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The Behavior Education Program: A Check-In, Check-Out Intervention. Presented by: Susan Mack & Steven Vitto Kent ISD May, 2011. Agenda. The BEP Video Explore the behavior principles supporting Check-in, Check-out Examine the elements and procedures for implementing Check-in, Check-out

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The behavior education program a check in check out intervention

The Behavior Education Program: A Check-In, Check-Out Intervention

Presented by:

Susan Mack & Steven Vitto

Kent ISD

May, 2011



  • The BEP Video

  • Explore the behavior principles supporting Check-in, Check-out

  • Examine the elements and procedures for implementing Check-in, Check-out

  • Review CICO Tools

The bep video

The BEP Video

  • Overview of the Process

Continuum of behavior support

Continuum of Behavior Support

  • Indicated Prevention

    • Individualized intervention for specific student needs

    • Goal: Reduce intensity or severity of current cases

    • Example: Functional Behavioral Assessment (FBA)

*5% of Students

*15% of Students

  • Targeted Prevention

    • Target group interventions

    • Goal: Reduce current cases of problem behavior

    • Example: Behavior Education Plan (BEP)

*80% of Students

  • Universal Prevention

    • School-wide programs for everyone

    • Goal: Reduce new cases of problem behavior

    • Example: PBS

Adapted from

The behavior education program a check in check out intervention

Behavior Education Program

Behavior Principles

  • At-risk students benefit from:

    • Clearly defined expectations

    • Frequent feedback

    • Positive reinforcement

  • At-risk students should have someone they can count on for continued support.

Goal of bep cico

Goal of BEP/CICO

To prevent students who are acting out from escalation and provide them with more frequent feedback on their behavior to prevent future problem behavior

Critical features of bep cico

Critical Features of BEP/CICO

Intervention is continuously available

Rapid access to intervention (72 hr)

Very low effort by teachers

Positive System of Support

Students agree to participate

Implemented by all staff/faculty in a school

Flexible intervention based on assessment

Functional Assessment

Adequate resources allocated (admin, team)

Continuous monitoring for decision-making

Successful implementation requires

Successful Implementation Requires:

Foundation of universal behavior support

-SET score

-PBIS implemented well for some time

-TIC Score

-SAS Score

Administrative support

Feedback to staff and from staff

Things to consider first

Things to Consider First…

Establishment of a Universal System (School-Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity

Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Than Participate in Targeted Interventions

Is it really resistance for intervention

Is It Really Resistance For Intervention?

Before Implementing a Secondary Intervention, You Must Ask:

Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

Tracking the positive

Tracking the Positive

Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 5:1 ratio

Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups)

Analysis of number of positive behavior tickets by teacher

Components often overlooked

Components often overlooked:

Positive Parent Contact

Random Reinforcement Strategies

Positive Public Posting

Continuous Behavioral Feedback for Students

Data on Positive Reinforcement

Other Enhancements…

The behavior education program a check in check out intervention

How are we providing services to these students?



For whom is the bep cico appropriate

For Whom is the BEP/CICO Appropriate?


Low level problem behavior (not severe)

3-7 referrals

Adult Attention

Behavior occurs across multiple locations


talking out

minor disruptions

work completion

Swis referrals by student

SWIS: Referrals by Student

For whom is the bep cico not appropriate

For Whom is the BEP/CICO NOT Appropriate?


Serious or violent behaviors/infractions

Extreme chronic behaviors (8 to 10 referrals)

Require more individual support

Functional Assessment

Wrap around services

One on one assistant

Behavioral specialist involved

Successful implementation requires1

Successful Implementation Requires:

Foundation of universal behavior support

Understanding of behavioral function

Faculty agreement to:

Support all students

Use recommended secondary interventions

Data-based decision-making

Resources to start program

Bep check in check out cycle

BEP Plan

Weekly BEP Meeting

9 Week Graph Sent

Morning Check-In

Program Update

Home Check-In


Afternoon Check-out

BEP/Check-in Check-out Cycle

Class Check out


Class Check in

Bep referral process

BEP Referral Process

Weds Weds Mon








Other intervention

Collect baseline data

SST Referral form

If baseline warrants

  • Goals

  • Seamless process

  • Data driven

  • Ongoing feedback to teachers

  • Research based interventions

The behavior education program a check in check out intervention





Regular Teacher


Bi-weekly Meeting

to Assess Student






Student Recommended for BEP/CICO

Behavior Education Program (BEP)

Check In Check Out (CICO)

BEP/CICO is Implemented

BEP/CICO Coordinator

Summarizes Data

For Decision Making



Building the basic cycles

Building the Basic Cycles

  • Morning Check-in Routine

    • Teaching students when, when, how

    • Teaching check-in coordinator

      • Assess

      • Reward

      • Set-up or Redirect

  • Teacher Check-in/Check-out Routine

    • Teach students when, when, how

    • Teaching staff/faculty

      • Reward

      • Set-up for success, positive momentum

      • Evaluation

  • Building the basic cycles1

    Building the Basic Cycles

    • Afternoon Check-out Routine

      • Teach students when, where, how

      • Teach CICO coordinator data collection, acknowledge success, encourage improvement.

      • Consider self-recording system for older students

  • Family Review Routine

    • Teach students when, where, how

    • Teach family only to acknowledge success, sign

  • Building the basic cycles2

    Building the Basic Cycles

    • Trading Menu/ Process

      • Reward for collecting and turning in daily progress report information

      • Reward for meeting daily goal

      • Exchange system for points earned?

    The behavior education program a check in check out intervention

    Things to say at check in…

    ·        Wow! You brought back your

    agenda book!

    ·        You’re here on time again -Great!

    ·        Looks like you’re all set to go

    ·        It’s great to see you this morning

    ·        Looks like you’re ready for a

    good day

    ·        You’re off to a good start

    ·        You look so nice this morning

    ·        You look happy to be here this


    ·        I like the way you said “good


    ·        Thanks for coming to check in

    ·        Sounds like you had a good


    We missed you yesterday (if

    student was absent), nice to see

    you today

    The behavior education program a check in check out intervention

    Things to say at check out….

    ·        You had a great (awesome, terrific, etc)


    ·        You’re right on target

    ·        Your mom/dad is going to be so proud of


    ·        You’re really working hard!

    ·        You are such a good student

    ·        You made your goal- wow!

    ·        Looks like today didn’t go so well- I know

    you can do it tomorrow

    ·        I know it was a tough day- thanks for

    coming to check out

    ·        We all have bad days once and awhile- I

    know you can do it tomorrow

    ·        You look a little frustrated- what


    If a student looks upset take a few minutes

    to “just listen”

    Looks like you were having some trouble

    today. I know you can turn it around


    Building the advanced cycles

    Building the advanced cycles

    • Planning for success

      • How does student move off CICO?

      • Adding self-management options to CICO

  • Moving from CICO to individualized behavior support.

    • Functional behavioral assessment

    • Comprehensive behavior support

  • Substitute Teacher use of CICO

    • How will substitutes learn about CICO routine?

  • Extending CICO to playground, cafeteria, bus area

  • The behavior education program a check in check out intervention

    CICO Record

    Name: ____________________________ Date: ______________

    3 = great 2 = OK 1 = hard time


    The behavior education program a check in check out intervention

    CICO Home Report

    Name: _____________________________Date: _____________

    ______ I met my goal today ______ I had a hard day

    One thing I did really well today was: _______________________

    Something I will work on tomorrow is: ______________________


    Parent/Guardian Signature: ____________________________


    The behavior education program a check in check out intervention

    CICO Trading Post

    Plan for the future we want self managers

    Plan for the future: We want self-managers

    • Embed self-management strategies as driven by the data

      • Use natural signals for monitoring as much as possible

      • Self-monitor

      • Self-record, check for accuracy

      • Fewer check points during the day

        • Maintain AM and PM times for awhile

      • Manage own CICO account

    • More on self management in the future…..

    Check in check out self assessment

    Check-in/ Check-out Self-Assessment

    • Individually score the elements of the CICO Self-Assessment

      • In place; In progress; Not in place

  • As a team review your ratings, and agree on a single summary for the school

  • For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?

  • Define a schedule for meeting to review progress and implement your CICO plan.

  • Assessing of cico is right for your school

    Assessing of CICO is right for your school

    • What do Targeted Interventions do?

      • Increase access to adult attention

      • Increase access to peer attention

      • Increase access to activity choice

      • Acceptable options for avoiding aversive activities

      • Acceptable options for avoiding aversive social

      • Increased structure (prompts for approp behavior)

      • Structured times for feedback (5 per day)

      • Enhanced home-school communication

      • Development of self-management skills

    CICO Self-Assess

    Why does bep cico work

    Why does BEP/CICO Work?

    For students

    Program can be applied in all school locations

    Acknowledgement for appropriate behavior

    Linked school and home support

    Program is organized to morph into self-monitoring

    For Schools

    Program requires minimal resources

    Requires minimal time and effort from teachers

    Can be easily modified to meet needs of multiple students

    Incorporates data-based decision-making

    Roles responsibilities

    Roles & Responsibilities

    School team

    Identify students who may benefit

    Monitor implementation

    Evaluate effects and modify/fade as needed


    Facilitate morning and afternoon checks (in & out)

    Get signed form from students, give new form

    Maintain positive, constructive environment

    Acknowledge successes


    Obtain form from student each day

    Monitor student behavior and mark card accurately

    Provide feedback to student in positive and constructive manner


    Check in and out each day

    Give form to teacher

    Meet expectations

    Take form home and have parents sign, bring to school the next day

    Monitoring bep cico

    Monitoring BEP/CICO

    Identified CICO Team

    Identifies students who may benefit

    Coordinates implementation

    Reviews student progress

    Makes modifications as needed

    Data for decision making

    Team must have access to data

    Team reviews data at least bi-weekly

    Monitoring outcomes

    Monitoring Outcomes

    Percent of possible points earned

    Teacher-completed summaries

    Direct observations

    Data management

    Data Management

    Summarize points across days



    Graph data for easy presentation

    Data shared with staff at least quarterly on how students are doing

    9-week graph sent to parents, if appropriate

    Modifying bep cico

    Modifying BEP/CICO

    Peer attention: Provide peer attention for meeting expectations

    Check out with friend

    Sit with friend(s) at lunch

    Brief free time with friend at end or class

    Task avoidance:

    breaks, shorten work requirement

    Access to assistance

    Preferred work modality (e.g., groups)

    Schedule of reinforcement

    More frequent check-ins

    Highly preferred coordinator

    Pair attention with other rewards

    Potential pitfalls

    Potential Pitfalls


    Assess teacher commitment/enthusiasm


    Teacher self monitoring

    Student won’t carry card

    Student checks in and out

    Coordinator provides card to teacher and picks up

    Student continues to receive feedback from teacher

    Self monitoring

    Computerized system

    Student isn’t checking in or out

    Determine reason

    Identify preferred person to check in/out with

    Is this component needed?

    Things went well what now

    Things Went Well… What Now?

    Data-based decision-making

    Ways to remove

    Move to self-monitoring

    Remove components

    Removing components of bep cico

    Removing Components of BEP/CICO

    Gradually decrease checks during the day (keep check in and out)

    Remove check out

    Remove parent feedback

    Remove check in

    Monitor behavior throughout

    Self monitoring after bep cico

    Self Monitoring After BEP/CICO

    Expected behaviors stay the same

    Reinforcers stay the same

    Student checks in same amount of times

    Student monitors behavior using CICO card

    Plan for teaching accuracy in monitoring

    Example shaniqua

    Example: Shaniqua

    Has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks

    Coordinator provides rationale for self monitoring to Shaniqua

    Coordinator teaches her to self monitor using examples and non-examples

    When program begins,her teacher goes over examples and non-examples

    First week: Student and teacher monitor and compare records

    Teacher provides acknowledgement and feedback based on accuracy Ratings agree 95% of time

    Second week

    Teacher monitors appx. 60% of time; feedback based on accuracy

    Feedback at other times based on Shaniqua’s monitoring of behavior


    Feedback based on accuracy (with teacher records)

    When Shaniqua monitors independently, feedback based on behavior

    The behavior education program a check in check out intervention

    You know, Mr. Stup, what I liked about BEP… Every day I got to talk to my administrator about how I was doing. The teachers weren’t raggin’ on me all the time. They had something to say to me that wasn’t always negative. My parents were proud when I brought home a good report or graph. It helped me get through 8th grade”

    Emanuel S. – repeating 8th grade - 15 years old – in danger of repeating again by early November 2007

    Lessons learned

    Lessons Learned

    Action Plan Well- take your time

    Start Small

    Meet often at beginning of implementation phase

    Select staff who are positive and students trust

    Provide support to BEP coordinators

    Appoint and train a back up coordinator

    Carefully select students

    Keeping students too long or not long enough


    Is my school ready to implement a bep system

    Is My School Ready to Implement a BEP System?

    School-wide system of behavior support in place

    Staff buy-in for implementation of the BEP

    Administrative support

    Time & money allocated

    No major changes in school climate

    e.g. teacher strikes, administrative turnover, major changes in funding

    BEP implementation a top priority

    How do you build student and staff buy in for the bep

    How Do You Build Student and Staff “buy-in” for the BEP?

    Give BEP program a high profile in your school

    Promote BEP as positive support not punishment

    Collaboratively involve referring teachers in BEP process

    Provide regular feedback to staff, students, and families

    Training teachers on bep system

    Training Teachers on BEP System

    In-service on the “spirit” of program

    supportive, not punitive

    immediate feedback on behavior (type of statements, what the ratings mean, examples of feedback)

    follow-up forum to express concerns

    individual coaching

    boosters needed at least yearly

    Training students on bep system

    Training Students on BEP System

    Meet with parents and students

    Modeling and Practice

    Accepting Feedback



    Personnel bep coordinator

    Personnel: BEP Coordinator

    Take care of BEP requests for assistance

    Lead morning check-in/ afternoon check-out

    Enter BEP data on spreadsheet – daily

    Organize and maintain records

    Create graphs for BEP meetings

    Gather supplemental information for BEP meetings

    Prioritize BEP students for team meetings

    Characteristics of an effective bep coordinator

    Characteristics of an effective BEP coordinator

    Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide)

    Positive and enthusiastic

    Someone the students enjoy and trust

    Organized and dependable

    Works at school every day

    Personnel bep team

    Personnel: BEP Team

    Attend weekly or bi-weekly meetings

    Contribute to decision making for BEP students

    Help conduct “Orientation to BEP” meetings

    Gather supplemental information

    Contribute to student/staff development workshops

    Contribute to feedback sessions

    Complete any assigned tasks from BEP meeting

    Data data data


    BEP\BEP Sample.xls



    Evaluating bep progress sample agenda form

    Evaluating BEP Progress: Sample Agenda Form

    BEP Team Meeting Agenda

    Date:____________Note taker:___________

    Team Members Present:___________________________

    List of Priority Students:

    1) Discuss Priority Students

    2)Discuss New Referrals

    3) Identify Students to Receive Additional Reinforcer by Principal

    4)Other BEP Issues or Students

    Evaluating individual student outcomes

    Evaluating Individual Student Outcomes

    • CICO-SWIS includes reports that:

    • Graph daily progress of students (the percentage of points earned)

    • Display the average percentage of point by period

    Individual student report

    Individual Student Report

    Individual student period report

    Individual Student Period Report

    Goal line


    Individual student single period report

    Individual Student Single Period Report

    Evaluating outcomes additional tools

    Evaluating Outcomes: Additional Tools

    Example rules cico

    Example Rules: CICO


    • Earned an average of 80% of points during the past month

    • Met his/her goal 80% of the time during the past month

    • Received no major discipline referrals


    • Met his/her goal for 30 consecutive days

    Problem solving practice

    Problem Solving Practice

    Problem solving practice1

    Problem Solving Practice

    Problem solving

    Problem Solving

    Resources time and money

    Resources: Time and Money

    8-10 hours per week for BEP coordinator

    BEP forms on NCR paper

    School supplies for BEP participants

    Reinforcements for BEP participants

    Overview of bep forms

    Overview of BEP Forms

    • BEP Program Explanation

    • BEP Program Referral Form

    • BEP Program Sample Daily Progress Cards

    • BEP Meeting Process From

    Research articles

    Research Articles

    Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education

    March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders,10,158-70.

    The behavior education program a check in check out intervention

    Responding to Problem Behavior in Schools:The Behavior Education Program

    A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

    The cico tools on your c d

    The CICO Toolson your C.D.

    Contents bep cico

    Contents (BEP=CICO)

    • BEP Program Readiness Checklist

    • BEP/CICO Explanation

    • BEP/CICO Referral Form

    • BEP/CICO Parent Permission Form

    • BEP/CICO Daily Progress Form

    • BEP/CICO Fidelity of Information Measure

    • BEP/CICO Monitoring Form

    • BEP/CICO School Sample Program

    • BEP/CICO Systems Monitoring Tool

    The behavior education program a check in check out intervention


    The behavior education program a check in check out intervention


    Implementation Readiness Questionnaire

    Prior to implementation, it is recommended that the following features be in place. Please check the answer that best describes your school at this time.

    The behavior education program a check in check out intervention

    Check in Check out Referral Process

    Check in Check out is a targeted group intervention that is designed to support students who are at-risk for developing significant behavior problems. To refer a student to the CICO program, please complete the following steps.

    1. Complete a Check in Check out referral form (available in the office)

    2. Return the form to __________’s mailbox

    3. When the form is received, ___________ will contact you to set up a

    brief interview (10-15 minutes)

    4. During the interview, we will determine whether CICO is appropriate for

    the student, and gather information to begin the program.

    5. If it is determined the CICO is NOT appropriate for the student, we will

    work with you to determine an alternative.

    6. If it is determined that CICO is appropriate for the student, a letter will

    be sent home to the caregiver.

    7. Upon receiving parental permission, we will contact you to begin the


    Please be aware that it typically takes 5 days to start the program after the completion of the interview.

    The behavior education program a check in check out intervention

    Parent/Guardian Permission Letter

    Date _______

    Student _____________________________________ Grade _________

    Teacher _____________________________________

    Parent / Guardian _____________________________

    I would like to include your child in our Behavior Education Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child.

    _____ I do give consent for my student to participate.

    _____ I do not give consent for my student to participate.

    ___________________________________ Date _________________________

    ( Parent / Guardian )

    For further information, please call: ______________ at 555-7525,

    Selena Williams

    The behavior education program a check in check out intervention


    The behavior education program a check in check out intervention

    Check-In/Check-Out Contract

    I, , agree to work on these things this year.




    I will work with __________________to keep track of my progress. I understand that I will have a chance to earn a reward each week when I meet my goals.

    A list of reward I would like include:

    1. ______________________



    Signature of Student

    I will try hard to do my best to meet these goals every day.

    I will do my best to help _________________meet his/her goals every day.

    _________________________ _____________________

    Signature of CoordinatorSignature of Parent

    The behavior education program a check in check out intervention

    The Check-In/Check-Out (CICO) Program

    Worksheet for Identifying Students for Participations

    The Check-In/Check-Out (CICO) Program

    Worksheet for Identifying Students for Participations

    * “Yes” checked in each of the columns suggests a good match for student and the CICO

    The behavior education program a check in check out intervention


    CICO Student Data

    The behavior education program a check in check out intervention


    The behavior education program a check in check out intervention

    Behavior Report Card

    Adapted from Crone, Horner & Hawken (in press)


    Intervention Program: ____________________

    Points Possible: ______

    Points Received: ______

    % of Points: ______

    Goal Achieved? Y N

    Rating Scale: = Good day: 3 points = Mixed day: 2 points

    =Will try harder tomorrow: 1 point


    Teacher comments:

    The behavior education program a check in check out intervention

    Questions may be directed to:

    Steve Hamilton

    Sue Mack


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