What is CICO?

CICO is a secondary-tier
intervention designed for students
who are not responding to primary
interventions. The CICO process
monitors progress toward school
wide or individual behavioral goals
via daily progress report (DPR)
cards.

5 steps to CICO:
1.

Check in
-

2.

Receive feedback
-

3.

Students checks out

with mentor, reviews
DPR, receives praise/
reinforcement for
meeting goal or
encouragement to
meet the goal the next
school day

Home component
-

5.

Students receives
feedback throughout
the day from his or her
teachers and receives
a score from 0 to 2
( can be changed based
on the students needs)

Check out
-

4.

Students meets with

mentor receive a
points sheet (DPR), and
set a behavioral goal
for the day

Parents sign the DPR

and provide praise/
reinforcement for
meeting goal or
encouragement to
meet the goal the next
school day

What type of students benefit from CICO?

- Not appropriate for managing violent behavior
- Most effective when used with students whose
behaviors are maintained by adult attention
-Least effective when implemented with students
who escape behaviors
- Struggling students (academics)
- ELL (English Language learners)
- EBD (Emotional behavioral disability)
- Learning/ Intellectual Disabilities
- General ED population (All Students)

Return to school
-

Students returns DPR

to mentor the next
school day

BY: DESTINY BONDS #3, SPED 4340 SUMMER 2016

Benefits of using CICO

CICO is a behavioral intervention designed to support
students who demonstrate persistent at-risk behavior
by providing structure and feedback to the student.
CICO incorporates fundamental principles of positive
behavior support, including clearly defined
behavioral expectations, social skills instruction, the
use of contingent positive reinforcement, increased
positive interaction with adults, and self-monitoring
of behavior. CICO decreases the occurrences of mild
problem behaviors while reinforcing desirable ones.

Why Should I use CICO?

Improves student accountability

Increases structure
Improves student behavior and academics
when other interventions have failed
Provides feedback and adult support on a
daily basis
Improves and establishes daily home/school
communication and collaboration
Improves student organization, motivation,
incentive, and reward
Helps students to self-monitor and correct
Internalizes success and accomplishment of
goals
Students get involved and excited about the
program, enjoying the structure, support, and
incentives of the intervention
Leads to maintenance free responsible
behaviors, habits, and effort

References:
Boden, L. J., Ennis, R. P., & Jolivette, K. (2012). Implementing Check in/Check out for Students With Intellectual
Disability in Self-Contained Classrooms. Teaching Exceptional Children, 45(1), 32-39 p.
Swoszowski, N., Patterson, D., & Crosby, S. (2011). Implementing Check in/Check out for Students With Emotional
and Behavioral Disorders in Residential and Juvenile Justice Settings. Beyond Behavior, 20(1), 32-36 p.

Ruiz, M. I., Smith, T. N., Naquin, G. M., Morgan-Datrio, C., & Dellinger, A. B. (2014). Assessing the Implementation
Fidelity of Check-In Check-Out Behavioral Interventions in Elementary and Middle Schools. Preventing School
Failure, 58(1), 42-49