Adapting and monitoring daily CICO implementation in high schools

Abstract

Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., The High School Journal, 96(4), 267–282, 2013; Flannery & Kato, Preventing School Failure: Alternative Education for Children and Youth, 61(1), 69–79, 2017). As high schools move beyond the implementation of Tier 1 and begin to implement Tiers 2 and 3, school implementation teams must identify effective interventions that fit the high school context. The current study assessed whether Check-In Check-Out (CICO; Hawken et al., Responding to problem behavior in schools: The check-in, check-out intervention (3rd ed.). The Guilford Press, 2021), with strategic contextual adaptations, could be implemented with fidelity and whether high daily implementation fidelity was related to student behavior performance. Teacher feedback quality was also explored. Results showed high fidelity implementation at the systems and procedural level for all participants and a significant, small correlation between procedural fidelity and daily points earned.

Keywords:

• Behavior support
• check-in check-out
• high school
• tier 2

Disclosure statement

The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180015, to University of Oregon.

Notes on contributors

Mimi McGrath Kato

Mimi McGrath Kato is a Senior Research Assistant II in Educational and Community Supports at the University of Oregon. Her research focuses on the implementation of positive behavior support in high schools and improving outcomes for youth by connecting research to practice.

Angus Kittelman

Angus Kittelman is a Research Associate in Educational and Community Supports at the University of Oregon. His work focuses on positive behavior support, implementation science, applied behavior analysis, and vocational rehabilitation.

K. Brigid Flannery

K. Brigid Flannery is an Associate Professor and the Associate Director of Educational and Community Supports at the University of Oregon. She conducts research on the implementation of positive behavior support in high schools and has a long history of work with adolescents as teaching faculty and through her many grant projects.

Dana Cohen Lissman

Dana Cohen Lissman is a doctoral student in Special Education in Educational and Community Supports at the University of Oregon. Her work focuses on positive behavior support, family-school partnerships, and implementation science.