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Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support for four students with disabilities who were not successful in general education settings while receiving only a secondary level intervention. Results indicated that the combination of secondary and individualized function-based interventions effectively decreased problem behavior for all participants. Teachers and students rated the interventions as acceptable and effective. Research and practice implications are discussed.

Check-In, Check-Out (CICO) is one of the most widely implemented Tier 2 behavior interventions in a school-wide system of Positive Behavior Interventions and Supports (PBIS). Much literature has documented implementation of CICO across individual schools or districts. The Illinois PBIS Network, currently known as the Midwest PBIS Network, has provided extensive training and technical assistance (TA) on CICO with more than 400 schools in more than 125 districts. The purpose of this descriptive study was to detail the training process for implementation of CICO across 441 schools, evaluate student success based on Daily Progress Reports (DPRs), and document fidelity and implementation on a subset of 41 elementary and 13 middle schools. Results indicated more than 80% of students earned at least 80% of their DPR points, the majority of schools implemented CICO with more than 70% fidelity, and schools were able to support between 7% and 12% of student population on CICO. Implications for practice and suggestions for future research are included.

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.