# 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 they are learning the content
you have assigned them .

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, caring and in good academic standing
Matchup older students with younger students with common interest
(sports, favorite subject, books) so they can connect and it is easier for
them to open up
Give peer mentor a check list of goals you would like for student to
work on
o (EX: HW, reading, organizing or just simply communicating
properly one on one)
Why use this strategy?
Have peer mentor report back to teachers on
how their student is doing

References
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.
doi:10.1037/spq0000092
Swoszowski, N. C. (2010). Function-Based
Responding to Check in/Check out for Students
With Emotional and Behavioral Disorders in a
Residential Facility.
Function-Based Modification of CheckIn/Check-Out to Influence Escape-Maintained
BehaviorStephen P. Kilgus , Lindsay M. Fallon
, Adam B. Feinberg Journal of Applied School
Psychology Vol. 32, Iss. 1, 2016
2

Improves
students
accountability
Increases
structure
Improves
academics
Provides
feedback for
teacher and
parents
Improves
communication
between adults
Improves
organization
and motivation