1. What to Do When Check-in, Check-out Doesn’t Work: Next Steps
Melissa Hansen
Counselor, McNair ES
Kathy McQuillan
FCPS Positive Behavior Support
Educational Specialist

2. Group Interventions w/function-based modifications
Comprehensive Supports
Function-based Support
Group Interventions w/function-based modifications
Group Interventions
Check-in, Check-out
Mentors
Skills groups
Tier 1 of SWPBS
Student Rights & Responsibilities
Character Education
Bully Prevention Program
Violence Prevention Program 2 2 2

3. Objectives To review the basic components of CICO
To assess and troubleshoot key elements
To apply data analysis procedures to identify next steps-
Group Intervention w/function-based modifications

4. Student Recommended for CICO
CICO Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Teacher
Feedback
Weekly CICO Meeting
to Assess Student
Progress
Student recommended for BEP by Teacher, parent, other school personnel?
Prior to CI/CO 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, CI/CO 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
CI/CO 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 CI/CO Meeting
½ hour to assess progress
who attends meeting
decisions made in meeting
Afternoon
Check-out
Revise
Program
Exit
Program

6. Centre Ridge ES with one edit.
Point card should have at least 4 monitoring periods
Point card has 4 or more intervals

8. CICO: A Review of Critical Features
Adequate resources allocated so intervention is available continuously
Dedicated staff + systematic data review
Student selection based on data/referral process
Targets “at risk” population
Student agrees to participate
Implementation occurs consistently with fidelity
Participation by all staff/faculty in the school daily
Corrective feedback and reinforcement offered appropriately at set intervals
Program transitions from teacher-evaluation to self-evaluation

9. Let’s Reflect: CICO Self-Assessment
THINK:
Are the majority of critical factors
in place?
Could the lack of progress be due to the lack of critical elements? Speaks to the integrity or fidelity of implementation

10. Trouble Shooting: Common Concerns
Student Not Checking In
Student Not Checking Out
Student Complaining/Pouting
Student Loses Daily Progress Report
Student Changes Ratings
MacLeod & Hawken retrieved
11/3/09 from

11. How Do We Solve the Problem?

12. Matching CI/CO to Student Needs
Basic CI/CO:
Expectations related to respect, responsibility and safety
Reinforced through daily positive adult contact
Function: To get/obtain ATTENTION
Troubleshooting: Do we have enough monitoring periods? Frequency of feedback

13. Next Steps Review key elements of CI/CO program
Make any necessary adjustments
Continued lack of progress
Between 3- to 5-weeks
Refer student to the problem solving team (e.g., CST, SST, RTI)

14. Continue and transition to self- management
Implement CI/CO
Is CI/CO Working?
Continue and transition to self- management
Yes No
If the behavior is not severe, complex, and/or intensive conduct a Brief Functional Assessment
What is the problem behavior?
Where does the problem behavior occur/not occur?
Why does the problem behavior keep happening?

15. Time for a Closer Look

16. Building on Efficiency: “Brief Functional Assessment”
Engage in the problem-solving process to identify the function of the behavior
To get/obtain something desirable
attention, activity, object, privilege, sensory stimulation . . .
To escape/avoid something that is undesirable
task, activity, demand, attention, event, situation . . .
Methods: Review, Interview, and/or Observe
Results:
CI/CO individualized for that student with or without additional strategies

17. Review Data to Identify the Function
Is the behavior maintained by getting/obtaining ?
Is the behavior maintained by escape/avoidance of ?
Is the behavior related to lack of academic skills?
Let’s look at the CI/CO point card data and other available data sources (e.g., ODRs, minors, academic functioning, interview).

18. Matching CI/CO to a Student’s Motivation
Motivation: To Get/Obtain Adult Attention
Expectations remain the same
Increase rate of attention
More frequent monitoring intervals
Add a self-monitoring and self-reinforcement component
Use attention as the reinforcer
Extra time with a preferred adult if daily goal is met

19. Matching CI/CO to a Student’s Motivation
Motivation: To Get/Obtain Peer Attention
Expectations remain the same
Increase rate of peer attention for appropriate behaviors
Use peer attention as the reinforcer
Extra time with a preferred peer if daily goal is met
Target student earns reward for whole group when goal is met

20. Matching CI/CO to a Student’s Motivation
Motivation: To Get/Obtain a Preferred Object/Tangible
Expectations remain the same, but frequency of monitoring may need to increase
Use preferred object/tangible as the reinforcer for the alternative behavior
Extra time with a preferred adult if daily goal is met
Restrict access to tangible/object

21. Matching CI/CO to a Student’s Motivation
Motivation: To Escape/Avoid Tasks
Expectations remain the same OR add academic expectation(s)
Goals, prompts, and encouragement for organizational and routines
Add/increase academic support in area of need
Teacher modifies task and/or additional instruction offered
Use escape as the reinforcer
Student earns a break from the aversive activity

22. Matching CI/CO to a Student’s Motivation
Motivation: To Escape/Avoid Attention
Expectations remain the same OR add a social initiation goal(s)
Add/increase social skills instruction
Teach student how to politely ask to be left alone
Allow access to a escape that is not punitive
Consider using of a pass and a specified location as needed
Use escape as the reinforcer
Student earns a break from the aversive activity

23. Case Study: JT

24. Case Study: BM

25. In Summary Modify CI/CO plan to meet the needs of the student
Consider function/motivation
Especially the link to academic needs
Use simple and brief assessment tools
Respond efficiently