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

1. Tier 2 InterventionsCheck-In/Check-Out (CICO) Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu

2. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

3. Questions about Tier 2 InterventionsSystems Considerations • 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

4. Check-In/Check-OutResearch Support • CICO is an Evidence-Based Practice • At least 5 peer reviewed studies • At least 3 different researchers/settings • At least 20 different participants • 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

5. Major Features of Targeted Interventions • 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

6. How is CICO different than other “Behavior Card” 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

7. Critical Characteristics of Check-In/Check-Out (CICO) • explicitly teachingexpected behavior to the student • structured promptsfor appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • regular Data for Monitoring student progress Keys to Changing Behavior

8. Why does CICO Work? • 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.

9. 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

10. Organization and Structure • 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.

11. Identification and Referral • 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)

12. Contract/Agreement • Agreement to succeed • Student: Student chooses to participate • Parent • CICO coordinator • Teachers • Contract may be written or verbal • Better if written

13. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Student Recommended for CICO BASIC CYCLE Check In Check Out (CICO) CICO is Implemented Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

15. Example Middle School Point Card

16. SWIS-CICO ReportDaily Points Graph

17. Average Points x Period

18. Single Period Report3rd Period

19. SWIS-CICO Report What NOW? CICO

20. Questions about Tier 2 InterventionsSystems Considerations • 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

21. CICO 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

22. Next Steps • 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?

23. Who should attend Mar 31- Apr 1 • 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

24. Next Steps • 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