Skip to main content
SpringerLink
Log in

Redesigning Check-In/Check-Out to Improve On-Task Behavior in a Chinese Classroom

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

Check-in/check-out (CICO) is a Tier 2 behavioral management system in the School-wide Positive Behavior Support (SWPBS) framework, which is widely used in Western schools. However, this system is not currently used in public schools in mainland China, mainly because of the large class sizes. This study redesigned CICO to facilitate its implementation in schools in mainland China. This new intervention, which we call team leader-mediated check-in and check-out (TLM-CICO), combines the CICO system and the Chinese team leader system. We used an ABAB reversal design to evaluate the effects of TLM-CICO for three fifth-grade students who exhibited off-task behavior and varying degrees of problem behavior. The results indicated that there were functional relationships between the intervention and on-task behavior in teachers’ instruction and self-study. The three teachers who implemented the TLM-CICO generally accepted the intervention and expressed their intention to use this system in their future classroom management. We also discussed the implications of the results, limitations of the study, and future directions.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • An, H. X., & Horn, E. (2018). Chinese inclusive education: The past, present, and future. Intervention in School and Clinic, 54(2), 118–122. https://doi.org/10.1177/1053451218765244

    Article  Google Scholar 

  • Barry, L., Holloway, J., & McMahon, J. (2020). A scoping review of the barriers and facilitators to the implementation of interventions in autism education. Research in Autism Spectrum Disorders, 78, 101617. https://doi.org/10.1016/j.rasd.2020.101617

    Article  Google Scholar 

  • Bear, G. G., Yang, C., Chen, D., He, X., Xie, J. S., & Huang, X. D. i. s. c. a. s. e. i. C. a. t. U. S. S. P. Q., 33(2), 323. (2018). Differences in school climate and student engagement in China and the United States. School Psychology Quarterly, 33(2), 323–335. https://doi.org/10.1037/spq0000247

  • Bowling, C. G. (2018). Teachers and administrators' perceptions of PBIS as a school-wide discipline approach [Doctoral dissertation, Appalachian State University]. Appalachian State University Digital Archive. https://libres.uncg.edu/ir/asu/f/Bowling_Cheryl_2018_Dissertation.pdf

  • Burns, M. K., Ganuza, Z. M., & London, R. M. (2009). Brief experimental analysis of written letter formation: Single-case demonstration. Journal of Behavioral Education, 18, 20–34. https://doi.org/10.1007/s10864-008-9076-z

    Article  Google Scholar 

  • Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: A systematic evaluation and component analysis. Journal of applied behavior analysis, 44(2), 315–326. https://doi.org/10.1901/jaba.2011.44-315

    Article  PubMed  PubMed Central  Google Scholar 

  • Chen, W., Gu, X., & Wong, L. H. (2019). To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets. British Journal of Educational Technology, 50(1), 440–455. https://doi.org/10.1111/bjet.12593

    Article  Google Scholar 

  • Collins, T. A., Gresham, F. M., & Dart, E. H. (2016). The effects of peer-mediated check in/check-out on the social skills of socially neglected students. Behavior Modification, 40(4), 568–588. https://doi.org/10.1177/0145445516643066

    Article  PubMed  Google Scholar 

  • Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. Guilford Press. http://uow.summon.serialssolutions.com/link/0/eLvHCXMwQ4wAwMqDxPR0IyKKAyNTIwtdyNl8iKF-pLLeTZRBxs01xNlDtzS_PB46uBGfZAhsMJsZA2sZvlqhsjLOTm_B7V1vi5-xrY4FAOuvKKw

  • Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-In/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229–243. https://doi.org/10.1037/spq0000092

    Article  PubMed  Google Scholar 

  • Deng, W., Li, X., Wu, H., & Xu, G. (2020). Student leadership and academic performance. China Economic Review, 60, 101389. https://doi.org/10.1016/j.chieco.2019.101389

    Article  Google Scholar 

  • Department of Development & Planning Ministry of Education. (2021). Educational statistics yearbook of China 2020. China Statistics Press.

  • Duhon, G. J., Noell, G. H., Witt, J. C., Freland, J. T., Dufrene, B. A., & GIlberston, D. N. (2004). Identfying academic skill and preference deficits: The experimental analysis of brief assessments of academic skills. School Psychology Review, 33(3), 429–443. https://doi.org/10.1080/02796015.2004.12086260

    Article  Google Scholar 

  • Faler, A. L. (2021). Examining the effects of reciprocal peer-mediated check-in check out with an interdependent group contingency [Doctoral dissertation, University of Cincinnati]. ProQuest Dissertations Publishing.

  • Fallon, L. M., & Feinberg, A. B. (2017). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure, 61(3), 189–197. https://doi.org/10.1080/1045988X.2016.1254083

    Article  Google Scholar 

  • Fang, J., Hu, B. Y., Su, Y., & Roberts, S. K. (2023). Analysis of Chinese preschool teachers’ behavior management strategies during routine care activities. Early Childhood Education Journal, 51(5), 811–826. https://doi.org/10.1007/s10643-022-01340-3

    Article  Google Scholar 

  • Gong, S.-S. (2006). Jiao yu zhong jiang cheng de zheng fu xiao ying ji qi shi yong yi shu [Positive and negative effects of rewards and punishment and art of use during teaching]. Sun Yatsen University Forum, 26(3), 190–193.

    Google Scholar 

  • Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly, 11(3), 204–227.

    Article  Google Scholar 

  • Guo, X.-Y. (2014). The morality of primary school moral education: Rewards and punishment method in the analysis [Master's thesis, South-Central University of Nationalities]. China National Knowledge Infrastructure.

  • Hansen, M. H., Bislev, A., & Thøgersen, S. (2012). Learning to organize and to be organized: Student cadres in a Chinese rural boarding school. In A. Bislev & S. Thogersen (Eds.), Organizing rural China: Rural China organizing (pp. 125–140). Rowman and Littlefield.

    Google Scholar 

  • Hartmann, D. P. (1977). Considerations in the choice of interobserver reliability estimates. Journal of Applied Behavior Analysis, 10(1), 103–116.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hawken, L. S., Crone, D. A., Bundock, K., & Horner, R. H. (2020). Responding to problem behavior in schools (3rd ed.). Guilford Publications, Inc.

  • Hawken, L. S., Adolphson, S. L., MacLeod, K. S., & Schumann, J. (2009). Secondary tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 395–420). Springer Science + Business Media LLC.

    Chapter  Google Scholar 

  • Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12(3), 225–240. https://doi.org/10.1023/a:1025512411930

    Article  Google Scholar 

  • http://www.ingentaconnect.com/content/proedcw/jse/2007/00000040/00000004/art00001

  • Huang, W., Yao, P., Li, F., & Liao, X. (2021). Student governments in Chinese higher education: Reflection on college students’ and student cadres’ political trust. Higher Education, 82(2), 387–409. https://doi.org/10.1007/s10734-021-00721-8

    Article  Google Scholar 

  • Hue, M. T. (2007). The influence of classic Chinese philosophy of Confucianism, Taoism and Legalism on classroom discipline in Hong Kong junior secondary schools. Pastoral Care in Education, 25(2), 38–45.

    Article  Google Scholar 

  • Kladis, K., Hawken, L. S., O’Neill, R. E., Fischer, A. J., Fuoco, K. S., O’Keeffe, B. V., & Kiuhara, S. A. (2020). Effects of check-in check-out on engagement of students demonstrating internalizing behaviors in an elementary school setting. Behavioral Disorders, 48(2), 83–96. https://doi.org/10.1177/0198742920972107

    Article  Google Scholar 

  • Kohler, F. W., & Strain, P. S. (1990). Peer-assisted interventions: Early promises, notable achievements, and future aspirations. Clinical Psychology Review, 10, 441–452.

    Article  Google Scholar 

  • Ledford, J. R., & Wolery, M. (2013). Effects of plotting a second observer’s data on A-B-A-B graphs when observer disagreement is present. Journal of Behavioral Education, 22, 312–324. https://doi.org/10.1007/s10864-013-9178-0

    Article  Google Scholar 

  • Lei, H., Wang, X., Chui, M. M., Du, M., & Xie, T. (2023). Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis. School Psychology International, 44(1), 68–101. https://doi.org/10.1177/01430343221122453

    Article  Google Scholar 

  • Lenz, A. S. (2013). Calculating effect size in single-case research. Measurement and Evaluation in Counseling and Development, 46(1), 64–73. https://doi.org/10.1177/0748175612456401

    Article  Google Scholar 

  • Lewis, T. J., Jones, S. E. L., Horner, R. H., & Sugai, G. (2010). School-wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18(2), 82–93. https://doi.org/10.1080/09362831003673168

    Article  Google Scholar 

  • Li, X.-C. (2016). Zhong xiao xue jiao shi gong zuo liang de fu chao he yu you xiao tiao shi [Overload and effective adjustment of the workload of primary and secondary school teachers]. Journal of the Chinese Society of Education, 02, 56–60.

    Google Scholar 

  • Majeika, C. E., Van Camp, A. M., Wehby, J. H., Kern, L., Commisso, C. E., & Gaier, K. (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

    Article  Google Scholar 

  • McLemore, C. E. (2016). The effects of peer-mediated check-in, check-out with a self-monitoring component on disruptive behavior and appropriate engagement in the classroom [Doctoral dissertation, University of Southern Mississippi]. ProQuest Dissertations Publishing.

  • Melius, P., Swoszowski, N. C., & Siders, J. (2015). Developing peer led check-in/check-out: A peer-mentoring program for children in residential care. Residential Treatment for Children & Youth, 32(1), 58–79. https://doi.org/10.1080/0886571X.2015.1004288

    Article  Google Scholar 

  • Miller, L. M., Dufrene, B. A., Olmi, D. J., Tingstrom, D., & Filce, H. (2015a). Self-monitoring as a viable fading option in check-in/check-out. Journal of School Psychology, 53(2), 121–135.

    Article  PubMed  Google Scholar 

  • Miller, L. M., Dufrene, B. A., Sterling, H. E., Olmi, D. J., & Bachmayer, E. (2015b). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17(1), 28–38.

    Article  Google Scholar 

  • Mitchell, B. S., Stormont, M., & Gage, N. A. (2011). Tier two interventions Implemented within the context of a tiered prevention framework. (4), 241.

  • Mitchell, B. S., Lewis, T. J., & Stormont, M. (2021). A daily check-in/check-out intervention for students with internalizing concerns. Journal of Behavioral Education, 30(2), 178–201. https://doi.org/10.1007/s10864-020-09365-7

    Article  Google Scholar 

  • O’Dwyer, L., & Paolucci, C. (2019). Challenges in practice: A critical examination of efforts to link teacher practices and student achievement. In L. Suter, E. Smitth, & B. Denman (Eds.), The SAGE handbook of comparative studies in education (pp. 471–491). SAGE.

    Chapter  Google Scholar 

  • O’Handley, R. D., Dufrene, B. A., & Wimberly, J. (2022). Bug-in-the-Ear training increases teachers’ effective instruction delivery and student compliance. Journal of Behavioral Education, 31, 771–795. https://doi.org/10.1007/s10864-020-09429-8

    Article  Google Scholar 

  • Parker, R. I., Hagan-Burke, S., & Vannest, K. (2007). Percentage of all nonoverlapping data (PAND): An alternative to PND. Journal of Special Education, 40(4), 194–204.

    Article  Google Scholar 

  • Roberts, G. J., Cote, B., Mehmedovic, S., Lerner, J., McCreadie, K., & Strain, P. (2021). Integrating behavior support into a reading intervention for fourth-grade students with reading difficulties and inattention. Journal of Behavioral Education, 32, 277–299. https://doi.org/10.1007/s10864-021-09457-y

    Article  Google Scholar 

  • Sanchez, S., Miltenberger, R. G., Kincaid, D., & Blair, K.-S.C. (2015). Evaluating check-in check-out with peer tutors for children with attention maintained problem behaviors. Child & Family Behavior Therapy, 37(4), 285–302. https://doi.org/10.1080/07317107.2015.1104769

    Article  Google Scholar 

  • Schneider, N., Goldstein, H., & Parker, R. (2008). Social skills interventions for children with autism: A meta-analytic application of percentage of all nonoverlapping data (PAND). Evidence-Based Communication Assessment & Intervention, 2(3), 152–162. https://doi.org/10.1080/17489530802505396

    Article  Google Scholar 

  • Scott, W. R., & Christian, V. S. (2015). Check-in check-out + social skills: Enhancing the effects of check-in check- out for students with social skill deficits. Remedial and Special Education, 36(4), 246–257. https://doi.org/10.1177/0741932514553125

    Article  Google Scholar 

  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22(3), 221–242. https://doi.org/10.1177/01454455980223001

    Article  PubMed  Google Scholar 

  • Simonsen, B., Myers, D., & Briere Iii, D. E. (2011). Comparing a behavioral check-in/check-out (CICO) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13(1), 31–48. https://doi.org/10.1177/1098300709359026

    Article  Google Scholar 

  • Swoszowski, N. C., McDaniel, S. C., Jolivette, K., & Melius, P. (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 [Article]. Education and Treatment of Children, 3, 63.

    Article  Google Scholar 

  • Turtura, J. E., Anderson, C. M., & Boyd, R. J. (2014). Addressing task avoidance in middle school students: Academic behavior check-in/check-out. Journal of Positive Behavior Interventions, 16(3), 159. https://doi.org/10.1177/1098300713484063

    Article  Google Scholar 

  • Wang, C., & Wu, H. S. (2023). Zhong Xiao Xue Ban Gan Bu Zhi de Li Shi Yan Jin ji Gai Ge Qu Shi [Historical evolution and reform tendency of class cadre system in primary and middle schools]. Teaching & Administration, 07, 27–32.

    Google Scholar 

  • Weber, M. A., House Rich, S. E., & Duhon, G. J. (2019a). How to work smarter, not harder when implementing check-in/check-out. Beyond Behavior, 28(3), 134–141. https://doi.org/10.1177/1074295619864583

    Article  Google Scholar 

  • Weber, M. A., Rich, S. E., Gann, C. J., Duhon, G. J., & Kellen, S. S. (2019b). Can less be more for students at-risk for emotional and behavioral disorders: Evaluating components of Check-In/Check-Out. Education and Treatment of Children, 42(4), 469–488. https://doi.org/10.1353/etc.2019.0022

    Article  Google Scholar 

  • Wolfe, K., Pyle, D., Charlton, C. T., Sabey, C. V., Lund, E. M., & Ross, S. 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

    Article  Google Scholar 

Download references

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the grant from Philosophy and Social Science Planning Project of Zhejiang Province, China (20NDJC061YB) and National Natural Science Foundation of China (NSFC), China (62007030).

Author information

Authors and Affiliations

  1. College of Special Education, Zhejiang Normal University, 1108 Genwen Road, Xiaoshan High Education Park, Ningwei Town, Xiaoshan District, Hangzhou, Zhejiang Province, China

    Han Jiang

  2. University of Wollongong, Wollongong, Australia

    Wilma Vialle

  3. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Stuart Woodcock

Authors
  1. Han Jiang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Wilma Vialle
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Stuart Woodcock
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Han Jiang.

Ethics declarations

Conflicts of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

The research protocol was approved by the Human Research Ethics Committee at the University of Wollongong (HE12/223). All participating teachers assented to this research, and each target student’s parent provided parental permission for the child to participate in this research.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1

Appendix 1

CICO Integrity Checklist.

Targeted Student: Date

CICO Components

In place = 2

Partial in place = 1

Not in place = 0

Not applicable = NA

1. The targeted student attends morning check-in

The teacher tells the student to start today’s CICO (e.g., Good morning, XXX. Let’s start today’s CICO and check in)

 

The teacher reminds the expected behavior and today’s goal with the dyad (full support TLM-CICO)/the student (partial support TLM-CICO). The teacher should clearly state today’s goal to the student (e.g., You should at least receive five feedbacks and scores on DPR. If you achieve 80% or above of the total scores, you will receive 2 tokens.)

 

The teacher provides suggestions and encouragement to the student, for example:

  - If you follow the teacher's instructions to participate in the class, you will find that you are as good as your peers

  - Doing your assignment in the self-study class and play after class. I believe you can do it

 

2. The targeted student returns the previous DPR

 

The student returns the previous DPR to the team leader (full support TLM-CICO)/the teacher (partial support TLM-CICO). If the student has brought the DPR to the school but forgets to return it to the teacher, the team leader/teacher will remind her/him to return it. If the student does not bring the DPR to the school, the teacher will send a message via the school-family social-media platform to inform the parent and reminds the student to return the DPR the next day

 

The teacher reviews the previous DPR and checks if the parent has signed or commented on the DPR. If the parent’s signature is missing, the teacher will send a photograph of the previous DPR to the parent via the school-family social-media platform and reminds her/him to sign today’s DPR

 

Teacher One/The team leader archives the previous DPR

 

3. The targeted student obtains the teacher’s feedback after a lesson. The teacher provides verbal feedback and encouragement to the student and rates the DPR. Verbal feedback should be behavior-specific and allied to the expected behavior of DPR, for example

  - You listened to my interpretation of the ancient poem in the lesson. Well done, and I hope you will keep up your record!

  - Although you were playing with toys in the first half of the self-study lesson, you were attentive to your assignment in the second half. You completed 70% of your assignment. I think you will work harder the next time.

First lesson

Second lesson

Third lesson

Fourth lesson

Fifth lesson

Sixth lesson

First self-study

Second self-study

4. The targeted student attends afternoon Check-Out

The teacher/The team leader calculates the score of DPR

 

The teacher reviews the scores with the student (or the dyad) and wrote comments on DPR. The comments should ally with the expected behavior on DPR and at least contain one completed sentence with specific information, for example

  - Today, you performed well on “listening to the teacher” and “taking part in academic activities during a lesson” and particularly excellent on “doing appropriate tasks during a self-study.” You achieved your goal. I am proud of you

  - You did not achieve today’s goal because you did not listen to the teacher in the second lesson and did not participate in activities in the second and third lessons. Your performance in the self-study lesson was good. I hope you will receive good scores tomorrow

 

The teacher decides on goal achievement and informs the student of the outcome

  - You achieved today’s goal

  - You did not achieve today’s goal

 

The teacher issues 2 tokens to the student

 

The teacher takes a photograph of the DPR as a backup and ends today’s CICO

 

5.The parent comments on the student’s performance with his/her signature on DPR. The parent should write at least a completed sentence indicating s/he has reviewed all items on the DPR (e.g., I have reviewed all rates on the DPR with XXX. He can make a better performance on taking part in academic activities during a lesson by listening to the instruction more carefully). Only a signature on the DPR is considered partially in place because we are not sure whether the parent has reviewed all items on the DPR

 

Total number of components observed

 

Number of total components

 

CICO Integrity

%

Rater

(signature)

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jiang, H., Vialle, W. & Woodcock, S. Redesigning Check-In/Check-Out to Improve On-Task Behavior in a Chinese Classroom. J Behav Educ (2023). https://doi.org/10.1007/s10864-023-09531-7

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10864-023-09531-7

Keywords

Search

Navigation