EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 12:45 PM - 1:45 PM | Check-In, Check-Out Intervention: Research Based Tier 2 Intervention to Support Students with Problem Behaviors | Cascade D
Check-In, Check-Out Intervention: Research Based Tier 2 Intervention to Support Students with Problem Behaviors
District, school and community leaders need effective multi-tiered interventions to meet a variety of behavioral needs of diverse student populations at both school and in the community. Check-in Check-out (CICO) is a tier 2 behavioral intervention designed to support students who engage in mild to moderate problem behaviors. CICO provides students with a structured means of receiving positive adult attention throughout the day to prevent escalation of behavior. This session will provide an in-depth examination of the CICO intervention and provide practioners with a framework for implementation in their own school setting. Additionally, innovations and adaptions of CICO will be discussed to increase support for students in diverse school settings and target a variety of student problem behaviors.
- Participants will be able to identify students who may benefit from CICO tier 2 behavioral support. Students who are not responding to Tier 1 behavior supports may benefit from Tier 2 interventions like CICO to meet school wide behavior expectations. Participants will be able to identify and utilize school data to identify students who are not responding to Tier 1 behavior supports. Participants will be able to use data-based decision making to refer students for CICO.
- Participants will be able to identify and implement steps for CICO including: morning check-in, regular teacher feedback, afternoon check-out, parent feedback, assessing student progress, and data for decision making. Participants will be able to go back to their schools and implement CICO effectively.
- Participants will be able to identify and implement adaptations to CICO to address and support a diverse range of problem behaviors and student populations. Problem behaviors addressed and diverse student populations include: absenteeism, academic organizational skills, internalizing problem behaviors, large school populations, and pre-school settings.
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
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.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Kristin Kladis
(), University of Utah, Dept. of Special Ed, kristin.kladis@utah.edu;
Kristin Kladis is a PhD student at the University of Utah’s Department of Special Education. Prior to beginning the PhD program, she received her master’s degree in Special Education from the University of Utah and worked as a resource teacher in Granite School District for three years. This work sparked her interest in behavioral interventions and supports for students in the elementary and secondary school setting. In addition to pursuing her PhD, she is also working towards becoming a board-certified behavior analyst. Kristin is currently working at Robert Frost Elementary as part of the Behavior Response Support Team (BRST) with Granite School District. Her work with the BRST project includes assessment of school and classwide positive behavior supports, rapport building with teachers and school staff, development of FBA and BIP, direct training for teachers and school staff, and continuous progress monitoring.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
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.
ASHA DISCLOSURE:
Financial -
Nonfinancial -