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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
PubMed
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.

Keywords:
Check-in/check-outEvidence-based programExpert consensusImplementation

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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.