Check-In/Check-Out

Jordan Evans #10

What is it?
Check-In/Check-Out is a Tier
II, group-oriented intervention,
designed especially for students
whose problem behaviors (a) are
unresponsive to Tier I practices
and systems, (b) do not require
more immediate individualized
interventions, and (c) are
observed across multiple settings
or contexts.

The Program

Is efficient and cost-efficient.

The program can accommodate
a number of students and
students can use the strategy
within a few days. This program
also provides a built-in system
for monitoring students
progress and transitioning to a
self-managed program.

Students
Targeted
This strategy is targeted to a
wide variety of students
including students at risk of
school difficulties (with behavior
and academic), students with
disabilities or special needs,
students who need support in
organizing their daily lives, to
students with more serious
behavioral or mental health
needs.

Why Should We Use It?

To improve student accountability

A drop-out prevention tool

To increase structure

To improve student behavior & academics when other

interventions fail

To provide feedback & adult support daily

To help students self monitor and correct

Internalizes success & accomplishment of goals

Issue #: [Date]

Dolor Sit Amet

Effectiveness

Check-In/Check-Out interventions have

been shown to be very helpful in the
classroom. This strategy has been shown to
decrease problem behavior including students
receiving office referrals and lower
frequencies of other problem behaviors. It has
also been linked to increase academic
engagement

Many special education teachers have

implemented this type of strategy and it is
relatively common.

Creates a routine that could make students

feel more comfortable.

Daily Activities
In starting the Check-In/Check-Out system, the students need to
be aware of the routine they need to start doing. Show them where
they will check in, what they will do, and what needs to be on their
feedback sheet everyday. Then they will need to be shown how to
check out and what to remember the next day.

Check-In/Check-Out Coordinators
Be fluent with CICO procedures
Be respected as a positive adult by
the students
Have effective communication
skills with students, school staff,
and family members
Be consistent with follow-through
and activity completion
Effectively use data for decision
making with regards to student
progress and data implementation
fidelity

Check in with an adult at the start of the

school day to retrieve a goal sheet and
encouragement.
Carry a point card that is based on
school-wide expectations.
Retrieve frequent feedback on behavior
from adults throughout the day.
Review goals with the coordinator at the
end of the day.
Take point card home for parents
signature and positive feedback.

Reference Citations
Campbell, A., & Anderson, C. M. (2011). CheckIn/Check-Out: A Systematic Evaluation and
Component Analysis. Journal of Applied
Behavior Analysis, 315-326. Retrieved February
08, 2016.
Everett, S., Sugai, G., Fallon, L., Simonsen, B., &
O'Keeffe, B. (2011, February 15). School-Wide
Tier II Interventions: Check In Check Out.
Strawhun, J., & Peterson, R. L. (2013, October).
Check-in/Check-out. Retrieved February 08,
2016.

Issue #: [Date]

Dolor Sit Amet

Issue #: [Date]

Dolor Sit Amet