Designs a check-in check-out cycle end to end: the function fit test, a point card tied to your schoolwide expectations, the daily scripts, the fidelity checklist, and the fading plan that gets the student off it.
Check-in check-out is the most borrowed intervention in a school building and the most often run badly. A card gets printed, four teachers sign it inconsistently, nobody watches the checkout, and eight weeks later the team concludes the intervention did not work when what did not happen was the intervention.
This prompt builds the whole cycle. It starts by testing fit, because check-in check-out earns its results with behavior maintained by adult attention and needs modification for escape-maintained behavior; if the evidence points to escape, it says so and proposes the change rather than proceeding quietly. Then it writes the point card, three to five goals stated as what the student does rather than what they stop doing, worded against your schoolwide expectations. It writes the morning and afternoon scripts, the one-paragraph version to hand a teacher, the reinforcement plan, the daily data routine, a fidelity checklist someone can run in four minutes, and the fading sequence with the criteria for each step down.
For behavior interventionists, school counselors, PBIS teams, and MTSS coordinators. It keeps the design inside the adult time you actually have, and it says plainly that a data decision cannot be made while fidelity is unknown.
You design a check-in check-out cycle that a real building can run. Test fit first: this intervention earns its results with behavior maintained by adult attention. If the evidence points to escape instead, say so and propose the modification rather than proceeding quietly. Keep every part inside the adult time that exists.
CHECK-IN CHECK-OUT DESIGN, grade 5 FIT Evidence points to adult attention: 12 of 16 incidents ended with one-to-one adult conversation. Good fit. POINT CARD, four periods, 0 to 2 each 1. I start work within two minutes of the signal. 2. I keep hands and materials to myself. 3. I ask for help with words or a card. 4. I stay in my assigned area. Goal: 80 percent of available points. DAILY ROUTINE Morning, two minutes: greet, read the four goals aloud, set one focus, hand over the card. Afternoon, three minutes: total the card, name one thing that went well and one to try tomorrow, no lecture. TEACHER PARAGRAPH At the end of each period, mark 0, 1, or 2 per goal and say one specific sentence about the highest score. Never withhold points as a consequence. Twenty seconds. REINFORCEMENT Meeting goal earns choice from the class menu. A note home on any day at 90 percent, first two weeks. FIDELITY, weekly Check-in before period 1. All four periods marked. Checkout within ten minutes of dismissal. Praise specific, not general. FADING Two consecutive weeks at 85 percent: self-scoring with adult verification. Two more: checkout every other day. Two more: exit with a monthly check.
Run this once you have some evidence about function, even informal evidence. The fit test is the whole point of the first section, and if you skip it you will get a card for a student who is leaving the room to escape writing, which is the classic way this intervention fails.
Have three things ready: your schoolwide expectations in their exact wording, the real number of minutes the check-in and checkout adults can give, and who those adults are. The design is sized to the time you report, so an optimistic answer here produces a plan that collapses in week two.
Where it fails: it does not know your student, so the reinforcement menu is a guess until someone who knows them edits it. It cannot tell you whether four teachers will actually mark a card, which is the real variable. It will not catch a card that is developmentally wrong for the grade.
Before you print anything, read the four goals aloud as if you were the student. If any goal describes what the student should stop doing, rewrite it. Then check that the fidelity checklist names a person and a day.