The Check In Check Out Intervention in Early Childhood Education and Care
DOI:
https://doi.org/10.58955/jecer.162843Keywords:
early childhood education and care, behavior support, CICO intervention, social validityAbstract
In early childhood education and care, it is important to provide both group-based and individually tailored early and needs-based support to promote children's well-being and social development. Recent research emphasizes that supporting socio-emotional and behavioral skills is most effective when implemented systematically and through evidence-based methods. One such support model is Check in Check out (CICO), which has been shown to be effective in promoting appropriate behavior in school settings. However, research on its applicability in early childhood education and care remains limited. This study examined the effectiveness and acceptability of the CICO intervention in Finnish early childhood education units implementing Positive Behavior Interventions and Supports (PBIS) framework (named ProVaka). The study was conducted using a single-case experimental design. Behavioral changes in three children were followed during the CICO intervention based on evaluations provided by early childhood education and care staff. The results indicate that appropriate target behavior increased in all three children. The extent to which the positive effects were generalized across different situations, as well as the associated reduction in problem behavior, varied individually. The staff members who implemented the intervention rated its social validity as high, indicating strong acceptability and practical usability. These findings suggest that CICO intervention is a promising support model in early childhood education.
References
Barkley, R. A., & Edelbrock, C. S. (1987). Assessing situational variation in children’s behavior problems: The Home and School Situations Questionnaires. Teoksessa R. J. Prinz (Toim.), Advances in behavioral assessment of children and families (Vol. 3, s. 157–176). JAI Press. https://eprovide.mapi-trust.org/instruments/school-situations-questionnaire
Blewitt, C., O'Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2021). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159–2187. https://doi.org/10.1080/03004430.2019.1702037
Brossart, D. F., Vannest, K. J., Davis, J. L., & Patience, M. A. (2014). Incorporating nonoverlap indices with visual analysis for quantifying intervention effectiveness in single-case experimental designs. Neuropsychological Rehabilitation, 24(3–4), 464–491. https://doi.org/10.1080/09602011.2013.868361
Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The Behavior Education Program. Guilford Press.
Denham, S. A. (2019). Children’s emotional competence, foundation of their success: Skills, outcomes, and support. Teoksessa Policies, practices and qualifications in early childhood education: Conference proceedings (s. 4–17). MOV‑UP International Conference. https://movup-project.eu/wp-content/uploads/2020/06/MOV-UP-Conference-proceedings-v2.pdf
Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Pariseau, M. E., & Volker, M. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39(2), 219–239. https://doi.org/10.1080/02796015.2010.12087775
Gast, D. L. (2014). General factors in measurement and evaluation. Teoksessa D. L. Gast & J. R. Ledford (Toim.), Single case research methodology: Applications in special education and behavioral sciences (2. painos, s. 85–104). Routledge. https://doi.org/10.4324/9780203521892-5
Gore, N. J., McGill, P., Toogood, S., Allen, D., Hughes, J. C., Baker, P., Hastings, R. P., Noone, S. J., & Denne, L. D. (2013). Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3(2), 14-23.
Green, K. B. (2018). Implementing Check-In/Check-Out Within Family Childcare Centers: An Intervention for Preschoolers with Attention Seeking Behaviors. Young Exceptional Children, 21(4), 204–215. https://doi.org/10.1177/1096250616674331
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
Hawken, L. S., Bundock, K., Kladis, K., O'Keeffe, B., & Barrett, C. 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://muse.jhu.edu/article/556430
Heiskanen, N., Karhu, A., Savolainen, H., & Närhi, V. (2024). Implementing positive behaviour intervention and support in Finnish early childhood education and care: Leadership team’s perspective. European Journal of Special Needs Education, 39(2), 265–280. https://doi.org/10.1080/08856257.2023.2207057
Heiskanen, N., Neitola, M., Syrjämäki, M., Viljamaa, E., Nevala, P., Siipola, M., & Viitala, R. (2021). Kehityksen ja oppimisen tuki sekä inklusiivisuus varhaiskasvatuksessa: Selvitys nykytilasta kunnallisissa ja yksityisissä varhaiskasvatuspalveluissa sekä esitys kehityksen ja oppimisen tuen malliksi. Opetus- ja kulttuuriministeriön julkaisuja. https://urn.fi/URN:ISBN:978-952-263-829-8
Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133–146. https://doi.org/10.1177/0271121416653386
Janah, S. M. (2023). Implementation of rewards to increase early childhood learning motivation. Teoksessa Proceedings of the International Conference of Humanities and Social Science (ICHSS) (s. 836–839). https://programdoktorpbiuns.org/index.php/proceedings/article/view/227
Karhu, A., Heiskanen, N., & Närhi, V. (2021). Kohti sosioemotionaalisia taitoja ja lasten osallisuutta tukevaa toimintakulttuuria: ProVaka-toimintamallin pilottivaiheen analyysi. Journal of Early Childhood Education Research, 10(1), 83– 113. https://journal.fi/jecer/article/view/114151
Karhu, A., Närhi, V., & Savolainen, H. (2019). Check in–check out intervention for supporting pupils’ behaviour: Effectiveness and feasibility in Finnish schools. European Journal of Special Needs Education, 34(1), 136–146. https://doi.org/10.1080/08856257.2018.1452144
Kauffman, J. (2008). Characteristics of emotional and behavioral disorders of children and youth. Pearson.
Kazdin, A. E. (2013). Behavior modification in applied settings (7. painos). Wadsworth/Thomson Learning.
Kittelman, A., Monzalve, M., Flannery, K. B., & Hershfeldt, P. A. (2018). Adaptations of check-in/check-out to meet the needs of high school students. The High School Journal, 102(1), 4–17. https://doi.org/10.1353/hsj.2018.0017
Kladis, K., Hawken, L. S., O’Neill, R. E., Fischer, A. J., Fuoco, K. S., O’Keeffe, B. V., & Kiuhara, S. A. (2023). 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
Koivula, M., & Huttunen, K. (2018). Children’s social-emotional development and its support. Journal of Early Childhood Education Research, 7(2), 177–183. https://journal.fi/jecer/article/view/114091
Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794
LaBrot, Z., Dufrene, B., Radley, K., & Pasqua, J. (2016). Evaluation of a Modified Check-in/Check-out Intervention for Young Children. Perspectives on Early Childhood Psychology and Education, 1(1), 143–165.
Lane, J. D., & Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3-4), 445–463. https://doi.org/10.1080/09602011.2013.815636
Lee, J. B., & Cherney, L. R. (2018). Tau-U: A quantitative approach for analysis of single-case experimental data in aphasia. American Journal of Speech-Language Pathology, 27(1S), 495–503. https://doi.org/10.1044/2017_AJSLP-16-0197
Martella, R. C., Nelson, J. R., Morgan, R. L., & Marchand-Martella, N. E. (2013). Understanding and interpreting educational research. Guilford Press.
Murano, D., Sawyer, J. E., & Lipnevich, A. A. (2020). A meta-analytic review of preschool social and emotional learning interventions. Review of Educational Research, 90(2), 227–263. https://doi.org/10.3102/0034654320914743
Norrish, J. (2015). Positive education: The Geelong Grammar School journey. Oxford University Press.
Opetushallitus (OPH). (2022). Varhaiskasvatussuunnitelman perusteet 2022. https://www.oph.fi/fi/tilastot-ja-julkaisut/julkaisut/varhaiskasvatussuunnitelman-perusteet-2022
Paananen, M., Karhu, A., & Savolainen, H. (2023). Individual behavior support in positive behavior support schools in Finland. International Journal of Developmental Disabilities, 69(1), 45–52. https://doi.org/10.1080/20473869.2022.2116236
Paananen, M., Karhu, A., Tolvanen, A., & Savolainen, H. (2025). Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools. Journal of Positive Behavior Interventions, 27(1), 3–11. https://doi.org/10.1177/10983007241275679
Park, E. Y., & Blair, K. S. C. (2020). Check-in/check-out implementation in schools: A meta-analysis of group design studies. Education and Treatment of Children, 43, 361–375. https://doi.org/10.1007/s43494-020-00030-2
Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. https://doi.org/10.1016/j.beth.2010.08.006
Pelletier, J., Collett, B., Gimpel, G., & Crowley, S. (2006). Assessment of Disruptive Behaviors in Preschoolers: Psychometric Properties of the Disruptive Behavior Disorders Rating Scale and School Situations Questionnaire. Journal of Psychoeducational Assessment, 24(1), 3–18. https://doi.org/10.1177/0734282905285235
Pihlaja, P., & Neitola, M. (2017). Varhaiserityiskasvatus muuttuvassa varhaiskasvatuksen kentässä. Kasvatus & Aika, 11(3), 70–91. https://journal.fi/kasvatusjaaika/article/view/68726
Riney, S., & Bullock, L. (2012). Teachers' perspectives on student problematic behavior and social skills. Emotional and Behavioural Difficulties, 17(2), 195–211. https://doi.org/10.1080/13632752.2012.675136
Saloviita, T. (1988). Kokeellinen tapaustutkimus soveltavassa työssä: Johdatus yhden koehenkilön tutkimusasetelmiin. Jyväskylän yliopiston psykologian laitos.
Samudre, M. D., LeJeune, L. M., & Viotto, J. (2024). The effect of a tiered professional development framework on Check-In/Check-Out treatment fidelity. Journal of Behavioral Education. https://doi.org/10.1007/s10864-024-09566-4
Schulte, A., Easton, J., & Parker, J. (2009). Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity. School Psychology Review, 38(4), 460–475. https://doi.org/10.1080/2372966X.2009.12527789
Sobalvarro, A., Graves, S. L., & Hughes, T. (2016). The effects of Check-In/Check-Out on kindergarten students in an urban setting. Contemporary School Psychology, 20, 84–92. https://doi.org/10.1007/s40688-015-0058-6
Sottilare, A. L., & Blair, K. S. C. (2023). Implementation of Check-In/Check-Out to improve classroom behavior of at-risk elementary school students. Behavioral Sciences, 13(3), 257. https://doi.org/10.3390/bs13030257
Spriggs, A. D., Lane, J. D., & Gast, D. L. (2014). Visual representation of data. Teoksessa D. L. Gast & J. R. Ledford (Toim.), Single case research methodology: Applications in special education and behavioral sciences (2. painos, s. 154–175). Routledge. https://doi.org/10.4324/9780203521892-8
Steed, E. A. (2011). Adapting the Behavior Education Program for preschool settings. Beyond Behavior, 20(1), 37–41.
Stormont, M., Lewis, T., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42–49. https://doi.org/10.1177/004005990503700605
Vannest, K., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling and Development, 93(4), 403–411. https://doi.org/10.1002/jcad.12038
Weber, M. A., Rich, S. E., Gann, C. J., Duhon, G. J., & Kellen, S. S. (2019). Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders. Education and Treatment of Children, 42(4), 469–488. https://doi.org/10.1353/etc.2019.0022
Wilbert, J. (2025). Scan: Single-case data analyses for single and multiple baseline designs. https://jazznbass.github.io/scan-Book/
Yong, M., & Cheney, D. A. (2013). Essential features of tier 2 social–behavioral interventions. Psychology in the Schools, 50(8), 844–861. https://doi.org/10.1002/pits.21710
Zinsser, K., Shewark, E., Denham, S., & Curby, T. (2014). A mixed-method examination of preschool teacher beliefs about social–emotional learning and relations to observed emotional support. Infant and Child Development, 23, 471–493. https://doi.org/10.1002/icd.1843
