Tier Two and an Evidence-Based Practice:  Check-In/Check-Out Janice Morris, Barbara Mitchell and Nicole Reifesel Columbia ...
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized ...
What Do We Know? <ul><li>1.  Understand interaction between behavior and the </li></ul><ul><li>teaching environment </li><...
Goals Today … <ul><li>Overview of Check-in/Check-out  </li></ul><ul><li>Example of applied work in progress  </li></ul><ul...
Check-in/Check-out What, Who, Why and  Research Results
What is CICO? <ul><li>Targeted intervention that provides </li></ul><ul><ul><li>Daily academic and behavioral support </li...
Who Benefits? <ul><li>CICO is for students who </li></ul><ul><ul><li>Continue to display problems with universal supports ...
Why Use CICO? <ul><li>Provides systematic intervention to reduce problem behavior that may lead to increased academic achi...
Research Supported Practice <ul><li>Schools can successfully implement </li></ul><ul><li>Decreases problem behavior </li><...
Applied Work in Progress Gentry CICO Process
What Does This Look Like? <ul><li>Daily Check-in (7:30-7:50) </li></ul><ul><ul><li>Consistent location </li></ul></ul><ul>...
What Does This Look Like? <ul><li>Throughout the Day </li></ul><ul><ul><li>Student carries chart </li></ul></ul><ul><ul><l...
What Does This Look Like? <ul><li>Daily Check-Out (2:45-3:00) </li></ul><ul><ul><li>Consistent location </li></ul></ul><ul...
What Does This Look Like?   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 Schoo...
What Does This Look Like? <ul><li>RRKS Chart </li></ul><ul><li>Parent Copy </li></ul><ul><li>Name:__________ Date:________...
What Does This Look Like? <ul><li>Fading Process </li></ul><ul><ul><li>Use data to make decisions </li></ul></ul><ul><ul><...
Systems Features Steps to Implementation
Designate Program Coordinator <ul><li>Assists with selection of students </li></ul><ul><li>Communicates plans to participa...
Establish Criteria and Identify Participants <ul><li>Four to six office referrals </li></ul><ul><li>RRKS TOC documentation...
Select “Host” Environment <ul><li>Classrooms with clearly defined  </li></ul><ul><ul><li>Expectations </li></ul></ul><ul><...
Implement Program <ul><li>Conference with students </li></ul><ul><li>Model for teachers </li></ul><ul><li>Maintain data </...
Student Results Behavioral and Academic Outcomes
Does CICO Make a Difference? <ul><li>Change in </li></ul><ul><ul><li>RRKS chart data </li></ul></ul><ul><ul><li>Attendance...
Reference <ul><li>Crone, D. A., Horner, R. H., & Hawken, L. S.  (2004).  Responding to problem behavior in schools:  Behav...
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Tier Two and Evidence-based Practices: Check-In Check-Out (Part 2)

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Tier Two and Evidence-based Practices: Check-In Check-Out (Part 2)

  1. 1. Tier Two and an Evidence-Based Practice: Check-In/Check-Out Janice Morris, Barbara Mitchell and Nicole Reifesel Columbia Public Schools
  2. 2. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
  3. 3. What Do We Know? <ul><li>1. Understand interaction between behavior and the </li></ul><ul><li>teaching environment </li></ul><ul><ul><ul><li>Behavior is functionally related to the teaching environment </li></ul></ul></ul><ul><li>Provide supports to Teach pro-social “ replacement ” behaviors </li></ul><ul><ul><li>Small group or targeted to function </li></ul></ul><ul><li>3. Create environments to support the use of </li></ul><ul><li>appropriate behaviors </li></ul><ul><li>Practice and acknowledge success </li></ul>
  4. 4. Goals Today … <ul><li>Overview of Check-in/Check-out </li></ul><ul><li>Example of applied work in progress </li></ul><ul><li>Systems Features </li></ul><ul><li>Student Results </li></ul>
  5. 5. Check-in/Check-out What, Who, Why and Research Results
  6. 6. What is CICO? <ul><li>Targeted intervention that provides </li></ul><ul><ul><li>Daily academic and behavioral support </li></ul></ul><ul><ul><li>Systematic performance feedback </li></ul></ul><ul><ul><li>High rates of adult attention </li></ul></ul><ul><ul><li>Mechanism for making data-based decisions </li></ul></ul><ul><ul><li>Communication link between school and home </li></ul></ul>
  7. 7. Who Benefits? <ul><li>CICO is for students who </li></ul><ul><ul><li>Continue to display problems with universal supports in place </li></ul></ul><ul><ul><li>Demonstrate behavior patterns that are functionally related to obtaining attention </li></ul></ul><ul><ul><li>Need increased levels of structure, routine and feedback </li></ul></ul>
  8. 8. Why Use CICO? <ul><li>Provides systematic intervention to reduce problem behavior that may lead to increased academic achievement for students who find adult and/or peer attention reinforcing </li></ul>(Crone, Horner, & Hawken, 2004, p. 9)
  9. 9. Research Supported Practice <ul><li>Schools can successfully implement </li></ul><ul><li>Decreases problem behavior </li></ul><ul><li>Effective for 60-75% of second tier, at-risk students </li></ul><ul><li>Ineffective for students who do not find adult attention reinforcing </li></ul><ul><li>Use of FBA can enhance success </li></ul><ul><li>(Crone, Horner, & Hawken, 2004, pp. 9-10) </li></ul>
  10. 10. Applied Work in Progress Gentry CICO Process
  11. 11. What Does This Look Like? <ul><li>Daily Check-in (7:30-7:50) </li></ul><ul><ul><li>Consistent location </li></ul></ul><ul><ul><li>Begin with positive greeting </li></ul></ul><ul><ul><li>Prompt for chart </li></ul></ul><ul><ul><li>Prepare for day (breakfast, pencil, paper, planner) </li></ul></ul><ul><ul><li>Reminder of expectations </li></ul></ul><ul><ul><li>* Provides access to positive peer and adult attention, precorrects for behavioral and academic expectations and organizes student materials </li></ul></ul>
  12. 12. What Does This Look Like? <ul><li>Throughout the Day </li></ul><ul><ul><li>Student carries chart </li></ul></ul><ul><ul><li>Teacher greets and precorrects </li></ul></ul><ul><ul><li>Teacher provides feedback and awards points </li></ul></ul><ul><ul><li>Established criteria for points </li></ul></ul><ul><ul><li>*Provides high rates of adult attention and specific performance feedback </li></ul></ul>
  13. 13. What Does This Look Like? <ul><li>Daily Check-Out (2:45-3:00) </li></ul><ul><ul><li>Consistent location </li></ul></ul><ul><ul><li>Adult positive greeting </li></ul></ul><ul><ul><li>Student totals points, finds percentage and documents </li></ul></ul><ul><ul><li>Daily and/or weekly reinforcer for meeting goals </li></ul></ul><ul><ul><li>Quick debrief and parent note </li></ul></ul><ul><ul><li>* Provides positive adult attention, specific performance feedback and progress monitoring </li></ul></ul>
  14. 14. What Does This Look Like? 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%
  15. 15. What Does This Look Like? <ul><li>RRKS Chart </li></ul><ul><li>Parent Copy </li></ul><ul><li>Name:__________ Date:____________ </li></ul><ul><li>Daily Percentage:________% </li></ul><ul><li>Comments:______________________________________ </li></ul><ul><li>* Daily Percentage goal is 80% </li></ul><ul><li>Parent/Guardian Signature:_____________________ </li></ul>
  16. 16. What Does This Look Like? <ul><li>Fading Process </li></ul><ul><ul><li>Use data to make decisions </li></ul></ul><ul><ul><ul><li>Establish criteria </li></ul></ul></ul><ul><ul><ul><ul><li>i.e. 80% of possible points for four weeks </li></ul></ul></ul></ul><ul><ul><li>Conference with student </li></ul></ul><ul><ul><li>Fade teacher and move to self-monitoring </li></ul></ul>
  17. 17. Systems Features Steps to Implementation
  18. 18. Designate Program Coordinator <ul><li>Assists with selection of students </li></ul><ul><li>Communicates plans to participants </li></ul><ul><li>Designs CICO point chart </li></ul><ul><li>Conducts daily check-in and check-out </li></ul><ul><li>Monitors daily progress </li></ul><ul><li>Provides feedback and incentives </li></ul><ul><li>Makes data decisions </li></ul><ul><li>(continue, modify or fade out) </li></ul>
  19. 19. Establish Criteria and Identify Participants <ul><li>Four to six office referrals </li></ul><ul><li>RRKS TOC documentation </li></ul><ul><li>Data indicating attention maintained behavior </li></ul><ul><li>Student willingness to participate </li></ul>
  20. 20. Select “Host” Environment <ul><li>Classrooms with clearly defined </li></ul><ul><ul><li>Expectations </li></ul></ul><ul><ul><li>Routines </li></ul></ul><ul><ul><li>Procedures </li></ul></ul><ul><ul><li>Response to problem behavior </li></ul></ul><ul><li>Teacher willingness to participate </li></ul><ul><li>Flexibility with student schedules </li></ul><ul><li>Start small </li></ul>
  21. 21. Implement Program <ul><li>Conference with students </li></ul><ul><li>Model for teachers </li></ul><ul><li>Maintain data </li></ul><ul><li>Problem-solve </li></ul><ul><ul><li>Students not checking in </li></ul></ul><ul><ul><li>Students not getting chart signed </li></ul></ul><ul><ul><li>Students not checking out </li></ul></ul>
  22. 22. Student Results Behavioral and Academic Outcomes
  23. 23. Does CICO Make a Difference? <ul><li>Change in </li></ul><ul><ul><li>RRKS chart data </li></ul></ul><ul><ul><li>Attendance </li></ul></ul><ul><ul><li>Loss of instructional time </li></ul></ul><ul><ul><ul><li>Classroom problem (RRKS TOC) </li></ul></ul></ul><ul><ul><ul><li>Office discipline referral (ODR) </li></ul></ul></ul><ul><ul><li>Grades </li></ul></ul>
  24. 24. Reference <ul><li>Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: Behavior education program . New York: Guilford Press. </li></ul>
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