Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

Abstract

The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention and where the same adult served as CICO facilitator in both the check-in and check-out conversations were included. The PRISMA search protocols were followed to identify 36 studies meeting inclusion criteria. Each of the 36 included studies was analyzed to identify study characteristics and settings, intervention adaptations, CICO facilitator nomination and training, and method for selecting daily goals. Micro-coding was used to analyze consistent features and trauma-informed aspects of check-in and check-out conversations across studies. After analyses, findings included lack of specificity on facilitator conversation aspects and no consensus of what such conversations should look like. Future directions for researchers are provided including strengthening CICO conversations to include trauma-informed and relationship-building practices to address specificity and quality of the conversations.