This course provides information about the Check-In, Check-Out (CICO) Tier 2 intervention, steps for developing a CICO program, and strategies for effective implementation. Adaptations for Preschool and High School implementation will be presented along with considerations for making the intervention culturally relevant for all stakeholders.

Check-In, Check-Out is designed for students whose problem behaviors:

  • Are unresponsive to Tier 1 practices and systems
  • Do not require more immediate individualized interventions
  • Are observed across multiple settings or contexts.

Once developed, the CICO intervention is designed to be continuously available and easily accessed soon after a student candidate is identified. Although more time is required from staff members who coordinate the program, classroom teachers can usually implement the intervention in less than 5-10 minutes per day.

CICO can be implemented with any age student, preschool through high school, and when implemented with fidelity, it is likely to be effective with 60-75% of at-risk students. As with any Tier 2 intervention, a student should not be identified for additional support unless he or she has received Tier 1 with fidelity.


By the end of this course, you will be able to:

  • Describe students who are most likely to benefit from Check-In, Check-Out.
  • Identify the daily, weekly/twice-monthly, and quarterly components of Check-In, Check-Out.
  • Tell main findings of research associated with Check-In, Check-Out.
  • Describe the responsibilities for CICO Coordinator and Facilitator prior to assigning roles.
  • Determine CICO location, number of students served per facilitator, and intervention name.
  • Develop a Daily Progress Report (DPR).
  • Develop a system to provide reinforcement for students participating in Check-In, Check-Out.
  • Develop a system to provide reinforcement for staff who actively participate in Check-In, Check-Out.
  • Develop a consistent response to office discipline referrals of students participating in Check-In, Check-Out.
  • Develop a system for identifying CICO participants.
  • Develop a system for CICO data management.
  • Determine criteria for starting to fade a student from CICO.
  • Develop a system for teaching self-management prior to fading.
  • Develop a system for fading CICO.
  • Develop a system for graduating students from CICO and providing ongoing support.
  • Develop implementation training for staff, students, and families.
  • Develop a system for monitoring fidelity of CICO implementation.
  • Develop a system for monitoring CICO social validity.
  • Develop a system for monitoring intervention outcomes.
  • Develop Intervention Essential Features documentation to provide a clear description of all CICO intervention components.
  • Develop modifications to CICO based on student needs.
  • Understand key issues to consider when CICO is identified as a support for students receiving special education services.
  • Develop CICO Adaptations for Preschool Implementation.
  • Develop CICO Adaptations for High School Implementation.
  • Understand the core components of cultural competence.
  • Develop modifications to culturally adapt Tier 2 Systems and CICO for intended consumers.


This course is for Tier 2 teams that have developed their Tier 2 systems and are ready to begin planning the Check-In, Check-Out intervention. Systems in place should include: 1) Tier 2 team roles and responsibilities, 2) identifying students for Tier 2 support, 3) collecting student information to make informed decisions and determine function of behavior, and 4) staff training and communication. Refer to prior lessons for information about developing these systems.

Reflective Questions

  • Do you currently have a support for at-risk students where they check in and out with a staff member at the beginning and end of the day? If you do:
    • How is the support structured similarly for all students receiving it?
    • How is the function of behavior determined?
    • How are goals established?
    • How is data kept?
    • How is feedback provided to the student?

Course Content