Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out

Weber, M.; Rich, Sara E. House; Gann, Candace J.; Duhon, Gary J.; Kellen, Stephanie Smith

doi:10.1353/etc.2019.0022

Cited by 7 publications

(1 citation statement)

References 26 publications

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“…The CICO intervention has the following main components: (a) students “check-in” with an adult (the CICO coordinator) in the morning, receive their daily report card (DRC; also referred to as a daily point card), and review the day’s expectations; (b) students receive ongoing feedback from teachers and staff throughout the day; (c) students “check-out” in the afternoon and review their DRC with the CICO coordinator, discussing the level of success; and (d) the DRC, or a summary of the DRC, is sent home for parents to sign and return the following day. Delivery of reinforcement for meeting daily goals is also included [ 20 , 21 ]. When the student checks-out and discusses their overall behavior performance, the coordinator assesses the student’s progress by quantifying the student’s daily report card scores.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Check-In/Check-Out to Improve Classroom Behavior of At-Risk Elementary School Students

Sottilare

Blair

2023

Behavioral Sciences

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The multi-tiered school-wide positive behavioral interventions and supports offers a comprehensive model for the prevention of behavioral and academic problems in schools. This study evaluated Check-in/Check-out (CICO), a Tier 2 intervention, with three elementary school students from a high-need population, whose problem behavior was hypothesized to be maintained by teacher attention. The study employed a concurrent multiple baseline design across participants, a single case experimental design to examine the effects of CICO on student academic engagement and problem behavior during instruction. Results indicated that implementation of CICO with fidelity by the CICO coordinator, classroom teachers, and parents lead to increased academic engagement and reduced problem behavior in all three students. Tau-U Effect sizes were medium to large for academic engagement and small to medium for problem behavior across students. Data on two students indicate that systematically fading the number of times teachers utilize the daily report card has the potential for promoting maintenance effects. For one student, fading of the coordinator was successful. Social validity assessment indicated high levels of satisfaction with the CICO intervention by the participating students, teachers, and one parent.

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Section: Introductionmentioning

confidence: 99%