Daniel Bernal #1

Robert Broadhead #2

Educating Students with Mild

Disabilities

Texas State University

CICO
RATIONALE
•Build RELATIONSHIPS

•Foster SELF-CONFIDENCE

•Provide REINFORCEMENT for

CHE CK - IN goal attainment and/or
improvement
Students are to check-in with CICO
•Student recieves
coordinator to go over behavior
ENCOURAGEMENT and
report card and dialy goals. POSITIVE ATTENTION from
CICO coordinator
CICO cooridnator Examples:
Counselor, Mentor, Principle. •Teacher(s) and CICO
coordinator monitor progress and
(NOT a Teacher of student) students receive REWARDS when
goals are achieved!

E VA LUA TION
Student presents daily behavior
report card to each teacher and
recieves points for that class based on
how well they did in achieving their
goals.

CHE CK - OUT
At the end of the day, student
checks-out with CICO coordinator.
Coordinator gives high praise or
coaching strategies and positive
encouragement to prepare student
for the next day.
 CICO
Check-In, Check-Out
Strategy: Check-In, Check-Out (CICO) is a behavior intervention for students who are
struggling in school because of emotional and/or behavioral problems in class. CICO
intervention uses a behavior report card. The report card is based off a point system
where students recieve points from CICO coordinator and teachers. Students are
encouraged to collect maximum points throughout the day to achieve specific goals.
CICO is an effective intervention for the students who need or want that extra one-on-
one intervention.
Population: School-aged children with learning disabilities, ADHD, and emotional
and/or behavioral disorders.
Reference:
Hawken, L., Bundock, K., Kladis, K., O’Keeffe, B. and Barrett, C. (2014). Systematic Review of the Check-
in, Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders. Education and
Treatment of Children, 37(4), pp.635-658
Boden, L., Jolivette, K., Alberto, P. (2018). The Effects of Check-in, Check-up, Check-out for students with
mild intellectual disability during on and off site vocational training. Journal of Classroom Interaction 53(1),
pp.4-21
Swoszowski, N. C., Patterson, D. P., & Crosby, S. (2011). Implementing check in/check out for students with
emotional and behavioral disorders in residential and juvenile justice settings. Beyond Behavior, 20, 32-36.
Lane, K. L., Capizzi, A. M., Fisher, M. H., & Ennis, R. P. (2012). Secondary prevention efforts at the middle
school level: An application of the behavior education program. Education and Treatment of Children, 35, 1-
40.
Ennis, R. P., Jolivette, K., Swoszowski, N. C., & Johnson, M. L. (2012). Secondary prevention efforts at a
residential facility for students with emotional and behavioral disorders: Function-based check-in, check-out.
Residential Treatment for Children and Youth, 29, 79-102.

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