2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/18/2018 | 10:30 AM - 11:25 AM | Check-In/Check-Out: Adaptations for Students Within a PBIS Framework | Cascade B
Check-In/Check-Out: Adaptations for Students Within a PBIS Framework
Check-in Check-out (CICO) is a Tier 2 behavioral intervention designed to support students engaging in mild to moderate problem behaviors on a school-wide level. CICO addresses minor misbehaviors, and prevents them from becoming more severe, by providing students with a structured means of receiving positive adult attention. Research on CICO indicates its success in reducing problem behaviors and improving appropriate behaviors (Hawken, Bundock, Kladis, O’Keeffe, & Barrett, 2014; Maggin, Zurheide, Pickett, and Baillie, 2015; Wolfe et al.2015). This presentation will focus on two main areas for adaptations: setting and target behaviors. During the presentation participants will learn the critical features of the CICO intervention, how to embed the intervention into existing school culture and PBIS efforts, and how school staff can utilize the intervention to build relationships between students and teachers by providing opportunities to use positive reinforcement for appropriate behaviors. This topic will include using the intervention in preschool, elementary, and secondary settings. In addition, a description of how CICO can be adapted to address more severe student behaviors based on a functional assessment will also be provided.
- 1. Participants will learn the critical features of the CICO intervention for use in a variety of settings, and will understand recent adaptations of CICO, including use for attendance, internalizing behaviors, recess, and academic/organization skills.
- 1. Participants will understand how to adapt CICO into Tier 3 systems of Positive Behavior Support to address individual behavior goals based on a functional assessment
- 1. Participants will be shown recent data regarding CICO adaptations.
Presentation:
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Transcripts:
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Presenters/Authors
Grace Wayman
(), University of Utah, grace.wayman@utah.edu;
Grace Wayman is a Ph.D student at the University of Utah in the Special Education Department and is also working towards her BCBA certification. She has worked in the field of special education for the past 12 years including roles as an ABA therapist, special education teacher, specialist and instructional coach. Grace has spent the last 10 years working in public education supporting MTSS efforts, and currently is conducting research in the area of PBIS.
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Kristen Stokes
(), University of Utah, kristen.stokes@utah.edu;
Kristen Stokes is a Ph.D student at the University of Utah in the Special Education Department and is also working towards her BCBA. She has worked in the field of early childhood and elementary education for the past 10 years and is currently supporting MTSS implementation efforts through research and coaching.
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Leanne Hawken
(), University of Utah, leanne.hawken@utah.edu;
Dr. Leanne Hawken is a Professor in the Department of Special Education at the University of Utah. Her research focus is on positive behavior support with a specific emphasis on Tier 2 behavior interventions to support students at risk.
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