe ABC program is designed forStudents who engage in problem behaviors in order to escape or avoid academic tasksStudents that are often off-task during classStudents that have difficulty keeping track of assignments and turning in workStudents that lack organizational and study skillsThe ABC program not designed forStudents with severe academic skills deficitsWill likely need specific instruction in academic areas of concernMay benefit from the ABC program plus additional supportStudents that engage in problem behaviors but for whom work completion and/or organization is not a concern

Key components of the ABC Program: Morning check-inComponentsStudents receive daily point card and review goalsCoordinator checks:Are students prepared for the day? Have students completed all homework due today?Opportunity to complete unfinished homeworkPoints earned for being prepared and/or completing homework

Key modifications from CICOExplicit focus around academic-related behaviorsPoints are linked to being prepared for the school day and having homework assignments due that day

Key components of the ABC Program: Daily feedbackComponentsDaily point card/homework tracker Goals defined in terms of academic behaviorPoints for recording assignments on homework tracker

Key modifications from CICOFeedback is specifically related to academic behaviorshand raising, work completion, class participation, etc.Teacher checks to make sure students have accurately recorded any homework assignments

ABC Daily Point Card

ABC Daily Homework Tracker

Key components of the ABC Program: Afternoon check-outComponentsRewards and/or feedbackReview homework tracker

Key modifications from CICORewards linked to the function of behaviorexamples may include break coupons, homework passes, etc.Explicit focus on reviewing homework and ensuring that students are prepared to complete that evenings assignmentsKey components of the ABC Program: Home componentComponentsHome-school communicationParent meeting

Key modifications from CICOCommunication between home and school about homework completionParents gain information about how to best help their children with homeworkParents are better able to track assignments that their children need to complete

Preliminary Evidence

Troubleshooting Student buy-in

Communication between staff

Fidelity of implementation

Parent involvement

Questions & DiscussionFor more information feel free to contact us

Justin Boydrboyd@uoregon.edu

Jessica Turturajhorwitz@uoregon.edu