Check-in/Check-out

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Check-in/Check-out

• Susan Barrett
• sbarrett_at_pbismaryland.org

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Organizer

• Overview of targeted interventions
• Summary of CICO
• Using CICO data for decision-making
• Possible Pitfalls Things to plan for
• Successwhat next

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Core features

• Behavioral Priming/ Behavioral Momentum
• Start school off positively
• Start each class off positively
• Student recruitment of contingent adult attention
• Approach adults (teachers/ family)
• Predictability
• Self-management
• Data-based decision-making
• Excruciating Efficiency

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Research Support

• Pre schools
• Sandy Chafouleas, et al 2007
• Elementary Schools
• Anne Todd et al in press
• Sarah Fairbanks et al, 2007
• Amy Kauffman-Campbell, dissertation
• Doug Cheney et al, 2006 2007
• Leanne Hawken et al. 2007
• Filter et al., 2007
• Middle Schools
• Leanne Hawken et al 2003
• Rob March et al 2002
• High Schools
• Jessica Swain-Bradway, in progress

• CICO is an Evidence-Based Practice
• At least 5 peer reviewed studies
• At least 3 different researchers/settings
• At least 20 different participants

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Intensive Intervention Specialized
Individualized Systems for Students with
High-Risk Behavior
School-Wide Positive Behavior Support
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Targeted Interventions Specialized Group Systems
for Students with At-Risk Behavior
Universal Intervention School-/Classroom- Wide
Systems for All Students, Staff, Settings
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80 of Students
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Meeting the Needs of All Students

• Problem
• Foundation in place 10-20 of students will not
  be successful
• Solution?
• Individualized interventions for all?

• Alternative Targeted Interventions
• Efficient and effective
• For yellow zone students

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Behavior Report Card
First Steps
Lunch buddies
Social Skills Groups
Homework Club
Principal's Club
Check and Connect
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Targeted Interventions

• Matches needs of school
• Similar across students
• Staff trained in intervention
• Implemented within 5-days of identified need
• Data collected to monitor outcomes
• Function-based

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Successful Implementation Requires

• Foundation of universal behavior support

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Successful Implementation Requires

• Foundation of universal behavior support
• Understanding of behavioral function
• Faculty agreement to
• Support all students
• Use recommended secondary interventions
• Data-based decision-making
• Resources to start program

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Organizer

• Overview of targeted interventions
• Summary of CICO
• Using CICO data for decision-making
• Possible Pitfalls Things to plan for
• Successwhat next

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Student Recommended for CICO
Check In Check Out (CICO)
CICO is Implemented
CICO Coordinator Summarizes Data For Decision
Making
Exit Program
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CICO Record Name ____________________________
Date ______________
3 great 2 OK 1 hard time
Safe Responsible Respectful
Check In 3 2 1 3 2 1 3 2 1
Before Recess 3 2 1 3 2 1 3 2 1
Before Lunch 3 2 1 3 2 1 3 2 1
After Recess 3 2 1 3 2 1 3 2 1
Check Out 3 2 1 3 2 1 3 2 1
Todays goal Todays goal Todays total points Todays total points
Comments
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(No Transcript)
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CICO Home Report Name __________________________
___ Date _____________ ______ I met my goal
today ______ I had a hard day One thing I did
really well today was _______________________ S
omething I will work on tomorrow is
______________________ Comments
Parent/Guardian Signature _____________________
_______ Comments
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CICO Trading Post
Points Required Wants attention Wants item/activity Wants to escape attention Wants to avoid something
100 pts Take note to office/teacher Ask a peer to play/read/draw Be a leader Principles recess Trip to treasure chest Choose a snack Choose a 5 min. activity School wide sticker Principles recess Computer time by self Short break Alternative activity
250 pts Computer with a friend Extra sharing time More time for selected activity Free ticket to sporting event Time alone Independent work space Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party New school /art supplies Get out of school early
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Why does CICO Work?

• For students
• Program can be applied in all school locations
• Acknowledgement for appropriate behavior
• Linked school and home support
• Program is organized to morph into
  self-monitoring
• For Schools
• Program requires minimal resources
• Requires minimal time and effort from teachers
• Can be easily modified to meet needs of multiple
  students
• Incorporates data-based decision-making

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Roles Responsibilities

• School team
• Identify students who may benefit
• Monitor implementation
• Evaluate effects and modify/fade as needed
• Coordinator
• Facilitate morning and afternoon checks (in
  out)
• Get signed form from students, give new form
• Maintain positive, constructive environment
• Acknowledge successes
• Teachers
• Obtain form from student each day
• Monitor student behavior and mark card accurately
• Provide feedback to student in positive and
  constructive manner
• Students
• Check in and out each day
• Give form to teacher
• Meet expectations
• Take form home and have parents sign, bring to
  school the next day

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Organizer

• Overview of targeted interventions
• Summary of CICO
• Using CICO data for decision-making
• Possible Pitfalls Things to plan for
• Successwhat next

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Monitoring CICO

• Identified CICO Team
• Identifies students who may benefits
• Coordinates implementation
• Reviews student progress
• Makes modifications as needed
• Data for decision making
• Team must have access to data
• Team reviews data at least bi-monthly

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Monitoring Outcomes

• Percent of possible points earned
• Teacher-completed summaries
• Direct observations

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Monitoring Outcomes

• Percent of possible points earned
• Teacher-completed summaries
• Direct observations

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Data Management

• Summarize points across days
• Manually
• Electronically
• Graph data for easy presentation

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Organizer

• Overview of targeted interventions
• Summary of CICO
• Using CICO data for decision-making
• Possible Pitfalls Things to plan for
• Successwhat next

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CICO element Variations/ options Considerations
1. Coordinator(s) Educational/instructional assistant School counselor High school mentor Consistency Efficiency One person or two Freeing up time for person to do the job well
2. Check in/out routine Come to school early Leave class early Same location/different locations What about tardy students? Missing instruction time How does it work for busers, walkers, car riders?
3. Point system and daily report card Numbers/words/smiley faces 0, 1, 2 1, 2, 3 great, OK, bad (difficult time) Age appropriate I get a point for being honest/ trying (1, 2 , 3)
4. Report home Meet with parents individually as part of the CICO training Provide ideas for comments to write back, things to say to student, how to deal with a bad day Staff mentor signs off if family cant Parents might correct student again Student may forge parent signature
5. Identifying students to participate Final recommendation by TAT Review of ODRs, teacher concern, family request, student request, administrator request Avoid making this a punishment
6. Staff training A few at a time (start small to build routine success) All at once Efficiency in teaching time Wont remember unless using CICO What happens when a student gets an office discipline referral?
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CICO element Variations/ options Considerations
7. Student training As a group Individually Daily prompts for routine the first five days What to do if staff/teacher isnt available Teach students to remind staff/teachers to use program Loss of card during the day
8. Substitute staff Train a back up check in and check out person Rotate roles so many people can contribute as needed Administrator Front office staff for tardy students CICO cheat sheet for substitute teacher folder Lack of opportunity to maintain fluency, positive practice, consistency Prevent punitive approach
9. Point trading system Spending schedule Need a variation of items/activities to fit many situations Discounted school activities work really well Prizes/activities for whole class are great for kids who like peer attention Too often Not often enough Student absent on spending day Financial costs for rewards Time costs for staff who are earned
10. Team meeting to review student progress Weekly data review, call a meeting as needed Email check in with teachers/families Coordinator not available/ no meeting no meeting/ no data review. No data review.. program and/or kid get a bad name if it doesnt work
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Modifying CICO

• Peer attention Provide peer attention for
  meeting expectations
• Check out with friend
• Sit with friend(s) at lunch
• Brief free time with friend at end or class
• Task avoidance
• breaks, shorten work requirement
• Access to assistance
• Preferred work modality (e.g., groups)
• Schedule of reinforcement
• More frequent check-ins
• Highly preferred coordinator
• Pair attention with other rewards

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Modifying CICO

• Young children
• Symbols
• More frequent checks during day
• Earn rewards more often

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Potential Pitfalls

• Fidelity
• Assess teacher commitment/enthusiasm
• Re-teach
• Teacher self monitoring
• Student wont carry card
• Student checks in and out
• Coordinator provides card to teacher and picks up
• Student continues to receive feedback from
  teacher
• Self monitoring
• Computerized system
• Student isnt checking in or out
• Determine reason
• Identify preferred person to check in/out with
• Is this component needed?

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Organizer

• Overview of targeted interventions
• Summary of CICO
• Using CICO data for decision-making
• Possible Pitfalls Things to plan for
• Successwhat next

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Things Went Well What Now?

• Data-based decision-making
• Ways to remove
• Move to self-monitoring
• Remove components

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Self-Monitoring Interventions

• Student monitors own behavior
• Student checks in with teacher periodically to
  review ratings and receive feedback

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Self Monitoring After CICO

• Expected behaviors stay the same
• Reinforcers stay the same
• Student checks in same amount of times
• Student monitors behavior using CICO card
• Plan for teaching accuracy in monitoring

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Teaching Accuracy

1. Student and teacher record separately
2. Compare records reinforce accuracy
3. Over time, compare less often
4. Reinforce appropriate behavior only
5. Periodically reinforce accuracy

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Example Lucy

• Lucy has been on CICO for 3.5 months she has
  earned 90 of points each week for the last 10
  weeks
• Coordinator provides rationale for self
  monitoring to Lucy
• Coordinator teaches Lucy to self monitor using
  examples and non-examples
• When program begins, Lucys teacher goes over
  examples and non-examples
• First week Lucy and teacher monitor and compare
  records
• Teacher provides acknowledgement and feedback
  based on accuracy
• Ratings agree 95 of time
• Second week
• Teacher monitors appx. 60 of time feedback
  based on accuracy
• Feedback at other times based on Lucys
  monitoring of behavior
• Coordinator
• Feedback based on accuracy (with teacher records)
• When Lucy monitors independently, feedback based
  on behavior

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Things Went Well What Now?

• Data-based decision-making
• Ways to remove
• Move to self-monitoring
• Remove components

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Removing Components of CICO

• Gradually decrease checks during the day (keep
  check in and out)
• Remove check out
• Remove parent feedback
• Remove check in
• Monitor behavior throughout