1. Check in Check Out The Intervention

2. 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

3. 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

4. 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: second intervals = 20 minutes measuring the % of intervals engaged in problem behavior

5. 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.

6. Baseline
CICO

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

8. 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

9. 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

10. CICO Self- Assessment

11. Student Recommended for CICO
Check In Check Out
Student Recommended for CICO
Safe
Responsible
Respectful
Check In
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

12. 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

13. 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

14. An example for organizing what to do with those points!

15. 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

20. 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

21. Check-In/Check-Out Basic CICO plus
Needed: An adult who can spend minutes at the beginning and end of each school day to Check In and Check Out with students on CICO
Capacity: 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

22. 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

23. 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

24. 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

25. 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
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

26. 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

27. / CICO

28. / CICO

31. System for using the data

32. 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

33. 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

34. 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

35. Referrals per Student

36. 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

37. Data Analyst
Fidelity of Implementation

39. CICO Fidelity Checklist

40. 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,
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10,

41. 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
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