Consistency in Check-In/Check-Out
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Transcript of Consistency in Check-In/Check-Out
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Consistency in Check-In/Check-Out
Danielle PiaseckiNovember 16, 2012
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Review of Check-In/Check-Out Consistency Results from other schools Common issues and solutions Questions
Agenda
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Tiered Model of Support
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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).
Check-In/Check-Out (CICO)
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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.)
Why does it work?
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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).
Consistency
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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)
Consistency
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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).
Results from other schools
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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)
Results from other schools
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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.)
Common problems and solutions
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Questions?
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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.
Sources
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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.
Sources