Responding to Problem Behavior in Schools: The Check-In, Check-Out Intervention

Description

Now revised and expanded with the latest research and adaptations for additional target behaviors, this is the gold-standard guide to Check-In, Check-Out (CICO), the most widely implemented Tier 2 behavior intervention. CICO is designed for the approximately 1015% of students who fail to meet schoolwide behavioral expectations but who do not require intensive, individualized supports. In a large-size format for easy photocopying, the book includes step-by-step procedures and reproducible tools for planning and implementation. At the companion website, purchasers can download and print the reproducible tools and can access online-only training materials, sample daily progress reports, and an Excel database for managing daily data. (Second edition subtitle: The Behavior Education Program.) New to This Edition *Chapters on CICO in alternative educational settings and for students with internalizing behavior problems. *Content on using CICO for attendance issues, academic and organizational skills, and recess behavior problems. *Chapter on layering additional targeted interventions onto CICO. *Chapter with specific recommendations for training and coaching school teams. *Expanded chapters on frequently asked questions, implementation in high school, and culturally responsive practices. *Supplemental online-only training and data management tools. *Updated throughout with current data and evidence-based procedures. See also Dr. Hawken's training DVD, Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk. Also available: the authors' work on intensive interventions for severe problem behavior, Building Positive Behavior Support Systems in Schools, Second Edition: Functional Behavioral Assessment. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. Cover Half Title Page Series Page Title Page Copyright About the Authors Preface Acknowledgments Contents 1. Introduction to Check-In, Check-Out What Is the Purpose of This Book? What Is CICO? How Efficient and Cost-Effective Is CICO? Why Are Tier 2 Interventions Like CICO Necessary? Which Schools Should Consider Implementing CICO? "If My School Is Already Implementing an Intervention Like CICO for At-Risk Students, Will I Still Benefit from Reading This Book?" "Are There Additional Resources to Aid Implementation of CICO in My School?" 2. The Context for PBIS in Schools Commitment to Prevention of Problem Behavior Key Features and Examples of Interventions at the Tier 2 Level Advantages of CICO as a Tier 2 Intervention Is There Research That Supports the Feasibility and Effectiveness of CICO? Resources Building Tier 1 (Schoolwide) Systems of Behavior Support Building Tier 2 Systems of Behavior Support Building Tier 3 Systems of Behavior Support 3. Basic CICO: Critical Features and Processes Defining Features of Basic CICO Based on Behavioral Principles Why Does CICO Work? A Brief Tour of CICO Elements Antecedent Features of Basic CICO For Whom Is Basic CICO Most Appropriate? How Is the CICO Intervention Integrated into a School’s Other Identification Systems for Students in Need? Decision Process for CICO Placement Referral Form CICO Placement Decision Gathering Baseline Data and Signing Contracts CICO Implementation The Basic CICO Intervention Daily Features of Basic CICO Case Example of CICO in a Middle School Setting Case Example in an Elementary School Setting Biweekly Features Quarterly Features Feedback to Teachers and Staff Troubleshooting Problems with Implementation of Basic CICO 4. Getting a CICO Intervention Started "Is My School Ready to Implement CICO?" "How Do We Build Schoolwide Commitment to the CICO Intervention?" The CICO Development and Implementation Guide Personnel Considerations Location Reinforcement System Referral System System to Manage Data and Fade Intervention System to Address Training Needs Budget Final Considerations Prior to CICO Implementation 5. Roles, Responsibilities, and Training Needs Related to Implementing CICO CICO Coordinator Roles and Responsibilities Leading Morning Check-In and Afternoon Check-Out Entering DPR Data and Maintaining Records Creating CICO Graphs for Behavior Team Meetings Prioritizing Students and Gathering Supplemental Information for Behavior Team Meetings Attending Behavior Support Team Meetings Completing Tasks Assigned at the Behavior Support Team Meetings Training Behavior Support Team Roles and Responsibilities Training Administrator Roles and Responsibilities Teaching Staff Roles and Responsibilities Training Students Roles and Responsibilities Training Parents/Guardians Roles and Responsibilities Training 6. Designing CICO to Fit Your School Designing a DPR Determining Expectations DPR Rating System Nonclassroom Settings Other Considerations Summary Naming the CICO Intervention and the DPR Developing an Effective Reinforcement System for CICO Rationale Assessing Reinforcer Preference Reinforcers for Checking In and Checking Out Reinforcers for Meeting Daily Point Goals Who Provides the Reinforcement Reinforcement for Teachers Reinforcer Budget Summary 7. Selecting Fidelity and Outcome Data Systems to Guide CICO Decision Making Implementing CICO with Fidelity Selecting Students for CICO Identifying Students on CICO Who Need More Assistance Precise Assessment of Low CICO Performance Problem Solving Fading Students from CICO Supports Summary 8. Adaptations to Basic CICO CICO for Academic and/or Organizational Skills How Are Students Screened for Academic and/or Organizational CICO? Measuring Progress CICO for Attendance How Are Students Screened for Attendance CICO? Measuring Progress on CICO for Attendance CICO for Recess CICO for Recess Only Basic CICO plus Recess CICO How Are Students Screened for Recess CICO Measuring Progress on CICO for Recess CICO for Preschool and Younger Elementary-Age Students CICO for Preschool Students Modifications for Younger Elementary-Age Students System-Level Considerations for Adapted CICO Summary 9. Layering More Intensive Interventions onto Basic CICO Importance of Implementing CICO Prior to FBA Advantages of Implementing CICO before Conducting an FBA CICO as the First Layer within Tier 2 CICO plus Social or Academic Groups CICO plus FBA-BSP Functions of Problem Behavior How to Use a Brief FBA to Identify and Add Function-Based Supports to CICO Extending the CICO Model: Cumulative System-Level Benefits of Intensifying CICO Efficiency of MTSS Equity of MTSS Conclusion 10. Considerations for Caregiver Partnership and Culturally Responsive CICO Home and Community Systems Culturally Responsive PBIS Culturally Responsive Tier 2 CICO Matched CICO Mentor/Facilitator and Relationship Building Culturally Responsive Expectations and Language Culturally Responsive Feedback and Reinforcement CICO and Caregivers CICO Home–School Communication Advanced CICO Partnership Establishing Relationships Expectations at Home Co-Creating Goals Collaborative Feedback Contingent, Consistent Reinforcement and Consequences Reciprocal Communication Home Visits Problem-Solving Team Participation Caregiver Needs Assessment Conclusion Frequently Asked Questions Can CICO Work without Caregiver Partnerships? What Strategies Should Be Used for a Resistant Caregiver? What If a Child Lives between Two Separate Households? 11. CICO in High School Settings Research on CICO in High Schools Unique Aspects of High School Contexts Critical Defining Features of the Intervention High School CICO Implementation Recommendations Roles and Responsibilities Identification and Referral of Students Orientations and Trainings The CICO Process in High Schools Conclusion Frequently Asked Questions 12. CICO for Students with Internalizing Behavior Problems Research on Interventions Implemented to Address Internalizing Behavior Problems Call for PBIS to Include Interventions for Internalizing Behavior Problems Previous Research on CICO for Students with Internalizing Behavior Problems CICO for Internalizing Behavior Problems with Universal DPR How to Implement CICO-IB Identifying Students for CICO-IB Check-In Teacher Feedback Check-Out Parent/Guardian Participation Measuring Fidelity of Implementation Measuring Response to Intervention Conclusion Frequently Asked Questions 13. CICO in Alternative Educational Settings Implementing CICO in AE Settings Screening CICO Coordinators/Facilitators The Process Monitoring Progress Fidelity Conclusion Case Example Frequently Asked Questions 14. Training Schools on CICO Implementation: A Guide for Coaches/Trainers Get Ready: Assess Whether the School Is Prepared to Implement CICO Get Set: Prepare for Training Days Go: Training Day Cross the Finish Line: Posttraining 15. Frequently Asked Questions and Troubleshooting CICO Implementation What If a Student Does Not Check In in the Morning? What If a Student Does Not Check Out in the Afternoon? How Do Students Check Out and Still Get to the Bus on Time? What If a Student Is Consistently Not Checking In or Checking Out? What If Several Students Are Not Checking In and Checking Out? What If Students Who Do Not Need CICO Want to Be on It in Order to Earn Reinforcers and Receive Adult Attention? Since CICO Is an Intervention for Students at Risk, Should Students Already Identified as Having a Disability Be Included in the Intervention? How Many Students Can One CICO Coordinator Support? What If Students Lose Their DPRs? What Happens When a Student Gets an ODR in an Unstructured Setting, and It Is Not Reflected on the DPR? How Do Check-In and Check-Out Occur with Multiple Students? How Does Each Student Get One-on-One Attention? What If the Staff Are Not Implementing CICO Correctly? How Do We Know If Teachers Are Giving Positive and Constructive Feedback Throughout the Day (Elementary School) or during Periods (Secondary School)? What If Parents/Caregivers Are Not Following Through or Use CICO as a Punitive System? What If Students Are Consistently Participating in CICO, and Their Behavior Gets Worse? What If Teachers Complain That They Cannot Give Feedback to the Seven Students on CICO in Their Class during Each Marking Period? Is There a Concern with Having a CICO Coordinator/Facilitator Checking Only One Student In and Out? Final Comments on CICO Implementation Appendices References Index