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Practical Implementation of Evidence-Based Practices: Check-in Check-out for Students With and at Risk for Emotional and Behavioral Disorders.

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Title: Practical Implementation of Evidence-Based Practices: Check-in Check-out for Students With and at Risk for Emotional and Behavioral Disorders.
Authors: Kleinsmith, Colleen E.1 (AUTHOR) cfinuca2@uic.edu, Maggin, Daniel M.1 (AUTHOR)
Source: Teaching Exceptional Children. Nov2025, Vol. 58 Issue 2, p108-115. 8p.
Subject Terms: *Behavior disorders, *Educational intervention, *At-risk behavior, *School environment, Reinforcement (Psychology), Operant behavior
Abstract: This paper describes the implementation of Check In Check Out (CICO) as an evidence-based practice to support students with emotional and behavioral disorders (EBD) within educational settings. CICO, a Tier 2 intervention of Positive Behavior Interventions and Supports (PBIS), has garnered attention for its effectiveness in enhancing students' social, emotional, and academic outcomes. Drawing from existing literature and practical experiences, this paper provides insights into the theoretical foundations, key components, and implementation strategies of CICO. Using a vignette to highlight the collaborative efforts among educators, administrators, and families in tailoring CICO to meet the unique needs of the student, this paper aims to equip educators, practitioners, and stakeholders with the knowledge and resources needed to effectively implement CICO as a supportive intervention for students with EBD. Through a comprehensive understanding of CICO's principles and application, educators can foster a positive and inclusive learning environment conducive to the success of all students, including those with emotional and behavioral challenges. [ABSTRACT FROM AUTHOR]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Practical Implementation of Evidence-Based Practices: Check-in Check-out for Students With and at Risk for Emotional and Behavioral Disorders.
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  Data: <searchLink fieldCode="AR" term="%22Kleinsmith%2C+Colleen+E%2E%22">Kleinsmith, Colleen E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cfinuca2@uic.edu</i><br /><searchLink fieldCode="AR" term="%22Maggin%2C+Daniel+M%2E%22">Maggin, Daniel M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Nov2025, Vol. 58 Issue 2, p108-115. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Behavior+disorders%22">Behavior disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22At-risk+behavior%22">At-risk behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Operant+behavior%22">Operant behavior</searchLink>
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  Label: Abstract
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  Data: This paper describes the implementation of Check In Check Out (CICO) as an evidence-based practice to support students with emotional and behavioral disorders (EBD) within educational settings. CICO, a Tier 2 intervention of Positive Behavior Interventions and Supports (PBIS), has garnered attention for its effectiveness in enhancing students' social, emotional, and academic outcomes. Drawing from existing literature and practical experiences, this paper provides insights into the theoretical foundations, key components, and implementation strategies of CICO. Using a vignette to highlight the collaborative efforts among educators, administrators, and families in tailoring CICO to meet the unique needs of the student, this paper aims to equip educators, practitioners, and stakeholders with the knowledge and resources needed to effectively implement CICO as a supportive intervention for students with EBD. Through a comprehensive understanding of CICO's principles and application, educators can foster a positive and inclusive learning environment conducive to the success of all students, including those with emotional and behavioral challenges. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Educational intervention
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              Text: Nov2025
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