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Running Head: THE CHECK, CONNECT AND EXPECT PROGRAM
The Check, Connect, and Expect Program: A Targeted, Tier 2 Intervention
in the School-Wide Positive Behavior Support Model
In Press: Preventing School Failure
Douglas Cheney, Lori Lynass, Andrea Flower, Maryann Waugh, Wendy Iwaszuk & CONTACT _Con-40FAD7A120F \c \s \l Christine Mielenz
University of Washington, Seattle
Leanne Hawken
University of Utah
Abstract
The school wide positive behavior support model emphasizes varying levels of supports for students and staff to enhance positive social behavior and decrease problematic behavior. This article presents an example of a targeted, Tier 2 intervention that has been effective at producing positive social outcomes for students who are at risk of developing emotional or behavioral disabilities. In this intervention, a school-based coach works daily with teachers and students to set social goals, check student progress, provide reinforcement when students meet goals, and communicate student progress to parents. Students have a daily progress report card to receive feedback and ratings from teachers and to assess their social behavior. Additional supports are available in the form of social skill instruction and problem-solving when students are not meeting daily social expectations. Results across the past several years have shown that this type of intervention can reduce problematic student behavior, reduce referral rates to special education, and enhance students social behavior.
The Check, Connect, and Expect Program: A Targeted, Tier 2 Intervention
in the School-Wide Positive Behavior Support Model
Children with or at risk of emotional or behavioral disabilities have great difficulty succeeding in their public education and often interfere with teachers efforts to educate the other children in their classrooms. These students are likely to fail more courses, drop out of school at higher rates, unlikely to attend college, and have great difficulties with social relationships and employment as teenagers and adults. (Cheney & Bullis, 2004; Malmgren, Edgar, & Neel, 1998). In urban school settings, the convergence of multiple school and community-based factors (e.g., decreased school funding, difficulty retaining teachers, low socio-economic factors, drug and alcohol abuse) can exacerbate anti-social behavior (McCurdy, Kunsch, & Reibstein, 2007).
Educators often find themselves unprepared to develop and implement strategies that identify and proactively serve these at risk students (Fairbanks, Sugai, Guardino, & Lathrop, 2007). Yet, many techniques, strategies, and system supports are successful with these students. Practices that reduce inappropriate behavior (e.g. aggression, disruptions, social withdrawal), improve academic learning (achievement, on-task, engaged), and enhance social/interpersonal relations (social skills and language) have been successfully used in schools. These practices include reinforcement, clear and specific requests, group contingencies, direct instruction, self-monitoring, modifying antecedents and consequences, and teaching and practicing social skills throughout the school (Landrum, Tankersley, & Kauffman, 2003; Stage & Quiroz, 1997).
The three-tiered model of School-Wide Positive Behavioral Supports (SWPBS) is consistent with the Response to Intervention continuum (RtI), as those students who are responsive within each tier require less support and resources through behavioral or academic intervention (Cheney, Flower, & Templeton, 2008); and both approaches incorporate effective practices for working with students challenging behavior (Hawken, Vincent, & Schumann, in press). SWPBS emphasizes the use of school-wide methods to increase productive behavior, while decreasing the problem behaviors of all students at the first tier, offers targeted interventions for at risk students at Tier 2, and provides individualized, intensive services for students at tier three (Horner, Sugai, Todd & Lewis-Palmer, 2005). Across the tiers, socially valued behaviors are systematically taught and reinforced. Hawken, MacLeod, and Rawlings (2007) noted that behavior interventions must be efficient and cost effective for schools to consistently use them to enhance students social outcomes.
Over the past 20 years, studies have concluded that the quality of students relationships with school staff is connected to student outcomes (McPartland, 1994; Murray & Malmgren, 2005). Thus, the type of interpersonal relationships that teachers and students develop and the types of school activities a student engages in are major factors in a childs positive social development. Additionally, children who have interpersonal difficulties with their parents/guardians are likely to have behavior problems at school (Greenburg, Speltz, & DeKlyen, 1993; Pianta, Steinberg, Rollins, 1995). Poor social relationships are related to classroom adjustment, academic performance, and school failure (Anderson, Christenson & Sinclair, 2004; Sinclair, Christenson, Evelo, & Hurley, 1998).
To counteract negative social and academic problems, it is important to teach and reinforce desired social behavior to students in prevention programs to decrease problem behaviors in schools (Gottfredson & Gottfredson, 2002; Hawkins, Guo, Hill, Battin-Pearson & Abbott, 2001; Sugai, Horner, & Gresham, 2002). The purpose of this article is to describe an evidenced-based, targeted intervention that is implemented within a SWPBS framework with students who are at risk for emotional/behavioral disorders.
The Check, Connect, and Expect Program: Prevention and Intervention for Behavior Problems
The Check, Connect and Expect Program is considered a Tier 2 intervention in the SWPBS model. It is based on fifteen years of research and practice from Check and Connect (C & C; Sinclair et al., 1998), the Behavior Education Program (BEP; Crone, Horner, & Hawken, 2004), and literature on using daily progress reports to improve social behavior (e.g., Davies & McLaughlin, 1989; Fairchild, 1987; Long & Edwards, 1994). Both C & C and the BEP rely on positive caring adults who provide daily interactions and structured supervision with students who have behavior problems. These positive, caring adults are referred to as a coach in the CCE program. The coach checks in with students frequently and provides them with feedback on their academic and social progress. The coach helps students set daily social goals for success and provides students with reinforcement when they meet their goals.
In addition to supervising the daily progress of students, the coach also helps students to problem solve social difficulties and acquire new social skills to be successful in school. Students are taught to self-monitor their behavior before graduating from the program. The coach is responsible for providing these services and serves as a positive role model for students with behavior problems that interfere with their school success.
A Practitioners Guide to Using CCE
In the Check, Connect, and Expect (CCE) program, there are several critical structures and strategies. These include: (a) the coach implementing the program; (b) daily positive interactions between the coach, students, and teachers; (c) supervision and monitoring of students social performance; (d) social skill instruction; (e) positive reinforcement for students meeting daily and weekly goals; (f) and involvement of parents through daily home notes.
Coach Training
The CCE program differs from other Tier 2, targeted interventions, as it requires a full-time coach to provide the program at the school. The coach is a district-employed paraprofessional who has gone through training to learn how to implement the intervention. Coach training includes an initial a two-day summer workshop to address coach dispositions and job responsibilities, and follow-up trainings provided throughout the year. The primary disposition that is discussed and practiced at the workshop is the importance of positive and unconditional caring for students with challenging behavior. The program mantra is that coaches will encourage students daily success, emphasize students potential, and become a positive, dependable role model. At the summer workshop, coaches learn the three primary program phases of CCE: Basic, Basic Plus, and Self-Monitoring.
Coaches typically work with 20-25 students at a time. The coaches need about three hours per day to implement the Basic program. This includes time to complete morning check-in, enter data into the website for progress-monitoring, and complete afternoon check-out. An additional three hours per day are needed for Coaches to implement Basic Plus with students, which include delivery of social skill sand problem solving lessons. Coaches coordinate services with the school team, work with teachers in classrooms to provide student feedback, and help students and teachers with self-monitoring. Any remaining time left in the day is spent by coaches interacting informally with students and teachers and reviewing student data..
In the CCE program, a behavior specialist also coordinates the program across schools, districtwide. The Behavior Specialist typically has a background in special education or school psychology and behavioral expertise to assist the coach in decision-making and program recommendations. They also attend the Coaches two-day summer workshop and have quarterly training and supervision days with CCE project staff. Administratively, principals at each school supervise the coach, but the district-level behavior specialist works with the coach weekly to assure, program implementation, program evaluation and assist with professional development.
Student Selection
Since 2005, the CCE program has been systematically implemented in 18 urban elementary schools in the Seattle metropolitan area. The schools are mostly on the urban fringe of Seattle, average about 500 students per school, have an average racial composition of 55% Caucasian and 45% other racial ethnic groups (African American (14%), Asian American (15%), Latino (15%), and 1% others (Pacific Islanders; African, Asian, or Middle Eastern immigrants), and more than half (51%) of the students across the schools are also receiving free and reduced lunch.
As the CCE program is considered a Tier 2 intervention, the goal is to identify students early who are at risk of school failure due to their behavioral problems. For the past four years, the first two gates of the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) has been used to identify students for CCE. The SSBD requires teachers to nominate students and rate their behaviors to determine if they are at risk for behavioral failure. In the first stage, teachers rank all of their students for externalizing (e.g., aggression, defiance,) or internalizing (e.g., shy, anxious, withdrawn) behavioral characteristics as defined and explained in the SSBD. In the second stage, teachers complete rating scales on critical events, maladaptive, and adaptive behaviors on the three highest ranked internalizing and externalizing students. Students are compared to a national normative sample and those who meet criteria are considered at risk for behavioral failure and, with parent consent, become eligible for CCE.
The Basic CCE Program
Check-In. All students who enter the CCE program begin by participating in the Basic phase, which follows most of the prescribed steps that were developed in the BEP (Crone et al., 2004). Students check in with their coach daily for an eight-week period, the minimum time period allowed for students to benefit from CCEs instruction, supervision, and reinforcement on social expectations. Check-in occurs before school, lasts two to three minutes, and (a) assures that students are ready and have their school materials, (b) reviews their daily goals, (c) gives students verbal encouragement to meet their goals, and (d) checks for parent signatures on the previous days DPR. At check-in, students receive their daily progress report (DPR) card. The DPR was modified from the BEP intervention (Crone et al., 2004) and lists the school-wide expectations (e.g., Respect, Responsibility, Safety) for at least three grading periods to rate student progress on the expectations. This card establishes clear student expectations and provides a rubric for the teacher to rate the students behavior during the school day. The card is designed to prompt the teachers to provide students with positively stated feedback about their behavior and specific behavior they need to improve upon to be successful in the classroom. Figure 1 provides an example of one schools DPR.
Teacher Rating. After check-in, the student takes the DPR to class and teachers use it to rate the students ability to meet social expectations on a 4-Point Likert scale at defined periods throughout the day (e.g., after an academic period or natural breaks in the teaching schedule). During these periods, the teacher meets briefly with the student to discuss classroom/school performance on the DPR. The teacher gives the student a high rating and positive verbal feedback when he or she meets social expectations and provides redirection when the student has difficulties. At the end of the school day, students take the DPR to check out with the coach.
Check-Out. Check-out provides another time for the student and coach to build rapport as they calculate the students points earned on the DPR. The coach verbally praises and reinforces students as they meet their goals. When students do not meet their goals, the coach talks with them about how they can improve the next day. If necessary, the coach schedules a brief, problem-solving session with the student. The students take one copy of the DPR home to share with parents and receive additional positive support about their behavior from home. In the CCE program, students need to demonstrate consistent success by meeting their social goals across a minimum eight-week period before they move to self-monitoring level. Success in CCE is defined as earning more than 75% of points daily for over 80% of the days in the eight-week period. Students who have consistent difficulty reaching their daily point goal move to B+ phase.
Basic Plus. When students do not consistently meet their daily goals across the eight-week Basic phase, they begin B+. B+ provides the same check-in and out procedures, but increases opportunities for social problem-solving and social skills instruction. Social problem-solving sessions are scheduled for 15-minute periods and coaches use the problem-solving approach and social skill instruction lessons from The Stop & Think Social Skills Program (Knoff, 2001). Social skills instruction is similar to many commercial programs in which 1-3 students meet the coach and receive explicit instruction on the 15 major skills in the program. The problem-solving approach is used when students have a very low score on points earned or when they receive a discipline referral. The coach reviews the problem, discusses alternative choices to make, identifies good choices/bad choices, and then has the student practice the social skill in a good choice. Students then commit to using the more productive social skill during the school day. This curriculum has been used with elementary-aged students throughout the country and the Substance Abuse and Mental Health Services Agency (SAMHSA) recently identified The Stop & Think Social Skills Program as an evidence-based practice in schools (http://www.modelprograms.samhsa.gov).
Once students are successful at earning at least 75% of their daily points on average across another eight weeks in B+, they move back to Basic. Students are expected to be successful in Basic for another four weeks before moving to Self-Monitoring. If a student is not able to make progress in B+, the school team may choose to conduct a functional assessment and/or take advantage of additional school supports such as a pre-referral program.
Self-Monitoring. There are two steps in this phase: Self-Monitoring One (SM1) and Self-Monitoring Two (SM2). These steps help students show that they can meet classroom social expectations and that they can track their own progress on the expectations on the DPR form.
In SM1, students continue to receive the same check-in and out procedures as Basic. They then rate their own performance on expectations and compare their self-scores with their teachers scores. The goal is for students to accurately evaluate their own behavior by scoring themselves within one point of their teacher. Students are reinforced for both meeting expectations and agreement with their teacher on the DPR rating scores. Once the student and teacher reach agreement on at least 10 out of 15 days, and the student is meeting his or her daily goal, the student moves to SM2. When a student is not successful with self-monitoring, the coach holds a problem-solving session(s) to help the student and may suggest that the student return to Basic for a week or two.
During the SM2, students are gradually faded off the intervention. They are not required to check in or check out, and the use of the DPR is gradually decreased across a one-month period. Coaches are available to meet with the student for discussion or problem-solving sessions to help the student graduate from the program.
Graduation. When students successfully meet their goal in SM2 for two to four weeks, they may graduate from CC&E. A celebration is held and coaches make the student an alumni of the program. Some graduates will serve as mentors for incoming students. As mentors, they orient new students to the program and may help younger students by escorting them to and assisting them with check-in or check-out. Within the school yearl, graduates complete one DPR per month to assess their maintenance of behavioral progress.
Databased Decision Making
A hallmark of SWPBS is the emphasis on databased decision making. In CCE, coaches collect the DPR daily and enter the teacher ratings on the card into the CCE website ( HYPERLINK "http://pbstools.com" http://pbstools.com). The website summarizes the data in tables and graphs. These data can then be easily analyzed to assure that the students are meeting their set program goal of 75%. However, the goal can be adjusted lower to allow a student who is not able to meet a 75% criterion to experience success at a criteria level challenging for him/her and then this can slowly be adjusted back to the 75%. The system can also notate days about when a student received social skills instruction or problem solving instruction, and when a student or teacher was absent, or data were not available other reasons.
Through weekly reviews of the charts and office discipline referral information, the behavior specialist and coach can make databased decisions about how to best support the student. These decisions might include moving between program phases, adjusting criteria or reinforcement or implementing services such as problem-solving instruction or social skills. These decisions can be shared with the SWPBS team. Figure 2 shows a chart that was produced on the CCE web-site.
CCE Program Effectiveness
CCE and the BEP are promising Tier 2 interventions for students with behavioral problems and are considered as Response to Intervention approaches for social behavior. Typically, 70% of students in the intervention improve their social behavior and do not develop emotional/behavioral disabilities. An additional 10-15% benefit from the additional support in the B+ phase. Table X presents information regarding the number of students who have been in each phase of the program and how they have succeeded or not in these phases. Across two years of using CCE students with students having numerous behavioral risk factors, only 20 of 104 (19%) of students were referred to or identified for special education, while all had numerous behavioral risk factors (Cheney, Flower, & Templeton, in press). This suggests that the intervention was helpful in preventing emotional or behavioral disorders. Finally, graduates from the CCE program have been found to have better outcomes on measures of problem behaviors (TRF and SSRS) and social skills (SSRS) when compared to non-graduates and students in comparison conditions (Cheney, Stage, & Lynass, in review).
Equally important, teachers have stated they appreciate the program and would recommend it to other teachers. This type of social validity information has been replicated across several studies of the BEP and CCE (e.g., Cheney, Waugh, Lynass, & Mielenz, in review; Hawken, 2006; Hawken, et. al., 2007) and results suggest that teachers and coaches alike can easily learn and use the programs. When observed over time on fidelity measures, 90% of teachers have been observed using the program correctly and 95% of coaches use the program as it was designed. Behavior specialists and research assistants who used fidelity checklists that listed the program components collected these data. The program components for coaches included items such as assuring the student had their DPR, was prepared for class, reviewed any goals to improve, and sent students on to their classroom at check-in and items such as having a completed DPR, totaling DPR points, praising students for meeting criteria, and exiting student for the day. Teachers were assessed for meeting with the student at the end of designated periods, giving positive feedback that was linked to classroom expectations, revieweing any problems with meeting expectations, giving points consistent with the established rubric, and encouraging students to succeed in subsequent time periods. Copies of these checklists are available from the first author upon request.
Results from the CCE and BEP suggest that these are efficient and effective prevention programs for students with challenging behavior. Program materials for the BEP are commercially available (Crone et al., 2004) and the CCE Program is accessible at uwbrc.org. These Tier 2 programs appear to hold much promise for the illusive and longstanding problem of preventing serious behavior and mental health problems in schools.
Summary
In this article we have reviewed a practical, efficient, and effective Tier 2 practice for elementary aged students at risk of school failure due to their behavior. The approach has been evaluated in 18 urban schools with a diverse population of students and found to be effective with over 84% of students across a two year period when the Basic and Basic+ phases have been used. The Basic program of checking in and out students is consistent with the approaches recommended in the BEP and C& C programs that have been established over the past 15 years. CCE expands these approaches by employing a trained paraprofessional to support students who need additional social skills instruction and problem solving in Basic + to improve daily outcomes for students who have difficulty meeting classroom social expectations. The use of a paraprofessional appears to be a cost effective approach when compared to the higher cost of Tier 3 intensive interventions or to the related increased costs of special education. Used within the three-tiered approach of SWPBS or RtI, schools should find the CCE approach to be a helpful approach for ameliorating behavioral problems of students and improving their daily behavior within classrooms.
References
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Table 1
CCE Student Progress 2005-2007
Program Phase
2005-06, n=198
N (%)
2006-07, n=140
N (%)Basic & Successful (met criteria in Basic & progressed to Self-Monitoring and/or Graduation)114 (58%)99 (71%)Basic Plus & Successful (met criteria in B+ & then progressed to Basic, Self-Monitoring, and/or Graduation)42 (21%)26 (18%)jVariable/Unsuccessful Students (did not meet criteria in B or B+ and referred for more intensive services38 (19%)15 (11%)No Data (students who moved/left prior to more than 4 weeks of data collection4 (2%)
0 (0%)
Figure 1. A Daily Progress Report Card
Figure 2. A Progress Monitoring Chart for a Student in the Basic and Self-Monitoring Phases
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