Most Promising Targeted Interventions
Check-in/Check-out
or
Teacher Check, Connect and Expect
Check-In/Check-Out programs…
called many different things
• Aka. Behavior Education Program (BEP)
• Teacher Check and Connect
– Variations on a long-standing strategy of using
daily progress report for behavior
Check-In/Check Out Implementation
Manual
•
Crone, Horner, & Hawken
(2004). Responding to
Problem Behavior in
Schools: The Behavior
Education Program. New
York, NY: Guilford Press
(www.guilford.com)
© 2005 by The
What is Check-In/Check-Out (CICO) and Teacher
Check, Connect and Expect (TCCE)?
School-based programs for providing systematic and
frequent reinforcement and encouragement for
positive behaviors so that the student receives high
rates of immediate feedback. Most useful with:
– Students who do not respond to school-wide
interventions
– Students with repeated referrals
– Students seeking adult attention
CICO and TCCE Elements
• Daily positive adult contact
• Check-in/Check-out system
• Daily Progress Report (DPR) – increased
attention to behavioral goals
• For all school settings
• Home school partnership
• Collaborative team-based process
Teacher Check Connect and Expect:
How does it work?
• Student is greeted in a friendly positive way by the teacher.
• Teacher reviews behavior expectations with the student, and
encourages student to do well.
• After each time period, teacher checks in with student about
progress during time period and indicates points on daily
progress report (DPR).
• At end of day, teacher writes the total amount of points
achieved for the day on DPR.
• Completed DPRs are sent to the targeted team for input into
data information system.
• Targeted team reviews progress after four weeks unless
otherwise indicated.
Check-In/Check-Out:
How does it work?
• Morning check-in
– Students checks in with coordinator within 15 minutes of
arrival time
– Coordinator collects and hands out Daily Progress Report
(DPR) form
– daily goal set with students
– Students encouraged to make good choices
• Student gives DPR form to each teacher prior to each
period (section of time).
– (Can also be used in cafeteria or playground… anywhere
there is a supervisor).
Check-In/Check-Out:
How does it work?
• End of day check-out
–
–
–
–
–
–
During last 20 minutes of the day
Goes over daily progress
Reviews progress towards goals
Points tallied
Reward
Graphs student progress
• Daily Progress Report form copy taken home and signed.
• Return signed copy next morning.
Overview: CICO and TCCE
focus on behavior
• Reminders at check-in/check-out
• Feedback from teacher/s after each
class
• Daily Progress Report
• Increased opportunities for
reinforcement and learning
Overview: CICO and TCCE
all school settings
• Daily Progress Report (DPR)
• All of students’ teachers involved
• Need for staff buy-in, training
Overview: CICO and TCCE
home-school partnership
• Parents meet with the team and
student
• Parents sign behavior contract
• Parents review, comment and sign DPR
Check-In/Check-Out
View DVD
Who Qualifies for CICO or TCCE?
• More than two referrals over an established
time period
• Teacher or parent referral
• Not dangerous to self/others
• Adult attention is rewarding
Who Can Benefit?
APPROPRIATE
INAPPROPRIATE
–
– Serious or violent behaviors/
infractions
– Extreme chronic behavior (6-10+
referrals)
– Requires more individualized
support
–
–
–
Low-level problem behavior
(not severe)
2-5 referrals
Behavior occurs across multiple
locations
Examples
•
•
•
talking out
minor disruption
work completion
Why do these programs Work?
• Prompts are provided throughout the day for correct
behavior
• System links student with at least one positive adult
• Student chooses to participate
• Student is “set-up” for success
• First contact each morning is positive
• First contact each class 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
Why do these programs fail?
Teams do not complete their CICO/TCCE design
during the course of this training and/or make
adequate time to complete the plan at a
future date.
Lessons Learned
• PBIS Targeted Team and EST need to be integrated
• Universal practices need to be fully implemented
• Targeted interventions should build upon Universal
system.
• Teams need to try targeted interventions before
moving to individualized practices.
• Teams need to understand how the function of
behavior informs the targeted interventions.
Getting Started Activities
1. Determine how Check-in/Check-out or TCCE will be
implemented in your school
2.Develop Daily Progress Report
3.Develop reinforcement system for students on Checkin/Check-out or TCCE
4.Develop referral system
5.Create system for managing daily data
6.Plan for fading students off intervention
7.Develop staff training
8.Develop student and parent training
First Steps:
Determine how CICO or TCCE will be implemented in your
school
• Establish the Team (student)
• Assign Check-In/Check-out Coordinator (if CICO)
• Determine location within building if CheckIn/Check-Out; in classroom if TCCE
• Establish number of students you will serve
• Determine the name of this program for your
school
If you do CICO, you will need a
Check-In/Check-Out Coordinator
•
•
•
•
•
“Someone the students enjoy and trust”
Enthusiastic
Leads check-in and check-out with students
Enters data daily
Attends weekly targeted team meetings
If CICO,
Make sure to appoint and
train a backup
coordinator!
Activity # 5:
The Student Focused Targeted Team
Revisit the Team Profile you created for the
Student Focused Team.
– Identify Check-In/Check Out Coordinator(s) if
CICO
– Identify back-up Coordinator
– Make any other needed changes to Team Profile
to accommodate Check-In/Check-Out or TCCE
– Consider a catchy name for your program
Who is eligible for Targeted Intervention?
Activity # 6: Who will you serve?
• Review your ODR data to determine who
might benefit from Check-In/Check-Out or
TCCE.
• What percentage of the student population
does this group represent?
Getting Started: Space
Where will the Program occur?
If CICO, then the space needs to be:
– Predictable
– Enough space to accommodate the Coordinator
and several students at a time
– Central location but relatively isolated
If TCCE, then space considerations need to
emphasize discretion and convenience
The Check-In
•
•
•
•
•
•
•
•
Same location each day
Greet students
Collect yesterday’s signed DPR
Helps student organize for day ahead (pencils, backpacks, etc)
Provide supplies, if needed
Record names, preparedness, yesterday’s DPR
Reward if goal is met
Prompt to have a good day
The Check-Out
•
•
•
•
•
Move quickly
Recognize student for checking out
Collect a copy of the Daily Progress Report
Reward if daily goal has been met
Prompt for a good day tomorrow
Check-in, Check-out Form: Elementary School Version
Student
Check-Out
% of points
earned
Goal
Check-in
Delivered
Contract
Signed Parent Copy
of DPR
Activities 7 & 8
Determine the location for check-in and checkout
Develop summary form for students on Program
Getting Started Activities
(1) Determine how Check-In/Check-Out or TCCE will be
implemented in your school
(2) Develop Daily Progress Report (DPR)
(3) Develop reinforcement system for students on Program
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off intervention
(7) Develop staff training
(8) Develop student and parent training
Daily Progress Report (DPR)
•
•
•
•
•
•
At least 2 copies
Portable
Group vs. Individualized goals
Age appropriate
Prescribed time periods
Clear, concise, understandable for students, families
and staff.
Name:Jeremy Walker
Check-In/Check-Out Form
Daily Progress Report
A- Day
B-Day
Date:
9/18/02
Teachers: Please indicate YES (2), So-So (1), or No (0) regarding the student’s achievement for the following goals:
Goals
Daily Goal
1/5
2/6
3/7
HR
4/8
Be respectful
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Keep Hand & Feet to Self
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Be There – Be Ready
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
8
8
7
10
8
TEACHER INITIALS
A.K.
B.D.
R.S.
J.T.
B.L.
40/50
Daily Score
41/50
Jeremy Walker Student Signature
Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (I
additional space is required, please attach a note and indicate so below)
Period 1/5
Period 2/6
Period 3/7
Period 4/8
Behavior is improving!
Home Room
Excellent behavior today!
Parent/Caregiver Signature:
Angel Walker
Parent/Caregiver Comments: Keep up the good work!
Paw Print Card
We Expect Your Best!
Date ____________________
Student ____________________________________
0=No
1=Sorta
2=Great!
Be Safe
Be Respectful
Be
Responsible
Follow
8:30 AM to
AM Break
0 1
2
0
1
2
0 1
2
AM Break to Lunch
0
1
2
0
1
2
0 1
2
Lunch to
PM Break
0
1
2
0 1
2
0 1
2
PM Break to
End of day
0
1
2
0 1
2
0 1
2
Total Points =
Points Possible =
________________
24 (18 Fridays)
Teacher
Initials
Today _________________%
Goal _________________%
Successes: ______________________________________________________________________
Parent Signature__________________________________________________________________
HAWK Report
Helping A Winning Kid
Date _________________
Teacher___________________________
Student_____________________________
0 = No
1= Good
2= Excellent
Be Safe
Be Respectful
Keep hands, feet,
and objects to self
Use kind words
and actions
Be Your Personal Best
Follow directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
Working in class
0
1
2
0
1
2
0
1
2
0
1
2
Teacher
initials
Goal ______________%
50
Parent’s signature______________________________
WOW:_________________________________________________________________________________
______________________________________________________________________________________
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Work
And Let
Other
Work
Follow
Directions
the First
Time
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
Teacher
Wow,
Wow,
Wow,
Wow,
Wow,
Wow,
= _____
36
Goal =
Parent
Activity # 9
Create DPR Forms
Guidelines:
• Do the expectations match the Universal school-wide
expectations?
• Is the DPR teacher friendly?
• Is the DPR age appropriate, and does it include a
range of scores?
• Are the data easy to summarize?
• Is there a place to write each student’s goals (i.e., in
case some students need to start with a lower goal)?
Getting Started Activities
(1) Determine how Check-In/Check-Out or TCCE will be
implemented in your school
(2) Develop DPR
(3)Develop reinforcement system for students
(4) Develop referral system
(5) Create a system for managing daily data
(6) Plan for fading students off of intervention
(7) Develop staff training
(8) Develop student and parent training
Reinforcers
• PRAISE, PRAISE, PRAISE
• Positive adult contact
• Provide students reinforcement for meeting daily
point goals is essential:
-Spinner System
-Credit Card System
-Activities
Student Reinforcement
Small reinforcer for successful check-in
-On time
-Returned signed DPR
-Has all materials
-Filled out new DPR
Small reinforcer from teacher for perfect periods
Small reinforcer for successful check-out
– -Being there in time to make the bus
– -Having DPR
– -Met daily goal
Additional incentives for weekly, monthly achievements
Student Reinforcement – Connected
to School-Wide PBIS
• SW dollars, mini-store at checkpoint
• Check-in/Check-out dollars (worth more than
SW bucks)
• Accelerated value/redemption
Activity # 10: Reward System
• Activity 10 Guidelines:
– What will the students’ daily point goal be?
– What reinforcers will students receive for checking in and out (e.g.,
praise and lottery ticket)?
– What reinforcers will students receive for checking out and meeting
their daily point goal?
– How will you ensure students do not become bored with the
reinforcers?
– Determine what resources you will need to access reinforcers
Getting Started
(1) Determine how Check-In/Check-Out or TCCE will be
implemented in your school
(2) Develop DPR
(3) Develop reinforcement system for students
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off intervention
(7) Develop staff training
(8) Develop student and parent training
Referral Sources
• Office Discipline Referrals
• Universal Screening (will identify internalizing
non-responders)
• Other data – absentees, visits to nurse,
academics, other
• Parent Request
• Teacher Request
Request for Assistance
• Must have a request for assistance form that guide the
process
• All faculty & staff should be familiar with how to use the form
to make a referral
• Request for assistance forms should be easily accessible
• Request for assistance forms should be given to Targeted
Coordinator
• Targeted Coordinator should respond to person making
referral within 2 days
Develop the Request for Assistance
Process
•
•
•
•
What, Where, How long?
Determine maximum capacity
System for prioritizing students
Process for graduating from program
Request for Assistance Form
Pg 94 in Crone et al. text
• Elements to include:
– Student’s name
– Date
– Name of referring person
– Reason for referral
• (description of problem behavior)
– Hypothesized reason for the problem behavior
• (what does the student gain by misbehaving)?
– Behavior strategies tried thus far
• All staff should know how to use form to make referral
• Easily accessible to all staff
Contract/Agreement
Pg 108 in Crone et al. text
• Agreement to succeed
– Student: Student chooses to participate
– Parent
– Check-In/Check-Out Coordinator
– Teachers
• Contract may be written or verbal
– Better if written
Winder School
Permission for Check-In/Check-Out
Date ____________________
Student _____________________________________
Teacher _____________________________________
Grade _______________
Parent / Guardian _____________________________
I would like to include your child in our Check-In/Check-Out Program. A report will be filled
out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams.
Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then
return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and
rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives
on time each day for check-in and that you review and sign the daily BEP Report. Together, we can
make this a positive experience for your child.
_____ I do give consent for my student to participate.
_____ I do not give consent for my student to participate.
___________________________________
( Parent / Guardian )
Date _________________________
For further information, please call:
___________________________________
Sabrina Williams
or call ___________________________________.
at 555-7525,
Activity # 11
Develop a Request for Assistance
System and Referral Form
-Determine the criteria for placing students in CICO or TCCE. Other
targeted interventions.
-Create referral form and process that is:
easy to access
easy to complete
contains the necessary information
-Create a student agreement contract
-If necessary, develop a parent consent form
Getting Started Activities
(1) Determine how Check-In/Check-Out will be
implemented in your school
(2) Develop DPR
(3) Develop reinforcement system for students on CheckIn/Check-Out
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off of intervention
(7) Develop staff training
(8) Develop student and parent training
CICO-SWIS
• Organized around same three areas as SWIS:
1. Data Entry
2. Reporting
3. Tool
• Reports organized to be used for two levels of
problem-solving
1. Overall CICO Implementation
2. Individual Student Progress Monitoring
CICO-SWIS – View Reports
www.swis.org
Activity # 12
Create a system for managing the
daily data
• Which computer system will you use? SWIS? Excel?
Other?
• How frequently will your Team review the daily
Check-In/Check-Out data? (at least bi-weekly)
• Who is responsible for summarizing the data and
bringing it to the meetings?
• How frequently will summary data be shared with
staff? Parents?
Getting Started
(1) Determine how Check-In/Check-Out will be implemented in
your school
(2) Develop DPR
(3) Develop reinforcement system for students
On Check-In/Check-out
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off intervention
(7) Develop staff training
(8) Develop student and parent training
Graduating from the Program
•
•
•
•
•
80% or better for at least 4 weeks, on a daily basis
Consult with teacher's), team
Meet with student to introduce graduation process
-Show data
-Explain how to use rating card/how to judge own
Behavior
• CELEBRATE
• Talk with parents about graduation, how they can
continue to support their child
Graduating from the Program
•
•
•
•
•
•
Shift to self-management
Teacher ratings = Student ratings
Rewards for honesty and accuracy
Rewards become contingent on good behavior
Fade teacher ratings, rewards (not as much)
Fade data collection
Activity # 13:
Plan for fading students off the CheckIn/Check-Out intervention
Guidelines:
• What are the criteria for fading students off of
Check-In/Check-Out?
• How will the program be faded, and who will
be in charge of helping students fade off the
Check-In/Check-Out?
• Plan for student graduation celebrations
Getting Started
(1) Determine how Check-In/Check-Out will be implemented in
your school
(2) Develop DPR
(3) Develop reinforcement system for students
On Check-In/Check-out
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off intervention
(7) Develop staff training
(8) Develop student and parent training
Staff Training
1-2 hour in-service for ALL staff:
• Staff/Teacher’s role in the process
• Mission, culture, process, forms
• Referrals for program
• Program capacity, prioritizing, time to placement
• Rating students’ behavior (Completing the DPR)
• Giving effective feedback during and after class
• Graduating from the program
• Opportunities to practice, review forms
• Booster sessions
Teacher Feedback to Students
• Start each period on a good note
• Attend to appropriate behavior (especially if it is a target
behavior)
-Be specific
-Developmental considerations
• Review and explain DPR ratings calmly and objectively
-Be specific and brief (app. 30 seconds)
• Do not engage students in debates over ratings
• Use rational detachment
• Acknowledge concerns/feelings, then re-direct to next
day’s/period’s/activity’s potential for more points
Example: Giving Feedback
Joe feels he was graded unfairly. He is scowling,
avoiding eye contact, and has his hands buried
in his pockets.
Teacher responses: “Joe, I can see you’re upset by
the grade you received for this period. However, I
gave you this grade because I saw you whispering to
Tommy while I was teaching. I know you’ll do better
next period, and I’m sure you’ll get all your points
then.”
Teacher Feedback to Students
• Praise all points, even if your goal was not met
• Provide additional reward if student has a
perfect period
-SW incentive, early out, etc.
• Consider age, task demands
• Each period is a fresh start
Activity # 14: Develop and Schedule
Staff Training
– Schedule time for staff training
– Who will plan and deliver the training
– Training should include information on:
•
•
•
•
How to make a referral
How to fill out the DPR
Types of feedback statements to be made to students
Examples and activities that model staff rating of DPR
Getting Started
(1) Determine how Check-In/Check-Out will be implemented in
your school
(2) Develop DPR
(3) Develop reinforcement system for students
On Check-In/Check-out
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off intervention
(7) Develop staff training
(8) Develop student and parent training
Parent Introduction
•
•
•
•
•
For all parents
Positive
Brief
Collaborative
Opportunity to refer
Student Body Introduction
•
•
•
•
Check-In/Check-Out as an Opportunity
Earn more rewards
Earn respect of peers
Emphasize Check-In/Check-Out achievements
(with permission)
• Incorporate into school’s culture
Introductory Meeting with Parents
and Student
• Parents first: Buy-in, support
• Together with child
-Give rationale
-Emphasize positive aspects
-Emphasize opportunities to earn rewards
-Developmental considerations
-Student and parents sign CICO or TCCE Contract
• Teach target behaviors (refresh as needed)
• Explain finality of teacher ratings
• Physically walk through checkpoints or routine
Activity # 15:
Develop Student Training
Guidelines:
-Who will meet with the students to train them on
the intervention? Training should include:
•
•
•
•
•
•
Overview of the program
How to check in and check out daily
Adding up daily points
Determining whether daily point goals are met
Accepting feedback –both positive and negative
Procedure for taking the DPR home and bringing it back
the next school day
Activity # 16
Develop Parent Training
Guidelines:
• How and when will the parents be trained on
the intervention?
• Training should include:
– How to provide feedback to their children
– How to focus on the positive
– What to do if there is a bad day
10 Critical Features for Targeted
Interventions
1.
Intervention is linked directly to school-wide expectations and/or
academic goals.
2.
Intervention is continuously available for student participation.
3.
Intervention is implemented within 3 school days of
determination that the student should receive the intervention.
4.
Intervention can be modified based on assessment and/or
outcome data.
5. Intervention includes structured prompts for ‘what to do’ in
relevant situations.
Targeted Interventions: Critical Features
6. Intervention results in student receiving positive feedback from
staff.
7. Intervention includes a school-home communication exchange
system at least weekly
8. Orientation materials provide information for a student to get
started on the intervention
9. Orientation materials provide information for
staff/substitutes/volunteers who have students using the
intervention. Opportunities to practice new skills are provided
daily
10. Opportunities to practice new skills are provided daily