Now revised and expanded with the latest research and adaptations for additional target behaviors, this is the gold-standard guide to Check-In, Check-Out (CICO), the most widely implemented Tier 2 behavior intervention. CICO is designed for the approximately 10–15% of students who fail to meet schoolwide behavioral expectations but who do not require intensive, individualized supports. In a large-size format for easy photocopying, the book includes step-by-step procedures and reproducible tools for planning and implementation. At the companion website, purchasers can download and print the reproducible tools and can access online-only training materials, sample daily progress reports, and an Excel database for managing daily data. (Second edition subtitle: The Behavior Education Program.)
New to This Edition
*Chapters on CICO in alternative educational settings and for students with internalizing behavior problems.
*Content on using CICO for attendance issues, academic and organizational skills, and recess behavior problems.
*Chapter on layering additional targeted interventions onto CICO.
*Chapter with specific recommendations for training and coaching school teams.
*Expanded chapters on frequently asked questions, implementation in high school, and culturally responsive practices.
*Supplemental online-only training and data management tools.
*Updated throughout with current data and evidence-based procedures.
"Capturing 10 years of advances in the field, this volume provides new enhancements to the evidence-based CICO intervention. The third edition includes an updated high school chapter, a new chapter on CICO in alternative settings, and a new training-the-trainer chapter that provides step-by-step guidance for setting up a CICO workshop. Other important new topics include how to adapt CICO for academic/organizational, recess, and internalizing behavior issues. This book can be used in any school to improve the effectiveness of Tier 2 intervention."--Bob Putnam, PhD, LP, BCBA-D, LABA, Executive Vice President of PBIS and Consultation, May Institute
"CICO is one of the most valuable tools I’ve used in my career as a school psychologist--it has had a lasting positive impact on our students. This comprehensive manual provides clear action steps for school teams to effectively and efficiently implement the program to meet the needs of their students. In addition to examples of implementation in real schools, the manual is complete with sample materials, data collection forms, and ideas for adapting the intervention, providing practioners a full CICO toolkit. My district has used this manual to train elementary and middle school implementation teams over the past several years, and we are excited for the expanded third edition, which includes applications for students with internalizing behaviors, high school settings, and alternative education programs."--Mishele Stein Carroll, MA, NCSP, Social Emotional Learning Coordinator, Jeffco Public Schools, Colorado
"This excellent book is supported by a strong theoretical base. The third edition is enhanced by detailed instructions for training school personnel, as well as guidance on how to systematically track intervention fidelity and outcomes, which is crucial in a multi-tiered framework. The chapter on culturally responsive CICO is helpful for adapting and applying the core components in various contexts--even internationally. I especially appreciate how the third edition helps schools to become even more inclusive by layering additional interventions onto CICO for students who need extra support."--Anne Karhu, PhD, School of Educational Sciences and Psychology, University of Eastern Finland
"This book will change the way schools see and serve struggling students at an early stage across ages, cultures, and countries. Key ideas, recommendations, and evidence are presented in a clear way. The book has several great concrete examples of CICO implementation that efficiently demonstrate how students can experience more success in school. All of us who coach schools in their efforts to promote students’ academic and social learning and development should be indebted to the authors for this impressive third edition."--Anne Arnesen, PhD, Norwegian Center for Child Behavioral Development, Oslo, Norway
About the Authors
Leanne S. Hawken, PhD, BCBA, is Director of Content and Curriculum at Parent Playbook and Professor Emeritus in the Department of Special Education at the University of Utah. She has worked in the field of behavior analysis since the 1990s, applying the technology across a range of students and adults. Dr. Hawken has been training, coaching, and conducting research on Check-In, Check-Out (CICO) since the early 2000s. She is coauthor of Building Positive Behavior Support Systems in Schools, Second Edition; Responding to Problem Behavior in Schools, Third Edition; and the training DVD Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk.
Deanne A. Crone, PhD, is a Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants addressing behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has conducted extensive training in functional behavioral assessment and positive behavior support with teachers, paraprofessionals, principals, and directors of special education.
Kaitlin Bundock, PhD, is Assistant Professor of Special Education and Rehabilitation at Utah State University. A former teacher of special education high school mathematics, Dr. Bundock's research and teaching focus on effective instruction and intervention for students struggling in mathematics at the secondary level. Dr. Bundock also focuses on behavioral interventions and supports in secondary schools. She has provided school and district teams with training in the Check-In, Check-Out (CICO) intervention, and has assisted with implementing CICO in elementary and middle schools.
Robert H. Horner, PhD, is Emeritus Professor of Special Education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. Since the 1990s, Dr. Horner has worked with George Sugai to develop and implement schoolwide positive behavioral interventions and supports (PBIS). He is a recipient of the Education Award from the American Association for Mental Retardation, the Public Service in Behavior Analysis Award from the Society for the Advancement of Behavior Analysis, the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association, and the Distinguished Researcher Award from the Special and Inclusive Education Research Special Interest Group of the American Educational Research Association.