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4.3: Mentor-based Intervention

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    Interventions based on utilizing positive peer and/or adult support are powerful tools for shaping misbehavior of students. Indeed, much has been made and discussed in the literature regarding teacher behaviors and their effect on student’s behavior and achievement (Lane, Wehby, & Cooley, 2006; Wehby, Symons, Canale, & Go, 1998). Thus, utilizing teachers in a roll that shifts them from an authoritarian figure to a mentor may repair relationship patterns that have been pervasive throughout the child’s schooling. There are a variety of mentor-based interventions, each being variants on the same theme. Check-in, Check-out (Crone, Horner, & Hawken, 2003) is perhaps the most widely known of the teacher mentor programs. Check-in, Check-out (CICO) is generally used as a Tier2 intervention within a school wide RTI framework. Progress toward schoolwide or individual behavioral goals is monitored utilizing daily behavioral progress report cards (DPRs). These DBRs are also used to reinforce daily behavior both at school and home. The system has been successfully used in a variety of settings including elementary (Campbell & Anderson, 2008), secondary (Lane, Capizzi, Fisher, & Ennis, 2012) and residential (Ennis, Jolivette, Swoszowski, & Johnson, 2012) and with a variety of students from nondisabled to students with intellectual disabilities (Boden, Ennis, & Jolivette, 2012).

    CICO utilizes five steps: check in, receive feedback, check out, home component, and return to school. Before implementing CICO, it’s important to select teachers/mentors that both “buy into” the program and to have some perhaps positive connection to the child. This program is a great opportunity to include teachers of elective classes, like art and band, into larger school climate issues. Athletic coaches are also valuable resources in this type of program, as they often act as a mentor to students during athletic seasons. Next, comes training of the mentors and identification of students through office discipline referrals or universal screening measures. Once the training and identification of suspense is completed students are paired with the mentor and begin with the following steps. The final step is to decide on the format of the daily progress report. Alternatively, Schools could utilize an online program like ClassDojo, which is an online form similar to the DPR that would also allow parents to sign in and check the progress of the student throughout the day. An additional bonus to utilizing an online form is that it would prevent stigmatizing the student by forcing them to carry a note around all day. Levi would not do that.

    Check In

    During check in, students meet privately with their facilitator (adult mentor) to discuss daily goals and strategies to reach them. Facilitators give students their DPR and remind them to behave in a specific manner to meet their daily goal(s), which will result in a specific reinforcer. Check in takes place at the beginning of the school day, in private, and lasts 10 to 20 minutes. (Boden et al., 2012, pp. 34-35.)

    Receive Feedback

    The teacher for each class on the student’s schedule provides verbal feedback at the end of class regarding the student’s DPR goals. The student receives a numerical value on a scale of zero to 2 based on his or her performance, and the teacher places that number on his or her DPR next to the corresponding behavioral goal. (Boden et al., 2012, pp. 35).

    Check Out

    During check out, each student individually meets with his or her facilitator in a private location to review the DPR at the end of the school day prior to dismissal. The facilitator provides the student with positive feedback and discusses whether or not the student met his or her goal. If the student met his or her goal, he or she receives a SWPBIS reinforcer or reinforcement based on the function of the student’s behavior. The facilitator and the student then discuss possible strategies to avoid problem behaviors in the future. The facilitator reminds the student to take his or her DPR home and have a family member or guardian sign it (Boden et al., 2012, pp. 36).

    Home Component

    The home component of CICO consists of a family member or guardian reviewing and signing the DPR. They may discuss with the child the strengths and weaknesses during the day and how to make improvements in the future. The home component should be a positive experience for the student (Boden et al., 2012, pp. 37).

    Return to School

    During check in the next day, students turn in their DPR. Students might receive a reinforcement if they return the DPR with a guardian’s signature, and receive reinforcers based on the school’s SWPBIS plan or on the function of their behavior (Boden et al., 2012, pp. 37-38).

    This page titled 4.3: Mentor-based Intervention is shared under a CC BY-ND license and was authored, remixed, and/or curated by Mickey Losinski (New Prairie Press/Kansas State University Libraries) .

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