Behavior Intervention: Check In/Check Out

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For a couple of summers now I’ve presented at the Behavior Blast for the Region 14 Educational Service Center.  This is a week of break out session covering a variety of topics, all concerning behavior.   One of my presentations is about a check in/check out program called the “The Behavior Education Program” or BEP.

Book Information:

Responding to Problem Behavior in Schools

Second Edition

The Behavior Education Program

Deanne A. Crone, Leanne S. Hawken, and Robert H. Horner

This is a good book to read to get an understanding of how a check in/check out program should work.  It also comes with training materials.    The book will stress that you follow the program exactly as they describe it.  I disagree.   While it is good to know how their program works; the key thing to remember is that with any program you will need to modify it to fit your specific setting.  What the book does is provide good guidelines and reminders about what you need and how to get started.  After that keep the general concepts and make it your own.  This program could be modified to fit a single class or grade level, however remember it will be most successful if used across the entire campus.

So how does it work?  You set students up with an adult mentor (the book calls this the BEP coordinator). They will meet with this adult every morning to discuss behavioral goals and receive their daily behavior report card (DBRC)**Click Daily Behavior Progress Report to see an example of a DBRC. **Note: This is an example, the goal are VERY generic.  Goals for your students should be more specific.**

Students then go to all classes and receive points from every teacher based on their goals.  Example: If a student is working on staying in their seat, that would be on their card.  The teacher would give them 2 points if they were perfect, 1 point if they needed some reminding and 0 points if they did not respond to reminders.  Then at the end of the day the student meets back with their adult mentor and adds up their points.  They can receive rewards based on reaching their point goal.  These could be given out daily or weekly, depending on the need of the student.   You could also schedule a check in point during the day and give a reward then.  Remember you design the plan to fit the needs of the student. (See my Incentives post for 100 free rewards ideas)

There is a component where you can send a carbon copy of the DBRC home to the parents for them to review, sign and return.  This should be done on a case-by-case base and is NOT necessary for the program to work, but can lead to stronger results if carried out properly. The success of parent involvement will depend on the parents and the child.  If you do choose to include parents be sure to TRAIN them on what this program is and how they can help produce results.

Click  Overview to see a visual diagram of the program.

Ok, so that’s basically the fast and rough overview.  So lets look at some key areas you will need to consider.  Here are some links that will give you questions to help develop your Check in/Check out system.

1. How to implement_– This document provides you with questions that will get you on the right path to developing the program.

2.BEP Coordinator-This document provides qualities that a good adult mentor/ BEP coordinator would have.

3.Referral System.- This document contains questions that will guide you through developing a referral system that fits in your schools.

4. Managing Data– This Document will help you standardize the data collection and review.

5. Fading Students Out– This document will help you fade students out of the program.

Please keep in mind that this is a very rough overview.  You need to develop a program that fits the needs of your students and school.  Any program needs to contain positive adult contact first thing in the morning and at the end of the day, a way of tracking progress throughout the day (Daily Behavior Report Card), and a way to track the daily progress over time.  This is NOT part of a discipline process and should be kept separate from discipline procedures.   As you train staff, students and parents remember this is a positive intervention.

**NOTE: I considered attaching the full Powerpoint from my training session, but I was afraid it would produce more questions than answers.  If you are interested in setting up a check in/check out program email me and I’ll get you more information.   kari.calcote@gmail.com

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