What are Patterns and Predictors of CICO Participation in U.S. Schools?

Kathleen Conley; Angus Kittelman; Michelle Massar; Kent McIntosh

What are Patterns and Predictors of CICO Participation in U.S. Schools?

Kathleen Conley
, Angus Kittelman
, Michelle Massar
, Kent McIntosh

University of Oregon

Research output: Other contribution

Abstract

Check In Check Out (CICO; Crone, Hawken, & Horner, 2010) is one of the most empirically supported Tier 2 behavior interventions for students who require additional supports to experience success (Campbell & Anderson, 2011; Maggin, Zurheide, Pickett, & Baillie, 2015). CICO incorporates regular performance feedback and adult interaction throughout the day in alignment with school-wide expectations. Performance feedback includes both reinforcing and corrective functions and is provided several times throughout the day so that the student has an opportunity to adjust behavior for the next check-in period. Interactions between the student and adult are designed to be efficient, structured, positive, and consistent. Increasing positive student-adult interactions has been linked to improved positive adult-child relationships (Anderson, Christenson, Sinclair, & Lehr, 2004) and may lead to improved student engagement, attendance, and work completion (Hamre & Pianta, 2001; Woolley & Grogan-Kaylor, 2006).

Original language	American English
State	Published - Feb 2018
Externally published	Yes

Keywords

tier 2 research

EGS Disciplines

Special Education and Teaching
Early Childhood Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

@misc{22ed0842b3b74cefbc8dafa0370b4004,

title = "What are Patterns and Predictors of CICO Participation in U.S. Schools?",

abstract = " Check In Check Out (CICO; Crone, Hawken, \& Horner, 2010) is one of the most empirically supported Tier 2 behavior interventions for students who require additional supports to experience success (Campbell \& Anderson, 2011; Maggin, Zurheide, Pickett, \& Baillie, 2015). CICO incorporates regular performance feedback and adult interaction throughout the day in alignment with school-wide expectations. Performance feedback includes both reinforcing and corrective functions and is provided several times throughout the day so that the student has an opportunity to adjust behavior for the next check-in period. Interactions between the student and adult are designed to be efficient, structured, positive, and consistent. Increasing positive student-adult interactions has been linked to improved positive adult-child relationships (Anderson, Christenson, Sinclair, \& Lehr, 2004) and may lead to improved student engagement, attendance, and work completion (Hamre \& Pianta, 2001; Woolley \& Grogan-Kaylor, 2006).",

keywords = "tier 2 research",

author = "Kathleen Conley and Angus Kittelman and Michelle Massar and Kent McIntosh",

note = "PDF: This evaluation brief looks to develop an understanding of current patterns of CICO enrollment and its potential impact on intervention fidelity and effectiveness. Conley, Kathleen; Kittelman, Angus; Massar, Michelle; and McIntosh, Kent. (2018). {"} What are Patterns and Predictors of CICO Participation in U.S. Schools?{"}. University of Oregon. https://www.pbis.org/resource/what-are-patterns-and-predictors-of-cico-participation-in-u-s-schools",

year = "2018",

month = feb,