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Check In Check Out (CICO)

Check In Check Out (CICO). A targeted and intensive approach to consistent behavior monitoring. CICO Training Agenda. Overview Goals Implementation Progress monitoring Fading the plan Prerequisites for developing a CICO plan CICO plan-building activity.

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Check In Check Out (CICO)

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  1. Check In Check Out (CICO) A targeted and intensive approach to consistent behavior monitoring

  2. CICO Training Agenda • Overview • Goals • Implementation • Progress monitoring • Fading the plan • Prerequisites for developing a CICO plan • CICO plan-building activity

  3. Overview of the Check In Check Out (CICO) Tool • This is a teacher led student behavior self monitoring tool. • Provides daily support and monitoring for students who are risk for developing serious or chronic behavior problems. • CICO tracks appropriate behaviors and allows for corrective feedback for inappropriate behavior. • It provides a holistic view of a student's behavior across settings. • It can be used as a communication tool from school to home. • This is a communication tool across settings.

  4. CICO Tool Monitor appropriate student behavior across daily schedule CICO Training Guide and direct staff in using CICO for targeted students Goals and Objectives

  5. Populations Addressed: Targeted/ Intensive Possible problems or situations that a CICO can be used to address: • Students who need consistent on-going or intermittent evaluation, feedback and reinforcement for their appropriate behaviors across the class period and/ or school day. • Students who need consistent on-going or intermittent evaluation, feedback and reinforcement for their appropriate behaviors across common areas or specific daily routines.

  6. Steps for Implementing a CICO (Crone et al., 2008): • Identify students who are not responding to the universal intervention/ reinforcement system and may be in need of a CICO plan. Possible data sources: discipline referrals, universal reinforcement system monitoring tools, etc. • Create CICO teaching materials and student-specific CICO card(s). • Involve parent(s) or primary stakeholder(s) from the student’s home setting(s). Will the student take copies home? How often? Will they be signed and returned?

  7. Steps for Implementing a CICO • Develop system support for integration of CICO plan with universal system. How many CICO points are required to earn one point in the regular universal system? • Train or re-teach appropriate behavior expectations. Provide opportunities to practice appropriate behavior expectations and be reinforced for exhibiting appropriate behaviors. • Train appropriate staff in the implementation and progress monitoring of the student’s CICO plan.

  8. Steps for Implementing a CICO • Implement CICO plan. • Track and monitor student progress and data. Insure that CICO points feed into universal system. Possible data sources: observation, points earned, discipline referrals, daily behavior ratings, weekly averages, universal reinforcement system monitoring tools, etc.

  9. Daily Implementation Routine Maintain a standard implementation routine every day: • 1.      Initial check in. • 2.      Review behavior expectations. • 3.      Set point goal(s). • 4.      Insure that student or designated staff have CICO card. • 5.      Check in with student at regular intervals. • 6.      Give points and specific feedback regarding appropriate behaviors.

  10. Daily Implementation Routine • 7.      Check out at the end of the day, period, or routine. • 8.      Review points and performance for that day, period, or routine. • 9.      Log points and performance comments on progress monitoring sheet (can be done daily or weekly). • 10.  Make a copy of the CICO for the home setting. • 11.  Review weekly data for decision- making.

  11. Develop System for Fading the Plan Goal: Move student towards self-management • Increase time intervals on card • Increase point requirements • Transition student to self-managed plan

  12. CICO Plan Prerequisites • Plan may require some basic logistical planning for staffing duties and responsibilities, materials and systems integration (universal reinforcement system with targeted/ intensive reinforcement system) • Make sure that consistent universal and/ or classroom intervention systems and reinforcement systems are in place • Classroom behavior expectations are in place and taught • Evidence-based practices are used to implement and maintain the plan

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