EDSP 3700_ Intervention Handout

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Clemson University *

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3700

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Health Science

Date

Dec 6, 2023

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pdf

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Uploaded by KidBoulder11839

Check In/ Check Out Cate Fogle Target Population Check in/ Check out (CICO) is a common Tier 2 support in the multilevel system Positive Behavior and Interaction Support (PBIS). Tier 2 supports address students who are nonresponsive to Tier 1 intervention and may include general education students at risk for emotional disturbance, students with disabilities who engage in minor-to-moderate behavior problems, and students with emotional disturbance who have progressed and no longer need intensive Tier 3 support (Commisso, Gaier, Kern, Majeika, Van Camp, Wehby, & Kelly. (2019). Steps of Implementation 1. Morning Check In. During the morning check in, students meet with a CICO coordinator review their expectations for the day, set goals for their behavior throughout the day, and receive their Daily Progress Reports (DPR). 2. Regular Teacher Feedback on Daily Progress Reports. Throughout the day, teachers will frequently fill out the students’ Daily Progress Reports. The teachers will give back verbal feedback on whether or not the student met their behavior expectations on their sheet and give them points based on their behavior. 3. Afternoon Check Out. At the end of the day, students will meet with their CICO coordinator to review their Daily Progress Report. They review the verbal feedback the teachers gave on their DPR and based on the points the student received on their DPR they receive praise and problem solve in areas where expectations were not met. 4. Parent Communication. At the end of each school day, students bring their Daily Progress Reports home to their parents or guardians. The parent or guardian will review and sign their DPR. This confirms to the CICO coordinator that the parent has seen the Daily Progress Report.

Benefits of Implementation One of the biggest benefits of implementing Check in/ Check out is this systems’ effectiveness. Numerous studies have been conducted that illustrate Clock in/ Clock out is effective. According to research, CICO can be effective for reducing disciplinary oﬃce referrals, decreasing problem behavior, and increasing adaptive behavior (Commisso, Gaier, Kern, Majeika, Van Camp, Wehby, & Kelly. (2019). Implications for Practitioners Practicioners who are implementing Clock in/ Clock out should encourage student engagement. This could be implemented in progress monitoring and decision making. As with any intervention, there is an adjusment period where practitioners and students need time to work out the kinks ( Mallory, Hampshire, & Carter, (2021). As students needs and interests’ change, updates to their Daily Progress Reports should be made. Overall, practitioners should monitor interventions to motivate the students. Sources Commisso, C. E., Gaier, K., Kern, L., Majeika, C. E., Van Camp, A. M., Wehby, J. H., & Kelly, S. (2019). How to Make Adaptations to Check In/Check Out to Increase Its Effectiveness. Teaching Exceptional Children , 52 (1), 30–37. https://doi-org.libproxy.clemson.edu/10.1177/0040059919858329 Mallory, P. J., Hampshire, P. K., & Carter, D. R. (2021). Tier 2 Behavior Interventions: By the Student, for the Student. Intervention in School and Clinic , 57(1), 41-48. https://doi-org.libproxy.clemson.edu/10.1177/1053451221994812

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