Check In Check Out: A Targeted Intervention

1. Check In Check Out:A Targeted Intervention Michele Wackman—School Psychologist District #623 Adapted from information from: Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson, Terry Scott University of Oregon and University of Connecticut

2. Goals • Define 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

3. Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  ~80% of Students

4. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Home/school linkage • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week for coordination • Student chooses to participate • Continuous monitoring for decision-making

5. WHAT IS CHECK-IN CHECK-OUT? • Check-In Check-Out (CICO) is a Tier II, group-oriented intervention, designed especially for students whose problem behaviors (a) are unresponsive to Tier I practices and systems, (b) do not require more immediate individualized interventions, and (c) are observed across multiple settings or contexts.

6. Behavior Education Program (BEP)aka Check-In/Check-Out (CICO)

7. Check-In Check-Out Practice Features • Increased positive adult contact • Embedded social skills training • Direct link to school wide behavioral goals and expectations • Frequent feedback • Daily home-school communication • Positive reinforcement contingent on meeting behavioral goals

8. General CICO Coordinator Characteristics •  Fluent with CICO procedures •  Respected as a positive adult by students •  Effective communication skills with students, school staff, and family members •  Consistent with follow-through and activity completion •  Effective in using data for decision making with regard to student • progress and implementation fidelity COORDINATORS ARE KEY! A coordinator must be in school daily, and have a flexible schedule at the beginning and end of the day. “The coordinator must be someone who the students respect, enjoy, and trust. This person should be enthusiastic, positive, and friendly” (Crone, Hawken, & Horner, 2010)

9. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Request for Assistance ODR Level Family or Student request Student Recommended for CICO CICO Coordinator Behavior support team Class Check out TeacherChecks Class Check in

10. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Student Recommended for CICO • Morning Check-In • Check student “status” • Review home card • Provide Daily Progress Rpt • Greet and praise Class Check out • Teacher Checks • Student give card to teacher • Teacher praise/ prime • Provide Daily Progress Rpt • Greet and praise • End of class feedback TeacherChecks Class Check in

11. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Student Recommended for CICO • Home Check • Student give card to parent • Parent praise/ prime • No negatives • Parent signs Class Check out TeacherChecks Class Check in • Afternoon checkout • Review day • Retrieve card • Send copy to family • Record points in SWIS

12. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle 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 Class Check out TeacherChecks Class Check in

13. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

14. HAWK Report Date ________ Student _______________Teacher___________________

15. Daily Progress Report

16. 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 feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

17. 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 locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day

18. Why does CICO Work? • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

19. Getting CICO Started • Use the CICO Self-Assessment • Use the CICO Action Plan • Team • Recorder • Facilitator

20. Logistics for Setting up a CICO program • 1. Faculty and staff commitment • Is 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 support • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” (50% reduction) with 67% of students. • CICO does NOT replace need for individualized supports. • 2. Team available / Coordinator available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks)

21. Logistics for Setting up a CICO program • 3. School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • 4. Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

22. Logistics for Setting up a CICO program • 5. Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • 6. Home report process • Can be same as progress card • Can be a unique reporting form

23. 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:

24. Logistics for Setting up a CICO program • 7. Trading menu • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned • 8. Collecting, summarizing and using data • Daily updates • Weekly review by team • Referral for individualized interventions. 28

25. Daily Data Used for Decision Making

26. Daily Data Used for Decision Making

27. Check-in Check-out EmbeddedWithin SWIS

34. Check-in Check-out EmbeddedWithin SWIS

36. Logistics for Setting up a CICO program • 9. Morning Check-in Routine • Teaching students when, when, how • Teaching check-in coordinator • Assess • Reward • Set-up or Redirect • 10. Teacher Check-in/Check-out Routine • Teach students when, when, how • Teaching staff/faculty • Reward • Set-up for success, positive momentum • Evaluation

37. Logistics for Setting up a CICO program • 11. Afternoon Check-out Routine • Teach students when, where, how • Teach CICO coordinator data collection, acknowledge success, encourage improvement. • Consider self-recording system for older students • 12. Family Review Routine • Teach students when, where, how • Teach family only to acknowledge success, sign

38. Logistics for Setting up a CICO program • 13. Team Meeting Decision Making • Reporting of student status • Process for adjusting when CICO is not successful • 14. Planning for success • Identifying success • Fading support • Embedding self-management

39. Logistics for Setting up a CICO program • 15. Planning for more intensive, individualized support. • Functional behavioral assessment • Tier III support team • 16. Substitute Teacher routine • How to inform and orient new teachers • 17. Playground, cafeteria, bus routines

40. Summary • Targeted interventions • Highly Efficient, structured support • CICO is one option • Assess for whom it will work • Enlist whole faculty involvement • CICO will still need supplement from Tertiary, Function-based support system

42. Action Steps: • Complete CICO self-assessment (handout at tables)

43. Check-In/Check-Out Self-Assessment