Show Summary Details
Page of

(p. 325) Check-In/Check-Out 

(p. 325) Check-In/Check-Out
Chapter:
(p. 325) Check-In/Check-Out
Author(s):

Kevin J. Filter

DOI:
10.1093/med-psych/9780190843229.003.0017
Page of

PRINTED FROM OXFORD CLINICAL PSYCHOLOGY ONLINE (www.oxfordclinicalpsych.com). © Oxford University Press, 2021. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Clinical Psychology Online for personal use (for details see Privacy Policy and Legal Notice).

date: 01 March 2021

When implementing multi-tiered systems of support (MTSS) for behavior in K–12 schools, it is important to identify interventions that are effective at each tier, but it is also crucial to identify interventions that match the level of the problem in terms of intensity and resources allocated to solving the problem. Tier II interventions in MTSS systems are designed to support the behavior of 5%–15% of students in a school that are at risk. One of the most well-developed, evidence-based, and efficient Tier II behavioral interventions is Check-in/Check-out (CICO). CICO (also known as the Behavior Education Program) was designed to reduce the behavioral problems of students who are not responding to Tier I intervention strategies. This chapter describes recent research and provides a detailed how-to guide for implementation of CICO.

Access to the complete content on Oxford Clinical Psychology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.