At this time of the year, many teachers often find themselves asking, “What can I do to help a child showing extreme behaviors?” This question has been popping up all over social media. You’ve tried everything—rules, modeling, consequences—but nothing seems to be working. You might feel discouraged and even helpless. Trust me, I have been there myself. And...I am here to share a simple intervention that has worked for me time and time again called Check-In, Check-Out.
Why I Know This Works:
Many of you may not know this, but I spent several years as an MTSS (Multi-Tiered Systems of Support) Coordinator at a local charter school. My role involved studying both academic and behavioral data to identify which students were struggling. Once the students were identified, I found research-based interventions to help. I worked with teachers to implement these interventions and analyzed their effectiveness to ensure each child’s success.
When it comes to behavior, one intervention that has proven highly effective is called Check-In, Check-Out (CICO). This strategy is designed to give children a teacher mentor who offers positive feedback and support for targeted behaviors. I’ve used it with great success, and I believe you can too, even in the preschool classroom!
What is Check-In, Check-Out (CICO)?
In CICO, the child that is receiving the intervention is paired with a designated adult as their check-in/check-out partner. The child checks in with the adult at the beginning of the day to set goals and checks out at the end of the day to reflect on progress. Some children may check in with the partner adult more frequently, depending on the individual needs. The daily interactions provide structure, positive reinforcement, and a clear understanding of expectations. The relationship that the two build typically has a great impact on the student’s behavior moving forward.
Let’s dive into how you would set Check-In, Check-Out up in a classroom.
Step 1: Data Collection
Before beginning an intervention, gather detailed data on the child’s behavior to understand patterns and triggers. This process is essential for developing a targeted approach to managing or redirecting the behavior. I like to use the ABC method. Start by observing and documenting the following components:
A: Antecedents - Identify what occurs immediately before the behavior. Is there a particular time of day, setting, task, or interaction that precedes the behavior? This step helps identify possible triggers or environmental factors that may influence the behavior.
B: Behavior - Clearly define the undesired behavior in observable and measurable terms. Be specific: rather than labeling it as “acting out,” describe exactly what the child does (e.g., shouting, hitting, leaving the area, etc.).
C: Consequences - Note what happens immediately after the behavior, whether it’s positive or negative. For instance, does the child receive attention, get removed from an activity, or experience a reward or a loss of privilege? The consequence often reinforces or discourages the behavior, so understanding this part is crucial for addressing it.
Record observations of the ABCs consistently over at least three days to capture a reliable picture of the behavior. By gathering this data over time, you’ll have a thorough foundation to identify behavior patterns, potential triggers, and effective responses.
Step 2: Analyze the Data
Once you have your data, look for patterns:
• Are there specific triggers?
• When do the behaviors occur most often?
• Is the child seeking attention, struggling with communication, or experiencing other challenges?
Step 3: Choose Target Behaviors
From your analysis, select one-three behaviors that you would like to correct. I personally have found the most success by starting with just one targeted behavior, especially with younger children. For example, I once worked with a child who constantly interrupted, wandered the classroom, and yelled during center time. Instead of trying to correct all three behaviors, we focused on the most disruptive behavior first—interrupting during group lessons. Once we minimized interruptions, we were able to address other problem behaviors.
Step 4: Create an Incentive Chart
Design a simple incentive chart that’s broken into increments reflecting the child’s target behavior. Think about your day…when do the behaviors occur? Make sure that you consider the time needed to reconnect after each incremental period to discuss if the sticker was earned for that time period. For example, if the focus is on circle time interruptions, the chart should include a section to reflect each time that the class meets as a whole group (perhaps 3-4 sections). Below is an example of a chart. NOTE: Always state the goal using positive language.
Goal: I will raise my hand to be called on.
| I raised my hand. |
Morning Circle |
|
Literacy |
|
Math |
|
Story |
|
Closing Circle |
|
Total: I must have 3 stickers on my chart to earn my reward. |
|
Step 5: Introduce the Chart and Goals
Introduce the incentive chart to the child with excitement! This is a time to build enthusiasm around the new intervention. I like to give children a variety of sticker choices to use to make it more exciting and to make them feel a part of the process. Be sure to role-play with the child and practice which behaviors WILL and WILL NOT earn a sticker. Make sure to have a plan for the number of times that the behavior can occur before the sticker is lost. For example, if interruptions are the issue, create a subtle signal system (like holding up a finger – 3 chances and you are out) to indicate how many chances the child has left before the sticker is no longer earned.
Step 6: Choose the Rewards
Now comes the fun part…rewards! Work with the child to brainstorm desired rewards for earning the goal. This is where you really want to get to know the child’s motivations. A lot of children simple want attention, so consider creating a choice board where he/she earns special time with you or someone in the school. Other children are motivated physical items. Give the child a chance to brainstorm rewards with you to increase student buy-in. Here are some ideas:
Tangible Rewards:
• Stickers, stamps, or small toys
• Special badges or books
• A pick from the treasure box
Intangible Rewards:
• Extra playtime or music/dance time
• Being the line leader or classroom helper
• Show and tell opportunities
• Special one-on-one time with a teacher
Step 7: Begin the Check-In, Check-Out Intervention
Now that the Check-In, Check-Out plan is set, it is time for the child to meet with his/her check in partner! The child will check in with the adult a minimum of two times per day (at the beginning of the day, and at the end of the day). Have the child bring the chart to the adult. The adult will discuss the goals for the day, review the ways that the child will earn a sticker and rewards, and model key behaviors. At the end of the day, check out with the adult. How did you do? What was happening when you struggled? What can you do better tomorrow? Practice, role play, and praise! This partnership helps create a positive routine of praise and reflection.
A Final Tip!
When you first start the CICO process, it’s essential to set the child up for success. Give the child a reasonable, achievable goal. Do what you can to ensure the child will reach the goal in the early days, even if you have to give them a little leeway the first time or two. Building the child’s confidence and buy-in at the start will pay off in the long run.
Ready to Implement CICO in Your Classroom?
The Check-In Check-Out system offers a clear, consistent approach that preschoolers can understand and benefit from. It’s a simple strategy that can have a significant impact on children with challenging behaviors. By focusing on one behavior at a time and reinforcing positive interactions, you can create a classroom environment where every child feels supported and successful.
If you’re interested in more details on how to set up a CICO system or have questions about behavior interventions, please reach out—I’m here to help!
Green, Katherine. (2016). Implementing Check-In/Check-Out Within Family Childcare Centers: An Intervention for Preschoolers With Attention Seeking Behaviors. Young Exceptional Children. 21. 10.1177/1096250616674331.
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