# 3

A N I B A L

D A U T A N T

Check in Check Out strategy

Who does this work for?

Emotionally Disturbed

ADHD

Learning disabilities

At risk children

Cognitive Disabilities

English Language Learners

Children with disabilities

have wrongfully been
pegged as slow, troubled
and cant learn. Well what if
instead of looking at this
issue as a glass half empty
we look at it as a glass half
full. These children can
learn just like any other
child out there. The only
difference is that they learn
a little differently. Well with
a class full of students its
hard to sometimes figure
out how each child learns.
One way to do this is by
implementing a Check in
and Check out strategy.
Checking with students
allows you to scaffold your
students learning for you as
a teacher to learn how to be
a better teacher. This also
allows you to check that

THE LOREM IPSUMS

FALL 2016

How to implement Check in Check

out Strategy working with a peer
mentor group?

Select students who are older/a couple grades above

These older students must meet a criteria that classifies them as responsible
Matchup older students with younger students with common interest (sports
Give peer mentor a check list of goals you would like for student to work on
(EX: HW, reading, organizing or just simply communicating properly one on o
Have peer mentor report back to teachers on how their student is doing

Why use this

strategy?

References
Dart, E. H., Furlow, C. M., Collins, T. A.,
Brewer, E., Gresham, F. M., & Chenier, K.
H. (2015). Peer-mediated checkin/check-out for students at-risk for
internalizing disorders. School
Psychology Quarterly, 30(2), 229-243.
doi:10.1037/spq0000092
Swoszowski, N. C. (2010). FunctionBased Responding to Check in/Check out
for Students With Emotional and
Behavioral Disorders in a Residential
Facility.
Function-Based Modification of
Check-In/Check-Out to Influence
Escape-Maintained BehaviorStephen
P. Kilgus , Lindsay M. Fallon , Adam B.
Feinberg Journal of Applied School
2

Improves
students
accountabilit
y
Increases
structure
Improves
academics
Provides
feedback for
teacher and
parents
Improves
communicati
on between
adults
Improves
organization