Systems for Increasing Structure and Predictability

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Systems for Increasing Structure and PredictabilityTeachers can develop and implement check-in or other behavior support strategies that increase structure and predictability.

Many students in need of Tier 2 Targeted supports can benefit from instructional practices that increase structure and predictability. One evidence-based intervention is a Check-in, Check-Out program. There are two common effective approaches to these programs. In the first, Check-in, Check-Out approach, someone other than the student’s teacher provides the arrival check-in and end of the day check-out feedback to students while the classroom or subject area teacher rates all other periods of the day. This approach is preferred when the school has resources to assign staff to the intervention. However, when schools cannot allocate resources for a dedicated person in this role, a second approach called Teacher Check, Connect and Expect (TCCE) can be utilized.

TCCE is a teacher-based intervention that relies on classroom teachers providing positive, specific, and corrective feedback to students at specified intervals during the school day that are connected to school-wide and classroom expectations for positive behavior. TCCE is an adaptation of Check & Connect program, the Behavior Education Program, and Check, Connect, and Expect. TCCE is based on the theory that relationships with school staff, reinforcement of clear expectations and social behavior, and engagement in school activities contribute to improved academic and social outcomes of students. All these programs rely on practices that have empirical support for students. The common practices include: a) daily supervision, monitoring, and coaching; b) frequent feedback on academic and social performance; c) point systems based on social and academic goals; d) reinforcement for meeting criteria on the goals; and e) use of a positive adult role model.

To implement the program, the classroom teacher (elementary school) or homeroom/advisory period teacher (middle/high school) greets the student upon arrival with positive regard and shows him/her the TCCE Daily Progress Report (DPR) card, pointing out the core schoolwide values and expected behaviors. The teacher is optimistic about the student’s ability to meet the daily goal. The discussion takes 1-2 minutes (e.g., “Good morning Billy. How are you? I know you can show me safe, respectful, responsible and learning behavior today and meet your goal of 38 points. Is there anything I can do to help? Have a great day.)

In elementary schools, the classroom teacher checks in with the student at the end of a predetermined number of periods throughout the day (generally 5-6). This usually corresponds to the schedule of activities/routines (e.g., language arts, math, etc.). In middle and high school, it corresponds to each period of the day. The teacher provides brief feedback and rates the behavior for each expectation on the card (typically on a 0-2 scale), encouraging the student to provide examples of their behavior aligned with the core value (e.g., respect, responsibility, learning) (See examples of cards and ratings). For more information on teacher feedback, see the next practice, System for Increasing Contingent Adult Feedback.


 PBIS Check In Check Out Overview: Koi Education 

PBIS K-8 CICO System at Curtin School

CICO Behavior Education Program Overview


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Preventing Severe Problem Behavior in Young Children: The Behavior Education Program by Hawken and Johnston. Journal of Early & Intensive Behavior Intervention. 2007, 4(3), p. 599-613.

The Effects of a Targeted Intervention to Reduce Problem Behaviors by Anne Todd, et. al. Journal of Positive Behavior Interventions. 2008, 10 (1), p. 46-55.

Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program by Lane, et. al. Education & Treatment of Children. 2012, 35(1), p. 51-90.

Lessons Learned From Implementing a Check-in/Check-out Behavioral Program in an Urban Middle School by Myers, Briere, and Simensen. Beyond Behavior, 2010, 19 (2), p. 21-27.

By , posted on Thursday January 2, 2014


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