Table Of ContentResponding to Problem Behavior in Schools
The Guilford Practical Intervention in the Schools Series
Kenneth W. Merrell, Founding Editor
Sandra M. Chafouleas, Series Editor
www.guilford.com/practical
This series presents the most reader-friendly resources available in key areas of evidence-based practice in
school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic
interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing,
and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility.
Features include ready-to-use reproducibles, appealing visual elements, and an oversized format. Recent titles
have Web pages where purchasers can download and print the reproducible materials.
Recent Volumes
Helping Students Overcome Social Anxiety: Skills for Academic and Social Success (SASS)
Carrie Masia Warner, Daniela Colognori, and Chelsea Lynch
Executive Skills in Children and Adolescents, Third Edition:
A Practical Guide to Assessment and Intervention
Peg Dawson and Richard Guare
Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1
Kimberly Gibbons, Sarah Brown, and Bradley C. Niebling
Supporting Successful Interventions in Schools:
Tools to Plan, Evaluate, and Sustain Effective Implementation
Lisa M. Hagermoser Sanetti and Melissa A. Collier-Meek
High-Impact Assessment Reports for Children and Adolescents:
A Consumer-Responsive Approach
Robert Lichtenstein and Bruce Ecker
Conducting School-Based Functional Behavioral Assessments, Third Edition:
A Practitioner’s Guide
Mark W. Steege, Jamie L. Pratt, Garry Wickerd, Richard Guare, and T. Steuart Watson
Evaluating Educational Interventions, Second Edition:
Single-Case Design for Measuring Response to Intervention
T. Chris Riley-Tillman, Matthew K. Burns, and Stephen P. Kilgus
The Data-Driven School: Collaborating to Improve Student Outcomes
Daniel M. Hyson, Joseph F. Kovaleski, Benjamin Silberglitt, and Jason A. Pedersen
Implementing Classwide PBIS: A Guide to Supporting Teachers
Diane Myers, Brandi Simonsen, and Jennifer Freeman
Social and Emotional Learning in the Classroom, Second Edition:
Promoting Mental Health and Academic Success
Barbara A. Gueldner, Laura L. Feuerborn, and Kenneth W. Merrell
Responding to Problem Behavior in Schools, Third Edition:
The Check-In, Check-Out Intervention
Leanne S. Hawken, Deanne A. Crone, Kaitlin Bundock, and Robert H. Horner
Responding to Problem
Behavior in Schools
The Check-In, Check-Out Intervention
THIRD EDITION
LEANNE S. HAWKEN
DEANNE A. CRONE
KAITLIN BUNDOCK
ROBERT H. HORNER
THE GUILFORD PRESS
New York London
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Library of Congress Cataloging-in-Publication Data
Names: Hawken, Leanne S., author. | Crone, Deanne A., author. | Bundock, Kaitlin, author. |
Horner, Robert H., author.
Title: Responding to problem behavior in schools : the check-in, check-out intervention /
Leanne S. Hawken, Deanne A. Crone, Kaitlin Bundock, Robert H. Horner.
Description: Third edition. | New York : The Guilford Press, 2021. | Series: The Guilford
practical intervention in the schools series | Includes bibliographical references and index.
Identifiers: LCCN 2020034102 | ISBN 9781462546060 (hardback)
ISBN 9781462539512 (paperback)
Subjects: LCSH: Behavior modification—United States. | School psychology—United States. |
Problem children—Education—United States.
Classification: LCC LB1060.2 .C76 2021 | DDC 370.15/28—dc23
LC record available at https://lccn.loc.gov/2020034102
About the Authors
Leanne S. Hawken, PhD, BCBA, is Director of Content and Curriculum at Parent Playbook
and Professor Emeritus in the Department of Special Education at the University of Utah. She
has worked in the field of behavior analysis since the 1990s, applying the technology across a
range of students and adults. Dr. Hawken has been training, coaching, and conducting research
on Check- In, Check- Out (CICO) since the early 2000s. She is coauthor of Building Positive
Behavior Support Systems in Schools, Second Edition, and the training DVD Check- In, Check-
Out, Second Edition: A Tier 2 Intervention for Students at Risk.
Deanne A. Crone, PhD, is a Research Associate at the Center on Teaching and Learning at the
University of Oregon. She has directed several research and training grants addressing behav-
ior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has
conducted extensive training in functional behavioral assessment and positive behavior support
with teachers, paraprofessionals, principals, and directors of special education.
Kaitlin Bundock, PhD, is Assistant Professor of Special Education and Rehabilitation at Utah
State University. A former teacher of special education high school mathematics, Dr. Bundock’s
research and teaching focus on effective instruction and intervention for students struggling
in mathematics at the secondary level. Dr. Bundock also focuses on behavioral interventions
and supports in secondary schools. She has provided school and district teams with training in
the CICO intervention, and has assisted with implementing CICO in elementary and middle
schools.
Robert H. Horner, PhD, is Emeritus Professor of Special Education at the University of Oregon.
His research has focused on applied behavior analysis, positive behavior support, multi- tiered
instructional systems, equity in education, and systems change. Since the 1990s, Dr. Horner has
v
vi About the Authors
worked with George Sugai to develop and implement schoolwide positive behavioral interven-
tions and supports (PBIS). He is a recipient of the Education Award from the American Associa-
tion for Mental Retardation, the Public Service in Behavior Analysis Award from the Society
for the Advancement of Behavior Analysis, the Fred S. Keller Behavioral Education Award
from Division 25 of the American Psychological Association, and the Distinguished Researcher
Award from the Special and Inclusive Education Research Special Interest Group of the Ameri-
can Educational Research Association.
Preface
Check- in, check- out is one of the most widely implemented Tier 2 interventions for schools who
choose to implement a comprehensive system of positive behavioral interventions and supports
(PBIS). We have 20 years of experience in implementing and researching this intervention,
which was originally named the “Behavior Education Program, or “BEP,” by Fern Ridge Mid-
dle School, the school in Elmira, Oregon, that initially developed the intervention. Researchers
and practitioners in the field have subsequently renamed the intervention “Check- In, Check-
Out” (CICO), and it is referred to as CICO throughout this book. When we published the
second edition of this book in 2010, the field was relatively new to implementing Tier 2 inter-
ventions within a comprehensive system of PBIS. In the past 10 years, much research has been
conducted on the basic version of CICO that was outlined in the first and second editions of the
book, and CICO is now considered an evidence- based practice. During this time, educators
around the country and around the world have adapted CICO to support more students and
have taught us how to more effectively and efficiently implement this intervention. We share
some of these insights in the new edition of the book.
Overall, the book has been expanded from 12 to 15 chapters. This new edition includes
new chapters on how to apply CICO principles across populations, including high school stu-
dents and students served in alternative educational settings. It also includes information on
how CICO can be expanded to target additional problem behaviors, including internalizing
behaviors, academic and organizational skills deficits, attendance issues, and problem behaviors
exhibited at recess. This new edition also includes a chapter for trainers and coaches on how to
effectively train school teams on CICO, with a step- by- step training guide and supplementary
materials that complete the training and that provide follow- up coaching.
Chapter 1 provides an overview of the critical components of CICO and a discussion of
which schools should consider implementing this intervention. In addition, this chapter briefly
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