Large-Scale Implementation of Check-In, Check-Out

Hawken, Leanne S.; Bundock, Kaitlin; Barrett, Courtenay A.; Eber, Lucille; Breen, Kimberli; Phillips, Danielle

doi:10.1177/0829573515601005

Cited by 13 publications

(18 citation statements)

References 14 publications

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“…One of the most commonly implemented Tier 2 behavioral intervention in schools is Check-in/check-out (CICO; Hawken et al, 2021). CICO is a multicomponent intervention designed to teach students self-regulation skills (i.e., self-monitoring, self-assessment, goal setting, self-recruited feedback) to improve positive behaviors (e.g., academic engagement) and reduce challenging behavior (e.g., off-task, disruption).…”

Section: Check-in/check-out In Schoolsmentioning

confidence: 99%

CICO-Secondary: A Single-Case Experimental Study in High School

Kittelman,

Cohen Lissman,

Strickland-Cohen

et al. 2023

Journal of Positive Behavior Interventions

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Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be implemented with procedural fidelity and improve outcomes for students with and at risk for disabilities. The study included three ninth-grade students (two with individualized education programs) in one public high school. We used a non-concurrent multiple baseline design conducted over two academic years during the COVID-19 pandemic to experimentally evaluate the effects of CICO-Secondary on student academic engagement. Results demonstrated that students participated with adequate procedural fidelity and that there was a functional relation between implementation of CICO-Secondary and improved student academic engagement. Students and school personnel also perceived CICO-Secondary to be socially valid. Implications for both future research and practice are discussed.

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Section: Check-in/check-out In Schoolsmentioning

confidence: 99%

CICO-Secondary: A Single-Case Experimental Study in High School

Kittelman,

Cohen Lissman,

Strickland-Cohen

et al. 2023

Journal of Positive Behavior Interventions

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“…Their lessons included (a) Maintaining consistency with staff, (b) Assigning responsibilities judiciously and following through, and (c) Having an organized, efficient system for collecting and synthesizing data. Hawken et al ( 2015 ) also noted that schools with high CICO fidelity supported twice as many elementary and middle school students as schools with low CICO fidelity.…”

Section: Check-in/check-out As a Tier 2 Interventionmentioning

confidence: 99%

“…Research has demonstrated that implementation of CICO with fidelity is key to achieving desired outcomes. Although fidelity is generally between 70 and 90% in published research studies with oversight and involvement by researchers (Hawken et al, 2015 ; Hawken et al, 2015 ), adoption and fidelity are dependent on several issues and implementation can be uneven in typical school settings (Myers & Briere, 2010 ; Rodriguez, Campbell, Falcon, & Borgmeier, 2015 ). One variable relevant to implementation is the delineation and conveyance of specific practice elements that represent the concrete actions that expected implementers are to perform to deliver CICO with fidelity.…”

Section: Introductionmentioning

confidence: 99%

Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process

Filter

Ford

Bullard

et al. 2022

School Mental Health

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Check-in/Check-out (CICO) is a widely implemented evidence-based program for supporting students with at-risk levels of social and emotional behavior concerns. It is comprised of several core features described in the previous literature, including practice elements , which are the specific actions that are delivered directly to students, and implementation components, which are actions that support the implementation by adults. Practice elements and implementation components are both important to implementation but have been combined and conflated in descriptions of CICO implementation. Well-defined and differentiated practice elements could provide improved clarity in communicating implementation expectations to front-line implementers as well as support future research into essential active ingredients and measures of front-line intervention fidelity. The purpose of the present study was to distill, differentiate, and operationally define the student-facing practice elements of CICO. A panel of research experts and practice experts participated in a three-round modified e-Delphi process that led to the identification and operational definition of 19 discreet practice elements organized into five domains. Results are discussed in terms in implications for future development of measures of commitment and intervention fidelity, future research into active ingredients of CICO, and in terms of how well-defined practice elements can improve communication of implementation expectations for front-line implementers of CICO such as teachers. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-021-09495-x.

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“…Tier 2 groups typically focus on students developing or improving skills and practicing those skills in a group setting with feedback from school staff and peers (Debnam et al, 2012; Goodman-Scott et al, 2023). Commonly implemented Tier 2 group supports include Check In/Check Out (CICO; Hawken et al, 2021) and school-counselor-led psychoeducational and counseling groups (Berger, 2013; McCormac, 2015; Rose & Steen, 2015). In both CICO and school-counselor-led groups, school counselors and the Tier 2 team use data to monitor progress and to make decisions to continue, modify, or fade supports based on students’ growth in goal areas (Hawken et al, 2021; see Todd et al, 2021, for progress monitoring guideline example).…”

Section: Group Supports Within Tier 2 Of the Mtss Frameworkmentioning

confidence: 99%

Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support

Olsen,

Betters-Bubon,

Edirmanasinghe

2024

Professional School Counseling

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School counselors play an instrumental role in advancing equity and access for students through tiered supports and specifically group counseling. In this article, we propose the need to move away from a deficit-based model of groups focused on student skill gaps. First, we outline a culturally sustaining group approach that focuses on students’ experiences, strengths, and assets while providing a space where students can collectively heal and learn from each other. Second, we describe a cyclical process whereby school counselors learn from students and use students’ expertise to inform and improve the school-wide systems, processes, and practices that negatively impact students and contribute to the initial need for students to participate in group interventions. Finally, because groups are increasingly implemented within Tier 2 of a multi-tiered systems of support (MTSS) framework, we outline a visual model we have developed to illustrate how culturally sustaining practices can be infused throughout the Tier 2 process.

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Large-Scale Implementation of Check-In, Check-Out

Cited by 13 publications

References 14 publications

CICO-Secondary: A Single-Case Experimental Study in High School

CICO-Secondary: A Single-Case Experimental Study in High School

Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process

Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support

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