Varying intensities and configurations for CICO and CICUCO

Abstract

Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, & Nordstokke, 2014). There is a pressing need for disseminating low-intensity strategies for teachers to use to combat problem behavior and attrition. Check-in/check-out (CICO) and the more intensive check-in/checkup/check-out (CICUCO) interventions are desirable Tier 2 approaches for teachers who are responding to problem behavior in the classroom given the efficient and effective nature of each approach. This article will (a) describe the traditional five-step CICO process, (b) describe additional checkup procedures, and (c) discuss numerous possible adaptations to these approaches to more effectively address the behavioral needs of students across special and general education settings. Further, suggestions for increasing mentor and family involvement in the CICO process are given. Limitations and implications also are discussed.

Keywords:

• Behavior intervention
• check-in/check-out
• check-in/checkup/check-out
• positive behavior supports
• Tier 2

Additional information

Notes on contributors

Nicole Cain Swoszowski

Nicole C. Swoszowski is an associate professor in the Department of Special Education and Multiple Abilities at the University of Alabama. Her current research interests include positive and preventative academic and social interventions and practices for students with emotional and behavioral disorders and other behavior challenges, implementation of multi-tiered behavioral frameworks in traditional and alternative educational settings, and teacher preparation in classroom and behavior management.

Lauren Hart Rollins

Lauren H. Rollins is a doctoral student in the Department of Special Education and Multiple Abilities at the University of Alabama. Her current research interests include positive behavioral interventions and supports for students with emotional and behavioral disorders, multi-tiered systems of support, interconnected systems framework, and special education teacher preparation.