Check in Check Out The Intervention

School-wide/Classroom/ Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Systems for Students with At-Risk Behavior ~15% Today’s focus Primary Prevention: School-wide/Classroom/ Non-classroom Systems for All Students, Staff, & Settings ~80% of Students

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

Direct Observation data for Research purposes Baseline CICO % of intervals engaged in problem behavior 20 minute observations= 120 ten second intervals Peer composite= 4 randomly selected students for 5 minutes each= 20 minute obs.

Baseline CICO

Jennifer Frank, Kent McIntosh, Seth May Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs

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

Student Recommended for CICO Check In Check Out Student Recommended for CICO Safe Responsible Respectful Check In 2 1 0 Before Recess Lunch After Recess Check Out Today’s goal Today’s total points CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don’t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting ½ hour to assess progress who attends meeting decisions made in meeting Afternoon Check-out Revise Program Exit Program

Student Recommended for CICO 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 signature: ____________________ Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don’t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting ½ hour to assess progress who attends meeting decisions made in meeting Afternoon Check-out Revise Program Exit Program

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!

CICO Trading Post Maintaining Consequence Wants Attention Wants something Wants to escape attention Wants to avoid something 100 pts Take note to office/teacher Ask a peer to play/read/draw Be a leader Principles recess Trip to treasure chest Choose a snack Choose a 5 min. activity School wide sticker Computer time by self Short break Alternative activity 250 pts Computer with a friend Extra sharing time More time for selected activity Free ticket to sporting event Time alone Independent 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 15

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 CICO plus 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-Out Basic 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-Out Basic 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

Adaptations and Variations CICO element Variations/ options Issues of concerns 1. Check in Check out staff Educational/instructional assistant School counselor High school mentor Consistency Efficiency One person or two Freeing up time for person to do the job well 2. Check in/out routine Come to school early Leave class early Same location/different locations What about tardy students Missing instruction time How does it work for busers, walkers, car riders? 3. Point system and daily report card Numbers/words/smiley faces 0, 1, 2 1, 2, 3 great, OK, bad (difficult time) Age appropriate I get a point for being honest/ trying (1, 2 , 3) 4. Report home Meet with parents individually as part of the CICO training Provide ideas for comments to write back, things to say to student, how to deal with a bad day Staff mentor signs off if family can’t Parents might correct kid again Student may forge parent signature 5. Identifying students to participate Final recommendation by TAT Review 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 time Won’t remember unless using CICO What happens when a student gets an office discipline referral? 24

Adaptations and variations continued 7. Student training As a group Individually Daily prompts for routine the first five days What to do if staff/teacher isn’t available Teach students to remind staff/teachers to use program Loss of card during the day 8. Substitute staff Train a back up check in and check out person Rotate roles so many people can contribute as needed Administrator Front office staff for tardy students CICO cheat sheet for substitute teacher folder Lack of opportunity to maintain fluency, positive practice, consistency Prevent punitive approach 9. Point trading system Spending schedule Need a variation of items/activities to fit many situations Discounted school activities work really well Prizes/activities for whole class are great for kids who like peer attention Too often Not often enough Student absent on spending day Financial costs for rewards Time costs for staff who are ‘earned’ 10. Team meeting to review student progress Weekly data review, call a meeting as needed Email 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 25

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

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System for using the data

Problem Solving Foundations Identify Problems Team-Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Foundations

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 During 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

Point out all features on this report before going to the next one Point out all features on this report before going to the next one. name of student, report date range, all features of the Key, support plan changes, ND = student in school but did not bring point card for check out ODR count axis is on the right side of the report

Data Analyst Fidelity of Implementation

CICO Fidelity Checklist

Some other Research Articles Hawken, 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.

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 © 2005 by The