Nicole Cain Swoszowski

Secondary Prevention Efforts at a Residential Facility for Students with Emotional and Behavioral Disorders: Function-Based Check-in, Check-out

Check-in, check-out (CICO) is a secondary-tier intervention with proven utility for reducing problem behaviors and increasing responsiveness to primary-tier expectations of positive behavioral interventions and supports (PBIS). CICO has been investigated at the elementary and middle school levels in traditional school settings with students both with and without disabilities. This study seeks to extend this literature base by (a) investigating the utility of CICO in residential settings for students with emotional and behavior disorders, (b) investigating the role of function in responsiveness to CICO intervention efforts, and (c) using direct observation data and a multiple-baseline design to measure responsiveness across participants. Limitations and future directions also are discussed.

Check In/Check out: Effects on Students with Emotional and Behavioral Disorders with Attention- or Escape-Maintained Behavior in a Residential Facility.

Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained by either attention or escape. Results of a nonconcurrent multiple baseline across participants design indicate that the mean percentage of problem behavior improved for two of three students with attention-maintained behavior and two of three students with escape-maintained behavior. Future directions and limitations of the research are addressed.

The Effects of Tier II Check-in/Check-out Including Adaptation for Non-Responders on the Off-Task Behavior of Elementary Students in a Residential Setting.

This study evaluated the effects of a Tier II positive behavior interventions and supports (PBIS) intervention, Check-in/Check-out (CICO), on the off-task behavior of 4 students with behavioral challenges and special needs in a residential facility. In addition, the study examined the effects of additional mentor contact (i.e., mid-day check-up; Check-in/Check-up/Check-out; CICUCO) on the off-task behavior of a student who was nonresponsive to CICO. CICO produced decreases in the occurrences of off-task behavior in both CICO and CICUCO conditions with both noted as highly acceptable by school CICO mentors. Limitations and future directions are discussed.

Voices from the Field: Stakeholder Perspectives on PBIS Implementation in Alternative Educational Settings

The positive behavior interventions and supports (PBIS) framework is currently implemented in over 18,000 schools in the United States. Schools implementing PBIS with fidelity report school level benefits including decreases in problem behavior, increases in academic engaged time, and improved perceptions of school safety. While potential benefits exist for alternative educational (AE) settings such as AE schools, residential and juvenile justice (JJ) facilities, there are relatively few examples of implementation in these settings. This pilot sought to expand the understanding of PBIS implementation in alternative settings through a series of exploratory interviews conducted with administrators and PBIS team members in different AE settings. The interviews revealed a pattern of core themes characterizing the settings, personnel behavior, policies, and operating procedures serving as facilitators and barriers to implementation of the PBIS framework. These core themes are described in detail as a means to (a) inform the field about the implementation of the PBIS framework in AE settings, and (b) provide guidance for personnel implementing PBIS in AE settings.

The Advocacy Experiences of Parents of Elementary Age, Twice-Exceptional Children.

For many parents, successfully advocating for their twice-exceptional child can be intimidating and overwhelming. Using grounded theory, we conducted a study with parents (n = 8) of elementary age, twice-exceptional children to learn about their advocacy experiences. Findings revealed that parents simultaneously advocated for their child’s disability and protected their child’s giftedness. This overarching theme influenced parents’ expectations of their local school system, while highlighting their lack of professional knowledge. All participants wanted their child to maximize her or his potential and not be limited by her or his disability. Data gathered from individual interviews and focus group sessions revealed that all parents struggled with developing advocacy strategies to manage their child’s dual diagnosis. Only after parents acquired professional knowledge about educational terminology and official policies, were they able to become successful advocates. The lack of readily available resources focusing on twice-exceptional children was an obstacle to successful advocacy. Suggestions for future research and collaboration are discussed.

School-Wide Positive Behavioral Interventions and Supports in a Residential School for Students With Emotional and Behavioral Disorders: First Years of Implementation and Maintenance Follow-Up Focus Groups

Students with emotional and behavioral disorders (E/BD) often receive educational services delivered in more restrictive settings. Positive behavioral interventions and supports (PBIS) is a framework that may address the complex needs of these students in these restrictive settings. This article describes the training and technical support provided to a residential school serving students with E/BD as they implemented school-wide PBIS (SWPBIS) over several years and when the external support was removed, follow-up focus groups of school staff were conducted. Results across three 6-month periods indicate a reduction in the number of discipline referrals and high levels of fidelity of implementation of SWPBIS when external support was provided. When the external supports were removed, the number of discipline referrals increased and the level of fidelity decreased. Several themes related to SWPBIS from the focus groups were identified. A brief discussion follows with how external support was reintroduced.

Adapting a Tier 2 Behavioral Intervention, Check-in/Check-out, to Meet Students’ Needs:

Check-in/check-out (CICO) is a resource-efficient, mentor-based, Tier 2 intervention. Various problem behaviors of students with and without disabilities across traditional and alternative school settings have been impacted positively by CICO. Not all students respond to the traditional, five-step approach, however. This article provides an overview of three resource-efficient adaptations educators may consider prior to designing resource-intensive, Tier 3 (i.e., individualized) interventions for students who do not respond to traditional check-in/check-out.

Educator “What-Ifs”: The Feasibility of Choice Making in the Classroom:

Educators who work with students with emotional and behavioral disorders may seek instructional strategies that are effective yet practical in the classroom. These strategies need a research base to support them and minimal time and/or effort to prepare or implement. One research-based option for educators across a variety of contexts is implementation of choice-making opportunities. This article offers suggestions for educators who may be hesitant to implement choice-making opportunities with students with challenging behaviors in instructional contexts.

Developing Peer Led Check-In/Check-Out: A Peer-Mentoring Program for Children in Residential Care

Check-in/check-out (CICO) is a practical, resource-efficient mentoring program for students with behavioral challenges that has been implemented with success in both traditional and Alternative Educational (AE) settings. Traditionally, the CICO program has utilized adults exclusively to direct the mentoring process. This pilot study explored an extension to the CICO program, peer led check-in/check-out (PL-CICO), which allowed peers to facilitate the mentoring process. Results of this pilot utilizing a single-subject reversal design (A-B-A-B) indicate that the PL-CICO program improved mentee behavior. Furthermore, researchers report high rates of fidelity for student mentors’ implementation of the PL-CICO protocol. Additionally, both student and staff participants rated PL-CICO favorably, according to social validity measures.

Evaluating Implementation of Check In/Check Out in Alternative Educational Settings: Stakeholder Perspectives

ABSTRACT Check in/check out is a research-based intervention that has been used to support the behavior of students with emotional and behavioral disorders that has been investigated across settings. Utility of implementation of check in/check out within an alternative educational setting was assessed by interviewing five stakeholders regarding their perceptions of applicability, as well as effectiveness of the check in/check out intervention. Analysis using the constant comparative method revealed three themes of successes, two themes of challenges, as well as themes related to ideal characteristics of time of implementation, mentors, and participants. Each of these themes are discussed with examples from stakeholders. Limitations and future directions are addressed.