Tier 2 InterventionsCheck-In/Check-Out (CICO)

Chris Borgmeier, PhDPortland State University

cborgmei@pdx.edu

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

What constitutes a Tier 2 Intervention?◦ An intervention that:

Serves multiple students at one time More efficient use of resources that 1 student at a time

Students can get started with almost immediately upon referral

Requires almost no legwork from referring staff to begin implementation of the intervention with a student

All school staff know about, understand their roll with, and know the referral process for

◦SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires

significant organization by referring staff… it’s not a targeted intervention

Questions about Tier 2 InterventionsSystems Considerations

Check-In/Check-OutResearch 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

1. At least 5 peer reviewed studies

2. At least 3 different researchers/settings

3. At least 20 different participants

Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention based on assessment

◦ Functional Assessment Adequate resources (admin, team)

◦ weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making

Major Features of Targeted Interventions

CICO is a “System” implemented within a School◦ Behavior cards are typically an isolated student

intervention implemented by a teacher Implemented in all settings, throughout the

school day All teachers and staff are trained Students are identified proactively & receive

support quickly Team uses data for decision making to

determine progress & guide decision making

How is CICO different than other “Behavior Card” Interventions?

1) explicitly teaching expected behavior to the student

2) structured prompts for appropriate behavior

3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the

student gains new skills 6) system for communicating with parents 7) regular Data for Monitoring student

progress

Critical Characteristics of Check-In/Check-Out (CICO) Keys to Changing

Behavior

Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.

Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO Work?

Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem behavior

incorporate academic support Linking school and home support

Provide format for positive student/parent contact Program is organized to morph into a self-management

system Increased options for making choices Increased ability to self-monitor performance/progress

Why does CICO Work?

Coordinator Chair CICO meetings, faculty contact, improvement

Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk

Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services

All staff commitment and training Simple data collection and reporting system.

Organization and Structure

Multiple office referrals◦ ID at-risk students at beginning of school year based on previous years

data◦ ID students based on cumulative ODR in school year

Referral◦ by teacher

Teacher Request for Assistance◦ by parent

Time to action:◦ 30 min to 7 days (goal is < 72 hours)

Identification and Referral

Agreement to succeed◦ Student: Student chooses to participate◦ Parent◦ CICO coordinator◦ Teachers

Contract may be written or verbal◦ Better if written

Contract/Agreement

Student Recommended for CICO

CICO is Implemented

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly SST Meetingto Assess Student

Progress

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

BASIC CYCLE

Check In Check Out (CICO)

Example Middle School Point Card

SWIS-CICO ReportDaily Points Graph

Average Points x Period

Single Period Report3rd Period

SWIS-CICO Report

Support Plan Change Description

09/10/2008 CICO09/19/2008 Brief FBA & modified CICO for Escape Acad Tasks

CICOWhat NOW?

What constitutes a Tier 2 Intervention?◦ An intervention that:

Serves multiple students at one time More efficient use of resources that 1 student at a time

Students can get started with almost immediately upon referral

Requires almost no legwork from referring staff to begin implementation of the intervention with a student

All school staff know about, understand their roll with, and know the referral process for

◦SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires

significant organization by referring staff… it’s not a targeted intervention

Questions about Tier 2 InterventionsSystems Considerations

Limitations Most effective for students who respond well to

adult attention It doesn’t work for everyone

Strengths Format provides an Excellent foundation for

critical elements of Targeted Interventions◦ Data system, card for prompting, communication w/

family Potential for modification to meet needs across

students w/ variety of needs

CICO

Is the CICO (Check and Connect) system appropriate for you?

Are there more than 10 students with chronic patterns of problem behavior?

Is a school-wide system in place Is there faculty commitment to work with tougher kids? Are in-school resources available to implement? Are district resources available to support start-up?

Next Steps

Should be there:◦ Administrator◦ CICO Coordinator (who is ID’d to play role in your

school)◦ Behavior Specialist (person with behavioral

expertise)

Additional option◦ Teacher or CICO Specialist (if different from

Who should attend Mar 31- Apr 1

Identify CICO Team to Build CICO System & Materials◦ Administrator◦ CICO Coordinator◦ Check In/Out staff member(s)◦ Behavior Specialist (e.g. SPED/SPSY)◦ Teacher

CICO Team will attend trainings Mar. 31st & Apr. 1st

SW-PBIS (& CICO sub-team) will present CICO system to staff to pilot spring implementation in March

Next Steps