Responding to Problem Behavior in Schools: The Check-In, Check-Out Intervention

✍ Scribed by Leanne S. Hawken, Deanne A. Crone, Kaitlin Bundock, Robert H. Horner, Kimberli Breen

• Publisher: Guilford Press
• Year: 2020
• Tongue: English
• Leaves: 291
• Series: Guilford Practical Intervention in the Schools
• Edition: 3
• Category: Library

✦ Synopsis

Now revised and expanded with the latest research and adaptations for additional target behaviors, this is the gold-standard guide to Check-In, Check-Out (CICO), the most widely implemented Tier 2 behavior intervention. CICO is designed for the approximately 1015% of students who fail to meet schoolwide behavioral expectations but who do not require intensive, individualized supports. In a large-size format for easy photocopying, the book includes step-by-step procedures and reproducible tools for planning and implementation. At the companion website, purchasers can download and print the reproducible tools and can access online-only training materials, sample daily progress reports, and an Excel database for managing daily data. (Second edition subtitle: The Behavior Education Program.) New to This Edition Chapters on CICO in alternative educational settings and for students with internalizing behavior problems. Content on using CICO for attendance issues, academic and organizational skills, and recess behavior problems. Chapter on layering additional targeted interventions onto CICO. Chapter with specific recommendations for training and coaching school teams. Expanded chapters on frequently asked questions, implementation in high school, and culturally responsive practices. Supplemental online-only training and data management tools. *Updated throughout with current data and evidence-based procedures. See also Dr. Hawken's training DVD, Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk. Also available: the authors' work on intensive interventions for severe problem behavior, Building Positive Behavior Support Systems in Schools, Second Edition: Functional Behavioral Assessment. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

✦ Table of Contents

Cover
Half Title Page
Series Page
Title Page
Copyright
About the Authors
Preface
Acknowledgments
Contents
1. Introduction to Check-In, Check-Out
What Is the Purpose of This Book?
What Is CICO?
How Efficient and Cost-Effective Is CICO?
Why Are Tier 2 Interventions Like CICO Necessary?
Which Schools Should Consider Implementing CICO?
"If My School Is Already Implementing an Intervention Like CICO for At-Risk Students, Will I Still Benefit from Reading This Book?"
"Are There Additional Resources to Aid Implementation of CICO in My School?"
2. The Context for PBIS in Schools
Commitment to Prevention of Problem Behavior
Key Features and Examples of Interventions at the Tier 2 Level
Advantages of CICO as a Tier 2 Intervention
Is There Research That Supports the Feasibility and Effectiveness of CICO?
Resources
Building Tier 1 (Schoolwide) Systems of Behavior Support
Building Tier 2 Systems of Behavior Support
Building Tier 3 Systems of Behavior Support
3. Basic CICO: Critical Features and Processes
Defining Features of Basic CICO
Based on Behavioral Principles
Why Does CICO Work?
A Brief Tour of CICO Elements
Antecedent Features of Basic CICO
For Whom Is Basic CICO Most Appropriate?
How Is the CICO Intervention Integrated into a School’s Other Identification Systems for Students in Need?
Decision Process for CICO Placement
Referral Form
CICO Placement Decision
Gathering Baseline Data and Signing Contracts
CICO Implementation
The Basic CICO Intervention
Daily Features of Basic CICO
Case Example of CICO in a Middle School Setting
Case Example in an Elementary School Setting
Biweekly Features
Quarterly Features
Feedback to Teachers and Staff
Troubleshooting Problems with Implementation of Basic CICO
4. Getting a CICO Intervention Started
"Is My School Ready to Implement CICO?"
"How Do We Build Schoolwide Commitment to the CICO Intervention?"
The CICO Development and Implementation Guide
Personnel Considerations
Location
Reinforcement System
Referral System
System to Manage Data and Fade Intervention
System to Address Training Needs
Budget
Final Considerations Prior to CICO Implementation
5. Roles, Responsibilities, and Training Needs Related to Implementing CICO
CICO Coordinator
Roles and Responsibilities
Leading Morning Check-In and Afternoon Check-Out
Entering DPR Data and Maintaining Records
Creating CICO Graphs for Behavior Team Meetings
Prioritizing Students and Gathering Supplemental Information for Behavior Team Meetings
Attending Behavior Support Team Meetings
Completing Tasks Assigned at the Behavior Support Team Meetings
Training
Behavior Support Team
Roles and Responsibilities
Training
Administrator
Roles and Responsibilities
Teaching Staff
Roles and Responsibilities
Training
Students
Roles and Responsibilities
Training
Parents/Guardians
Roles and Responsibilities
Training
6. Designing CICO to Fit Your School
Designing a DPR
Determining Expectations
DPR Rating System
Nonclassroom Settings
Other Considerations
Summary
Naming the CICO Intervention and the DPR
Developing an Effective Reinforcement System for CICO
Rationale
Assessing Reinforcer Preference
Reinforcers for Checking In and Checking Out
Reinforcers for Meeting Daily Point Goals
Who Provides the Reinforcement
Reinforcement for Teachers
Reinforcer Budget
Summary
7. Selecting Fidelity and Outcome Data Systems to Guide CICO Decision Making
Implementing CICO with Fidelity
Selecting Students for CICO
Identifying Students on CICO Who Need More Assistance
Precise Assessment of Low CICO Performance
Problem Solving
Fading Students from CICO Supports
Summary
8. Adaptations to Basic CICO
CICO for Academic and/or Organizational Skills
How Are Students Screened for Academic and/or Organizational CICO?
Measuring Progress
CICO for Attendance
How Are Students Screened for Attendance CICO?
Measuring Progress on CICO for Attendance
CICO for Recess
CICO for Recess Only
Basic CICO plus Recess CICO
How Are Students Screened for Recess CICO
Measuring Progress on CICO for Recess
CICO for Preschool and Younger Elementary-Age Students
CICO for Preschool Students
Modifications for Younger Elementary-Age Students
System-Level Considerations for Adapted CICO
Summary
9. Layering More Intensive Interventions onto Basic CICO
Importance of Implementing CICO Prior to FBA
Advantages of Implementing CICO before Conducting an FBA
CICO as the First Layer within Tier 2
CICO plus Social or Academic Groups
CICO plus FBA-BSP
Functions of Problem Behavior
How to Use a Brief FBA to Identify and Add Function-Based Supports to CICO
Extending the CICO Model: Cumulative System-Level Benefits of Intensifying CICO
Efficiency of MTSS
Equity of MTSS
Conclusion
10. Considerations for Caregiver Partnership and Culturally Responsive CICO
Home and Community Systems
Culturally Responsive PBIS
Culturally Responsive Tier 2 CICO
Matched CICO Mentor/Facilitator and Relationship Building
Culturally Responsive Expectations and Language
Culturally Responsive Feedback and Reinforcement
CICO and Caregivers
CICO Home–School Communication
Advanced CICO Partnership
Establishing Relationships
Expectations at Home
Co-Creating Goals
Collaborative Feedback
Contingent, Consistent Reinforcement and Consequences
Reciprocal Communication
Home Visits
Problem-Solving Team Participation
Caregiver Needs Assessment
Conclusion
Frequently Asked Questions
Can CICO Work without Caregiver Partnerships?
What Strategies Should Be Used for a Resistant Caregiver?
What If a Child Lives between Two Separate Households?
11. CICO in High School Settings
Research on CICO in High Schools
Unique Aspects of High School Contexts
Critical Defining Features of the Intervention
High School CICO Implementation Recommendations
Roles and Responsibilities
Identification and Referral of Students
Orientations and Trainings
The CICO Process in High Schools
Conclusion
Frequently Asked Questions
12. CICO for Students with Internalizing Behavior Problems
Research on Interventions Implemented to Address Internalizing Behavior Problems
Call for PBIS to Include Interventions for Internalizing Behavior Problems
Previous Research on CICO for Students with Internalizing Behavior Problems
CICO for Internalizing Behavior Problems with Universal DPR
How to Implement CICO-IB
Identifying Students for CICO-IB
Check-In
Teacher Feedback
Check-Out
Parent/Guardian Participation
Measuring Fidelity of Implementation
Measuring Response to Intervention
Conclusion
Frequently Asked Questions
13. CICO in Alternative Educational Settings
Implementing CICO in AE Settings
Screening
CICO Coordinators/Facilitators
The Process
Monitoring Progress
Fidelity
Conclusion
Case Example
Frequently Asked Questions
14. Training Schools on CICO Implementation: A Guide for Coaches/Trainers
Get Ready: Assess Whether the School Is Prepared to Implement CICO
Get Set: Prepare for Training Days
Go: Training Day
Cross the Finish Line: Posttraining
15. Frequently Asked Questions and Troubleshooting CICO Implementation
What If a Student Does Not Check In in the Morning?
What If a Student Does Not Check Out in the Afternoon?
How Do Students Check Out and Still Get to the Bus on Time?
What If a Student Is Consistently Not Checking In or Checking Out?
What If Several Students Are Not Checking In and Checking Out?
What If Students Who Do Not Need CICO Want to Be on It in Order to Earn Reinforcers and Receive Adult Attention?
Since CICO Is an Intervention for Students at Risk, Should Students Already Identified as Having a Disability Be Included in the Intervention?
How Many Students Can One CICO Coordinator Support?
What If Students Lose Their DPRs?
What Happens When a Student Gets an ODR in an Unstructured Setting, and It Is Not Reflected on the DPR?
How Do Check-In and Check-Out Occur with Multiple Students? How Does Each Student Get One-on-One Attention?
What If the Staff Are Not Implementing CICO Correctly?
How Do We Know If Teachers Are Giving Positive and Constructive Feedback Throughout the Day (Elementary School) or during Periods (Secondary School)?
What If Parents/Caregivers Are Not Following Through or Use CICO as a Punitive System?
What If Students Are Consistently Participating in CICO, and Their Behavior Gets Worse?
What If Teachers Complain That They Cannot Give Feedback to the Seven Students on CICO in Their Class during Each Marking Period?
Is There a Concern with Having a CICO Coordinator/Facilitator Checking Only One Student In and Out?
Final Comments on CICO Implementation
Appendices
References
Index