Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut.

Check In Check Out:A Targeted Intervention

Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry ScottUniversity of Oregon and University of Connecticut

GoalsDefine the logic and core features of Targeted Interventions, and the specifics of the Check-in/Check-out (CICO) approach.

Provide empirical evidence supporting CICO, and practical examples from local schools.

Self-assess if CICO is appropriate for your school

Build action plan for CICO implementation

CICO within School-wide PBIS

All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

Individualized*Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Major Features of Targeted InterventionsIntervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolHome/school linkageFlexible intervention based on assessment

Functional AssessmentAdequate resources (admin, team)

weekly meeting, plus 10 hours a week for coordination

Student chooses to participateContinuous monitoring for decision-making

BEP/Check-in Check-out Cycle

Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICORequest for AssistanceODR LevelFamily or Student request

CICO CoordinatorBehavior support team


Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICOMorning Check-In•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise

Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback


Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICO

Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS

Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs


Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICO

Team Meeting•Review student progress•Adjust support plan if no improvement in two weeks•Build self-management steps when appropriate•Exit when appropriate•Report to School-wide Team, Administration, Whole Faculty

CICO Record

Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and objects

to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Recess 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hand & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

Why does CICO work?Improved structure

Prompts are provided throughout the day for correct behavior.System for linking student with at least one positive adult.Student chooses to participate.

Student is “set up for success”First contact each morning is positive.“Blow-out” days are pre-empted.First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.

Increase in contingent feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO work?Student recruits adult support

Student uses card to recruit adult attention.Very low “effort” for teacher

Program can be applied in all school locationsClassroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day

Why does CICO Work?Linking behavior support and academic support

For academic-based, escape-maintained problem behavior incorporate academic support

Linking school and home supportProvide format for positive student/parent contact

Program is organized to morph into a self-management system

Increased options for making choicesIncreased ability to self-monitor performance/progress

Getting CICO Started

Use the CICO Self-AssessmentUse the CICO Action PlanTeam

RecorderFacilitator

Logistics for Setting up a CICO program

1. Faculty and staff commitmentIs problem behavior a major concern?Are staff willing to commit 5 min per day?Is CICO a reasonable option for us?

More than 5 students need extra supportCICO is designed to work with 10-12% of kids in a schoolCICO typically “works” (50% reduction) with 67% of students.CICO does NOT replace need for individualized supports.

2. Team available / Coordinator availableTeam leaderCICO coordinator (morning, afternoon)Team (meets at least once every two weeks)

Activity1:

a) All-Faculty Orientation to CICO

b) Assessment of need (ODR rates, staff assessment)

c) Team to manage CICO

d) CICO coordinator


3. School-wide PBS in placeSchool-wide expectations defined and taughtReward system operatingClear and consistent consequences for problem behavior

4. Process for identifying a student who may be appropriate for CICO

Student is not responding to SWPBS expectationsRequest for Assistance

Student finds adult attention rewardingStudent is NOT in crisis.

Activity 2:

a) SWPBIS Tier I in place (TIC = 80%; SET = 80/80)

b) Request for assistance process defined.

c) Criterion for CICO support defined.


5. Daily CICO progress report cardSame expectations for allCommon scheduleAll staff taught rules for accepting, completing and returning the card.

6. Home report processCan be same as progress cardCan be a unique reporting form

Activity 3:

a) Daily Progress Report developed

b) Home report routine developed

c) Define how families will be informed of process

CICO Home Report

Name: _____________________________Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was:_______________________

Something I will work on tomorrow is: _______________________

Comments:

Parent/Guardian Signature: ________________________________________________________Comments:


7. Trading menuReward for collecting and turning in daily progress cardReward for meeting daily goalExchange system for points earned

8. Collecting, summarizing and using dataDaily updatesWeekly review by teamReferral for individualized interventions.

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0

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03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

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100

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02/05 02/08 02/13 02/20 02/23Date

Rachelle's BEP Performance

2000-2001

Check-in Check-out EmbeddedWithin SWIS

Check-in Check-out EmbeddedWithin SWIS

Activity 4:

a) Rewards for CICO points defined and available

b) Process for collecting, entering, summarizing and reporting data is defined.

c) When would a student be referred for more intense support?


9. Morning Check-in RoutineTeaching students when, when, howTeaching check-in coordinator

AssessRewardSet-up or Redirect

10. Teacher Check-in/Check-out RoutineTeach students when, when, howTeaching staff/faculty

RewardSet-up for success, positive momentumEvaluation

Activity 5:

a) Check-in staff defined

b) Check-in location defined

c) Process for teaching students check-in routine defined

d) Teacher check-in/check-out routine defined

e) Teacher check-in/check-out routine presented to staff.


11. Afternoon Check-out RoutineTeach students when, where, howTeach CICO coordinator data collection, acknowledge success, encourage improvement.Consider self-recording system for older students

12. Family Review RoutineTeach students when, where, howTeach family only to acknowledge success, sign

Activity 6:

a) End of day check-out routine, location, staff defined.

b) Family check/signature routine defined.

c) Procedure for family orientation to CICO defined.


13. Team Meeting Decision MakingReporting of student statusProcess for adjusting when CICO is not successful

14. Planning for successIdentifying successFading supportEmbedding self-management

Activity 7:

a) Team meeting schedule defined for the current year.

b) Team meeting agenda defined (data review, decision protocol)

c) Decision-rules:• Stay as is• Move to self-

management• Move to individual

support.• Move off CICO

Sample Decision Rules

a) Stay as is:* < 6 weeks of success or

upward trendb) Move to Self-management

* > 6 weeks with 4 days per week of success.

c) Move to more intense support* 2 weeks without

improvementd) Graduate off CICO

* 4-6 weeks of success on Self-management


15. Planning for more intensive, individualized support.

Functional behavioral assessmentTier III support team

16. Substitute Teacher routineHow to inform and orient new teachers

17. Playground, cafeteria, bus routines

Activity 8:

a) Define self-management process.• Use card, but no teacher

review• No, card, but still check in

b) Substitute teacher orientation materials

c) Use of card in non-structured areas

Linking CICO with Function-based support

Leanne Hawken

Robert March

Anne Todd, Amy Kauffman

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Baseline Check-in Check-outP

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Peer Composite

Trevor

Chad

Kendall

Eric

Todd, Kauffman, Meyer & Horner

Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support

Leanne S. Hawken and Rob HornerUniversity of Oregon

Journal of Behavioral Education, in press

The Importance of Functional Assessment in Targeted Interventions

Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders, 2002

Video

Leanne Hawken

Summary

Targeted interventionsHighly Efficient, structured support

CICO is one optionAssess for whom it will workEnlist whole faculty involvement

CICO will still need supplement from Tertiary, Function-based support system

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Assumed FBA Summary Statement When CICO is used

UnknownAn arrange

Of situations(In class,

Given work,On playground

Talk out,Out of seat

TeaseMake Noise,

Etc.

ObtainPeer orAdult

Attention

Note: CICO was designed on the assumption that problem behavior is being maintainedby attention. And a KEY ASSUMPTION is that attention from at least some adultsis highly valued.



ProblemBehavior

FBA Summary Statement:Would you expect CICO to be Effective?

Just return from recess

Request to do seat work alone

Whine, fall out of seat, break pencil

Maintain teacher attention

Third Grader



ProblemBehavior

FBA Summary Statement:

Would you expect CICO to be Effective?

Lunch time Eating lunch with peers

Loud noises, rude comments, swearing

Peer attention

Seventh Grader who Finds Adult Attention Very Rewarding



ProblemBehavior

FBA Summary Statement:Would you expect CICO to be Effective?

Conflict at home prior to coming to school

Request to do very difficult instructional tasks

Non-compliance, rudeness, disrespect, swearing

Avoid work

Eighth Grader who is very isolated, and does not interact with adults unless required to do so.



ProblemBehavior

FBA Summary Statement

Provide Two Hypotheses: One that is a “fit” for CICO and one that is not a “fit”

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Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut.

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