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Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process.
Kevin J Filter1, Andrea L B Ford2, Samuel J Bullard2
1Department of Psychology, Minnesota State University, 103 Armstrong Hall, Mankato, Minnesota 56001 USA.
School Mental Health
|February 1, 2022
Summary
This study clarifies the Check-in/Check-out (CICO) program by defining its student-facing practice elements. Identifying these specific actions improves clarity for teachers and guides future research on intervention effectiveness.
Area of Science:
- Educational Psychology
- Behavioral Interventions
- Implementation Science
Background:
- Check-in/Check-out (CICO) is an evidence-based program for students with social-emotional behavior concerns.
- Current descriptions conflate student-facing practice elements with adult-focused implementation components.
- Clearer definitions are needed for effective implementation and research.
Purpose of the Study:
- To distill, differentiate, and operationally define the student-facing practice elements of CICO.
- To improve clarity for front-line implementers and guide future research.
Main Methods:
- A modified three-round e-Delphi process was used.
- A panel of research and practice experts participated.
- 19 discreet practice elements were identified and defined, organized into five domains.
Main Results:
- 19 distinct student-facing practice elements of CICO were operationally defined.
- These elements are organized into five key domains.
- The definitions provide clarity for implementation and research.
Conclusions:
- Well-defined practice elements enhance communication of CICO expectations to teachers.
- This work supports the development of fidelity measures and research into CICO's active ingredients.
- Improved clarity can lead to more effective implementation of CICO programs.
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