Addressing Academic

Avoidance at Tier II

Cynthia M. Anderson, R. Justin Boyd, & Jessica Turtura

University of Oregon & Kennedy Krieger Institute/Johns Hopkins School of Medicine

Point Card Interventions in Schools Core components

Target responses operationally defined Numerical scale for evaluating student

behavior Student behavior assessed at set times Contingencies for target behavior Home component

Robust research base (e.g., Chafoulas et al., 2002, 2005; Dougherty & Dougherty, 1977; Fabiano et al., 2010; Schumaker et al., 1977)

Limitations if Scaling is Goal Reliance on home contingencies Selection process inconsistent Individualized

Target responses Evaluation metric and schedule contingencies

4

Multi-Tiered Intervention Models Rationale

Emphasize prevention Match intensity of intervention to need

Components Evidence-based intervention Data-based decision-making Emphasis on school and district

systems/capacity building Point cards

Tier I Tier II Tier III

Check-in/Check-Out: Tier II Behavior Report Cards

• Manualized intervention (Crone et al., 2010)

Student Recommended for CICO

CICO is Implemented

CICO Coordinatorsummarizes data

for decision making

Bi-weekly coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Empirical Support: 10 studies to date

10 studies to date Elementary school (7) & middle school (3) Decrease disruptive behavior & enhance

academic engagement (e.g.,Campbell & Anderson, in press; Fairbanks et al., 2007; Hawken & Horner, 2003; Simonsen et al., 2010; Todd et al.,2008)

CICO most effective for students emitting attention-maintained problem behavior (Campbell & Anderson, 2008; March & Horner, 2007; McIntosh et al., 2009)

Tier II Point Card Interventions for Academic Avoidance

Interventions build off CICO CICO used in many schools Easily alterable

Target responses Schedule for earning points Reinforcers Point card for easy progress monitoring

Interventions Academic-behavior CICO Breaks are Better

Academic Behavior CICOJ. Turtura

Academic Behavior CICO 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

ABC During Academic Routines Student engages in academic routine Student records assignments on tracker Student receives feedback (points) for

Meeting social behavior expectations Meeting academic behavior expectations Using tracker

Components of ABC Morning check-in Daily feedback sessions Afternoon check-out Home session

Morning Check-inStudent meets with coordinator/mentor Is student prepared? Are assignments complete? Review home note Provide point card & tracker 2 points

possible

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-outStudent 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

possible

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

EarnedStudent 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)

ABC and CICOSimilarities

Morning/afternoon check-in & out

Frequent feedback on behavior

Point card to monitor progress

Incentives for desired behavior

Differences Morning check-in

Bonus points Opportunity to get ready

for day (avoid EOs) Feedback on academic

and social behavior Assignment tracker

provided w/feedback Home component

Parent training Homework structure

Does ABC Affect Student Behavior?

Participants and Setting

Participants Tom: 8th grade, white male

Low academic engagement, disruptive behavior

Below state standards in reading Kendra: 7th grade white female

Low academic engagement, disruptive Met state standards

Stan: 6th grade white male Low academic engagement Met state standards

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 260

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Off-task

Disruption

Spring Break

Baseline ABC InterventionBaselineABC Intervention

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Follow Up

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100 Baseline ABC InterventionBaselineABC

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 260

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100 Baseline ABC InterventionBaselineABC Intervention

Stan

Marshall

Alex

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Breaks are BetterJustin Boyd

Breaks are Better in CICO

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

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

Breaks are Bettter

Breaks are Better Card

Advanced Organizer• Components of BrB• Action Planning: Developing BrB for your

school• Plan for initial implementation & scaling• Trouble-shooting BrB

Components of BrB• Morning check-in• Daily feedback sessions• Afternoon check-out• Home session

Morning Check-in• Student meets with coordinator/mentor• Is student prepared?• Review home note• Provide point card, timer, & tracker 2

points possibl

e

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 expectationsTaking breaks if needed

2 points per expectation

&1 point for tracker use

Afternoon Check-outStudent meets with coordinator/mentor Review point card--% points earned

Provide incentives if using Positive verbal feedback

Complete home note Student turns in timer End with encouragement 2

points possibl

e

Activity

Morning Check-in

Feedback

Break Tracker

Afternoon Check-out

Points Possible

2

Up to 2 per expectation

1 per feedback session

2

How Points are

EarnedStudent attends check-in (1) and has materials (1)

Meet behavioral and academic expectations

Taking breaks appropriately if

needed

Attend checkout (1) and have teacher(s)

ratings (1)

Participants and Setting

Participants Alex: 3rd grade, white male Edmund: 5th grade Hispanic male James: 5th grade white male

brB and CICO

Similarities Morning/afternoon

check-in & out Frequent feedback on

behavior Point card to monitor

progress Incentives for desired

behavior

Differences Feedback on academic

and social behavior Breaks available

Effects of BrB

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 290%

20%

40%

60%

80%

100%Baseline BrB Baseline BrB

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 300%

10%20%30%40%50%60%70%80%90%

100% Baseline BrB

Spring Break

Baseline BrB

1 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 330%

20%

40%

60%

80%

100% Baseline BrB Baseline BrB

Alex

James

Edmond

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Implementing Ensure CICO is in place Secure coaching capacity Plan for implementation

Intervention features Systems Information and monitoring

Want More Information?http://coe.uoregon.edu/ipbs