Implementing Check in/Check out for Students with Intellectual Disability in Self-Contained Classrooms
By: Lauren J. Boden, Robin P. Ennis, and Kristine Jolivette
Children with intellectual disability (ID) often have difficulties displaying the appropriate behaviors at the appropriate times. They may have a difficult time forming and maintaining reciprocal relationships with peers & often experience social isolation.
Students with ID should receive direct & systematic instruction
to replace inappropriate behaviors with behaviors that are socially acceptable.
to replace inappropriate behaviors with behaviors that are socially acceptable.
CICO: Check in/Check out
- CICO is a secondary intervention used for those students that are not responding to primary interventions.
- The CICO process monitors progress toward schoolwide or individual behavioral goals via daily progress report cards (DPR) and uses school based contingencies to reinforce positive behavior.
Five Steps of CICO
- Check in
Receive feedback
Check out
Home component
Return to school
Modifying CICO Intervention for Students with ID
Example of a Daily Progress Report (DPR) Card
Considerations
Progress monitoring: Regular meetings can assure that sufficient modifications are made in order to promote the success of students with ID.
Inappropriate behaviors: Teachers should change the DPR to reflect the behaviors the students needs feedback on the most.
Generalization: DPR allows students with ID to be included in the LRE and still receive feedback on their behavior. If using CICO with students who participate in the general classroom, then teachers must be properly trained on how to provide feedback.
Inappropriate behaviors: Teachers should change the DPR to reflect the behaviors the students needs feedback on the most.
Generalization: DPR allows students with ID to be included in the LRE and still receive feedback on their behavior. If using CICO with students who participate in the general classroom, then teachers must be properly trained on how to provide feedback.
(Boden, Ennis & Jolivette, 2012)