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CICOHS adapts an established Tier 2 Check-In/Check-Out intervention to improve academic and social behavior in high schools, emphasizing increased student agency via goal setting and self-rating and greater efficiency through a mobile app for data collection, monitoring, and family communication. A small 2021–2022 RCT in one U.S. public high school assigned 14 ninth graders to CICOHS or a waitlist control. Despite limited power, findings showed meaningful improvements in attendance and teacher ratings, and students and staff reported components as socially acceptable, with implications for scaling and replication.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/check-incheck-out-cico-in-high-school-results-from-a-small-randomized-controlled-trial/595250/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/check-incheck-out-cico-in-high-school-results-from-a-small-randomized-controlled-trial/595250.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of CICOHS in this study?","Question",{"text":112,"@type":113},"The study evaluates initial effectiveness of CICOHS for improving high school student outcomes, targeting both academic and social behavior.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the randomized controlled trial conducted?",{"text":117,"@type":113},"Fourteen ninth-grade students were randomly assigned to receive CICOHS or a waitlist/control condition during the 2021–2022 school year.",{"name":119,"@type":110,"acceptedAnswer":120},"What specific adaptations distinguish CICOHS from earlier CICO approaches?",{"text":121,"@type":113},"CICO-HS increases student agency through goal setting and self-rating and increases efficiency by using a mobile application for data collection, progress monitoring, and family communication.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595250,1792161866,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Check-In/Check-Out (CICO) in High School: Results From a Small Randomized Controlled Trial  \nK. Brigid Flannery, PhD 1, Mimi McGrath Kato, MS 1, Angus Kittelman, PhD 1,2, Nadia Katul Sampson, MA 1, and Kent McIntosh, PhD 1  \nBehavioral Disorders 2024, Vol. 49(3) 149–159  \n© Hammill Institute on Disabilities 2024 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429231225461](DOI: 10.1177/01987429231225461)[ ](DOI: 10.1177/01987429231225461)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nAbstract  \nThe purpose of this study was to provide initial evidence of the effectiveness of Check-In/Check-Out-High School (CICOHS) on high school student outcomes. Check-In/Check-Out-High School is a version of CICO, an established Tier 2 intervention designed to improve student academic and social behavior, adapted to increase effectiveness and feasibility in high schools. Key adaptations in CICO-HS include increased student agency through goal setting and self-rating, and increased efficiency through use of a mobile application for data collection, progress monitoring, and family communication. This randomized controlled trial (RCT) was conducted during the 2021–2022 school year and included 14 ninth grade students in one public high school in the U.S. Pacific Northwest. Students were randomly assigned to receive CICO-HS or a waitlist/control condition. Although underpowered, the RCT results showed meaningful improvements (small to moderate effect sizes) in student attendance (unexcused tardies and absences) and teacher ratings of student academic and social behaviors. Moreover, students and school personnel rated CICO-HS components as being socially acceptable to implement in high school. Implications for future research to replicate and expand study findings and for practice to scale up CICO-HS with fidelity in high schools are discussed.  \nKeywords  \nCheck-In/Check-Out, CICO, Tier 2, PBIS, positive behavioral interventions and supports, high school  \nPositive Behavioral Interventions and Supports (PBIS) is amultitiered preventative framework in which a continuum of supports are delivered with a focus on building a safe, predictable, and equitable school culture to prevent challenging behavior (McIntosh et al., 2021) . The PBIS was initially developed in elementary and middle schools (Sugai & Horner, 2009) in response to a need for more preventative and less reactive approaches to discipline. The PBIS is implemented to ensure that all students receive the supports they need to be successful, most often through three levels of support: universal, targeted, and intensive (Horner et al., 2017; Walker et al., 1996) . The universal level of support (Tier 1) is implemented with all students and shown to be effective with a majority (Simonsen et al., 2011) . Tier 1 interventions provide preventative supports for students, especially those with or at risk for disabilities, by defining, teaching, and providing feedback on desired behaviors across all school settings (Kittelman et al., 2021; McIntosh et al., 2021) . Explicitly teaching these desired behaviors clarifies expectations and creates more supportive and predictable school environments. Tier 2 interventions are  \ndesigned for students who are unresponsive to Tier 1 and who require more practice, feedback, and monitoring of desired behaviors taught at Tier 1 to be successful (Bundocket al., 2020; Hawken et al., 2021) . Tier 2 provides school personnel with efficient and effective intervention options for students engaging in these low-intensity challenging behaviors, often including those with or at risk for disabilities, thereby reducing the need for more intensive and costly individual (Tier 3) interventions (Kittelman et al., 2021; Nese et al., 2023) . Last, Tier 3 interventions are designed for a small percentage of students engaging in serious challenging behaviors (e.g.","cbCaidBmZUYq6vlM","https://ap.wps.com/l/cbCaidBmZUYq6vlM","pdf",556775,11,"English","# Abstract\n## Study purpose and design (RCT)\n## Intervention components and adaptations\n## Participants and outcomes\n## Acceptability and implications","[{\"question\":\"What is the goal of CICOHS in this study?\",\"answer\":\"The study evaluates initial effectiveness of CICOHS for improving high school student outcomes, targeting both academic and social behavior.\"},{\"question\":\"How was the randomized controlled trial conducted?\",\"answer\":\"Fourteen ninth-grade students were randomly assigned to receive CICOHS or a waitlist/control condition during the 2021–2022 school year.\"},{\"question\":\"What specific adaptations distinguish CICOHS from earlier CICO approaches?\",\"answer\":\"CICO-HS increases student agency through goal setting and self-rating and increases efficiency by using a mobile application for data collection, progress monitoring, and family communication.\"}]","Check-In/Check-Out (CICO) in High School - Results From a Small Randomized Controlled Trial | PDF",1792080712,28]