Examination of Critical Features and Lessons Learned for Implementation of a Tier 2 Intervention System for Social Behavior

Abstract

This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 2003) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 2011; Hawken & Horner, 2003), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation.

Additional information

Notes on contributors

Billie Jo Rodriguez

Billie Jo Rodriguez, PhD, NCSP, is a School Psychologist for Springfield Public Schools in Springfield, Oregon. She also serves as an Adjunct Professor for the University of Texas at San Antonio. Billie Jo's research interests are in functional behavior assessment and intervention development as well as integration of academic and social behavior supports for students in schools.

Amy Campbell

Amy Campbell, PhD, is an Associate Professor and Director of the School Psychology program at Grand Valley State University. Her research interests include multitiered systems of support, targeted behavior interventions, and functional behavior assessment.

Sarah Fairbanks Falcon

Sarah Fairbanks Falcon, PhD, has extensive experience working with children exhibiting behavior challenges as well on state-level grants and research projects. Sarah has worked as a behavior specialist, teacher, PBIS specialist, and state trainer. Currently, Sarah coordinates the PBIS strand of the Effective Behavior and Instructional Support Systems (EBISS) grant with the Oregon Department of Education.

Christopher Borgmeier

Christopher Borgmeier, PhD, is an Associate Professor of Special Education at Portland State University. His research focuses on school-wide PBIS, specifically supporting schools and school districts to implement a continuum of behavioral supports and systems to promote success for students with challenging behavior.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.