Check-in check-out (CICO) is a widely implemented program aimed at increasing prosocial behavior. Aligned with the logic of Tier 2 supports, CICO has a standard protocol meant to be implemented in a standardized fashion across all students. However, as CICO is not effective for all at-risk students, it is quite common to find researchers implementing adapted versions of CICO. The purpose of this review was to explore the types of, rationale for, and timing of adaptations made to CICO. Results showed that 71% of studies using CICO made adaptations to core components. While most of these adaptations were made at the onset of treatment, we found little evidence to suggest researchers had a systematic process for selecting adaptations. As schools continue to seek the most efficient and effective means to provide behavior supports to students, adaptive intervention planning is an important process to consider.

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School-based universal screening for behavioral/emotional risk is a necessary first step in the identification of students who might need services within a behavioral response to intervention model. When choosing among the available screening measures, psychometric information such as reliability and validity of the scores is critical to inform such decisions. The purpose of the present study was to examine the reliability and validity of the Behavior Assessment System for Children (BASC)-3 Behavioral and Emotional Screening System (BESS) Student-report screening measure within a predominantly Latinx sample of 210 elementary school students. The proposed three-factor structure was generally upheld. The results supported adequate to strong test–retest reliability and internal consistency of both the overall score and the subscales (self-regulation, internalizing, and personal adjustment). Finally, the BASC-3 BESS Student also correlated to concurrent and future academic and behavioral outcomes, although the strength varied by domain.