Check In/Check Out
T2 Process
Susan Barrett
www.pbis.org
www.pbismaryland.org
Agenda
Overview & Essential Features CICO
Example: Matthew Henson Middle School
Are you Ready?
Getting Started and Action Planning Personnel
Referral Process
Daily Progress Report and Determining Goals
Progress Monitoring
Acknowledgement System
In-service and ongoing communication for staff, parents, students
Acknowledgements
Rob Horner, Cindy Anderson, Leanne Hawken, Rob March, Anne Todd
Charles County MD Indian Head, Matthew Henson MS
Fern Ridge Middle School
Clear Lake Elementary
Bohemia Elementary
Kennedy Middle School
Effective Behavior Support Team- University of Oregon
SW PBS Defined in 2009
SW PBS is a decision making framework that guides
selection, integration, and implementation of the best
evidence-based academic and behavioral practices for
improving important academic and behavior outcomes for
all students.
5
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individually Designed Interventions• Address individual needs of student
• Assessment-based• High Intensity
Intensive, Individually Designed Interventions• Strategies to address needs of individual
students with intensive needs• Function-based assessments• Intense, durable strategies
Targeted, Group Interventions• Small, needs-based groups for
at risk students who do not respondto universal strategies
• High efficiency• Rapid response
Targeted, Group Interventions• Small, needs-based groups for at-risk students who do not respond to
universal strategies• High efficiency/ Rapid response
• Function-based logic
Core Curriculum andDifferentiated Instruction
• All students• Preventive, proactive
•School-wide or classroomsystems for ALL students
Core Curriculum and Universal Interventions
• All settings, all students• Preventive, proactive
• School-wide or classroom systems for ALL students and
staff
PBS Tiered Instructional and Behavioral
Supports Framework
6
Tier 1 of SWPBS•Code of Conduct
•Character Education•Bully Prevention Program
•Violence Prevention Program•Drop Out Prevention
Group Interventions- Increase teaching, structure and feedback
•CICO Basic •Newcomers Club
•Skills groups•Anger Management
•Victims•Bullies
Group Interventions w/function-based modificationsCICO Plus Skill
Function-based Support-
Comprehensive Supports
Universal
Targeted
Intensive
Continuum of
Support for
ALL
Dec 7, 2007
Invest in
Labeling behavior…not people
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pre-K K-6 6-9 9-12 K8-12
2.4 - Mean Percentage Students (2006-07 Reg Ed) (Majors Only)
Students 6+
Students 2 to 5
Students 0 or 1
89% 74% 75%
N = 1288 N = 377 N = 124
3% 9% 8%
94%
1%
73%
10%
Pre K K-6 6-9 9-12 K- 8/12
33% 47% 46% 48%35%
Systems/Process
Supporting
Staff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data/Outcomes
Supporting
Decision Making
PositiveBehaviorSupport
PBSPractices: (what we do for students)
Outcomes/Objectives
Research Supported
Technical assistance input
Stakeholder input
Process (how we support adults)•Administration Active Participation and involvement
•Staff Buy In/ownership•Common language/approach/community of practice
•Evaluate current systems – modify current system, develop new system•Training
•Coaching- ongoing support•Information Dissemination- Marketing
•Performance feedback- provide frequent positive and instructional feedback
Data (how we make decisions) student outcomes, staff perception, system analysis, cost benefit
•Process/procedures/agreement /decision rules on how to respond to appropriate and inappropriate behaviors in all area of the building
•Computer application•Decision making/problem solving process
Sustaining the Process
Policy (how to maintain change)
Operationalize all processes
Codify within existing policy or create new policy
Dissemination to multiple audiences
All Tiers
• Administration Active Involvement
• Integrated in School Improvement Plan
– Measurable outcomes, systems to support staff ,data to track
fidelity and outcomes, and evidence based practices
• Staff Buy-In
• Marketing Plan for dissemination to all stakeholders
• Coach
• Decision Rules to vary response and support for all
students
• Advanced Tiers are natural extension of core curriculum
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Knowledge of
Content
Skill
Implementation
Classroom
Application
Presentation/
Lecture
Plus
Demonstration
Plus
Practice
Plus Coaching/
Admin Support
Data Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
Tier 2- Targeted Group
Matches needs of school
Similar across students
Staff trained in intervention
Implemented within 5-days of identified need
Data collected to monitor outcomes
Function-based
Tier 2- Basic
Using CICO as the “Organizer”
Outcomes:
•Intervention •Screening Tool•Data Collection•Teacher Support
•Formal Documentation
Student Recommended for CICO
CICO is Implemented
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly IPBS Meetingto Assess Student
Progress
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
•RFA
•ODR (SWPBS Team)
•Parent recommendation
•Administrator recommendation
•CICO Coordinator
Core features
Behavioral Priming/ Behavioral Momentum Start school off positively
Start each class off positively
Student recruitment of contingent adult attention Approach adults (teachers/ family)
Predictability
Self-management
Data-based decision-making
Excruciating Efficiency
Research Support
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
CICO is an
Evidence-Based
Practice
1.At least 5 peer
reviewed studies
2.At least 3 different
researchers/settings
3.At least 20 different
participants
What is different about CICO?
Uses Systems Logic
Team approach
Social marketing
Administration makes priority
Easy for teachers to implement- teach staff the process to access help
Uses Data
Tracks specific students- continuous feedback-
Feedback and celebrations with all staff
How is CICO Different Than Other “Behavior
Card” Interventions
A Targeted Intervention Implemented Within a
School-Wide System of Behavior Support
Behavior Cards typically classroom interventions
Implemented in all settings, throughout the school day
All teachers and staff are trained
Students identified proactively & receive support quickly
Team uses data for decision making to determine
progress
CICO
Features: Students identified and receive support within a week
Check-in and check-out daily with an adult at school
Regular feedback and reinforcement from teachers
Family component
Daily performance data used to evaluate progress
Daily Progress Report
Goals 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
CICO Process (cont.)
Weekly or Bi-weekly Principal Recognition
CICO coupon with graph attached
Data shared with all staff at least quarterly
9-Week graph sent to parents
Point Sheet
Name:
Date:
Morning Work Reading Math Afternoon
Keep my hands,
feet, body and
objects to myself.
3 2 1 3 2 1 3 2 1 3 2 1
Say nice things or
no things to other
people.
3 2 1 3 2 1 3 2 1 3 2 1
Follow adult directs
the first time.
3 2 1 3 2 1 3 2 1 3 2 1
Goal met?
= 2 points
= 1 point
= 0 points
POINT SHEET
Name:__________________
Date:______________
Points received________________Points possible________________Daily goal reached? YES NO
GOALS Morning Reading Math Afternoon
Keep my hands, feet, body, and objects to myself.
Say nice things or no things to other people.
Follow adult directions the first time.
Critical Features of CICO
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Positive System of Support
Students agree to participate
Implemented by all staff/faculty in a school
Flexible intervention based on assessment
Functional Assessment
Adequate resources allocated (admin, team)
weekly meeting, plus 10 hours a week
Continuous monitoring for decision-making
Why does the CICO work?
Improved structure Prompts throughout the day for correct behavior
System for linking student with at least one adult
Increase in contingent feedback Feedback occurs more often and is tied to student
behavior
Inappropriate behavior is less likely to be rewarded
Elevated reward for appropriate behavior Adult and peer attention
Linking school and home support
Organized to morph into a self-management system
BEP at Matthew Henson Middle
School
Indian Head Elementary
Charles County
SET
The Systems-wide Evaluation Tool (SET) is designed to
assess and evaluate the critical features of school-wide
PBIS across each academic school year.
Indian Head received Exemplar Status
SET Score 85%
Indian Head ES
100
50
83
75
100
88
100
0
10
20
30
40
50
60
70
80
90
100
Expectations
Defined
Behavioral
Expectations
Taught
On-Going
Reward System
System for
Responding to
Behavioral
Violations
Monitioring and
Decision Making
Leadership District-Level
Support
Sco
re
2004-05
Sustaining
Preparation Initiation Implementation Maintenance *Minimal Critical Elements
Fall 100% 100% 100% 95% 100%
Spring 100% 100% 100% 95% 100%
100% 100% 100%95%
100%100% 100% 100%95%
100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall Spring
Targeted Team
Identification and Training of Team
PBIS Summer Institute 2005 –
Dr. Leanne Hawken
Identified 2 BEP Coordinators
Staff trained August 2005
BEP initiated with 25 students
BEP-Fidelity of Implementation Measure 88%
Total Referrals by Year
September-November
63
202
0
50
100
150
200
250
2004-05 2005-06
69% decrease
Average Referrals
September- November
2004-05 SY = 3.5 referrals/day
2005-06 SY = 1 referral/day
Referrals by Location
Referrals by Student
2004-05
Referrals by Student
2005-06
69% decrease
Referrals by Problem Behavior
75% Decrease
In Number of
Physical
Contacts
89%
decrease in
number of
incidents of
Bullying and
Harassment
Out of School Suspensions
September- November
41
5
0
5
10
15
20
25
30
35
40
45
2004-05 2005-06
86%
decrease
Cost Benefit
Referrals decreased by 139
If administrators spent 15 minutes processing each
referral then administrators recovered 285 minutes.
If students miss 45 minutes of instructional time for each
referral, then 6,255 minutes of instruction have been
regained.
Cost Benefit
If administrators spend 3 hours to process each
suspension, then administrators have recovered 18 days
of time.
If students miss 6 hours for each suspension, students
have recovered 36 days of instruction!!!!
Getting the CICO Started In Your
School
Things to Consider First…
Establishment of a Universal System (School-Wide) Does
Not Guarantee Individual Teachers are Implementing with
High Integrity
Students Who Appear ―At-Risk‖ May Benefit More When
Teacher Improves Skills in Behavior Management Then
Participate in Targeted Interventions
Is It Really Resistance For
Intervention?Before Implementing a Secondary Intervention, You
Must Ask:
Is the Student Receiving an
Adequate “DOSE” of the Universal
Intervention?
Components often overlooked:
Positive Parent Contact
Random Reinforcement Strategies
Positive Public Posting
Continuous Behavioral Feedback for Students
Data on Positive Reinforcement
Other Enhancements…
Tracking the Positive
Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 4:1 ratio
Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups)
Analysis of number of positive behavior tickets by teacher
Keep a Positive Ratio
Is My School Ready to Implement a
CICO System?
School-wide system of behavior support in place
(SET Score 80% or higher)
Staff buy-in for implementation of the CICO
Administrative support
Time & money allocated
No major changes in school climate
e.g. teacher strikes, administrative turnover, major
changes in funding
CICO implementation a top priority
How Do You Build Student and
Staff “buy-in” for the CICO?
Give CICO program a high profile in your school
Promote CICO as positive support not punishment
Collaboratively involve referring teachers in CICO process
Provide regular feedback to staff, students, and families
1. Coordinator Identified
Considerations:
Who? Teacher assistant, behavior specialist, SRO
One or Two people?
How will time be allocated?
Personnel: CICO Coordinator
Take care of CICO requests for assistance
Lead morning check-in/ afternoon check-out
Enter CICO data on spreadsheet – daily
Organize and maintain records
Create graphs for CICO meetings
Gather supplemental information for CICO meetings
Prioritize CICO students for team meetings
Characteristics of an effective CICO
coordinator
Flexibility within job responsibility (e.g.,
educational assistant, counselor, behavior health aide)
Positive and enthusiastic
Someone the students enjoy and trust
Organized and dependable
Works at school every day
Personnel: CICO Team
Attend weekly or bi-weekly meetings
Contribute to decision making for CICO students
Help conduct ―Orientation to CICO‖ meetings
Gather supplemental information
Contribute to student/staff development workshops
Contribute to feedback sessions
Complete any assigned tasks from CICO meeting
Resources: Time and Money
8-10 hours per week for CICO
coordinator
CICO forms on NCR paper
School supplies for CICO participants
Reinforcements for CICO participants
2. CICO Routine
Considerations:
Do students check in and out at different places? Or same
place?
Do students need to come early and leave last class early?
Develop Name, manual with teacher expectations
What’s in a Name?
Behavior Education Program Daily Progress Report
Kennedy Card Program Kennedy Card
Hello, Update, & Goodbye (HUG program) Hug Card
Student Leadership Academy-
Leadership Skills Training
*Caution with Using ―Behavior Card‖ or ―Behavior Plan‖
3. Point Card and System
Considerations:
Refer to SWIS CICO readiness – Assessment Tools
* Up to 10 check in periods
* Up to 5 expectations
* A three point rating scale
Same card for all students, use SW expectations, age
appropriate, positively stated, teach friendly
Designing Daily Progress Reports
Determine behavioral expectations
School-wide expectations
Academic vs. behavioral expectations
Expectations stated positively
Range of scores vs. dichotomous scoring
Rating scales should be age appropriate
Teacher friendly
circling versus writing & place for teacher initials
consistent expectations versus individual expectations
Data easy to summarize and determine if goal is met
HAWK Report
Date ________ Student _______________Teacher___________________
0 = No
1= Good
2= Excellent
Be Safe Be
Respectful
Be Your Personal
Best
Teacher
initials
Keep hands,
feet, and
objects to self
Use kind
words
and actions
Follow
directions
Working in
class
Class 0 1 2 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 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 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 0 1 2
Total Points =
Points Possible = 50
Today ______________% Goal ______________%
KENNEDY CARD
Name _____________________________________________________
Material
s
To Class
Worked
and Let
Others
Work
Follow
Directions
the First
Time
Teacher Parent
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
= _____ Goal =
36
4. Point Trading System
Metric – 3 point rating scale and number of check in
periods will determine total number of points students
may earn each day.
Points may be accumulated and used at the ―Trading Post‖
When will trading occur? Variety of rewards with social
focus, what happens if a student misses ―Trading post
day?‖
Points Required
Wants attention Wants item/activity
Wants to escape attention
Wants to avoid something
100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrincipals recessTeacher Helper
Choose HWChoose a 5 min. activitySchool wide stickerPrincipals recess
Computer time by self
Short breakAlternativeactivity
250 pts Computer with a friendExtra sharing time
More time forselected activityFree ticket tosporting event
Time aloneIndependentwork space
Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party
New school /art supplies
Get out of school early
CICO Trading Post- Focus on Building Relationships-“School Connectedness”
5. Student Identification
Considerations:
How will students be identified? What are the decision
rules? Students should be able to access support in
multiple ways.
How will students be identified?
Everyone is informed about intervention and referral procedure!!
Referral Procedures-What does the form look like?
Who gets the form once completed?
Decision Rules about ODR
Nurse or Counselor referral
Teacher Referral
Parent Referral
How to identify students for CICO
Other Data to Consider
Absences & Tardies
In school detentions (lunch-time or after school)
Other
6. Family Partnerships
Considerations
How will all parents be informed? When?
How are parents encouraged to participate/ refer their
child if needed?
For parents whose child is referred, how are parents
informed and involved? Individual meeting vs cohort
meeting?
Develop home report
What happens if parent don’t want/ can not be involved?
CICO Home Report
Name: _____________________________ Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was: _______________________
Something I will work on tomorrow is: ______________________
Comments:
Parent/Guardian Signature: ____________________________
Comments:
7. Staff Training
Considerations:
Will staff be trained all at once or in increments?
How will team get initial buy in?
How will staff provide feedback?
How will impact be shared with staff, school system and
community?
What is the plan for teaching new staff, substitutes?
Training Teachers on
CICO System
In-service on the ―spirit‖ of program
supportive, not punitive
immediate feedback on behavior (type of
statements, what the ratings mean,
examples of feedback)
follow-up forum to express concerns
individual coaching
boosters needed at least yearly
8. Coordination Team
Who is on your team?
How often will you meet?
What is your timeline for implementation?
Marketing plan for getting started?
Meeting agenda
Id roles and responsibilities
How many kids will start?
9. Informing Students
Training all students
Will students be involved in planning name, point card,
development of program?
10. Data Monitoring
Will your team use CICO SWIS?
If not, how will data be collected, analyzed?
Identify person to be ―data manager‖
Develop schedule for summarizing data
Develop schedule for sharing data with team, students,
staff, parents
Determine length of time students on CICO
Progress Monitoring
www.swis.org
Readiness Checklist
Check-in Check-out Embedded
Within SWIS
Check-in Check-out Embedded
Within SWIS
Tracking Student CICO Progress(number = % of total daily points)
Date Jason Leanne Juan Kiran Alexa
1/16/03 85 95 100 80 65
1/17/03 100 100 100 75 77
1/18/03 77 0 100 85 63
1/19/03 45 75 95 92 85
1/20/03 88 89 77 89 90
1/23/03 79 0 100 95 95
1/24/03 95 67 85 100 78
CICO Check-in/Check-Out Record
Date:__________________ CICO Coordinator:_________________
Check-In Check-Out
Student Name Paper Pencil Notebook CICO
parent
copy
CICO Score
Jason √ √ √ √ 90
Leanne √ √ 85
Juan √ √ √ √ 60
Kiran √ √ 100
Alexa √ √ √ √ 95
Jacey √ √ √ 90
Decision Rules
Rapid Responder
Honeymoon Responder
Slow and Steady Responder
What will be the General Decision Rules around rates
kids will respond?
Training Students on
CICO System
Meet with parents and students
Modeling and Practice
Accepting Feedback
Decision-Making
Goal
Ongoing Communication
Staff, Parents
Remember Indian Head
New staff, students, parents
Sustaining CICO
Action Planning Form
Activity
Use your CD to guide you through the checklist
“Advanced” CICO
Modifying CICO to meet specific needs
Responding to problems
Graduating from CICO
Student Leadership Skills Training
Level 1- Student starts CICO- goal established- Leadership Skill Training 101 (basic Social Skills- data determines which skill to focus on)
Level 2-Student Mentor Group- fade to 2/day ―co -leads‖ morning and afternoon time with staff) Leadership Skill Training 200
Level 3- Student Ambassador Group- responsible for providing school tours to visitors, serves as actor in video library for SW lesson plans (takes social skills 100,200 classes and stars in skits)
Frequently Asked Questions Regarding
CICO Implementation
What if the student does not check-in in the
morning?
What if the student is not checking-out in the
afternoon?
What if a student is consistently not checking in
and/or checking out?
What if the student loses his/her CICO Card?
What if the student is consistently participating in
the CICO and his/her behavior gets worse?
Modifying CICO
Peer attention: Provide peer attention for meeting expectations Check out with friend
Sit with friend(s) at lunch
Brief free time with friend at end or class
Task avoidance: breaks, shorten work requirement
Access to assistance
Preferred work modality (e.g., groups)
Schedule of reinforcement More frequent check-ins
Highly preferred coordinator
Pair attention with other rewards
CICO can be Modified to
Address Different Functions
Think about the function of problem behavior
How can CICO be changed so that function is addressed?
Next Steps
Functional behavior assessment
Simple to complex
Building function-based interventions
Matching CICO to Student Needs
Basic CICO: goals related to cooperative, respectful behavior; reinforced through daily positive adult contact (attention-related)
CICO + Academic Support: goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support
Escape CICO: goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact
Effective School–Wide System in Place
Student not responding to school-wide
Expectations
Implement Basic CICO
•Increased structure, check-in, checkout
•Frequent feedback
•Connection with key adult
•Modify to fit specific need/function
CICO Plus
Social or Academic Instructional Group
Implement Basic CICO
IsIs the Basic
CICO Working?
•Continue with Basic
CICO
• Transition to self-
management
Yes
No
Conduct Brief Functional Assessment
•What is the problem behavior?
•Where does the problem behavior occur/not occur?
•Why does the problem behavior keep happening?
What if that’s not Enough?
Move on to more complex assessment and intervention
process
Goal: Keep it as efficient and realistic as possible.
Conduct Brief Functional Assessment
Is the behavior
maintained by escape
from social
interaction?
Is the behavior
related to lack of
academic skills?
Is the behavior
severe, complex,
intensive?
Escape Motivated
CICO
•Reduce adult
interaction
•Use escape as a
reinforcer
CICO + Academic
Support
•Increase Academic
support
Intensive,
Individualized Behavior Support
(e.g., Full FBA-BSP
Building on Efficiency:
“Simple FBA”
Full FBAs: Record review, interviews, observations
Specify problem behavior and contingencies within routines for purpose of individualized intervention design
Simple FBAs: Interviews
Specify problem behavior, routines surrounding problem behavior, and function of behavior for purpose of selecting type of CICO
Case Example
Jake is a 4th-grader on CICO to decrease talking out
and increase on-task behavior.
CICO has been in place for 4 weeks and he has made
modest improvements.
His teacher has noticed that Jake seems much more
―into‖ attention from his friend Trent, who also is on
CICO; he doesn’t seem as motivated by her attention.
Case Example
Carlotta is a gifted and talented student in 3rd grade.
She is an exceptional reader yet often engages in disruptive behavior that seems to be maintained by teacher attention during reading tasks.
She is always on task when she gets to work 1:1 with the teacher or in a group. Also, she is very good at helping other students who struggle with reading.
She has been on CICO for 5 weeks and has made only modest improvements in on-task behavior.
Modifying CICO: Rewards to
Consider Peer attention: Provide peer attention for meeting
expectations Check out with friend
Sit with friend(s) at lunch
Brief free time with friend at end of class
Task avoidance: breaks, shorten work requirement
Access to assistance
Access to preferred work modality (e.g., groups)
Schedule of reinforcement More frequent check-ins
Highly preferred coordinator
Pair attention with other rewards
Case Example
Marcos, a 2nd grader has been on CICO for 2 months and made moderate improvements.
He exhibits disruptive behavior maintained by teacher attention.
He checks in with the teacher 3 times per day and also checks in and out with the coordinator and seems to enjoy this.
His teacher has noticed that disruption most often occurs about 2/3 of the way through each time block—about 45 minutes before a check-in.
Potential Pitfall: Fidelity
Ms. Jaynes has two students in her class on CICO.
Although she initially implemented the system, lately she
has been completing the cards without meeting with the
students. Both boys are no longer meeting their point
goals and seem less interested in the program.
• Ms.Jaynes tells you that she thought she was
supposed to fill it out for the students
• Ms. Jaynes tells you, ―these boys are old enough to know better; I shouldn’t have to do this!‖
• Ms. Jaynes tells you that she doesn’t have time
to meet with the students because it takes about
10 minutes per student.
Potential Pitfall: Student Isn’t
Carrying Card
8th grader Melissa is on CICO and tells you she likes
the system. For the past month she has ―forgotten‖
her card and doesn’t give it to most of her teachers.
• Melissa tells you that she doesn’t bring her card
because she is embarrassed by it—other kids
tease her.
• Melissa tells you that she honestly just forgets it—
this seems reasonable because she is fairly
disorganized and her schedule is packed.
Potential Pitfall: Student Isn’t
Checking In or Out
4th grader Tony is on CICO but only checks out
irregularly.
• Tony always checks in and seems to like the check-in
person. He meets with Mr. Lee in the afternoons; Mr.
Lee says that Tony doesn’t seem to enjoy talking with
him.
• Tony tells you he is worried he will miss his bus.
Potential Pitfalls Fidelity Assess teacher commitment/enthusiasm
Re-teach
Teacher self monitoring
Student won’t carry card Student checks in and out privately
Coordinator provides card to teacher and picks up Student continues to receive feedback from teacher
Self monitoring
Computerized system
Student isn’t checking in or out Determine reason
Identify preferred person to check in/out with
Is this component needed?
Success: Now What?
Fade to self monitoring
Fade components of CICO
Self-Monitoring Interventions
Student monitors own behavior
Student ―checks in‖ with teacher periodically to review
ratings and receive feedback
Self Monitoring After CICO
Expected behaviors stay the same
Reinforcers stay the same
Student checks in same amount of times
Student monitors behavior using CICO card
Plan for teaching accuracy in monitoring
Teaching Accuracy
1. Student and teacher record separately
2. Compare records; reinforce accuracy
3. Over time, compare less often
4. Reinforce appropriate behavior only
5. Periodically reinforce accuracy
Example: Lucy
Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks
Coordinator provides rationale for self monitoring to Lucy Coordinator teaches Lucy to self monitor using examples and non-
examples
When program begins, Lucy’s teacher goes over examples and non-examples
First week: Lucy and teacher monitor and compare records
Teacher provides acknowledgement and feedback based on accuracy
Ratings agree 95% of time
Second week
Teacher monitors appx. 60% of time; feedback based on accuracy
Feedback at other times based on Lucy’s monitoring of behavior
Coordinator
Feedback based on accuracy (with teacher records)
When Lucy monitors independently, feedback based on behavior
Fading CICO components
Systematically remove components
Use data to guide your decisions
Removing components
Remove check-ins during the day
Remove initial check-in OR final check-out
Remove final component
Have graduation party