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Review of Check-In/Check-Out Consistency Results from other schools Common issues and solutions Questions
Agenda
Tier II intervention for students who need support beyond Tier I (School-wide PBS)
Student: ◦ Checks in with a mentor in the morning, ◦ Carries a point sheet throughout the day,
receiving feedback and points. ◦ Checks out with mentor at the end of the day.◦ Takes form home to be signed.(MyBehaviorResource, 2011).
Check-In/Check-Out (CICO)
Prompts for correct behavior Feedback is tied to behavior Adult attention and earning rewards Positive contact at the end of the day Positive contact with adult in the morning
◦ Opportunity to pre-correct, ensure student has needed materials for class, get off to a good start
(Horner, Anderson, Todd, Sugai, Dickey, and Scott, n.d.)
Why does it work?
The point sheet:◦ Reminds student of goals◦ Reminds teachers to provide feedback◦ Provides school-home communication◦ Provides progress monitoring data for school.
(MyBehaviorResource.com) A good relationship with the mentor and
positive attention from the mentor makes it more likely the student will follow through and check in/out consistently (Briere III, Myers, and Simonsen, 2010).
Consistency
Check-In/Check-Out is a Tier II intervention and should be implemented with fidelity.
Consistency lets us know if the intervention is working◦ Monitor progress◦ Responding adequately or not?(Algozzine, Kincaid, and Sandomierski, 2007)
Consistency
Lindop Elementary School (IL)◦ 2010: 38 students supported through CICO◦ In 7 weeks, office disciplinary referrals (ODRs) overall were
reduced by 37%◦ 83% of students were successful on their daily goals (Illinois
PBIS Network, 2011) Tigard-Tualatin School District (OR)
◦ 2010-2011: Among students participating in CICO:◦ 34% decrease in ODRs◦ 54% decrease in suspensions◦ Average days absent decreased by 11%◦ Percentage of students with 10+ absences decreased by 18% (National Center for Mental Health Promotion and Youth
Violence Prevention, 2012).
Results from other schools
10 week study conducted in K-5 rural school in Pacific Northwest
Baseline of problem behavior observed during intervals: ◦ Trevor: 30%, Chad: 26%, Kendall: 34%, Eric: 27%
During CICO: ◦ Trevor: 14% (16% decline), Chad: 8% (18% decline), Kendall:
13% (19% decline), Eric: 12% (15% decline). Average baseline of ODRs for all
participants:0.14/day. During CICO: 0.04/day (only 1 ODR among
participants).(Todd, Campbell, Meyer, and Horner, 2008)
Results from other schools
Student doesn’t check in◦ Make sure student, teachers, mentor understand routine◦ Teacher/friends prompt student to check in and/or escort student to help
him/her establish the routine◦ Mentor can ask student what happened and remind to check out◦ Provide ticket just for showing up◦ CICO viewed as a positive; mentor is well-liked
Student loses point sheet◦ Provide a new one right away◦ If frequent, check to see if parents are giving consequences for poor
reports Parents don’t follow through
◦ Make sure parent permission given to participate/parents understand system
◦ Students can still participate Student’s behavior does not improve
◦ Need functional assessment and individual intervention(MiBLSi, n.d.)
Common problems and solutions
Algozzine, B., Kincaid, D., & Sandomierski, T. (2007). Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters? PBIS Newsletter 4(2).
Briere III, D.E., Myers, D.M., & Simonsen, B. (2010). Lessons learned from implementing a check-in/check-out behavioral program in an urban middle school. Beyond Behavior, pp. 21-27.
Horner, R. H., Anderson, C. M., Todd, A. W., Sugai, G., Dickey, C., & Scott, T. (n.d.) Check in check out: a targeted intervention. Retrieved from http://www.pbis.org/pbis_resource_detail_page.aspx?Type=1&PBIS_ResourceID=183.
Illinois PBIS Network (2011). Phone message system prompts family support for Tier 2 intervention. Retrieved from http://www.pbisillinois.org/publications/success-stories/teaching-learning-posts/phonemessagesystempromptsfamilysupportfortier2intervention.
Sources
MyBehaviorResource (2011). Retrieved from http://www.mybehaviorresource.com/introduction-to-check-in-check-out/
Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) (n.d.). Check-in/check-out (CICO) trouble shooting. Retrieved fromhttp://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Behavior/TargetBehaviorInterventions/CheckInCheckOut/CICOTroubleShooting.aspx
National Center for Mental Health Promotion and Youth Violence Prevention (2012). http://sshs.promoteprevent.org/publications/prevention-briefs/truancy-prevention-efforts-school-community-partnerships
Todd, A.W., Campbell, A.L., Meyer, G.G., & Horner, R.H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in-check out. Journal of Positive Behavior Interventions 10(1), 46-55.
Sources