Students with or at-risk for emotional and behavioral disorders served in residential facilities have been exposed to traumatic events at higher rates compared to their peers. Behavioral interventions may be more effective for this population if they include trauma-informed relationship building adaptations. One intervention that may be modified to include such adaptations is Check-in, Check-out (CICO). A single-case reversal design was used to examine the effects of Trauma-Informed CICO integrating PRIDE Skills in each check-in and out conversation and the substitution of the daily progress report (DPR) with a student guided self-reflection sheet (TI-CICO+SR). Three students with emotional and behavioral disorders (EBD) and a history of prior traumatic exposures residing in a residential treatment facility participated in this study. Findings indicated a functional relation between TI-CICO and increased on-task behavior for all youth participants and a functional relation between TI-CICO+SR and increased on-task behavior for one youth participant. Youth surveys and interviews indicated TI-CICO+SR had higher social validity compared to TI-CICO. Limitations and future research directions are discussed.
AndrewsW.HouchinsD.VarjasK. (2017). Student-directed check-in/check-out for students in alternative education settings. Teaching Exceptional Children, 49(6), 380–390. https://doi.org/10.1177/0040059917701122
2.
BarnettE. R.YackleyC. R.LichtE. S. (2018). Developing, implementing, and evaluating a trauma-informed care program within a youth residential treatment center and special needs school. Residential Treatment for Children & Youth, 35(2), 95–113. https://doi.org/10.1080/0886571x.2018.1455559
3.
BriereJ. (1996). The trauma symptom checklist for children. Psychological Assessment Resources.
4.
BuddK. S.GarbaczL. L.CarterJ. S. (2015). Collaborating with public school partners to implement Teacher–Child Interaction Training (TCIT) as universal prevention. School Mental Health, 8(2), 207–221. https://doi.org/10.1007/s12310-015-9158-8
5.
CallejaN. G. (2019). Assessing and treating trauma in detained adolescents: A pre–post within subjects evaluation. Journal of Child and Family Studies, 29(4), 934–941. https://doi.org/10.1007/s10826-019-01564-9
6.
CarterE. W.LaneK. L.CrnoboriM.BruhnA. L.OakesW. P. (2011). Self- determination interventions for students with and at-risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 31, 100–116.
7.
CohenJ. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
8.
CoxA.PerryB.FredericoM. (2021). Resourcing the system and enhancing relationships: Pathways to positive outcomes for children impacted by abuse and neglect. Child Welfare, 98(6), 177–202. https://www-jstor-org-443.web.bisu.edu.cn/stable/48623217
9.
CroneD. A.HornerR. H.HawkenL. S. (2004). Responding to problem behavior in schools: The behavior education program. Guilford.
10.
DrevonD.HixsonM.WyseR.RigneyA. (2018). A meta-analytic review of the evidence for check-in check-out. Psychology in the Schools, 56(3), 393–412. https://doi.org/10.1002/pits.22195
11.
EnnisR. P.JolivetteK.SwoszowskiN. C.JohnsonM. L. (2012). Secondary prevention efforts at a residential facility for students with emotional and behavioral disorders: Function-based check-in, check-out. Residential Treatment for Children & Youth, 29(2), 79–102. https://doi.org/10.1080/0886571x2012.669250
12.
GurwitchR. H.MesserE. P.FunderburkB. W. (2017). Parent-child interaction therapy. In LandoltM. A.CloitreM.SchnyderU. (Eds.), Evidence-based treatments for trauma related disorders in children and adolescents (pp. 1–21). Springer.
13.
HackneyA. J.JolivetteK.SandersS. (2024). Integrating trauma-informed practices into evidence-based check-in, check-out for use in alternative education settings for youth with EBD. Intervention School and Clinic, 59(4), 227–235. https://doi.org/10.1177/10534512231183968
14.
HackneyA. J.JolivetteK.SandersS.PitzelA. (2024). The effects of enhancing a check in check-out intervention with the addition of PRIDE skills in facilitator conversations [Manuscript in review].
15.
HackneyA. J.JolivetteK.SandersS.SwoszowskiN. C.EnnisR. P. (2025). Exploring facilitator and student conversations within the check-in, check-out intervention: A systematic review with links to trauma-informed conversations. Behavioral Disorders, 50(3), 162–181. https://doi.org/10.1177/01987429241256319
16.
HawkenL. S.BundockK.KladisK.O’KeeffeB.BarrettC. A. (2014). Systematic review of the Check-in, Check-out intervention for students at risk for emotional and behavioral disorders. Education and Treatment of Children, 37(4), 635–658. https://doi.org/10.1353/etc.2014.0030
17.
JolivetteK.BodenL. J.SpragueJ. R.EnnisR. P.KimballK. A. (2015). Youth voice matters: PBIS implementation in secure residential juvenile facilities. Residential Treatment of Children and Youth, 32, 299–320. https://doi.org/10.1080/0886571X.2015.1113457
18.
LedfordJ. R.GastD. L. (2018). Single case research methodology: Applications in special education and behavioral sciences (3rd ed.). Routledge.
MajeikaC. E.Van CampA. M.WehbyJ. H.KernL.CommissoC. E.GaierK. (2020). An evaluation of adaptations made to check-in check-out. Journal of Positive Behavior Interventions, 22(1), 25–37. https://doi.org/10.1177/1098300719860131
21.
PophamM.CountsJ.RyanJ. B.KatsiyannisA. (2018). A systematic review of self regulation strategies to improve academic outcomes of students with EBD. Journal of Research in Special Educational Needs, 18(4), 239–253. https://doi.org/10.1111/1471-3802.12408
22.
PustejovskyJ. E.ChenM.KlingbeilD.van NormanE. (2023, April16). Empirical benchmarks for between-case standardized mean difference from single-case multiple baseline designs examining academic interventions [Conference presentation]. American Educational Research Association Annual convention, Chicago, IL.
23.
SwoszowskiN. C.JolivetteK.FredrickL. D.HeflinL. J. (2012). Check in/check out: Effects on students with emotional and behavioral disorders with attention- or Escape-Maintained behavior in a residential facility. Exceptionality, 20(3), 163–178. https://doi.org/10.1080/09362835.2012.694613
24.
SwoszowskiN. C.McDanielS. C.JolivetteK.MeliusP. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), 63–79. https://doi.org/10.1353/etc.2013.0024
25.
SwoszowskiN. C.PattersonD.CrosbyS. (2011). Implementing check in/check out for students with emotional and behavioral disorders in residential and juvenile justice settings. Beyond Behavior, 20(1), 32–36. https://eric.ed.gov/?id=EJ949525
26.
ValentineJ. C.Tanner-SmithE. E.PustejovskyJ.LauT. S. (2016). Between-case standardized mean difference effect sizes for single-case designs: A primer and tutorial using the scdhlm web application. Campbell Systematic Reviews, 12(1), 1–31. https://doi.org/10.4073/cmdp.2016.1
27.
WittJ. C.ElliottS. N. (1985). Acceptability of classroom intervention strategies. In KratochwillT. R. (Ed.), Advances in school psychology (Vol. 4, pp. 251–288). Erlbaum.
28.
WolfeK.PyleD.CharltonC. T.SabeyC. V.LundE. M.RossS. W. (2016). A Systematic review of the empirical support for Check-In Check-Out. Journal of Positive Behavior Interventions, 18(2), 74–88. https://doi.org/10.1177/1098300715595957
