Behavior Education Program

AKA
Check-in/Check-out
AKA
CICO

The Check-in/Check-out process is a secondary

tier intervention designed for implementation
within the framework for SWPBIS with students
who are not responding to primary interventions.

Ed u c
Teach
ers & r ational set
ti n g
e se
implem
ented archers hav
e
CICO w
w i th o u
t
it
with e disabilities a h students
m o ti o n
s well
(Bode
as stud
n, Enn al and beh
en
is & Jo
a
v

i
o
r disor ts
livette
ders
, 2012
Some
)
st u

ls and
e in schoo rsal
s
u

r
o
f

d
e
sign
ere unive
CICO is de
m ents wh place.
n
o
ir
v
n
e

learning
eady in
BIS are alr Crosby, 2011)
P

W
S

I

r
n &
Tie
i, Patterso
(Swoszow

Tier II dents with

I i
ID
less in ntervention who are rec
s may
tensiv
benefi eiving
e T
CICO. (
t from
Boden ier II interv
a
e
, Ennis

& Joliv ntion such a
s
ette, 2
012)

sk

The BEP/CIC
O is address
ed
to: students in n
u

to:
d
e
s
s
e
w-
s addr

ICO i ibit chronic, loehavior.

C
/
P
E
m b
exh
nal
The B
d d itio
t may
proble
ts tha
ptive
need a
studen y, but disru t 15%) will 010)
2
it
u
intens udents (abo I, & Simonsen,
I
t
I
s


These (Myers, Briere
rt
suppo

merous tradit
school enviro
ional
nments at ele
m
entary and
middle schoo
l level.
(Swosz

owski, Patter

son & Crosby

, 2011)

The

stude BEP/C
n
I CO
and l ts who a
ct ou is add
ess e
f f ec t i
t to g
es c a p
resse
e
v
d to:
Brier e or avo e for stu t or obta
id
d
e III,
i

& Sim work o ents wh n attent

ion,
o act
r oth
on s e
out t
e
n, 20
10) r stimul
i (My o
e
rs,


Target students can be identified through the RtI process or
through teacher nominations/office disciplinary referral
data. (Swoszowski, Patterson, & Crosby, 2010)

Once identified there are five steps to the CICO program:

1. Check-in Student meets with mentor & receives point
sheet
2. Feedback Student receives feedback throughout the day
from his/her teachers
3. Check out Student checks out with mentor, reviews
sheet & receives praise/reinforcement
4. Home component Parents sign point sheet, provide
praise/reinforcement to meet goal the next school day
5. Return to school Student returns point sheet to mentor
in school the next day

Barriers to success (Swoszowski, Patterson & Crosby, 2010)

1. Student attrition
2. Staff attrition
3. Fidelity

Top 10 Things to keep in mind (Myers, Briere III, Simonsen, 2010)

1.
2.
3.
4.
5.

Maintain consistency with

staff
Ensure the CICO remains a
high priority in the school
Assign responsibilities
judiciously & follow
through
Organized, efficient system
for collecting data
Use resources wisely

6.

Have a plan for s tudents

who self-select
7. Have a plan for students
who do not respond to the
intervention
8. Intervene at first sight of
participant drift
9. Beware the students who
hoard tokens
10. Be flexible

References
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.
MYERS, D., BRIERE III, D., & SIMONSEN, B. (2010). Lessons Learned From Implementing a Check-in/Check-out
Behavioral Program in an Urban Middle School. Beyond Behavior, 19(2), 21-27.
SWOSZOWSKI, N., PATTERSON, D., & CROSBY, S. (2010). Implementing Check in/Check out for Students With
Emotional and Behavioral Disorders in Residential and Juvenile Justice Settings. Beyond Behavior, 20(1), 32-36.