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Consistency in Check-In/Check-Out

Consistency in Check-In/Check-Out. Danielle Piasecki November 16, 2012. Agenda. Review of Check-In/Check-Out Consistency Results from other schools Common issues and solutions Questions. Tiered Model of Support. Check-In/Check-Out (CICO).

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Consistency in Check-In/Check-Out

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  1. Consistency in Check-In/Check-Out Danielle Piasecki November 16, 2012

  2. Agenda • Review of Check-In/Check-Out • Consistency • Results from other schools • Common issues and solutions • Questions

  3. Tiered Model of Support

  4. Check-In/Check-Out (CICO) • 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).

  5. Why does it work? • 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.)

  6. Consistency • 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).

  7. 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)

  8. Results from other schools • 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).

  9. 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)

  10. Common problems and solutions • 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.)

  11. Questions?

  12. Sources • 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.

  13. 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.

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