When implementing multi-tiered systems of support (MTSS) for behavior in K-12 schools, it is important to identify interventions that are effective at each tier, but it is also important to identify interventions that match the level of the problem in terms of intensity and resources allocated to solving the problem. Tier II interventions in MTSS systems are designed to efficiently support the behavior of 5%-15% of students in a school who are at risk. One of the most well-developed, evidence-based, and efficient Tier II behavioral interventions is Check-in/Check-out (CICO). CICO was designed to reduce the behavioral problems of students who were not responding to Tier I School-Wide Positive Behavioral Interventions and Supports. This chapter discusses empirical support for CICO. It discusses the implementation guidelines for daily CICO steps. Recent research has built on the empirical support for standard CICO by exploring a number of successful variations to CICO, as well as modifications that can be made for nonresponders. Variations include peer-mediated formats and supports for students with internalizing behavior problems. Modifications for nonresponders have included adding social skills training, function-based modifications, and additional check-ins from the mentor.
Handbook of Behavioral Interventions in Schools: Multi‐Tiered Systems of Supports
Filter, K. J. (2019). Check-in/check-out. In K. C. Radley & E. H. Dart (Eds.), Handbook of behavioral interventions in schools: Multi-tiered systems of support (p. 325–348). Oxford University Press. https://doi.org/10.1093/med-psych/9780190843229.003.0017
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