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Check In Check Out:A Targeted Intervention
Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry ScottUniversity of Oregon and University of Connecticut
GoalsDefine the logic and core features of Targeted Interventions, and the specifics of the Check-in/Check-out (CICO) approach.
Provide empirical evidence supporting CICO, and practical examples from local schools.
Self-assess if CICO is appropriate for your school
Build action plan for CICO implementation
CICO within School-wide PBIS
All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
Individualized*Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Major Features of Targeted InterventionsIntervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolHome/school linkageFlexible intervention based on assessment
Functional AssessmentAdequate resources (admin, team)
weekly meeting, plus 10 hours a week for coordination
Student chooses to participateContinuous monitoring for decision-making
BEP/Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICORequest for AssistanceODR LevelFamily or Student request
CICO CoordinatorBehavior support team
BEP/Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICOMorning Check-In•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise
Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback
BEP/Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO
Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS
Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs
BEP/Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO
Team Meeting•Review student progress•Adjust support plan if no improvement in two weeks•Build self-management steps when appropriate•Exit when appropriate•Report to School-wide Team, Administration, Whole Faculty
CICO Record
Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
Comments:
HAWK ReportDate ________ Student _______________Teacher___________________
0 = Not Yet1= Good2= 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 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Recess 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
Why does CICO work?Improved structure
Prompts are provided throughout the day for correct behavior.System for linking student with at least one positive adult.Student chooses to participate.
Student is “set up for success”First contact each morning is positive.“Blow-out” days are pre-empted.First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.
Increase in contingent feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO work?Student recruits adult support
Student uses card to recruit adult attention.Very low “effort” for teacher
Program can be applied in all school locationsClassroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day
Why does CICO Work?Linking behavior support and academic support
For academic-based, escape-maintained problem behavior incorporate academic support
Linking school and home supportProvide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choicesIncreased ability to self-monitor performance/progress
Logistics for Setting up a CICO program
1. Faculty and staff commitmentIs problem behavior a major concern?Are staff willing to commit 5 min per day?Is CICO a reasonable option for us?
More than 5 students need extra supportCICO is designed to work with 10-12% of kids in a schoolCICO typically “works” (50% reduction) with 67% of students.CICO does NOT replace need for individualized supports.
2. Team available / Coordinator availableTeam leaderCICO coordinator (morning, afternoon)Team (meets at least once every two weeks)
Activity1:
a) All-Faculty Orientation to CICO
b) Assessment of need (ODR rates, staff assessment)
c) Team to manage CICO
d) CICO coordinator
Logistics for Setting up a CICO program
3. School-wide PBS in placeSchool-wide expectations defined and taughtReward system operatingClear and consistent consequences for problem behavior
4. Process for identifying a student who may be appropriate for CICO
Student is not responding to SWPBS expectationsRequest for Assistance
Student finds adult attention rewardingStudent is NOT in crisis.
Activity 2:
a) SWPBIS Tier I in place (TIC = 80%; SET = 80/80)
b) Request for assistance process defined.
c) Criterion for CICO support defined.
Logistics for Setting up a CICO program
5. Daily CICO progress report cardSame expectations for allCommon scheduleAll staff taught rules for accepting, completing and returning the card.
6. Home report processCan be same as progress cardCan be a unique reporting form
Activity 3:
a) Daily Progress Report developed
b) Home report routine developed
c) Define how families will be informed of process
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:
Logistics for Setting up a CICO program
7. Trading menuReward for collecting and turning in daily progress cardReward for meeting daily goalExchange system for points earned
8. Collecting, summarizing and using dataDaily updatesWeekly review by teamReferral for individualized interventions.
28
0
20
40
60
80
100
Pe
rc
en
ta
ge
of P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
02/05 02/08 02/13 02/20 02/23Date
Rachelle's BEP Performance
2000-2001
Activity 4:
a) Rewards for CICO points defined and available
b) Process for collecting, entering, summarizing and reporting data is defined.
c) When would a student be referred for more intense support?
Logistics for Setting up a CICO program
9. Morning Check-in RoutineTeaching students when, when, howTeaching check-in coordinator
AssessRewardSet-up or Redirect
10. Teacher Check-in/Check-out RoutineTeach students when, when, howTeaching staff/faculty
RewardSet-up for success, positive momentumEvaluation
Activity 5:
a) Check-in staff defined
b) Check-in location defined
c) Process for teaching students check-in routine defined
d) Teacher check-in/check-out routine defined
e) Teacher check-in/check-out routine presented to staff.
Logistics for Setting up a CICO program
11. Afternoon Check-out RoutineTeach students when, where, howTeach CICO coordinator data collection, acknowledge success, encourage improvement.Consider self-recording system for older students
12. Family Review RoutineTeach students when, where, howTeach family only to acknowledge success, sign
Activity 6:
a) End of day check-out routine, location, staff defined.
b) Family check/signature routine defined.
c) Procedure for family orientation to CICO defined.
Logistics for Setting up a CICO program
13. Team Meeting Decision MakingReporting of student statusProcess for adjusting when CICO is not successful
14. Planning for successIdentifying successFading supportEmbedding self-management
Activity 7:
a) Team meeting schedule defined for the current year.
b) Team meeting agenda defined (data review, decision protocol)
c) Decision-rules:• Stay as is• Move to self-
management• Move to individual
support.• Move off CICO
Sample Decision Rules
a) Stay as is:* < 6 weeks of success or
upward trendb) Move to Self-management
* > 6 weeks with 4 days per week of success.
c) Move to more intense support* 2 weeks without
improvementd) Graduate off CICO
* 4-6 weeks of success on Self-management
Logistics for Setting up a CICO program
15. Planning for more intensive, individualized support.
Functional behavioral assessmentTier III support team
16. Substitute Teacher routineHow to inform and orient new teachers
17. Playground, cafeteria, bus routines
Activity 8:
a) Define self-management process.• Use card, but no teacher
review• No, card, but still check in
b) Substitute teacher orientation materials
c) Use of card in non-structured areas
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Baseline Check-in Check-outP
erce
nta
ge
of
Inte
rval
s w
ith P
robl
em B
ehav
ior
Peer Composite
Trevor
Chad
Kendall
Eric
Todd, Kauffman, Meyer & Horner
Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support
Leanne S. Hawken and Rob HornerUniversity of Oregon
Journal of Behavioral Education, in press
The Importance of Functional Assessment in Targeted Interventions
Rob March & Rob Horner, Journal of Emotional and Behavioral Disorders, 2002
Summary
Targeted interventionsHighly Efficient, structured support
CICO is one optionAssess for whom it will workEnlist whole faculty involvement
CICO will still need supplement from Tertiary, Function-based support system
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Assumed FBA Summary Statement When CICO is used
UnknownAn arrange
Of situations(In class,
Given work,On playground
Talk out,Out of seat
TeaseMake Noise,
Etc.
ObtainPeer orAdult
Attention
Note: CICO was designed on the assumption that problem behavior is being maintainedby attention. And a KEY ASSUMPTION is that attention from at least some adultsis highly valued.
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement:Would you expect CICO to be Effective?
Just return from recess
Request to do seat work alone
Whine, fall out of seat, break pencil
Maintain teacher attention
Third Grader
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement:
Would you expect CICO to be Effective?
Lunch time Eating lunch with peers
Loud noises, rude comments, swearing
Peer attention
Seventh Grader who Finds Adult Attention Very Rewarding
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement:Would you expect CICO to be Effective?
Conflict at home prior to coming to school
Request to do very difficult instructional tasks
Non-compliance, rudeness, disrespect, swearing
Avoid work
Eighth Grader who is very isolated, and does not interact with adults unless required to do so.