Populations CICO

Benefit:
The Check-in/Check-out
strategy has been show to help
the following populations:
1) Students with Learning
Disabilities
2) Students with Emotional
Behavioral Disturbance
3) Students with behavior
problems
4) Students with ADHD
5) Almost all students if
implemented correctly

What is Check-In/Check-Out?

Benefits of CICO:
Check-in/check-out has been
shown to decrease classroom
problem behavior and increase
academic engagement for
elementary- and middle schoolaged children (Campbell &
Anderson, 2008). With frequent
progress monitoring, teachers
are able to best address
students needs and behavioral
problems (Boden, Ennis, &
Jolivette, 2012). Studies have
been done that show the
systematic implementation of
the CICO program was effective
in reducing the overall level of
students' disruptive classroom
behavior (Filter et al, 2007).

CICO is a behavioral
intervention designed to
support students who
demonstrate persistent at-risk
behavior by pro- viding
structure and feedback (Ruiz
et al, 2014). It is a tier 2
targeted behavior intervention
used to help reduce behavior
problems in school and
monitors progress towards
meeting school-wide or
individual behavioral goals
(Filter, 2007; Boden, Ennis, &
Jolivette, 2012).

Check-In/Check-Out
CICO

Why should we use CICO?

Check-in/Check-out is a part of the Positive Behavior Intervention Support (PBIS)
program and is put into place to decrease behavior problems. When CICO is
implemented successfully, there have been positive results with reducing behavior
problems, especially with younger children (Ruiz et. al, 2014). This type of behavior
interventions works well with all students, but it can easily be transferred and
modified to help students with disabilities (Boden, Ennis, & Jolivette, 2012).

References:

How to implement Check-in/Check-Out

1. Student is recommended for a CICO behavior intervention plan because the
student is not school-wide expectations or tier I interventions (Ruiz et al, 2014).
2. A baseline for behavior goals is determined
3. Every morning, students check in with a school staff member who provides them
with CICO cards stating daily behavior and point goals for the day.
4. Students carry the CICO card to every class for teacher input.
5. At the end of each class period, teachers rate how well students met their
behavior goals for the day and offer positive feedback.
6. Before leaving school, students check out with the designated staff member, who
summarizes the data, gives them feedback about the day, and delivers verbal praise
or tangible rewards (reinforcers) earned.
7. At home, parents or guardians sign the CICO card and return it to school the
following day.

(Ruiz et. al, 2014)

Boden, L., Ennis, R., & Jolivette, K. (2012).

Implementing check in/check out for students
with intellectual disability in self-contained
classrooms. Teaching Exceptional Children,
45(1), 32-39.
Campbell, A., & Anderson, C. M. (2008). Enhancing
effects of check-in/check-out with functionbased support. Behavioral Disorders, 33(4),
233-245.
Filter, K. J., McKenna, M. K., Benedict, E. A., Homer, R.
H., Todd, A. W., & Watson, J. (2007). Check
in/check out: A post-hoc evaluation of an
efficient, secondary-level targeted intervention
for reducing problem behaviors in schools.
Education & Treatment Of Children, 30(1), 6984.
Ruiz, M., Smith, T., Naquin, G., Morgan-Datrio, C., &
Dellinger, A. (2014). Assessing the
implementation fidelity of check-in check-out
behavioral interventions in elementary and
middle schools. Preventing School Failure,
58(1), 42-49.