Checkin Check out An Efficient and Effective Intervention

Check-in Check -out An Efficient and Effective Intervention for Mentoring and Behaviour Support Kent Mc. Intosh, University of Oregon Handouts: http: //kentmcintosh. wordpress. com

Overview Describe Tier 2 (“yellow zone”, Targeted) support n Provide details on Check-in Check-out (CICO) n ¨ How it works ¨ How to implement ¨ How to monitor progress ¨ How to troubleshoot issues

A Day in the Life n n Hsin’s parents work long hours at Aberdeen Centre. He doesn’t seem to have any friends, and he is wary of teachers. No adults in the school can say they really know him. Hsin comes to school without breakfast, tries to make as little noise as possible, eats lunch alone, and makes his way through the day with as little interaction as possible. He returns home to do homework and chores alone. ¨ What does Hsin need to be successful?

A Day in the Life n n Eddie is a talkative, charming guy. He has regularly struggled with basic organisational skills. He is impulsive, inattentive, late, and never turns his homework in. Everyone in the school knows him by name. Eddie tries to make it to class on time, but there are just too many people to tell what happened to him yesterday. He does his homework but forgets to turn it in. Eddie gets the “you need to get your act together” talk from at least half of his teachers every day. ¨ What does Eddie need to be successful?

A Day in the Life n n Kevin has been a child in care since Grade 1 and now splits his nights between a foster home and the street. Kevin is a non-reader and has difficulties with peers. He has been abusing alcohol and tobacco for 3 years. Kevin gets to school mid-morning, drunk or high, trying to give it another go. He is confronted at the door by the VP and spends the morning in her office. He gets into a fight in the hall, gets suspended, and takes off a few more days for good measure. ¨ What does Kevin need to be successful?

A Day in the Life Sarah is known by her teachers as a hard worker and role model for her peers. She has a few close friends and enjoys school. n Sarah comes to school early to help her last year’s teacher prepare for class. She excels in her classes. After school, she tutors some of the younger students in the school who need additional help. n ¨ What does Sarah need to be successful?

Hsin Eddie Kevin Sarah

The Three Tier Model Hsin Eddie Kevin Sarah 3: Intensive Intervention For students with significant challenges 2: Targeted Intervention For students at risk for challenges 1: Universal Prevention For all students (prevent challenges)

Tier 2 Interventions n Efficient, ongoing programs for multiple students who need some additional support beyond universal programs ¨ Continuously available ¨ Rapid access (within 72 hrs. ) ¨ Consistent with school-wide system ¨ All school staff have access/knowledge n Should work for most (but not all) students

Tier 2 Interventions: Common Features Increased structure and feedback n Social/social-emotional skills instruction n Regular & frequent opportunities for success (and recognition) n Academic assistance n What Tier 2 interventions do you have in your schools?

Common Tier 2 Interventions Homework Club n Rule School n Behaviour Contracting n Social Skills Groups n Grief/Loss/Friendship Groups n Sensory Room (“Green Room”) n FRIENDS for Life n

What do many Tier 2 systems look like?

Why focus on Tier 2 systems? A trick… or a person… …is not a system.

Why focus on Tier 2 systems? n Serves multiple students at one time (15 -25 students at once) ¨ More efficient use of resources than 1 student at a time n n n Students can start almost immediately Requires almost no legwork from referring staff All school staff know about it, understand their role in it, and know the referral process

Check-in Check-out (CICO) (aka the Behaviour Education Program) n A program to add: ¨ Mentoring by an adult in the school who looks out for the student ¨ Structured process of feedback and recognition to a school day ¨ Instruction in needed skills ¨ School-home communication ¨ Built-in monitoring of student progress

CICO Components n Combination of effective strategies ¨ Mentoring ¨ Daily Point Card (Daily Behavior Report Card) ¨ Performance Feedback ¨ School-Home Notes (see Crone, Hawken, & Horner, 2010)

Research on CICO to date: 28 published studies (Hawken et al. , 2014) n Public schools with typical resources ¨ No n n n “hired guns” Implemented from Pre-K to Secondary School Rated by teachers and students as efficient, effective, and acceptable Results for most students (~67% of students Grades, PK to 12): ¨ Reductions in problem behaviour ¨ Increases in academic engagement ¨ Reduced ratings of problem behaviour ¨ Increased ratings of prosocial behaviour

Why does CICO work? 1. Improved structure in all locations n n Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

No surprises…

Why does CICO work? 1. Improved structure in all locations n n 2. Student is set up for success n n n 3. Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides momentum Increase in performance feedback and recognition n Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)

Positive adult attention is around every corner

How often do we recognize students for their successes?

Why does CICO work? 1. Improved structure in all locations n n 2. Student is set up for success n n n 3. First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides momentum Increase in performance feedback and recognition n 4. Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional) Linking school and home support n Provide format for positive student/parent contact

How can we help build the capacity of our parents?

Why does CICO work? 1. Improved structure in all locations n n 2. Student is set up for success n n n 3. n n Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional) Linking school and home support n 5. First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides momentum Increase in performance feedback and recognition n 4. Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour Provide format for positive student/parent contact The ultimate goal is student self-regulation n Gives skills to self-monitor and manage their performance

Co-regulation and Zones of proximal development

CICO is about CONNECTING: Connecting students with caring and supportive adults n Connecting students and teachers through meaningful performance feedback n Connecting home and school through increased communication n

Think-pair share n Think back to your school days… In your school(s), did you have an adult who made a positive impact in your life? n Why? Who was it? n

What does CICO look like?

Student Recommended for CICO is Implemented Check-in Check-out System CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

Student Recommended for CICO is Implemented Check-in Check-out System CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

CICO Daily Cycle 1. Student checks in with mentor at arrival to school ¨ Acknowledge student for checking in ¨ Prepare student for day Do they have materials? n Do they need neutralizing activity? n ¨ Turn in previous day’s signed card ¨ Pick up day’s card ¨ Review/reteach daily goals ¨ Precorrections for appropriate behaviour

CICO Daily Cycle 2. At each class period ¨ Student brings card to teacher ¨ Teacher acknowledges student for checking in ¨ Teacher rates & provides feedback 3. Check out with mentor at end of day ¨ Review day’s points & goals ¨ Mentor acknowledges and/or encourages ¨ Take successful card home for parent signature

CICO Daily Cycle 4. Give successful card to parent/ ¨ Parent acknowledges/recognizes successes n Acknowledgement n Encouragement for next time ¨ Parent signs card 5. Student returns signed card next day 6. Coordinator enters daily point data

Sample CICO Card Name: ______________ Date: _______ 0 = Needs work, 1 = “OK” Safe 2 = Nice Job Responsible Respectful Morning Work 0 1 2 Reading 0 1 2 Lunch/Recess 0 1 2 0 1 2 0 1 2 Math PE/Music/Block Today’s goal Comments: Today’s total points

CICO Card

HAWK Report Student ________Teacher__________ Date ____ 0 = Not Yet 1= Good 2= Excellent Be Safe Be Respectful Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = Today _______% 50 Teacher initials Be Your Personal Best 0 1 2 Goal _______%

CICO Card: Dufferin

CICO Self-Monitoring Card Name: ______________ Date: _______ 3 = Great 2 = Okay 1 = Hard Time + = Accurate Safe - = Not accurate Kind Responsible Homeroom 3 2 1 English 3 2 1 Math 3 2 1 History 3 2 1 Elective 3 2 1 Today’s goal: Today’s total points: Today’s Accuracy Goal: Today’s Accuracy Total:

A Critical Feature of Effective Point Cards in Tier 2 systems n Use a single card with school-wide expectations ¨ Card needs to be quick & easy for staff to complete ¨ Ok to vary cards developmentally n i. e. , primary vs. intermediate

Name: Date: Block 1 Block 2 Block 3 Block 4 Safety 0 1 2 Organization 0 1 2 Achievement 0 1 2 Respect 0 1 2 Name: Date: Pencil sharpened Homework completed Raise hand to talk Be on time Keep hands to self 1. Check in 2. 3. Music on MWF 4. PE on T TH 5. Math 6. Lunch 7. Recess 8. 9. Language arts 10. Snack 11. Research projects 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 1 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 1 2 3 4 1 2 3 4 2 2 2 3 3 3 4 4 4 1 2 3 4

Name: Date: Safety Organization Achievement Respect Block 1 0 1 2 Block 2 0 1 2 Block 3 0 1 2 Block 4 0 1 2 If you need to individualize, put specific prompts here Safety Name: Date: Keep hands to self Organization Achievement Turn in homework Do my own work Respect Raise hand to talk Block 1 0 1 2 Block 2 0 1 2 Block 3 0 1 2 Block 4 0 1 2

CICO video demonstration

Think-pair share What did you see that you liked? n What did you see that you might do differently? n

How do we implement CICO?

Is CICO right for your school? n Do you have Tier 1 (“green zone”) PBS systems in place? ¨ Use fidelity measures at PBISassessment. org

What is PBIS Assessment? PBIS Assessment is a web-based computer program that allows you to enter, view generated reports, and compare data across years for PBS decision making n And it’s free to use! n

What measures can be used with PBIS Assessment? Team Implementation Checklist n Self-Assessment Survey n School-wide Evaluation Tool n Benchmarks of Quality n School Safety Survey n Tiered Fidelity Inventory n

How can I enter information? n n n You can enter pen and paper surveys into the system or have respondents (staff, students, parents) complete surveys online All you need to do is set up an account with your district coordinator and set survey completion times District coordinators: contact Kent Mc. Intosh (kentm@uoregon. edu) to get set up with a coordinator account

Fidelity Assessment Check-in n Are you using a system for assessing fidelity of implementation?

PBS Fidelity Quick Assessment q q q Administrator support Staff support (≥ 80%) Team with meeting procedures in place Team has ongoing action plan Team regularly completes self-assessments of fidelity Expectations defined and posted (3 -5, positive) q q q Matrix in place Expectations taught systematically Acknowledgement system is used Instructional consequences in place Team uses discipline data for decision making Classroom PBS systems in place

Is CICO right for your school? n Do you have Tier 1 (“green zone”) systems in place? ¨ Use n fidelity measures at PBISassessment. org How many students in your school need moderate support? ¨ If > 10 students, consider CICO ¨ If < 10 students, focus on individualized interventions n A CICO system typically supports 15 to 30 students per year

Guiding Questions 1. 2. Is CICO something our school needs? If so, what more do we need to know to implement CICO? ¨ ¨ ¨ ¨ Readiness? Teaming? Coordination? Enrollment? Data systems? Monitoring progress? Troubleshooting? Graduation/fading?

CICO Readiness Checklist (Crone, Hawken, & Horner, 2010) Tier 1 (“green zone”) behaviour support system in place with fidelity n Staff buy-in for implementing CICO n ¨ CICO n implementation a top priority Administrative support ¨ Time and money allocated

CICO Self-Assessment and Action Planning Form n Form online Handouts: http: //kentmcintosh. wordpress. com

CICO Implementation Steps 1. 2. 3. 4. 5. 6. Create a CICO team Identify and train CICO Coordinator Create a daily CICO card Develop a nomination system Create a data system Create a plan to train teachers, students, and parents

1. Create a CICO team n Representative team (could be SBT) Teachers, staff, administrator ¨ CICO Coordinator ¨ CICO Mentor(s) ¨ n n Access to resources Meeting time at least every two weeks

Organization and Structure n Coordinator ¨ Chair CICO meetings, faculty contact, improvement n Mentor(s) ¨ Check-in, n n check-out, meeting, data entry WHAT FITS YOUR SCHOOL? Combining these roles/ responsibilities across multiple staff or not? Together (Coordinator + Mentor) = about 10 hours/wk All staff ¨ need to know about the program and their roles

2. Identify/train CICO Coordinator and Mentors n n n n Lead morning check-in & afternoon check-out Enter CICO data daily Organize and maintain records Process CICO nominations Create graphs for CICO meetings Gather supplemental information for CICO meetings Prioritize CICO students for team meetings

CICO Coordinator vs. Mentor Coordinator n n n Facilitates the CICO system Runs the meeting Enrols students ¨ n n n Training Contact for staff and families Organizes and summarizes data for meetings May also be Mentor n n Check-in at start of day Check-out at end of day Attends CICO meetings May enter daily CICO data

CICO Coordinator: Selection Considerations ¨ Who would be a good coordinator? ¨ What duties/responsibilities will s/he have? ¨ Do we need to adjust schedules/time/ workload for this person? ¨ How will we train the coordinator? ¨ How will we evaluate the coordinator’s effectiveness? ¨ Who will be our back-up coordinator? ¨ What steps do we need to take to make this happen?

CICO Coordinator: Planning for Sustainability Plan for turn-over n Increase sustainability n ¨ Document n all procedures School CICO handbook ¨ Active management from administrators ¨ Write coordinator duties into a job description ¨ Devote FTE to the coordinator position

CICO Mentor: A good candidate is. . . In the building everyday n Available at the beginning and end of each day n Someone students like and enjoy being around n Enthusiastic n Organized n Positive n

CICO Mentor: Getting Creative Daily check-in/check-out only (data and organization is the CICO Coordinator’s responsibility) n School custodian n School office staff n

Think-pair share Who in your school might serve as a CICO Coordinator? n Who in your school might serve as CICO Mentors? n

3. Create a daily CICO card n Identify the behaviour expectations for ratings ¨ Consistent with school-wide expectations ¨ Fixed or variable ¨ Positively stated n Identify how often teachers rate the students’ behaviour n Ensure the card is age-appropriate n Ensure the card is teacher-friendly and easy to use n Decide if a different card will be used for home notes

What do we do when parents are overly negative about points?

CICO Home Report Name: _______________ Date: _______ I met my goal today ______ I had a hard day One thing I did really well today was: ____________ Something I will work on tomorrow is: ____________ Comments: Parent/Guardian Signature: ____________________________ Comments:

Student Recommended for CICO is Implemented Check-in Check-out System CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

4. Develop a nomination system n Identify criteria for placing students on CICO ¨ Teacher nomination ¨ Automatic referral (multiple behaviour incidents) Create a parental consent/notification form n Create decision rules for CICO graduation n

CICO Parent Consent Form: Dufferin

CICO Startup Process 1. School team identifies student Teacher nomination form ¨ Automatic nomination (Multiple discipline referrals) ¨ 2. 3. 4. Student must choose to participate Teach routines to students, teachers, & parents Establish school & home recognition system

CICO Fit: Desirable criteria n A moderate number of referrals ¨ Minor referrals ¨ Behaviors that are not dangerous to self/others ¨ Across several different settings n Adult attention is rewarding

Do not include (without modifications): Students who bring a weapon to school n Students who injure/may injure themselves or others n Students with a high number of referrals n Students with referrals from only one setting, teacher, or time n Students who find adult attention aversive n

Pick Your Candidate… George • 17 referrals • From multiple classrooms, cafeteria, hall, and bus Richard • 5 referrals John • 5 referrals • From playground • 2 from classroom, 2 • Defiance, from hall, 1 from inappropriate bus language • Disruption, defiance, fighting defiance, tardy, harassment • Caught with box cutter

Teacher Nomination Process: Example

Teacher Nomination Form: Example

Automatic Nomination: SWIS Referrals by Student Start the year by reviewing last year’s data: CICO can help to start the year off on the right foot

Automatic Nomination Process n Set Decision Rules ¨ For n example: Students with 2 nd major referral = TEAM REVIEW ¨ Print an individual student discipline report for each identified student to examine patterns (location, time, problem behavior, etc. )

CICO Nomination Process: Guiding Questions 1. 2. 3. 4. 5. 6. How will teachers refer students & who will the referral go to? What data is needed after the referral is received & who will gather it? How will we determine if a student is appropriate for CICO? How will we inform teachers of this process? What is our anticipated time frame for examining and acting upon referrals? What will we do if a student does not appear to be a good fit?

Sample Student Lesson Plan n Leanne Hawken’s typical teaching plan for elementary school students online ¨ Explain CICO in general ¨ Walk through the card n Have student show/describe expected behavior n Explain points process and goals ¨ Teach process for: n Check-in with mentor n Check-in and out with teacher(s) n Check-out with mentor n Taking card home Handouts: http: //kentmcintosh. wordpress. com

Activity n Find a neighbour. n Provide them some positive feedback about their behaviour.

Student Recommended for CICO is Implemented Check-in Check-out System CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

5. Create a data system n n Identify/create a computer program to enter and graph data Identify: ¨ Who will enter data ¨ Who will create graphs for team meetings n Create guidelines/timelines for: ¨ Sharing graphs with the whole staff ¨ Sharing graphs with parents

Evaluating CICO Progress Team meetings at least every other week n Evaluate point data for current students n ¨ Coordinator provides graphs for all students ¨ Troubleshoot students not making progress ¨ Consider graduation for successful students n A key activity – triage

Evaluating CICO Progress: Options CICO-SWIS (www. pbisapps. org) n Excel graph online n Handouts: http: //kentmcintosh. wordpress. com

Evaluating CICO Progress: Sample Agenda CICO Team Meeting Agenda Date: ______ Note Taker: ______ Team Members Present: ______________ List of Priority Students: 1) Evaluate Current Student Progress (priority students) 2) Discuss New CICO Referrals 3) Identify Students to Receive Extra Acknowledgment 4) Other CICO Issues or Students

Tier 2 Intervention Tracking Tool

Tier 2 Tracking Tool What action plan items would you suggest given this data?

6. Create a plan to train teachers, students, and parents n Design lesson plans to train students ¨ Checking in and out with mentor and teacher ¨ Accepting feedback appropriately n Create plan to train parents on how to provide feedback at home ¨ Positive n or encouraging All staff taught rules for accepting, completing, and returning the card ¨ Positive first interaction n Encouragement and precorrection ¨ Specific feedback (“parent safe”)

Check-In Check-Out Staff Introduction Compliments of Chris Borgmeier

CICO (Check-In Check-Out) • Designed for Students with moderate problem behaviours • Most appropriate when problem behaviours are maintained by adult/peer attention • Students “check-in” with an adult at the start of each school day • Students “check-out” with an adult at the conclusion of each school day • Students get feedback from teachers throughout the day

CICO • Students establish 3 -5 goals with the CICO adult – Goals are based on the school wide expectations – Typical goal is to achieve at least 80% of daily available points • Students on CICO have a point card they pick up at the beginning of each day • Students take the point card to each class • Adults in each setting award the student 1 -3 (or 0 -2, etc. ) points for appropriate behaviour during the period • Students return the CICO card to the CICO check-out adult at the end of the school day

Student Recommended for CICO is Implemented Check-in Check-out System CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

Class by Class Check-In • Student gives CICO card to teacher at the beginning of class – Location in room that does not draw peer attention – Greet student positively… • “Nice to see you today, Joe. Great job being on time. ” – Depending on time, may or may not give a brief prompt about class. • “Today we’re talking about photosynthesis. We’re going to take notes and then complete a worksheet together. ”

Class by Class Check-In • Within last 5 minutes of class: – Teacher provides a SCORE that reflects class behaviours (in consideration of schoolwide rules) • Teacher can provide a comment – positive comments encouraged • “Thanks for being on time!” • “Great questions!” • Nice work having homework done. ”

Class by Class Check-In • Goal of class by class checks: – Increase positive interactions with adults • Positive verbal and written feedback – Get feedback about classroom performance • Score – Use feedback to create, modify and track CICO goals – Give the student a mechanism for approaching teachers. – Fade class by class check over time to increase self-management skills.

Class by Class Check-In • Score reflects performance. – If you can make verbal suggestions for improving performance using POSITIVE language, do so. • “Great job being on time. If you bring your homework next time you’ll get a 2!” – If you cannot make a suggestion for improvement using positive language then don’t focus on negative -- say nothing.

Class by Class Check-In • Students report the #1 reason they do not get the card scored by teachers is because of negative verbal or written feedback. • Written comments should ALWAYS be positive. – “Catch” them behaving appropriately. – Find something about their time in class to reward with verbal or written praise

Class by Class Check In Greeting Examples • Hello! • Great to see you today Olivia! • Nice shirt! • Glad to see you on time today! • Hey Donovan, we’re going to have a quiz today on graphing. You can take the next 2 minutes to look through your notes. Greeting, Non Examples • It’s about time you got to class. • We’re having a test today and you haven’t been here to get the class notes. • I hope today is better than yesterday.

2 1 2 If a student gives you a card, score a 2, 1 or 0 in each row for your assigned time(s); do so at the end of each period, Do NOT wait until the end of the day

Class by Class Check-out Exit, Examples Exit Non-Examples • Great job, you got a 2 today! • I really like the way you were on time and participated in the class discussion, thanks! • Nice work getting your homework done! • I appreciate your comments today. • I like how you were paying attention while I was talking today. • Too bad, try again tomorrow. • Maybe if you got here on time you’d get a 2 AND actually learn something. • Homework #2 still not done. • Last test score was a 35.

Monitoring Student Progress • Daily point card data will be entered into our data system & used to guide decision making for students in CICO Baseline Check In Check Out

Rewards & Home Component • Students earn rewards once they have earned enough points. Points needed to earn specific rewards are negotiated with the CICO coordinator CICO Trading Post Maintaining Consequence 100 pts Wants Attention Complete assignment with a peer Chose order of class activities 250 pts 400 pts Wants something Wants to escape attention Wants to something Choose a snack / tangible Computer time by self Short break Work in separate part of room Alternative activity Time alone Alternative assignment Choose a 5 min. activity School wide reward card Class teaching assistant for a period. More time for selected activity Lunch for peer and student for FREE New school /art supplies Class reward: free time, or pizza party avoid Free ticket to sporting event / dance / etc. Independent work space Get out of school early

Home Component • Students take the CICO card home each night* • Parents sign the CICO card and prompt the student to return the card • Parents are asked to provide acknowledgement and praise when the student has a good day • Parents are asked not to reprimand the student after an unsuccessful day • The CICO card is to praise desirable behaviour and not re-punish inappropriate behaviours

Questions or Suggestions • Thank you!

Monitoring progress with CICO

Creating IEP Goals and Objectives using Daily Point Report Cards Collect PLEP by rating student without training student to use card n Set initial objective as 10% of points above baseline n Revise based on data n

How to look at daily point data and make decisions 1. Is the student making point goals? 2. CONTINUE - REVISE - FADE ? 3. If REVISE, what changes need to be made? n n Are the points being given accurately? Is there day-to-day consistency? What are the actual point card patterns? What do we need to change?

Using CICO data for decision making Decisions to make: 1. Is the student experiencing more success? 2. CONTINUE – REVISE – FADE ? A B C D

DECISION-MAKING QUESTIONS 1. Is the student making point goals? 2. CONTINUE - REVISE - FADE ? 3. If REVISE, what changes need to be made?

“Poster Boy” Pierre n Symptoms: ¨ Consistently n making points (> 1 month) Prescription: ¨ Fade CICO Graduate n Remove components n Move to self-management system n

DECISION-MAKING QUESTIONS 1. Is the student making point goals? 2. CONTINUE - REVISE - FADE ? 3. If REVISE, what changes need to be made?

“Cold Turkey” Cole n Symptoms: ¨ Suddenly n stops using card Prescription: ¨ Check fidelity ¨ Assess barriers to checking in/out ¨ Assess reinforcement system n Change incentives? Increase frequency? ¨ Assess mentor-student relationship ¨ Assess home component

DECISION-MAKING QUESTIONS 1. Is the student making point goals? 2. CONTINUE - REVISE - FADE ? 3. If REVISE, what changes need to be made?

“Check-in” Charlie “Check-out” Chelsea n Symptoms: ¨ Regularly n skips checking in or out Prescription: ¨ Assess barriers to checking in/out ¨ Re-teach and re-practice point card skills ¨ Provide additional check-in/out points

“Math Wiz” Matthew n Symptoms: ¨ Fails n to check out when day is blown Prescription: ¨ Provide additional check-out points ¨ Provide partial points n Running total instead of yes/no points ¨ Assess n home component Is it too punitive?

DECISION-MAKING QUESTIONS 1. Is the student making point goals? 2. CONTINUE - REVISE - FADE ? 3. If REVISE, what changes need to be made?

“Missed the Bus” M’shell n Symptoms: ¨ Never n made point goals Prescription: ¨ Check program fidelity ¨ Re-teach and re-practice point card skills n e. g. teach how to accept critical feedback ¨ Assess reinforcement system n Change incentives? Increase frequency? ¨ Assess mentor-student relationship ¨ Consider function-based support

DECISION-MAKING QUESTIONS 1. Is the student making point goals? 2. CONTINUE - REVISE - FADE ? 3. If REVISE, what changes need to be made?

“Bad Hair Day” Betty n Symptoms: ¨ Some n good days, some bad days Prescription: ¨ Look at overall data n A day of the week? for weekly patterns ¨ Go to the cards and assess n Time of day? Subjects? daily patterns ¨ Individualize the plan n e. g. cool-down routine, academic help, change in structure, etc.

Troubleshooting CICO

Potential Challenges n Student won’t carry card ¨ Assess student commitment ¨ Consider less obtrusive method n Mentor provides card to teacher and picks up n Student continues to receive feedback from teacher n Student isn’t checking in or out ¨ Determine reason ¨ Identify a more preferred n person as mentor Teacher fidelity ¨ Assess teacher commitment/enthusiasm ¨ Re-teach ¨ Student as prompter ¨ Redesign card?

Differential Effects by Function of Problem Behaviour Discipline Referrals Adaptive Skills Mc. Intosh, Campbell, Carter, & Dickey, 2009

Differential Effects by Function of Problem Behaviour Externalizing Behaviour Internalizing Behaviour Mc. Intosh, Campbell, Carter, & Dickey, 2009

Modifying/Intensifying/Individualizing CICO n Peer Attention: Provide peer attention for meeting expectations ¨ Check out with friend ¨ Brief free time with friend at end of class n Escape Academic Task: Provide relief from difficult tasks ¨ Breaks, shorten work requirement ¨ Access to assistance ¨ Preferred way to complete work (e. g. , groups) ¨ Provide academic support

Peer Attention CICO Modification 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

Avoid Adults CICO Modification 32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time) Do not check in with adult in am/pm; unless student IDs adult

CICO Modification Middle/Sec. Escape Academic Task n Morning Check-in Students check-in with counsellor All homework completed? Prepared for the school day with all necessary materials? ¨ Opportunity to complete unfinished homework and to gather materials ¨ ¨ n Daily point card and Homework tracker Receive feedback each period about behaviour during class (participation, staying on-task, completing work) ¨ Record assignments on homework tracker ¨ n Afternoon Check-out ¨ ¨ ¨ n Check-out with counsellor Review point card and homework tracker Does student know what is due tomorrow? Have all materials needed to complete assignments? Home Component ¨ ¨ Parents review daily feedback with student Sign card to indicate if student has completed all homework

CICO Modification Elementary Escape Academic Task Explicitly teach an alternative/replacement behavior (break requests) n Promote self-management by teaching students to “keep track” of their breaks n Establish & Teach teachers (and students) how this will look in the classroom n Make it feasible and sustainable for classroom teachers to implement n

Breaks are Better Card

Modifying/Intensifying/Individualizing CICO n Change feedback process ¨ More frequent check-ins ¨ More time with (preferred) mentor ¨ Pair attention with other incentives n Add social skills instruction ¨ Group Middle of day n Common curriculum n ¨ Individual n Tailored to individual needs

CICO Troubleshooting Flowchart n Flowchart online Handouts: http: //kentmcintosh. wordpress. com

Fading CICO

What do we do when students are doing well on CICO? n n 1. 2. 3. CELEBRATE! (GRADUATE? ) Options Simply take the intervention away Gradually remove different components of CICO Teach the student to self-monitor

Removing Components of CICO Gradually decrease checks during the day (keep check in and out) n Remove check in n Remove check out n Remove parent feedback n n Monitor behaviour for continued success ¨ Modify removal plan as needed

Self-Monitoring (Campbell & Anderson, 2011) Phase 1: Train the student n Teach the student how to evaluate her/his behaviour (with specific examples) n Teach the student how to use the modified card n Teach the student how to handle disagreements

Self-Monitoring (Campbell & Anderson, 2011) Phase 2: Active Accuracy Checks n Students rate their own behaviour n Teachers also rate behaviour and check for accuracy (agreement) n Students should receive praise and points for accuracy as well as positive behaviour

Self-Monitoring (Campbell & Anderson, 2011) Phase 3: Periodic Accuracy Checks n After meeting a criterion (e. g. , 90% accuracy for two weeks), accuracy checks may be reduced to random teacher checks n If the student continues to show appropriate behaviour, other features of the intervention may be faded

How do we learn more about CICO?

Manual on How to Implement Check-in Check-out n Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2 nd ed. ). New York: Guilford Press.

Action Planning Time

Effective Action Plans What are our next steps for implementing? n Establish n ¨ WHO will do ¨ WHAT by ¨ WHEN

Action Plan handout

CICO Self-Assessment and Action Planning Form n Form online Handouts: http: //kentmcintosh. wordpress. com

Contact Information n Kent Mc. Intosh Special Education Program University of Oregon kentm@uoregon. edu @_kentmc Cannon Beach, Oregon © Go. Pictures, 2010 Handouts: http: //kentmcintosh. wordpress. com