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.

2.

3.

4.

5.

Check in
Students meets with
mentor receive a points
sheet (DPR), and set a
behavioral goal for the
day
Receive feedback
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
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
Parents sign the DPR and
provide praise/
reinforcement for
meeting goal or
encouragement to meet
the goal the next school
day
Return to school
Students returns DPR to
mentor 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)

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