1. Addressing Academic
Avoidance at Tier II
Cynthia M. Anderson, PhD, BCBA-D
University of Oregon

2. • Point card interventions—rationale and background
• Point cards within a multi-tiered system
• Tier II interventions—enhancing systems for positive and
durable outcomes
• CICO—a foundation for Tier II interventions
• Breaks are Better
• Academic Behavior CICO
Agenda

3. • Target behaviors operationally defined
• Assessment of student behavior
• Pre-determined times
• Numerical scale with defined values
• 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)
Point Card Interventions
in Schools

4. • Reliance on home contingencies
• Selection process inconsistent
• Individualized
• Target responses
• Evaluation metric and schedule
• contingencies
Traditional “home-school
notes” may be difficult to
scale up

5. • Intervention for ALL students
• Effective: 80% or more meeting benchmarks
Tier I 5
5

6. • Intervention
• Explicit instruction
• Opportunities to practice in target settings
• Feedback
• Systems
• Defined and measurable outcomes
• Student progress monitored
• Team-based problem solving, coaching
Tier I

7. • Simply “having” Tier I doesn’t guarantee
• Teachers are implementing
• All students have access
• “At risk” students need proactive behavior
management
• Before implementing more intensive support, ask
yourself…
Considerations

8. At least 80% of
students are
successful…what
about the rest?
8
8

9. Tier III 9
9

10. Core
+
Supplemental
Tier II 10
10

12. • Match needs of school
• Are implemented rapidly
• Similar across students
• Staff trained in intervention
• Materials on hand Enhance fidelity
• Match problem
• Intensity
• Mechanism (skill, fluency, or contingency deficit
• Use data-based decision-making
• Who will likely benefit?
• Is the intervention working?
• Next steps
Tier II Interventions
Tier II
Assessm
ent Tool

13. CHECK-IN/CHECK-OUT:
TIER II BEHAVIOR REPORT
CARDS
• Manualized intervention (Crone et al., 2010)

14. Student Recommended for CICO
CICO is Implemented
CICO Coordinator
Morning summarizes data
check-in for decision making
Parent Regular teacher Bi-weekly coordination
feedback feedback Meeting to assess student
progress
Afternoon
check-out

15. • 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)
Empirical Support

16. ACADEMIC BEHAVIOR CICO
J. Turtura

17. • Shares several features with CICO
• Morning and afternoon checks in and out
• Daily point card is foundation
• Similar across students receiving intervention
• Data guide decision-making
• 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
Academic Behavior CICO

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

19. Student meets with coordinator/mentor
• Is student prepared?
• Are assignments complete?
• Review home note
• Provide point card & tracker
2 points
possible
Morning Check-in

20. 3 points per
expectation &
• Student keeps point card (or separate tracker and have for
1 point
student turn in to teacher) tracker use
• Student meets academic expectations
• Student completes assignment tracker
• Feedback at end of class period
• Academic expectations
• Homework recorded accurately
Daily Feedback Sessions

21. Student 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
Afternoon Check-out

24. Points How Points
Activity
Possible are Earned
Student has materials
Morning Check-in 2 (1) and work is
complete (1)
Meet behavioral and
Up to 3 per
Feedback academic
expectation
expectations
1 per feedback Assignments recorded
Homework Tracker
session correctly
Attend checkout (1)
Afternoon Check-out 2 and have teacher(s)
signature (1)

25. • 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
Morning Check-in Logistics

26. • Parent workshop first!
Home Component

27. • Approximately 20 min
• Overview of ABC
• Establishing a homework routine
• Planning for long-term projects
• Organizing for success
Parent Workshop

28. • Parents do:
• Review Assignments
• Problem-solve homework completion/study plan
• Complete home note
• Parents do not:
• Complete work for child
• Argue, use continued reminders
• Offer additional incentives or negative consequences
Home Component

29. Similarities Differences
• Morning check-in
• Morning/afternoon check-in &
• Bonus points
out • Opportunity to get ready for
• Frequent feedback on behavior day (avoid EOs)
• Point card to monitor progress • Feedback on academic and
social behavior
• Incentives for desired behavior • Assignment tracker provided
w/feedback
• Home component
• Parent training
• Homework structure
ABC and CICO

30. BREAKS ARE BETTER
Justin Boyd

31. • Shares several features with CICO
• Morning and afternoon checks in and out
• Daily point card is foundation
• Similar across students receiving intervention
• Data guide decision-making
• 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
Breaks are Better (BrB)

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

33. • Student keeps point card
• Student meets academic & social behavior expectations
• Student takes breaks when needed
• Feedback at end of class period
• Meeting expectations 3 points per
• Taking breaks if needed expectation &
1 point for
tracker use
Daily Feedback Sessions

34. Student meets with coordinator/mentor
• Review point card--% points earned
• Provide incentives if using
• Positive verbal feedback
• Complete home note
• Student turns in timer 2 points
• End with encouragement possible
Afternoon Check-out

35. • 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
BrB During Academic
Routines

38. • Why should we allow breaks?
• Three breaks is too many!
Common
Questions/Concerns

39. Points How Points
Activity
Possible are Earned
Student attends
Morning Check-in 2 check-in (1) and has
materials (1)
Meet behavioral and
Up to 3 per
Feedback academic
expectation
expectations
Taking breaks
1 per feedback
Break Tracker appropriately if
session
needed
Attend checkout (1)
Afternoon Check-out 2 and have teacher(s)
ratings (1)

40. WORK TIME: PLANNING FOR
IMPLEMENTATION

41. • Planning for ABC and BrB
• Developing daily progress report
• Progress monitoring
• Implementing ABC and BrB
Implementation Planning

42. • Selecting coordinator(s)
• Modifying school-wide expectations
Planning for Implementation

43. • Roles and responsibilities
• Ensure materials are available
• Maintain staff buy-in
• Train teachers, students
• Inform parents
• Monitor outcomes
• Problem-solve
• Key characteristics
• Fluent with ABC or BrB
• Respected by adults and students
• Time and skills to “make things happen”
Intervention Coordinator

44. • One coordinator for whole school (CICO, BrB, ABC)
• One coordinator for each intervention
• Multiple roles per or across interventions
• One person monitors data and trains across intervention(s)
• One or more individuals perform check in and out
• One or more individuals enter data*
Coordinator options

45. • Organize Materials • Counselor
• Train staff, student, families • Counselor ddddddddd
• Graph data • Counselor
• Oversee progress monitoring • Counselor ddddddddd
• Check students in and out • Counselor
Liberty Elementary
School—300 students, 18
on CICO, 14 on BrB

46. • Program graduate/parent
• Organize Materials
volunteer
ccccddddd
• Counselor dddddbbbbbddd
• Train staff, student, families
• IA
• Graph data
• Counselor/IPBS team
• Oversee progress monitoring
• Counselor (12 ABC, 5 “advanced”
• Check students in and out
CICO) Librarian (12 ABC), CICO:
head receptionist, vice
principal, grandparent volunteer
Oceanside Middle—520 students 28 on
CICO, 24 on ABC

47. Action Plan (ABC p 4, BRB p 5)

48. • Selecting coordinator
• Modifying school-wide expectations

49. • Linked to school-wide expectations
• All students have same academic expectations
• Easy to implement
• May not always match each student’s needs
• Students have individualized expectations
• Easier to match student needs
• May reduce fidelity
Expectations are…
p. 5 ABC; p 6, BrB

50. • Planning for ABC
• Developing daily progress report
• Progress monitoring
• Implementing
Implementation Planning

51. • School-wide expectations AND academic expectations
• Age appropriate rating scale
• Teacher friendly
• Data easy to summarize and determine if goal is met
Designing Daily Progress Reports

52. • Morning check in
• Points tied to specific behaviors?
• Plan if homework isn’t completed
• Daily feedback
• BrB: how many breaks to be allotted?
• ABC: points for assignments after each class (1,0 or 2,1,0)
• Afternoon check out
• Points tied to specific behaviors
• Home component
DPR Variations to Consider

53. Workbook (ABC, p 5; BrB,
p 6)

54. • Modify point card to fit your school
• Homework tracker?
Develop Progress Report
(Appendix A)

55. • Rationale: Enhance strength of intervention
• Ideal: Positive adult interaction functions as reinforcer
• Options
• No incentives, just adult contact/relationship
• Add incentive system for all
• Incentives are for participation only
• Students earn incentive for meeting point goal on 4/5
days
• Incentives purchased for varying points
Using Incentives in ABC and
BrB

56. • Small tangible items (e.g., stickers, snack, art supplies)
• “Secret teacher” note
• Extra time in preferred activity (e.g., library, computer)
• Seat choice at lunch
• SWPBS points, trip to treasure chest
• Free ticket to school event (e.g., sports game)
• Parking pass for a day
• Lunch with principal or favorite teacher/staff
Acknowledgement Ideas

57. ABC P 6; BrB P 8

58. • Planning for ABC
• Developing ABC daily progress report
• Progress monitoring ABC
• Implementing ABC
Implementation Planning

59. • Standardized assessment/SpEd eligibility
• Group conversations
• Best guess
Data-Based Decision-
Making at Tier II

60. • Determine progress goals
• Identify measurement system
• Set timeline for achieving goals
80% of points for 4 out
Monitoring Student
of 5 days within two
Progress weeks
Work book p 8

62. • CICO/SWIS
• IPBS spreadsheet (http://coe.uoregon.edu/ipbs/)
• Make your own spreadsheet
Options for Progress
BrB
ABC
Monitoring

63. • Standard selection criteria
• Consider
• Students not succeeding on CICO
• Students recommended by others
• Teacher referral indicates work avoidance
• Off-task behavior is key problem
Selecting Students for
Intervention

65. • Planning for ABC
• Developing ABC daily progress report
• Progress monitoring ABC
• Implementing ABC
Implementation Planning

66. • ABC Parents Guide (http://coe.uoregon.edu/ipbs/)
• Hold parent meeting
• Purpose of ABC and why child was selected
• Develop homework routine with parents
• Review positive ways to respond to child when
• Daily goals are or are not met
• Homework is or is not completed
Introduce ABC to Parents

67. • Provide rationale
• Obtain student buy-in
• Student is eager
• Student uncertain
• Student unwilling
• Student contract (Appendix C, p. 15)
Introduce ABC to Students

68. GETTING STARTED: A FEW TIPS

69. • Start with ALL possible candidates
• Begin with the most difficult students
• Begin with students of most challenging teachers
 Begin with 3-5 students
 Students and teachers most likely to succeed
What Not to Do

70. Questions
http://coe.uoregon.edu/ipbs/