1. MiBLSi State Implementers’ Conference
Beyond the Basics of
Check In Check Out:
Expanding Capacity for Tier 2 Behavior Interventions

2. Acknowledgements Aaron Barnes, PhD Kristie Dila Melissa Nantais PhD
The material for this training day was developed by…
Aaron Barnes, PhD
Kristie Dila
Melissa Nantais PhD
Content was based on the work of…
Rob Horner, PhD, University of Oregon
Leanne S. Hawken, PhD, University of Utah
Amy Cambell, PhD, Grand Valley State University
Justin Boyd, PhD
Jessica Tutura, PhD, University of Oregon
Cynthia M. Anderson, PhD, University of Oregon
Less than 30 seconds

3. Intended Outcomes Participants will:
understand what makes a student a good “fit” for particular type of Tier 2 intervention.
be able to identify students who may benefit from modified versions of CICO or alternative Tier 2 interventions
understand the rationale and tasks involved with modifying CICO or selecting alternative Tier 2 interventions 

4. Agenda Core Features of Tier 2 Support
Purpose
Key Features
Exemplar: Check in Check out and the Behavior Education Program
Matching Students with Tier 2 Support
Function
Sources of Data
Making Decisions
Expanding Capacity of Tier 2 Support
Peer Attention Focused
Breaks are Better
CICO for Academic Behavior
Application and Planning

5. Entry Activity
Think about Tier 2 interventions (and specifically Check In Check Out) at your school or district.
How does the system work?
What works well? What needs tweaking?
Any burning questions?
Discuss with your partner.

6. *Systems for Students with High-Risk Behavior SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
*Systems for Students with High-Risk Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Targeted Interventions
*Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

7. Major Features of Targeted Interventions
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Home/school linkage
Flexible intervention based on assessment
Functional Assessment
Adequate resources (admin, team)
weekly meeting, plus 10 hours a week for coordination
Student chooses to participate
Continuous monitoring for decision-making
Should be a handout (along with the next slide)

8. Core features of CICO (BEP)
Behavioral Priming/ Behavioral Momentum
Start school off positively
Start each class off positively
Student recruitment of contingent adult attention
Approach adults (teachers/ family)
Predictability
Self-management
Data-based decision-making
Excruciating Efficiency

11. CICO Record Safe Responsible Respectful Check In 0 1 2 Before Recess
Name: ____________________________ Date: ______________
0 = Need work, 1 = “OK” 2 = Nice Job
Safe
Responsible
Respectful
Check In
Before
Recess
Lunch
After Recess
Check Out
Today’s goal
Today’s total points
Comments:

12. Date ________ Student _______________Teacher___________________
HAWK Report
Date ________ Student _______________Teacher___________________
0 = Not Yet
1= Good
2= 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
Recess
Lunch
Total Points =
Points Possible =
Today ______________%
Goal ______________%

13. Daily Progress Report Periods (block schedule) along the top
Goals (along the side) are the school-wide expectations (may need to be individualized for some students)
Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation

14. Assumed FBA Summary Statement When CICO is used
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
An arrange
Of situations
(In class,
Given work,
On playground
Talk out,
Out of seat
Tease
Make Noise,
Etc.
Unknown
Obtain
Peer or
Adult
Attention
Note: CICO was designed on the assumption that problem behavior is being
Maintained by attention. And a KEY ASSUMPTION is that attention from at
least some adults is highly valued.

15. Within CICO
Increase predictability
Schedule of events during the day
Planned time to connect with adults
Clarity of expectations
Two New Skills
Approach
Adults
b) Self-evaluate
Three Feedback
Cycles
Morning/
Afternoon CICO
b) Class Checks
c) Home Checks

16. FBA Summary Statement: Would you expect CICO to be Effective?
Third Grader
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Request to do seat work alone
Whine, fall out of seat, break pencil
Just return from recess
Maintain teacher attention

17. FBA Summary Statement: Would you expect CICO to be Effective?
Seventh Grader who Finds Adult Attention Very Rewarding
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Eating lunch with peers
Lunch time
Loud noises, rude comments, swearing
Peer attention

18. FBA Summary Statement: Would you expect CICO to be Effective?
Eighth Grader who is very isolated, and does not interact with adults unless required to do so.
Triggering
Antecedents
Setting Events
Problem
Behavior
Maintaining
Consequences
Conflict at home prior to coming to school
Request to do very difficult instructional tasks
Non-compliance, rudeness, disrespect, swearing
Avoid work
Peer Attention

19. Examine the Major Features Handout and discuss with your partner:
Partner Check-In
Examine the Major Features Handout and discuss with your partner:
Which major features of targeted interventions are in place at your school or district?
Are there some that could be added?
Could a current intervention be tweaked (or a new one added) that would fit these features?

20. Matching Students with Tier 2 Supports

21. Matching Students and Interventions
We can…
Guess
Gamble
Plan
Evaluate
Hope
Do whatever “fits” our resources and personnel
Creative practitioners will often use combination of these!
We could guess/gamble all the time, but that could be inefficient if we’re unlucky. We could Evaluate and and assess and plan for every case, but that could be inefficient if we’re spending too much time confirming what we already have a pretty good idea about.
We could just do the intervention that Person X likes/learned about at that last workshop, but that might be inefficient if we it doesn’t fit the needs of many of our students.

22. Sources of Useful Data Sources of CICO referral:
Teacher, Parent, Student Request (informal interview – just ask!)
ODR form – number and indication of function
SWIS data – ODR by function

23. Conduct Efficient Functional Assessment
Is the student a good fit for CICO?
Implement Basic CICO
Is the Basic
CICO Working?
Continue with Basic CICO
Transition to self- management
Yes No
Conduct Efficient Functional Assessment
Where does the problem behavior occur/not occur?
Why does the problem behavior keep happening?

24. Topographical Intervention
How do I stop/reduce this behavior?
Motivate? Overpower? Make physically impossible?

25. Function
Why is that behavior occurring? What is the student “getting?” What are they “getting away from/avoiding.”
Can different behavior serve the same function?
Can the same behavior serve different function?
- what purpose does the problem behavior serve?
- How can we prevent PB from 菟aying off� as often or as well?
- How can we make an alternative or desired behavior fulfill the SAME PURPOSE more often or in a bigger way?

26. When the student isn’t responding…
Where can we learn more about the function of behavior?
Efficient FBA process (when warranted)
Brief Interview (20-30) minutes
Brief confirmatory observation

27. Conduct Efficient Functional Assessment
Is the student a good fit for CICO?
Implement Basic CICO
Is the Basic
CICO Working?
Continue with Basic CICO
Transition to self- management
Yes No
Conduct Efficient Functional Assessment
Where does the problem behavior occur/not occur?
Why does the problem behavior keep happening?

28. Remember…
CICO “out of the box” is most closely tied to accessing Adult Attention
Beginning of the day, throughout the day, end of the day, at home…

29. Partner Discussion
Think about your school or district and the students you serve. Consider age and demographics.
Think of 1-2 common problems that land some of your students in trouble repeatedly.
Is there a common motivation or function of those behaviors?
- Access Adult or Peer Attention?
- Avoid Adult or Peer Attention?
- Access a desired task or activity?
- Avoid or escape a task or activity?
Will CICO be a good fit for most of those problems?

30. Modifying CICO to Match other Functional Motivators

31. Rembember…
CICO works best when SWPBIS behavioral expectations are used as a foundation.
CICO modifications work best when CICO is already in place and working well!

32. These things will stay in place:
Carry a point card and earn points for meeting school-wide expectations
Interact with teachers prior to each class
Receive frequent feedback on in-class behavior
Meet with the intervention coordinator before and after school each day
Earn rewards for meeting school-wide expectations

33. Example 1: Peer Attention
One of the simplest modifications…
As long as students are “OK” with adult attention, plug them into CICO.
If extra access to adult attention is not sufficient, tie in daily goals and rewards to include peer attention.

34. Peer Attention Reward Examples
Extra recess or other “peer-heavy” activity
Sit next to preferred peers at lunch or during specific class periods
Earn desired activities for the whole class (peer attention will “trickle down”)
(Indirectly) access activities or tangible rewards that other peers will find desirable

35. Example 2: Escape or Avoid Non-desired Activities

36. Modification: Breaks Are Better
Piloted by Justin Boyd and Cynthia Anderson
If a school has the following in place, then the school may be ready to implement BrB.
Check-in/check has been implemented with fidelity for at least a year
Most students on CICO are meeting their goals
Most teachers (80% or more) implement CICO with fidelity
The CICO coordinator has time allocated to CICO—approximately 2-5 minutes per student

37. Breaks are Better: Readiness Continued
School staff agree that a significant number of students who exhibit non-dangerous behavior are attempting to avoid academic routines
Academic interventions are available for students who are not successful in core academic programs.
One or more individuals have allocated time to implement BrB, approximately 2-5 minutes per student
The school has access to ongoing coaching in the implementation of BrB

38. Daily point card is very similar except for:
Expectations are defined in terms of academic (or other aversive type of) behavior
Students monitor breaks taken appropriately on the point card and earn points for taking breaks appropriately
The back of the point card depicts the break routine—it serves as a prompt for the student to take a break appropriately if needed

39. Example of Point Card Name Date Expectation Academic Behavior
Date
Expectation
Academic Behavior
Breaks taken the right way (if needed)
2-min breaks I can take
1st
B B B
2nd
3rd
4th
5th
6th
Points 2 1
Met expectations (Great job!)
Met some expectations (Good work!)
Met few or no expectations (Room for improvement)
Check in Points
Attends check-in
1 0
Was prepared
Check out Points
Attended check-out
Teacher completed ratings
Bonus Points (breaks taken appropriately if needed)
_______
Today’s Goal ____
Today’s Total _____
Goal Met?
Yes No
Parent Signature
All work due is complete
All work due is not complete

40. Example of Break Procedure
Students can take up to three breaks during each academic routine. Breaks are two minutes in length and students use a timer to let them know when the break is over
Students ask for a break by holding up their index finger. Teachers can give a thumbs-up or –down to indicate whether a break is appropriate
Students have a variety of break options that are mutually acceptable to the teacher and the student
Each time a student takes a break the student crosses off a “B” on the card

41. Sample Data of BrB Effects

42. Modification: Academic Behavior
Piloted by Jessica Turtura and Cynthia Anderson
Check-in/check-out has been implemented with documented fidelity for at least a year
The majority of students on check-in/check-out are successful (meet point goals)
80% or more teachers in the school implement check-in/check-out with fidelity
The coordinator for check-in/check-out has time allocated to implement the intervention, approximately 2-5 minutes per student

43. Academic Behavior CICO Readiness Continued
School staff agree that a significant number of students who exhibit non-dangerous behavior are attempting to avoid academic routines
The school is implementing academic interventions for students who are not successful in core academic programs
A coordinator with allocated time is available to oversee implementation of ABC
The school has access to ongoing coaching in implementation of ABC

44. Daily Point Card is very similar except for:
The daily point card is similar to the CICO card in your school except that:
Expectations are defined in terms of academic behavior
Students earn bonus points for being prepared and having assignments complete at the start of each day
Students earn points for completing the assignment tracker accurately

45. Assignment Tracker
The assignment tracker is on the back of the point card and is completed by students during each academic class. The teacher signs the assignment tracker to indicate that it is accurate. If your school provides students with planners simply use the planner instead of the ABC homework tracker. Be sure that teachers sign or initial the planner to indicate the student has recorded assignments correctly.

46. Example of Point Card

47. Example of Assignment Tracker
HOMEWORK CHECKLIST
CLASS
ASSIGNMENT
DUE ON…..
TEACHER SIGNATURE
Social Studies
Language Arts
Math
Writing
Science

48. Sample Data for ABC Effects

49. Work on this and share with your partner.
Action Planning
Work on this and share with your partner.
If CICO is not solidly “in place” with the major features of Tier 2 interventions, what steps are needed to shore it up.
Once CICO is in place, what modification (peer attention, Breaks are Better, Academic Behavior CICO, other modifications?) might best fit your school or district? What steps need to be taken before you can move forward?

50. References
Turtura, J., Anderson, C.M., & Boyd, R.J. (in press). Addressing Task Avoidance in Middle School Students: Academic Behavior Check- in/Check-out. Journal of Positive Behavior Interventions.
Boyd, R. J. (2011). An evaluation of secondary intervention for students whose problem behaviors are escape maintained. (Doctoral Dissertation). Retrieved from: Scholars’ Bank, University of Oregon.