Check In/Check Up/Check Out (CICUCO)
Similar to the Check In/Check Out system; however, this intervention is designed for students who need more support and attention throughout the day. Therefore, students meet with their mentor adult for a mid-day Check Up, in addition to the morning and afternoon meetings. During the mid-day meeting, the student and mentor review the points earned thus far (aiming for 50%), acknowledge appropriate behaviors and decisions, earn reward and receive verbal praise, and discuss areas of difficulty.
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This has proven to be an effective intervention if students are exhibiting off task behaviors as a means to get peer or adult attention (rather than trying to avoid or escape situations).
Students have a daily Check In every morning (with a specific person, at a specific place and time), earn points throughout the day for exhibiting appropriate behaviors, which is documented on their CICO progress form, and have an afternoon Check Out to determine their efforts towards meeting their daily goal. Parents are sent copies of this form as well.
The concept is that the Check In/Check Out person provides the student with positive interactions to begin and end the day, with reminders of how to demonstrate appropriate behavior. Throughout the day, students solicit feedback from teacher(s); teachers are encouraged to remind the students of the positive behavioral expectations and comment positively when the student exhibits those behaviors. At the end of each class, the teacher documents the student’s behavior by assigning points earned. At the end of day, students return to the Check Out person for the daily total, and get a copy to take home.
This intervention has proven effective when there are reasonable expectations for each student; in other words, the goals set are not too high and can therefore be attained by the student.
Students have a daily Check In every morning (with a specific person, at a specific place and time), earn points throughout the day for exhibiting appropriate behaviors, which is documented on their CICO progress form, and have an afternoon Check Out to determine their efforts towards meeting their daily goal. Parents are sent copies of this form as well.
The concept is that the Check In/Check Out person provides the student with positive interactions to begin and end the day, with reminders of how to demonstrate appropriate behavior. Throughout the day, students solicit feedback from teacher(s); teachers are encouraged to remind the students of the positive behavioral expectations and comment positively when the student exhibits those behaviors. At the end of each class, the teacher documents the student’s behavior by assigning points earned. At the end of day, students return to the Check Out person for the daily total, and get a copy to take home.
This intervention has proven effective when there are reasonable expectations for each student; in other words, the goals set are not too high and can therefore be attained by the student.
How to:
Prior to Implementation, as a team develop a daily progress report/form that indicates the following: school wide/class wide expectations; the number of points the student could earn for following those expectations during each class; personal behavior expectations; the target/goal number of points to earn daily; a written prompt for teachers to share positive comments about the student behavior; and a written prompt for parents to comment as well.
Determine the target number of points to earn daily by using the average number of points the student has earned during baseline data collection. The target goal will then gradually increase as the intervention continues.
Train student in expectations for CICO. Explain the process as a support system to help student demonstrate more appropriate behavior and identify an adult who will conduct both the Check Ins and Check Outs (the students can choose). Show student the form and explain its various aspects. Practice how to ask teacher(s) for feedback at end of class and explain that teacher(s) will document points earned for specific targeted behaviors. Identify the times and place for Check In and Check out.
Train teachers/school staff in expectations for CICO, particularly with how to record the behavior and encourage students to meet their goals for consistency. Teachers are encouraged to use positive language with the student around the specific behaviors and goals, “You remembered to raise your hand, even when you were excited!” or “I think you can do better. Let’s aim for that for next period.” Troubleshoot ideas for issues that may arise (i.e. students losing their forms, teachers forgetting to document the behavior).
Implementation Procedures:
Determine the target number of points to earn daily by using the average number of points the student has earned during baseline data collection. The target goal will then gradually increase as the intervention continues.
Train student in expectations for CICO. Explain the process as a support system to help student demonstrate more appropriate behavior and identify an adult who will conduct both the Check Ins and Check Outs (the students can choose). Show student the form and explain its various aspects. Practice how to ask teacher(s) for feedback at end of class and explain that teacher(s) will document points earned for specific targeted behaviors. Identify the times and place for Check In and Check out.
Train teachers/school staff in expectations for CICO, particularly with how to record the behavior and encourage students to meet their goals for consistency. Teachers are encouraged to use positive language with the student around the specific behaviors and goals, “You remembered to raise your hand, even when you were excited!” or “I think you can do better. Let’s aim for that for next period.” Troubleshoot ideas for issues that may arise (i.e. students losing their forms, teachers forgetting to document the behavior).
Implementation Procedures:
- In the morning, student checks in with designated adult. The adult (counselor, vice principal, chosen by the students and/or team) provides positive interaction and reminds student of their specific expectations and goals for behavior. Student gets new blank CICO progress report, which includes prompts for expected, appropriate behaviors.
- After each class/period, student solicits feedback from the teacher, including points earned for each behavior goal, which is documented by the teacher on the CICO progress report. The student can document the points, but the teacher needs to sign the form for accountability and accuracy.
- At the mid-day meeting--the Check Up--the student and the designated adult meet again to review the points earned thus far (aiming for 50%). The designated adult acknowledges appropriate behaviors and decisions, gives earned reward and offers verbal praise, and discusses areas of difficulty.
- At the end of day, student checks out with designated adult. Adult provides reinforcement if student meets daily goal.
- The original CICO progress report is kept by a designated adult for data collection and progress monitoring, while a copy of the daily report is sent home for parent feedback and input. Parent input and signature is shown to the adult the next morning at Check In; in ideal situations, parents also provide rewards at home for attaining daily goals.
Reference:
Swoszowski, N. C., McDaniel, S. C., Jolivette, K., Melius, P. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the
off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), pp. 63-79. doi: 10.1353/etc.2013.0024
Swoszowski, N. C., McDaniel, S. C., Jolivette, K., Melius, P. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the
off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), pp. 63-79. doi: 10.1353/etc.2013.0024