Responding to Problem Behavior in Schools, Third Edition

Leanne S. Hawken, PhD, BCBA, is Professor Emeritus in the Department of Special Education at the University of Utah. Dr. Hawken has 30 years of experience in the fields of psychology, education, positive behavior support (PBIS), and applied behavior analysis (ABA). She has been a PBIS/MTSS district- and school-level coach and has been has been training, coaching, and conducting research on Check-In, Check-Out (CICO) since the early 2000s. Outside the school context, Dr. Hawken is a certified life coach who is passionate about combining the science of ABA with the tactics of life coaching.Deanne A. Crone, PhD, is a Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants addressing behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has conducted extensive training in functional behavioral assessment and positive behavior support with teachers, paraprofessionals, principals, and directors of special education.Kaitlin Bundock, PhD, is Assistant Professor of Special Education and Rehabilitation at Utah State University. A former teacher of special education high school mathematics, Dr. Bundock's research and teaching focus on effective instruction and intervention for students struggling in mathematics at the secondary level. Dr. Bundock also focuses on behavioral interventions and supports in secondary schools. She has provided school and district teams with training in the Check-In, Check-Out (CICO) intervention, and has assisted with implementing CICO in elementary and middle schools.Robert H. Horner, PhD, is Emeritus Professor of Special Education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. Since the 1990s, Dr. Horner has worked with George Sugai to develop and implement schoolwide positive behavioral interventions and supports (PBIS). He is a recipient of the Education Award from the American Association for Mental Retardation, the Public Service in Behavior Analysis Award from the Society for the Advancement of Behavior Analysis, the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association, and the Distinguished Researcher Award from the Special and Inclusive Education Research Special Interest Group of the American Educational Research Association.

• 1. Introduction to Check-In, Check-Out2. The Context for PBIS in Schools3. Basic CICO: Critical Features and Processes4. Getting a CICO Intervention Started5. Roles, Responsibilities, and Training Needs Related to Implementing CICO, Deanne A. Crone, Leanne S. Hawken, & K. Sandra MacLeod6. Designing CICO to Fit Your School7. Selecting Fidelity and Outcome Data Systems to Guide CICO Decision Making, Robert H. Horner, K. Brigid Flannery, Angus Kittelman, Mimi McGrath Kato, & Leanne S. Hawken8. Adaptations to Basic CICO9. Layering More Intensive Interventions onto Basic CICO, Leanne S. Hawken, Kimberli Breen, Kaitlin Bundock, & Deanne A. Crone10. Considerations for Caregiver Partnership and Culturally Responsive CICO, Sara C. McDaniel & Allison Leigh Bruhn11. CICO in High School Settings, Kaitlin Bundock & K. Brigid Flannery12. CICO for Students with Internalizing Behavior Problems, Kristin Kladis, Kristen Stokes, & Breda O’Keeffe13. CICO in Alternative Educational Settings, Nicole Swoszowski, Robin Ennis, & Kristine Jolivette14. Training Schools on CICO Implementation: A Guide for Coaches/Trainers15. Frequently Asked Questions and Troubleshooting CICO ImplementationAppendicesA.1 List of Abbreviations and DefinitionsB.1 Working Smarter, Not Harder MatrixB.2 Request for Assistance FormB.3 Parental Permission FormB.4 Daily Progress Report—Middle School, Example 1B.5 Daily Progress Report—Middle School, Example 2B.6 Thumbs-Up! TicketB.7 Daily Progress Report—Elementary School, Example 1B.8 Daily Progress Report—Elementary School, Example 2C.1 CICO Implementation Readiness QuestionnaireC.2 Voting Form for Implementing the CICO InterventionC.3 CICO Development and Implementation GuideD.1 CICO Form—Elementary SchoolD.2 CICO Form—Middle/High SchoolE.1 Reinforcer ChecklistF.1 CICO Fidelity of Implementation MeasureG.1 Functional Assessment Checklist for Teachers and StaffReferencesIndex

"Capturing 10 years of advances in the field, this volume provides new enhancements to the evidence-based CICO intervention. The third edition includes an updated high school chapter, a new chapter on CICO in alternative settings, and a new training-the-trainer chapter that provides step-by-step guidance for setting up a CICO workshop. Other important new topics include how to adapt CICO for academic/organizational, recess, and internalizing behavior issues. This book can be used in any school to improve the effectiveness of Tier 2 intervention."--Bob Putnam, PhD, LP, BCBA-D, LABA, Executive Vice President of PBIS and Consultation, May Institute"CICO is one of the most valuable tools I’ve used in my career as a school psychologist--it has had a lasting positive impact on our students. This comprehensive manual provides clear action steps for school teams to effectively and efficiently implement the program to meet the needs of their students. In addition to examples of implementation in real schools, the manual is complete with sample materials, data collection forms, and ideas for adapting the intervention, providing practioners a full CICO toolkit. My district has used this manual to train elementary and middle school implementation teams over the past several years, and we are excited for the expanded third edition, which includes applications for students with internalizing behaviors, high school settings, and alternative education programs."--Mishele Stein Carroll, MA, NCSP, Social Emotional Learning Coordinator, Jeffco Public Schools, Colorado"This excellent book is supported by a strong theoretical base. The third edition is enhanced by detailed instructions for training school personnel, as well as guidance on how to systematically track intervention fidelity and outcomes, which is crucial in a multi-tiered framework. The chapter on culturally responsive CICO is helpful for adapting and applying the core components in various contexts--even internationally. I especially appreciate how the third edition helps schools to become even more inclusive by layering additional interventions onto CICO for students who need extra support."--Anne Karhu, PhD, School of Educational Sciences and Psychology, University of Eastern Finland"This book will change the way schools see and serve struggling students at an early stage across ages, cultures, and countries. Key ideas, recommendations, and evidence are presented in a clear way. The book has several great concrete examples of CICO implementation that efficiently demonstrate how students can experience more success in school. All of us who coach schools in their efforts to promote students’ academic and social learning and development should be indebted to the authors for this impressive third edition."--Anne Arnesen, PhD, Norwegian Center for Child Behavioral Development, Oslo, Norway-