Varying intensities and configurations for CICO and CICUCO

Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010 Adera, B. B., & Bullock, L. M. (2010). Job stressors and teacher job satisfaction in programs serving students with emotional and behavioral disorders. Emotional and Behavioural Difficulties, 15(1), 5–14. doi:10.1080/13632750903512365[Taylor & Francis Online] , [Google Scholar]; Chaplain, 2008 Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195–209. doi:10.1080/01443410701491858[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Coronado, 2011 Coronado, J. M. (2011). Stressors that beginning teachers encounter. National Teacher Education Journal, 4, 43–45. [Google Scholar]; Paquette & Rieg, 2016 Paquette, K. R., & Rieg, S. A. (2016). Stressors and coping strategies through the lens of early childhood/special education pre-service teachers. Teaching and Teacher Education, 57, 51–58. doi:10.1016/j.tate.2016.03.009[Crossref], [Web of Science ®] , [Google Scholar]; Rieg, Paquette, & Chen, 2007 Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers' stressors in the elementary classroom. Education, 128(2), 211–226. [Google Scholar]; Schlichte, Yssel, & Merbler, 2005 Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 35–40. doi:10.3200/PESL.50.1.35-40[Taylor & Francis Online] , [Google Scholar]; Vesely, Saklofske, & Nordstokke, 2014 Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81–85.[Crossref], [Web of Science ®] , [Google Scholar]). There is a pressing need for disseminating low-intensity strategies for teachers to use to combat problem behavior and attrition. Check-in/check-out (CICO) and the more intensive check-in/checkup/check-out (CICUCO) interventions are desirable Tier 2 approaches for teachers who are responding to problem behavior in the classroom given the efficient and effective nature of each approach. This article will (a) describe the traditional five-step CICO process, (b) describe additional checkup procedures, and (c) discuss numerous possible adaptations to these approaches to more effectively address the behavioral needs of students across special and general education settings. Further, suggestions for increasing mentor and family involvement in the CICO process are given. Limitations and implications also are discussed.