Consistency in Check-In/Check-Out

Consistency in Check-In/Check-Out

Danielle PiaseckiNovember 16, 2012

Review of Check-In/Check-Out Consistency Results from other schools Common issues and solutions Questions

Agenda

Tiered Model of Support

Tier II intervention for students who need support beyond Tier I (School-wide PBS)

Student: ◦ Checks in with a mentor in the morning, ◦ Carries a point sheet throughout the day,

receiving feedback and points. ◦ Checks out with mentor at the end of the day.◦ Takes form home to be signed.(MyBehaviorResource, 2011).

Check-In/Check-Out (CICO)

Prompts for correct behavior Feedback is tied to behavior Adult attention and earning rewards Positive contact at the end of the day Positive contact with adult in the morning

◦ Opportunity to pre-correct, ensure student has needed materials for class, get off to a good start

(Horner, Anderson, Todd, Sugai, Dickey, and Scott, n.d.)

Why does it work?

The point sheet:◦ Reminds student of goals◦ Reminds teachers to provide feedback◦ Provides school-home communication◦ Provides progress monitoring data for school.

(MyBehaviorResource.com) A good relationship with the mentor and

positive attention from the mentor makes it more likely the student will follow through and check in/out consistently (Briere III, Myers, and Simonsen, 2010).

Consistency

Check-In/Check-Out is a Tier II intervention and should be implemented with fidelity.

Consistency lets us know if the intervention is working◦ Monitor progress◦ Responding adequately or not?(Algozzine, Kincaid, and Sandomierski, 2007)

Consistency

Lindop Elementary School (IL)◦ 2010: 38 students supported through CICO◦ In 7 weeks, office disciplinary referrals (ODRs) overall were

reduced by 37%◦ 83% of students were successful on their daily goals (Illinois

PBIS Network, 2011) Tigard-Tualatin School District (OR)

◦ 2010-2011: Among students participating in CICO:◦ 34% decrease in ODRs◦ 54% decrease in suspensions◦ Average days absent decreased by 11%◦ Percentage of students with 10+ absences decreased by 18% (National Center for Mental Health Promotion and Youth

Violence Prevention, 2012).

Results from other schools

10 week study conducted in K-5 rural school in Pacific Northwest

Baseline of problem behavior observed during intervals: ◦ Trevor: 30%, Chad: 26%, Kendall: 34%, Eric: 27%

During CICO: ◦ Trevor: 14% (16% decline), Chad: 8% (18% decline), Kendall:

13% (19% decline), Eric: 12% (15% decline). Average baseline of ODRs for all participants:0.14/day. During CICO: 0.04/day (only 1 ODR among

participants).(Todd, Campbell, Meyer, and Horner, 2008)

Results from other schools

Student doesn’t check in◦ Make sure student, teachers, mentor understand routine◦ Teacher/friends prompt student to check in and/or escort student to help

him/her establish the routine◦ Mentor can ask student what happened and remind to check out◦ Provide ticket just for showing up◦ CICO viewed as a positive; mentor is well-liked

Student loses point sheet◦ Provide a new one right away◦ If frequent, check to see if parents are giving consequences for poor reports

Parents don’t follow through◦ Make sure parent permission given to participate/parents understand

system◦ Students can still participate

Student’s behavior does not improve◦ Need functional assessment and individual intervention(MiBLSi, n.d.)

Common problems and solutions

Questions?

Algozzine, B., Kincaid, D., & Sandomierski, T. (2007). Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters? PBIS Newsletter 4(2).

Briere III, D.E., Myers, D.M., & Simonsen, B. (2010). Lessons learned from implementing a check-in/check-out behavioral program in an urban middle school. Beyond Behavior, pp. 21-27.

Horner, R. H., Anderson, C. M., Todd, A. W., Sugai, G., Dickey, C., & Scott, T. (n.d.) Check in check out: a targeted intervention. Retrieved from http://www.pbis.org/pbis_resource_detail_page.aspx?Type=1&PBIS_ResourceID=183.

Illinois PBIS Network (2011). Phone message system prompts family support for Tier 2 intervention. Retrieved from http://www.pbisillinois.org/publications/success-stories/teaching-learning-posts/phonemessagesystempromptsfamilysupportfortier2intervention.

Sources

MyBehaviorResource (2011). Retrieved from http://www.mybehaviorresource.com/introduction-to-check-in-check-out/

Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) (n.d.). Check-in/check-out (CICO) trouble shooting. Retrieved fromhttp://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Behavior/TargetBehaviorInterventions/CheckInCheckOut/CICOTroubleShooting.aspx

National Center for Mental Health Promotion and Youth Violence Prevention (2012). http://sshs.promoteprevent.org/publications/prevention-briefs/truancy-prevention-efforts-school-community-partnerships

Todd, A.W., Campbell, A.L., Meyer, G.G., & Horner, R.H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in-check out. Journal of Positive Behavior Interventions 10(1), 46-55.

Sources