IPPA WC 2023 Global impact of the school-based Check-In, Check-Out intervention: Lessons from around the world (#81)
Background
Check-in, Check-out (CICO), is an evidenced-based Positive Behavior Intervention and Support (PBIS) practice that has been implemented around the globe (Bruhn, et al., 2014; Crone et al., 2014; Crone et al., 2009; Kahru, 2018). CICO is a highly effective intervention with youth response rates as high as 70% for this time efficient school-based intervention (Klingbeil, et al., 2019). Originally designed as an intervention to “reduce problem behavior”, implementers across the globe have begun to combine positive psychology practices and CICO with the “potential-building goal” to improve overall student health and well being.
Aims
The aim of this investigation is to gather information from school-based CICO implementers on the extent to which positive psychology practices, including gratitude, self compassion, and social-emotional learning (SEL; CASEL, 2015) are being combined with traditional CICO (Hawken, et al., 2021).
Method
A total of 50 CICO implementers (e.g., teachers, administrators, coaches) across 7 countries are in the process of being interviewed using a semi-structured interview protocol developed by the author. Interview questions assess the extent to which modifications were made to the 4 key steps of the intervention: 1) morning check-in greeting, 2) regular teacher feedback, 3) afternoon check-out, and 4) parent feedback.
Results
Preliminary results of the interviews (n = 10) indicate that implementers are most likely to embed positive psychology practices, including gratitude plus compassion for self and others, during the check-in and check-out processes. Over 50% of the implementers interviewed thus far have embedded SEL lessons as a part of the initial CICO student orientation and 80% have reported that applying positive psychology principles has improved both student and staff self reported overall well being.
Conclusion
The Check-in, Check-out intervention is a highly effective and efficient intervention that, according to implementers around the globe, is enhanced by embedding the principles of positive psychology.
- Bruhn, A. L., Lane, K. L., & Hirsch, S. E. (2014). A review of tier 2 interventions conducted within multi-tiered models of behavioral prevention. [Article]. Journal of Emotional & Behavioral Disorders, 22, 171-189. https://doi.org/10.1177/1063426613476092
- CASEL (2015). CASEL guide: Effective social and emotional learning programs: Middle and high school edition. Chicago, IL: CASEL
- Crone, D., Hawken, L., & Horner, R. (2014). Responding to problem behavior in schools. The Behavior Education Program (2nd Edition). New York, NY: Guilford Press. Dutch Translation, voor de Nederlandse vertaling: Monique Baard en Inge Rejinders
- Crone, Horner, & Hawken, L. (2009). Responding to problem behavior in schools: The Behavior Education Program. New York, NY: Guilford Press. Polish Translation, Wydawnictwo Edukacyjne PARAPAMEDIA.
- Drevon, D. D., Hixson, M. D., Wyse, R. D., & Rigney, A. M. (2019). A meta-analytic review of the evidence for check-in check-out. Psychology in the Schools, 56(3). https://doi.org/10.1002/pits.22195
- Hawken, L, Crone, D., Bundock, K., & Horner, R. (2021). Responding to problem behavior in schools. Check-in, Check-out (3rd Edition). Guilford Press.
- Karhu, Anne. (2018). Anne Karhu Check in, check out! Käyttäytymisen tehostettua tukea lähikoulussa.
- Klingbeil, D. A., Dart, E. H., & Schramm, A. L. (2019). A systematic review of function-modified check-in/check-out. Journal of Positive Behavior Interventions, 21(2), 77-92. https://doi.org/10.1177/1098300718778032
- Please select up to 3 keywords from the following list to best describe your submission content: Coaching, Education, Systems
