1. Check-in/Check-out Susan Barrett sbarrett@pbismaryland.org

2. Organizer Overview of targeted interventions Overview of targeted interventions Summary of CICO Summary of CICO Using CICO data for decision-making Using CICO data for decision-making Possible Pitfalls: Things to plan for Possible Pitfalls: Things to plan for Success—what next Success—what next

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

4. Research Support Pre schools Pre schools Sandy Chafouleas, et al 2007 Sandy Chafouleas, et al 2007 Elementary Schools Elementary Schools Anne Todd et al in press Anne Todd et al in press Sarah Fairbanks et al, 2007 Sarah Fairbanks et al, 2007 Amy Kauffman-Campbell, dissertation Amy Kauffman-Campbell, dissertation Doug Cheney et al, 2006; 2007 Doug Cheney et al, 2006; 2007 Leanne Hawken et al. 2007 Leanne Hawken et al. 2007 Filter et al., 2007 Filter et al., 2007 Middle Schools Middle Schools Leanne Hawken et al 2003 Leanne Hawken et al 2003 Rob March et al 2002 Rob March et al 2002 High Schools High Schools Jessica Swain-Bradway, in progress Jessica Swain-Bradway, in progress CICO is an Evidence-Based Practice 1.At least 5 peer reviewed studies 2.At least 3 different researchers/settings 3.At least 20 different participants

5. Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

6. Meeting the Needs of All Students Problem Problem Foundation in place: 10-20% of students will not be successful Foundation in place: 10-20% of students will not be successful Solution? Solution? Individualized interventions for all? Individualized interventions for all? Alternative: Targeted Interventions Efficient and effective For “yellow zone” students

8. Targeted Interventions Matches needs of school Matches needs of school Similar across students Similar across students Staff trained in intervention Staff trained in intervention Implemented within 5-days of identified need Implemented within 5-days of identified need Data collected to monitor outcomes Data collected to monitor outcomes Function-based Function-based

9. Successful Implementation Requires: Foundation of universal behavior support Foundation of universal behavior support

10. Successful Implementation Requires: Foundation of universal behavior support Foundation of universal behavior support Understanding of behavioral function Understanding of behavioral function Faculty agreement to: Faculty agreement to: Support all students Support all students Use recommended secondary interventions Use recommended secondary interventions Data-based decision-making Data-based decision-making Resources to start program Resources to start program

11. Organizer Overview of targeted interventions Overview of targeted interventions Summary of CICO Summary of CICO Using CICO data for decision-making Using CICO data for decision-making Possible Pitfalls: Things to plan for Possible Pitfalls: Things to plan for Success—what next Success—what next

12. Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly SST Meeting to Assess Student Progress Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program Check In Check Out (CICO)

13. CICO Record Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time SafeResponsibleRespectful Check In 3 2 1 3 2 1 BeforeRecess BeforeLunch After Recess 3 2 1 3 2 1 Check Out 3 2 1 3 2 1 Today’s goal Today’s total points Comments:

15. 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:

16. Points Required Wants attention Wants item/activity Wants to escape attention Wants to avoid something 100 pts Take note to office/teacher Take note to office/teacher Ask a peer to play/read/draw Ask a peer to play/read/draw Be a leader Be a leader Principles recess Principles recess Trip to treasure chest Trip to treasure chest Choose a snack Choose a snack Choose a 5 min. activity Choose a 5 min. activity School wide sticker School wide sticker Principles recess Principles recess Computer time by self Computer time by self Short break Short break Alternative activity Alternative activity 250 pts Computer with a friend Computer with a friend Extra sharing time Extra sharing time More time for selected activity More time for selected activity Free ticket to sporting event Free ticket to sporting event Time alone Time alone Independent work space Independent work space Alternative assignment Alternative assignment 400 pts Out to lunch with TBA Out to lunch with TBA Class recess, free time, or popcorn party Class recess, free time, or popcorn party New school /art supplies New school /art supplies Get out of school early Get out of school early CICO Trading Post

17. Why does CICO Work? For students For students Program can be applied in all school locations Program can be applied in all school locations Acknowledgement for appropriate behavior Acknowledgement for appropriate behavior Linked school and home support Linked school and home support Program is organized to morph into self-monitoring Program is organized to morph into self-monitoring For Schools For Schools Program requires minimal resources Program requires minimal resources Requires minimal time and effort from teachers Requires minimal time and effort from teachers Can be easily modified to meet needs of multiple students Can be easily modified to meet needs of multiple students Incorporates data-based decision-making Incorporates data-based decision-making

18. Roles & Responsibilities School team School team Identify students who may benefit Identify students who may benefit Monitor implementation Monitor implementation Evaluate effects and modify/fade as needed Evaluate effects and modify/fade as needed Coordinator Coordinator Facilitate morning and afternoon checks (in & out) Facilitate morning and afternoon checks (in & out) Get signed form from students, give new form Get signed form from students, give new form Maintain positive, constructive environment Maintain positive, constructive environment Acknowledge successes Acknowledge successes Teachers Teachers Obtain form from student each day Obtain form from student each day Monitor student behavior and mark card accurately Monitor student behavior and mark card accurately Provide feedback to student in positive and constructive manner Provide feedback to student in positive and constructive manner Students Students Check in and out each day Check in and out each day Give form to teacher Give form to teacher Meet expectations Meet expectations Take form home and have parents sign, bring to school the next day Take form home and have parents sign, bring to school the next day

19. Organizer Overview of targeted interventions Overview of targeted interventions Summary of CICO Summary of CICO Using CICO data for decision-making Using CICO data for decision-making Possible Pitfalls: Things to plan for Possible Pitfalls: Things to plan for Success—what next Success—what next

20. Monitoring CICO Identified CICO Team Identified CICO Team Identifies students who may benefits Identifies students who may benefits Coordinates implementation Coordinates implementation Reviews student progress Reviews student progress Makes modifications as needed Makes modifications as needed Data for decision making Data for decision making Team must have access to data Team must have access to data Team reviews data at least bi-monthly Team reviews data at least bi-monthly

21. Monitoring Outcomes Percent of possible points earned Percent of possible points earned Teacher-completed summaries Teacher-completed summaries Direct observations Direct observations

22. Monitoring Outcomes Percent of possible points earned Percent of possible points earned Teacher-completed summaries Teacher-completed summaries Direct observations Direct observations

23. Data Management Summarize points across days Summarize points across days Manually Manually Manually Electronically Electronically Electronically Graph data for easy presentation Graph data for easy presentation

24. Organizer Overview of targeted interventions Overview of targeted interventions Summary of CICO Summary of CICO Using CICO data for decision-making Using CICO data for decision-making Possible Pitfalls: Things to plan for Possible Pitfalls: Things to plan for Success—what next Success—what next

25. CICO element Variations/ options Considerations 1. Coordinator(s) Educational/instructional assistant School counselor High school mentor ConsistencyEfficiency 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 student 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 making 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?

26. 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 CICO element Variations/ options Considerations

27. Modifying CICO Peer attention: Provide peer attention for meeting expectations Peer attention: Provide peer attention for meeting expectations Check out with friend Check out with friend Sit with friend(s) at lunch Sit with friend(s) at lunch Brief free time with friend at end or class Brief free time with friend at end or class Task avoidance: Task avoidance: breaks, shorten work requirement breaks, shorten work requirement Access to assistance Access to assistance Preferred work modality (e.g., groups) Preferred work modality (e.g., groups) Schedule of reinforcement Schedule of reinforcement More frequent check-ins More frequent check-ins Highly preferred coordinator Highly preferred coordinator Pair attention with other rewards Pair attention with other rewards

28. Modifying CICO Young children Young children Symbols Symbols More frequent checks during day More frequent checks during day Earn rewards more often Earn rewards more often

29. Potential Pitfalls Fidelity Fidelity Assess teacher commitment/enthusiasm Assess teacher commitment/enthusiasm Re-teach Re-teach Teacher self monitoring Teacher self monitoring Student won’t carry card Student won’t carry card Student checks in and out Student checks in and out Coordinator provides card to teacher and picks up Coordinator provides card to teacher and picks up Student continues to receive feedback from teacher Student continues to receive feedback from teacher Self monitoring Self monitoring Computerized system Computerized system Student isn’t checking in or out Student isn’t checking in or out Determine reason Determine reason Identify preferred person to check in/out with Identify preferred person to check in/out with Is this component needed? Is this component needed?

30. Organizer Overview of targeted interventions Overview of targeted interventions Summary of CICO Summary of CICO Using CICO data for decision-making Using CICO data for decision-making Possible Pitfalls: Things to plan for Possible Pitfalls: Things to plan for Success—what next Success—what next

31. Things Went Well… What Now? Data-based decision-making Data-based decision-making Ways to remove Ways to remove Move to self-monitoring Move to self-monitoring Remove components Remove components

32. Self-Monitoring Interventions Student monitors own behavior Student monitors own behavior Student “checks in” with teacher periodically to review ratings and receive feedback Student “checks in” with teacher periodically to review ratings and receive feedback

33. Self Monitoring After CICO Expected behaviors stay the same Expected behaviors stay the same Reinforcers stay the same Reinforcers stay the same Student checks in same amount of times Student checks in same amount of times Student monitors behavior using CICO card Student monitors behavior using CICO card Plan for teaching accuracy in monitoring Plan for teaching accuracy in monitoring

34. Teaching Accuracy 1. Student and teacher record separately 2. Compare records; reinforce accuracy 3. Over time, compare less often 4. Reinforce appropriate behavior only 5. Periodically reinforce accuracy

35. Example: Lucy Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks Coordinator provides rationale for self monitoring to Lucy Coordinator provides rationale for self monitoring to Lucy Coordinator teaches Lucy to self monitor using examples and non- examples Coordinator teaches Lucy to self monitor using examples and non- examples When program begins, Lucy’s teacher goes over examples and non- examples When program begins, Lucy’s teacher goes over examples and non- examples First week: Lucy and teacher monitor and compare records First week: Lucy and teacher monitor and compare records Teacher provides acknowledgement and feedback based on accuracy Teacher provides acknowledgement and feedback based on accuracy Ratings agree 95% of time Ratings agree 95% of time Second week Second week Teacher monitors appx. 60% of time; feedback based on accuracy Teacher monitors appx. 60% of time; feedback based on accuracy Feedback at other times based on Lucy’s monitoring of behavior Feedback at other times based on Lucy’s monitoring of behavior Coordinator Coordinator Feedback based on accuracy (with teacher records) Feedback based on accuracy (with teacher records) When Lucy monitors independently, feedback based on behavior When Lucy monitors independently, feedback based on behavior

36. Things Went Well… What Now? Data-based decision-making Data-based decision-making Ways to remove Ways to remove Move to self-monitoring Move to self-monitoring Remove components Remove components

37. Removing Components of CICO Gradually decrease checks during the day (keep check in and out) Gradually decrease checks during the day (keep check in and out) Remove check out Remove check out Remove parent feedback Remove parent feedback Remove check in Remove check in Monitor behavior throughout Monitor behavior throughout