A Look at: The Behavior Education Program (BEP)/ Check-In Check-Out (CICO) Materials used with permission and adapted from presentation by Leanne Hawken.

A Look at: The Behavior Education Program (BEP)/ Check-In Check-Out (CICO)
Materials used with permission and adapted from presentation by Leanne Hawken (2015)

Agenda A look at BEP/CICO What is BEP/CICO?
What does the supporting research for BEP/CICO say? What are the benefits and challenges? How do I implement BEP/CICO in my school? BEP Coordinator Daily Progress Report Daily Data for Decision Making

What is The Behavior Education Program (BEP)/ Check-In Check-Out (CICO)
The Check In Check Out program is sometimes referred to as the Behavior Education Program (BEP). Students are presented with daily/weekly goals and then receive frequent feedback on meeting the goals throughout the day. The feedback system is connected to the schoolwide behavior expectations. Basic features of the Check-in/Check-out program include: Check-in and check-out daily with an adult at school Regular feedback and reinforcement from teachers Family component Daily performance data used to evaluate progress

Student Recommended for BEP/CICO BEP-CICO Implementation Process
BEP/CICO Implemented BEP Coordinator Summarizes Data For Decision Making Morning Check-in/DPR Pick-up Parent Feedback Regular Teacher Feedback Bi-weekly BEP Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program Leanne S. Hawken, PhD

Procedure of BEP/ CICO Immediately after the morning announcements the student goes either to their designated staff member or if needed the staff member goes directly to the student. The interaction is to be brief to remind the student of the school expectations and to begin the students day POSITIVELY. Different staff members are responsible for filling out the students points during the identified times. For example if a student has a special the music, art , interventionist, or gym teacher will need to fill out the points in the “specials” box. In addition, recess and lunch staff will need to fill out the card during those times. At the end of the day, the student returns to their designated staff member to check-out. At this time the staff member reviews their point sheet and collects it from the student. Leanne S. Hawken, PhD

Example: Morning Example from Green Meadow Elementary
Check-in 8:35 - 8:50 Holly gets off the bus, has breakfast, goes to class and then to Check & Connect in Mrs. Coleman’s office. (off the library) If anyone else is with Mrs. Coleman, Holly knows to take a seat at the table just outside of Mrs. C.’s office. Everyone is met with alone. Holly’s turn! She receives a copy of her checksheet for the day. Every goal is gone over every morning. A reminder that the goal for the day is 80% or better. Daily Questions: Are these reasonable? Are they doable? Can you do it? Questions that vary depending on student: Did you have breakfast? Did you get enough sleep? Did you take your medicine? Are you ready for the day or do you still need a little time? Okay ! Off you go with “High 5s”, smiles, jokes, hugs, and a “I can do it” attitude!!

Example: Evening Example from Green Meadow Elementary
Check-Out 3:30 - 3:35 Holly leaves class and reports to Mrs. Coleman’s office. Again, she waits her turn so that she can have one-on-one time. When it’s her turn, her daily points are totaled - Mrs. Coleman guides her to calculate her own percentage for the day. Once the percentage is determined, Mrs. Coleman and Holly discuss and celebrate her successes. If her score is 80% or better, Holly gets a Ci3T ticket If Holly has 80% or better, daily, for a week (5 Ci3T tickets), Holly chooses from her reward list. Mrs. Coleman sends her on her way with a positive feeling about her day and her accomplishments.

Manual on How to Implement BEP/CICO
Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed). New York, NY: Guilford Press Leanne S. Hawken, PhD

DVD on how to Implement BEP/CICO
Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York, NY: Guilford Press. Leanne S. Hawken, PhD

Supporting Research on BEP/CICO
Effective in reducing problem behavior for: Elementary school students (Cheney et al., 2009; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken, MacLeod, & Rawlings, 2007; McCurdy, 2007; Stage, Cheney, Flower, Templeton, & Waugh, 2010; Todd, Kaufman, Meyer, & Horner, 2007). Middle School Students (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002) Students in Urban School Settings (McCurdy, 2007) Students with disabilities (Hawken, et al., 2007, MacLeod, Hawken, & O’Neill, 2010) ***Problem behaviors measured via direct observation, rating scales, changes in percentage of points earned on DPRs, & reductions in ODRs Leanne S. Hawken, PhD

Effective in increasing academic engagement, including for students in high school settings (Hawken & Horner, 2003, Swain-Bradway, 2009) Reduced need for Tier 3 and special education supports following CICO implementation (Hawken, et al., 2007) Overall range of effectiveness of CICO ranges from 40% to 70% (Fairbanks, et al., 2007) (Hawken, et al., 2007) Leanne S. Hawken, PhD

More effective with students with attention-maintained problem behavior (March & Horner, 2002; McIntosh, et., al., 2009, Campbell & Anderson, 2008) Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011) Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et., al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010) Leanne S. Hawken, PhD

Supporting Research See “BEP Resource Guide” for additional supporting research and information.

Benefits and Challenges
Can be implemented across the grade-span Increased academic engagement Can be effective across behavior functions Builds rapport for students Up to students (depending on school size/ resources) can be served per coordinator Can be time intensive Often requires training for coordinator Most effective with attention-maintained problem behavior, not as effective with task-avoidance or attention-avoidance problem behaviors Some students are going to need more intensive support than the BEP can provide.

How do I implement BEP/CICO in my classroom?
Step 1 Establish prerequisite conditions Step 2 Identify students who might benefit using entry criteria from intervention grid Step 3 Identify a team member with rapport or CICO coordinator to check in daily with student Step 4 Create or modify CICO sheet to match student behaviors and reinforcement preferences

How do I implement BEP/CICO in my classroom?
Step 5 Train student on CICO procedures Step 6 Morning Check in with CICO coordinator Step 7 Regular Teacher check in during day Step 8 Afternoon check out with student Step 9 Daily report sent home to parent for positive feedback

BEP Readiness Checklist (Crone, Hawken, & Horner, 2010)
School-wide system (Tier 1) 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 Leanne S. Hawken, PhD Leanne S. Hawken, Ph.D. 2015

BEP Implementation Considerations
BEP overview to team Considerations for BEP implementation: Selecting a BEP Coordinator? Location for check-in and check-out procedures Maximum number of students that school can feasibly server with BEP Name of BEP for your school and (consider names for daily progress report card) Procedures for when coordinator is absent Crone, D., Horner, Robert H, & Hawken, Leanne S. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford Press.

BEP Coordinator 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 Leanne S. Hawken, PhD

Characteristics of an effective BEP coordinator
Flexibility within job responsibility (e.g., Educational Assistant/Paraprofessional.) Positive and enthusiastic Someone the students enjoy and trust Organized and dependable Works at school every day Leanne S. Hawken, PhD

What’s in a Name? Behavior Education Program (BEP)
Daily Progress Report Kennedy Card Program Kennedy Card Hello, Update, & Goodbye (HUG program) Hug Card HAWK Program (Helping A Winning Kid) Hawk Report ROAR Program (Reinforcement of Appropriate Responses) Wild Card *Caution with Using “Behavior Card” or “Behavior Plan” Leanne S. Hawken, PhD

Daily Progress Report Leanne S. Hawken, Ph.D. 2015

KENNEDY CARD Name _____________________________________________________ Materials To Class Worked and Let Others Work Follow Directions the First Time Teacher Parent 2 1 No Assignments: Wow, = _____ Goal = 36 Leanne S. Hawken, PhD

BEP Daily Progress Report Template- Elementary
See “Daily Progress Report Template –Elementary Version” on Ci3T.org

BEP Daily Progress Report Template
See “Daily Progress Report Template” on Ci3T.org

Check-in, Check-out Form: Elementary School Version
Student Check-Out % of points earned Goal Check-in Delivered Contract Signed Parent Copy of DPR Jason 90 85 √ Leanne Juan 60 75 Kiran 100 Alexa 95 Jacey Leanne S. Hawken, PhD

BEP Home Report Template
See “BEP Home Report Template” on Ci3T.org

Will you please …. Let’s talk …
How will the BEP be implemented in your school? (consider logistics such as identifying a BEP coordinator, location, entry criteria, etc.) 2. Develop a Daily Progress Report (DPR) Using this PowerPoint break timer This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at the correct time and count down by 1-minute intervals until it gets to 1 minute. At that point, it will count down in two 30-seconds intervals to 00:00. To insert this slide into your presentation Save this template as a presentation (.ppt file) on your computer. Open the presentation that will contain the timer. On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.) On the Insert menu, click Slides from Files. In the Slide Finder dialog box, click the Find Presentation tab. Click Browse, locate and select the timer presentation, and then click Open. In the Slides from Files dialog box, select the timer slide. Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation. Click Insert. Click Close. Activity: Consider consulting the BEP Development and Implementation Guide Crone, D., Horner, Robert H, & Hawken, Leanne S. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford Press. Let’s talk …

Sample Elementary Intervention Grid
Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria BEP (Check –In, Check-Out) Participating students check in and out with a mentor each day on targeted goals. During check- in, students receive a daily progress report that they take to each class for feedback on their progress meeting the school-wide Ci3T model expectations. Behavior: SRSS-E7 score: Moderate (4-8) SRSS-I5 score: Moderate (2-3) or SRSS-E7 score: High (9-21) SRSS-I5 score: High (4-15) 2 or more office discipline referrals (ODR) in a 5 week period Or 2 or more tardies or absences per quarter AND/OR Academic: Progress report: 1 or more course failures Progress report: Targeted for Growth for academic learning behaviors Student measures: Daily progress reports Treatment integrity: Coach completes checklist of all BEP steps and whether they were completed each day (percentage of completion computed) Social Validity: Teacher: IRP-15 Student: CIRP SRSS-E7 score: Low (0-3) SRSS-I5 score: Low (0-2) With 8 weeks of data, student has made their CICO goal 90% of the time and there have not been any office discipline referrals. The teacher is then contacted for their opinion about if exiting is appropriate or if CICO should continue. Sample See BEP Intervention Grid

Sample Middle and High School Intervention Grid

Will you please …. Let’s talk … Discuss Reinforcement logistics
Referral process (Use your Ci3T Secondary [Tier 2] Intervention grid) 10 min Using this PowerPoint break timer **Is timer set to correct time. Do we want 25 or 10? Same question for above slide. This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at the correct time and count down by 1-minute intervals until it gets to 1 minute. At that point, it will count down in two 30-seconds intervals to 00:00. To insert this slide into your presentation Save this template as a presentation (.ppt file) on your computer. Open the presentation that will contain the timer. On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.) On the Insert menu, click Slides from Files. In the Slide Finder dialog box, click the Find Presentation tab. Click Browse, locate and select the timer presentation, and then click Open. In the Slides from Files dialog box, select the timer slide. Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation. Click Insert. Click Close. Activity: Consider consulting the BEP Development and Implementation Guide #3 & 4 Crone, D., Horner, Robert H, & Hawken, Leanne S. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford Press. Let’s talk …

Tracking Student BEP Progress (number = % of total daily points)
Date Jason Leanne Juan Kiran Alexa 1/16 85 95 100 80 65 1/17 75 77 1/18 63 1/19 45 92 1/20 88 89 90 1/23 79 1/24 67 78 Leanne S. Hawken, PhD

Daily Data Used for Decision Making
Decision-Making: Plan is working as intended Leanne S. Hawken, PhD Leanne S. Hawken, Ph.D. 2015

Daily Data Used for Decision Making
Decision-Making: Alternative reinforcer? Leanne S. Hawken, PhD Leanne S. Hawken, Ph.D. 2015

Collecting Baseline Data
Give teacher a packet of 5 baseline DPR forms (colored paper- Not on NCR) Have teacher rate student on the DPR but NOT GIVE STUDENT FEEDBACK During baseline – student does not check-in or check-out Parental consent is being obtained during baseline Leanne S. Hawken, PhD

Goal line To test the effectiveness of Check-in/Check-out for a student, you could use a withdrawal design. Leanne S. Hawken, PhD

See “BEP Student DPR Data Tracker” on Ci3T.org
Data Collecting See “BEP Student DPR Data Tracker” on Ci3T.org

BEP Development & Implementation Guide (Cont. Hawken, 2004)
Considerations for fading students off of the intervention Criteria for fading students intervention? Procedures for fading and personal in charge of helping students fade off of the BEP? Self-Management Graduation celebration and continuing supports (e.g., alumni parties, weekly check-in) “Exit Criteria” in your Secondary (Tier 2) BEP Intervention Grid Crone, D., Horner, Robert H, & Hawken, Leanne S. (2010). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press

Fading and Self-Monitoring: Phase 1
Teacher and student are given copy of self-monitoring form to complete daily At end of each marking period, student and teacher compare forms and look for matches Teacher and student agree upon percentage of points earned for the day Extra points are rewarded for teacher and student matches Leanne S. Hawken, PhD

Fading and Self-Monitoring: Phase 2
Student checks in at beginning of week and check’s out at end of week Student completes self-monitoring booklet and receives teacher feedback at end of week Student is rewarded at the end of each week for meeting goal Leanne S. Hawken, PhD

Sample Elementary Intervention Grid

Sample Middle and High School Intervention Grid

BEP Development & Implementation Guide (Hawken, 2004)
Training Develop Student and Parent Training Who will train staff on the BEP? Who will provide feedback to teachers implementing BEPs to ensure fidelity? Who can provide annual booster sessions about the purpose and key features in implementing the program? Who will train students on how to participate in the intervention? How will parents be trained on how to provide feedback at home?

Will you please …. Let’s talk … Discuss System for managing daily data
Plan for fading Staff, Student and Parent Trainings 10 min Using this PowerPoint break timer **Is timer set to correct time. Do we want 25 or 10? Same question for above slide. This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at the correct time and count down by 1-minute intervals until it gets to 1 minute. At that point, it will count down in two 30-seconds intervals to 00:00. To insert this slide into your presentation Save this template as a presentation (.ppt file) on your computer. Open the presentation that will contain the timer. On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.) On the Insert menu, click Slides from Files. In the Slide Finder dialog box, click the Find Presentation tab. Click Browse, locate and select the timer presentation, and then click Open. In the Slides from Files dialog box, select the timer slide. Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation. Click Insert. Click Close. Activity: Consider consulting the BEP Development and Implementation Guide #5, 6, 7, & 8 Crone, D., Horner, Robert H, & Hawken, Leanne S. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford Press. Let’s talk …

How well is it working? Examining the Effects
How well did this support work for this student? Experimental Design What do stakeholders think about the goals, procedures, and outcomes? Social Validity Is it happening? Treatment Integrity

See “BEP Treatment Integrity Checklist” on Ci3T.org
Have structures in place to monitor whether BEP/CICO is carried out as intended See “BEP Treatment Integrity Checklist” on Ci3T.org

What do they think about it? Intervention Rating Profile (IRP-15)
Completed by the teacher and/or parent participating in the intervention at two time points: Pre and post intervention See “Social Validity Adapted IRP15_Pre/ Post_ Teacher”

“Social Validity Adapted CIRP_Pre/Post_Student”
What do they think about it? Children’s Intervention Rating Profile (CIRP) Completed by the student participating in the intervention at two time points: Pre and Post Intervention See “Social Validity Adapted CIRP_Pre/Post_Student” Pre and Post Versions

Hawken, L. S. , Pettersson, H. , Mootz, J. , & Anderson, C
Hawken, L. S., Pettersson, H., Mootz, J., & Anderson, C. (2006) The behavior education program: A check-in, check-out intervention for students at risk. New York, NY: Guilford Press. Crone, D., Horner, Robert H, & Hawken, Leanne S. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford Press.

A Look at: The Behavior Education Program (BEP)/ Check-In Check-Out (CICO) Materials used with permission and adapted from presentation by Leanne Hawken.

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A Look at: The Behavior Education Program (BEP)/ Check-In Check-Out (CICO) Materials used with permission and adapted from presentation by Leanne Hawken.

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Presentation on theme: "A Look at: The Behavior Education Program (BEP)/ Check-In Check-Out (CICO) Materials used with permission and adapted from presentation by Leanne Hawken."— Presentation transcript:

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