Check in Check Out The Intervention. Primary Prevention: School-wide/Classroom/ Non-classroom Systems for All Students, Staff, & Settings Secondary Prevention:

Check in Check OutThe Intervention

Primary Prevention:School-wide/Classroom/

Non-classroom Systems forAll Students,

Staff, & Settings

Secondary Prevention:Targeted

Systems for Students with At-Risk Behavior

Tertiary Prevention:Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Today’s focus

What does some of the research say?

Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted

Intervention to Reduce Problem Behaviors: Elementary School Implementation

Check In Check Out Study• Four students• Staff person for morning check in• Staff person for afternoon check out• All staff on board• Parents knowledgeable about the program• Getting started = one day

– All staff alerted, parent/guardian alerted, student taught how to use the system

• Direct Observation: 120 10 second intervals = 20 minutes measuring the % of intervals engaged in problem behavior

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Peer composite= 4 randomly selected students for 5 minutes each= 20 minute obs.

% of intervals engaged in problem behavior

Direct Observation data for

Research purposes

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BaselineCICO

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Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Targeted Intervention Features

• An intervention– with standard operating & reporting procedures, – is known by all staff and students,

– is available for student participation at any time during the school day across the year, and

– uses data for decision-making & progress monitoring

A ‘go-to’ Tier II intervention• Put the basic program together

– Start slowly

• One size does not fit all– Be prepared for adaptations

• Number of students • Who are adults that do the morning and afternoon checks?

– More than one? – Student choice?

– Motivation• Access attention• Access escape

CICO Self- Assessment

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SST Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Check In Check Out

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SST Meetingto Assess Student

Progress

Exit Program

ReviseProgram

CICO Home ReportName: ____________ Date: ______

___ I met my goal today ___ I had a hard dayOne thing I did really well today was: ________Something I will work on tomorrow is: ________Comments:

Parent signature: ____________________

CICO Home ReportName: ____________ Date: ______

___ I met my goal today ___ I had a hard dayOne thing I did really well today was: ________Something I will work on tomorrow is: ________Comments:

Parent signature: ____________________

Benefits of point card prompts• For staff

– Reminder for specific feedback to student• For student

– Reminder of schedule for day– Reminder of specific behavioral expectations and goals for the day– A ‘ticket’ for self-recruiting feedback from teachers and parents– Progress monitoring tool

• For school– Provides data for data entry for student monitoring and

program monitoring– Communication

An example for organizing what to do with those points!

Maintaining Consequence

Wants Attention Wants something

Wants to escape attention

Wants to avoid something

100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess

Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess

Computer time by self

Short breakAlternative activity

250 pts Computer with a friendExtra sharing time

More time for selected activityFree ticket to sporting event

Time aloneIndependent work space

Alternative assignment

400 pts Out to lunch with TBA Class recess, free time, or popcorn party

New school /art supplies

Get out of school early

CICO Trading Post

CICO (Check-In/Check-Out)Basic

• Designed for Students with moderate problem behaviors

• Most appropriate when problem behaviors are maintained by adult/peer attention

• Students “check-in” with an adult at the start of each school day

• Students “check-out” with an adult at the conclusion of each school day

• Students get feedback from teachers throughout the day

Check-In/Check-Out• Basic

– Needed: An adult who can spend 30 - 45 minutes at the beginning and end of each school day to Check In and Check Out with students on CICO

– Capacity: 10-15 students can be on CICO assuming we have identified an adult who can devote the required time

– It is preferable but not essential to have the same adult each day– Have a back up plan in anticipation of staff absences

• CICO plus– Academic: knowledge, study skills, test taking skills, organizational

skills?– Organizational?– Self Management?– Goal Setting, implementing, tracking, meeting

Check-In/Check-OutBasic

• Students establish 3-5 goals with the CICO adult – Goals are based on the school wide expectations

• Students on CICO have a point card they pick up at the beginning of each day from the CICO adult

• Students take the point card to the agreed upon settings (classroom; recess; PE; music; etc.) throughout the day

• Adults in each setting award the student 1-3 points for appropriate behavior during the period

• Students return the CICO card to the CICO check-out adult at the end of the school day

Check-In/Check-OutBasic

• Students earn rewards once they have earned enough points. Points needed to earn specific rewards are negotiated with the CICO coordinator

• Students take a CICO Home Report home each night• Parents sign the Home Report and return it to school with the

student the next morning• Parents are asked to provide acknowledgement and praise

when the student has a good day• Parents are asked not to punish or scold the student after an

unsuccessful day

CICO element Variations/ options Issues of concerns

1.Check in Check out staff

Educational/instructional assistantSchool counselorHigh school mentor

ConsistencyEfficiencyOne person or two Freeing up time for person to do the job well

2. Check in/out routine

Come to school earlyLeave class earlySame location/different locationsWhat about tardy students

Missing instruction timeHow does it work for busers, walkers, car riders?

3. Point system and daily report card

Numbers/words/smiley faces0, 1, 21, 2, 3great, OK, bad (difficult time)

Age appropriateI get a point for being honest/ trying (1, 2 , 3)

4. Report home Meet with parents individually as part of the CICO trainingProvide ideas for comments to write back, things to say to student, how to deal with a bad dayStaff mentor signs off if family can’t

Parents might correct kid againStudent may forge parent signature

5. Identifying students to participate

Final recommendation by TATReview of ODRs, teacher concern, family request, student request, administrator request

Avoid reacting to make this a ‘punishment’

6. Staff training A few at a time (start small to build routine & success)All at once

Efficiency in teaching timeWon’t remember unless using CICOWhat happens when a student gets an office discipline referral?

Adaptations and Variations

7. Student training As a groupIndividuallyDaily prompts for routine the first five daysWhat to do if staff/teacher isn’t available

Teach students to remind staff/teachers to use programLoss of card during the day

8. Substitute staff Train a back up check in and check out personRotate roles so many people can contribute as neededAdministratorFront office staff for tardy studentsCICO cheat sheet for substitute teacher folder

Lack of opportunity to maintain fluency, positive practice, consistencyPrevent punitive approach

9. Point trading system

Spending scheduleNeed a variation of items/activities to fit many situationsDiscounted school activities work really wellPrizes/activities for whole class are great for kids who like peer attention

Too oftenNot often enoughStudent absent on spending dayFinancial costs for rewardsTime costs for staff who are ‘earned’

10. Team meeting to review student progress

Weekly data review, call a meeting as neededEmail check in with teachers/families

Coordinator not available/ no meeting… no meeting/ no data review…. No data review.. program and/or kid get a bad name if it doesn’t work

Adaptations and variations continued

High School Adaptations

• Assumption– High School Age Students engage in problem

behavior to avoid work, class, adults– CICO (traditional) has been developed for

students who like adult attention

/ CICO

/ CICO

System for using the data

CollectCollect and Useand Use

DataData

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Foundations

Team-Initiated Problem Solving (TIPS) Model

Identify Problems

Decision Guidelines

– Student progress monitoring • Guidelines for concern:

– 5 consecutive data points under goal that make a flat line or– three consecutive days of decreasing point earned percentage

under goal.– Teacher, parent, student testimonies

– Fidelity and effectiveness of targeted intervention• Use CICO- SWIS reports• Get teacher satisfaction data three times a year

Data analyst

• Before the meeting– Review student data and use decision rules to

• Determine students who are doing well• Determine students of concern

• During the meeting– Provide summary of # of students doing well– Provide data for students of concern

Referrals per Student

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Data Analyst

• Fidelity of Implementation

CICO Fidelity Checklist

Some other Research ArticlesHawken, L. S. & Horner R. H., (2003) Implementing a

Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education, 12, 225-240.

March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158-70.

© 2005 by The

Resources for Implementing the BEP

• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

• Hawken, Pettersson, Mootz, & Anderson (2006). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press