Examination of Critical Features and Lessons Learned for Implementation of a Tier 2 Intervention System for Social Behavior

This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 2003 ) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 2011 ; Hawken & Horner, 2003 ), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation.