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Beyond CICO: Group Interventions
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Beyond CICO:Group Interventions
Evidence Base, Adaptation for Schools,
Fidelity & Evaluation
• What are your schools currently implementing for Tier 2 interventions?
• What do you need/want to know about Tier 2 interventions for behavior?
TASK• Complete the Tier 2 Intervention
Inventory for your school or schools in your district
So Tell Us….
Tier 2 Intervention Inventory
Research/Evidence based
Match to student need
Early student identification
Progress monitoring and Data Based Decision Making
Tier 2 Interventions
Tier 1•SWPBS Tier I
Group Interventions•CICO•Skills groups
Group Interventions w/function-based modifications
Function-based Support
Comprehensive Supports
Tier II
Tier III
Anger Mgmt groupPeer Tutors
Study SkillsSchool Mentors
So what do we know
about all of these group
interventions in
schools?
Structured Recess
Group Interventions for At-Risk StudentsSeveral Group-based interventions have
strong literature base:
◦ Social Skills programs Gresham, Cook, Crews & Kern, 2004
◦ Mentoring programs e.g. DuBois & Karcher, 2005
◦ Check & Connect E.g. Sinclair, Christenson & Thurlow, 2005
However, there is a SMALL literature base on embedding those interventions within the school context
Group Interventions for At-Risk StudentsWe can identify research-based
interventions
◦Next Questions: Has it been researched in school settings? Do the research outcomes match your school’s
desired outcomes? What are the critical features of the intervention? Do we have the resources, training, skills to
implement the intervention with fidelity in school? Are we implementing the intervention with fidelity? How are you measuring student progress &
outcomes?
School Based MentoringWhat does the research say?
◦ Wheeler, Keller & DuBois (2010) Social Policy Report www.scrd.org
Don’t wing it…◦ Use a clearly defined program model with well
articulated standards for practice◦ Provide ongoing monitoring & support so program
models are implemented w/ fidelity◦ Ensure that eligible students are matched w/
appropriate mentors Enlist adult mentors rather than older student mentors,
whose effectiveness is not yet clearly established
◦ Mentors & mentees must meet consistently & receive support in developing mentoring relationships that can be maintained
School Based MentoringWheeler, Keller & DuBois (2010)
◦ Social Policy Report www.scrd.org
No evidence found to effect academic achievement
Outcomes:◦Decreased truancy◦Decreased school misconduct
Check-n-Connect http://checkandconnect.org/ Check & Connect is a model of sustained intervention
for promoting students' engagement with school and learning. Demonstrated outcomes include:◦ decrease in truancy, ◦ decrease in dropout rates, ◦ increase in accrual of credits, ◦ increase in school completion, and ◦ impact on literacy.
Check & Connect is one of 28 dropout prevention interventions reviewed by the U.S. Department of Education's What Works Clearinghouse to date, and the only one found to have positive effects for staying in school.
Tier 2 Interventions &Social Skills Instruction
Evidence Base for Social Skills Training7 meta-analyses completed since
1985Conflicting results
◦Overall SST groups produce practically significant change in social behavior for at-risk/EBD students
◦Almost 2/3 of children receiving SST will show some degree of measurable improvement, compared with 1/3 in control or usual care groups
Matching Interventions to Deficit Types◦most social skills studies deliver a
treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998)
◦consider acquisition v. performance deficits
Cautions regarding Social Skills Instruction
Treatment Integrity◦little evidence interventions were
implemented as planned or intended
Cautions regarding Social Skills Instruction
Address Generalization & Maintenance Issues◦failure to adequately program for
generalization & maintenance◦failure to match instructional
procedures to specific types of deficits
◦failure to target socially valid behaviors
Cautions regarding Social Skills Instruction
Address Generalization & Maintenance Issues
◦Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998)
◦one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors
Cautions regarding Social Skills Instruction
Social skills curriculum must match the specific need.
An ideal curriculum does not exist.
Basic set of “Preferred Teaching Practices” exists.
Initially, learning how to teach social skills takes time and energy.
Social Skills Basics
Common misperception is that the social skills group will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention.
Important to stress that these interventions will require high level of involvement among ALL staff within the school building
Social Skills
Emphasize the use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits
Measurable outcome – is social skill instruction making a difference?◦ Reductions in non-desired behavior◦ Increases in alterative behavior (social
skill)
Assessment: Student Identification
Homework ClubWhat is the goal of the Tier 2
intervention?◦What are the behavioral outcomes
desired?◦What are the academic outcomes
desired?
How can you evaluate progress toward this goal in an observable/measurable way?
Homework ClubIs there research supporting
homework clubs?What are the critical features of
an effective homework club?
What are the desired outcomes?How can we measure the
outcomes?
What would you measure to determine student success in Homework Club?
-for behavior?
-for academic outcomes?
1 2 3 4 5 6
Be Safe 2 1 2 1 2 2Be Responsible -turned in Homework
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Be Respectful -on task, approp lang.
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% o
f D
aily
Po
ints
Goal
Structured RecessIs there research supporting Structured
Recess?◦ I haven’t found any using structured recess as
a Tier 2 interventions Improving structure in recess for Tier 1is effective
Lewis, Colvin & Sugai, 2000 Lewis, Powers, Kelk, & Newcomer(2002). Murphy, Hutchinson, & Bailey (1983) JABA
What are the critical features of Structured Recess?
What are the desired outcomes?How can we measure the outcomes?
Language Matched Instructional Priming (LMIP) InterventionTeaching decoding skills (Reading
Mastery Program)Review/Preview of grade level story
basal reader (Story being read in class)
Review 2-3 key vocabulary words in the story
Review directions and help student complete the next day’s reading independent task
Teach student how to ask for a break from task
Teach student how to ask for peer or adult assistance to complete a reading task
% Intervals with Problem Behavior and Peer Data
As a model for what targeted interventions should be
1) explicitly teaching expected behavior to the student
2) structured prompts for appropriate behavior
3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the student
gains new skills
6) system for communicating with parents 7) Regular Data for Monitoring student
progress
Check In / Check Out
Systems Planning & Monitoring
Tier 2: Monitoring SystemsNo matter how good the intervention
◦No intervention works for ALL….
It’s critical to track progress & Regularly evaluate:◦benefit of Tier 2 interventions◦Effective use of Tier 2 interventions
◦To do so… effective Data Systems are needed: See SWIS-CICO – www.swis.org
Tier 2 Intervention Inventory
Team TaskComplete the Tier 2 Intervention
Inventory at your school
Determine:◦ How is student progress evaluated for each
existing Tier 2 intervention?◦ How do we determine if a Tier 2
intervention is cost effective (worth the investment)?
◦ How do we know if a Tier 2 intervention is being implemented with fidelity?
% of Points Earned by Students on CICO
Elementary School
6 of 13 (46 %) students
are responding
to CICO
% o
f P
oin
ts
Earn
ed
Students
What action plan items would you suggest given this data?
% of Points Earned by Students on CICOElementary School
24 of 31 (77 %) students
are responding
to CICO
% o
f P
oin
ts
Earn
ed
Students
What Systems action plan items would you suggest given this data?
% of Points Earned x Students on Tier 2 Interventions
6 of 13 (46 %) students
are responding
to Tier 2 Interventions
% o
f P
oin
ts
Earn
ed
Students
An
ger M
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t G
rou
p
An
ger M
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An
ger M
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An
ger M
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CIC
O
CIC
OC
ICO
CIC
O
CIC
OC
ICO
CIC
O
An
ger M
gm
t G
rou
p
An
ger M
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What action plan items would you suggest given this data?
How about now?
Tracking Tool Tier 2
Tier 2 Tracking Tool
Elementary School of 515
student
What action plan items would you suggest given this data?
Team TaskIdentify one of the group
interventions for students with behavioral concerns at your school
◦Define the outcomes/goals of the intervention for students
◦Develop a plan for measuring and evaluating the outcomes of the intervention
How can you begin evaluating the efficacy of their group interventions?
How can you help them to prioritize which Tier 2 interventions will offer the greatest benefit?
How can you support your schools in turning existing group interventions into Tier 2 interventions?
Tier 2 Interventions