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Tier Two and an Evidence-Based Practice: Check-In/Check-Out
Janice Morris, Barbara Mitchell and Nicole Reifesel
Columbia Public Schools
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
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What Do We Know?
1. Understand interaction between behavior and the teaching environment
Behavior is functionally related to the teaching environment
2. Provide supports to Teach pro-social “replacement” behaviors
Small group or targeted to function
3. Create environments to support the use of appropriate behaviors
Practice and acknowledge success
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Goals Today …
• Overview of Check-in/Check-out
• Example of applied work in progress
• Systems Features
• Student Results
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Check-in/Check-out
What, Who, Why and Research Results
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What is CICO?
• Targeted intervention that provides– Daily academic and behavioral support– Systematic performance feedback– High rates of adult attention– Mechanism for making data-based decisions– Communication link between school and home
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Who Benefits?
• CICO is for students who– Continue to display problems with universal
supports in place– Demonstrate behavior patterns that are
functionally related to obtaining attention– Need increased levels of structure, routine and
feedback
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Why Use CICO?
• Provides systematic intervention to reduce problem behavior that may lead to increased academic achievement for students who find adult and/or peer attention reinforcing
(Crone, Horner, & Hawken, 2004, p. 9)
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Research Supported Practice
• Schools can successfully implement• Decreases problem behavior• Effective for 60-75% of second tier, at-risk
students• Ineffective for students who do not find adult
attention reinforcing• Use of FBA can enhance success
(Crone, Horner, & Hawken, 2004, pp. 9-10)
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Applied Work in Progress
Gentry CICO Process
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What Does This Look Like?
• Daily Check-in (7:30-7:50)– Consistent location– Begin with positive greeting– Prompt for chart– Prepare for day (breakfast, pencil, paper, planner)– Reminder of expectations
*Provides access to positive peer and adult attention, precorrects for behavioral and academic expectations and organizes student materials
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What Does This Look Like?
• Throughout the Day– Student carries chart– Teacher greets and precorrects– Teacher provides feedback and awards points– Established criteria for points
*Provides high rates of adult attention and specific performance feedback
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What Does This Look Like?
• Daily Check-Out (2:45-3:00)– Consistent location
– Adult positive greeting
– Student totals points, finds percentage and documents
– Daily and/or weekly reinforcer for meeting goals
– Quick debrief and parent note
*Provides positive adult attention, specific performance feedback and progress monitoring
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What Does This Look Like?
KK
0
1020
30
40
5060
70
8090
100
3/3/2008 3/4/2008 3/5/2008 3/6/2008 3/7/2008
Pe
rce
nta
ge
of
Po
ints
Week 9 3/3/2008 3/4/2008 3/5/2008 3/6/2008 3/7/2008 Weekly Average
KK 94% 94% 95% 97% No School 95%
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What Does This Look Like?
RRKS ChartParent Copy
Name:__________ Date:____________
Daily Percentage:________%
Comments:______________________________________
* Daily Percentage goal is 80%
Parent/Guardian Signature:_____________________
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What Does This Look Like?
• Fading Process– Use data to make decisions
• Establish criteria– i.e. 80% of possible points for four weeks
– Conference with student– Fade teacher and move to self-monitoring
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Systems Features
Steps to Implementation
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Designate Program Coordinator
• Assists with selection of students• Communicates plans to participants• Designs CICO point chart • Conducts daily check-in and check-out• Monitors daily progress• Provides feedback and incentives• Makes data decisions
(continue, modify or fade out)
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Establish Criteria and Identify Participants
• Four to six office referrals
• RRKS TOC documentation
• Data indicating attention maintained behavior
• Student willingness to participate
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Select “Host” Environment
• Classrooms with clearly defined – Expectations– Routines– Procedures– Response to problem behavior
• Teacher willingness to participate• Flexibility with student schedules• Start small
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Implement Program
• Conference with students• Model for teachers• Maintain data• Problem-solve
– Students not checking in– Students not getting chart signed– Students not checking out
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Student Results
Behavioral and Academic Outcomes
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Does CICO Make a Difference?
• Change in– RRKS chart data– Attendance– Loss of instructional time
• Classroom problem (RRKS TOC)• Office discipline referral (ODR)
– Grades
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Reference
• Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: Behavior education program. New York: Guilford Press.