The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students

被引：28
|
作者：
Miller, Leila M. [1 ]
Dufrene, Brad A. [1 ]
Sterling, Heather E. [2 ]
Olmi, D. Joe [1 ]
Bachmayer, Erica [1 ]
机构：
[1] Univ So Mississippi, Hattiesburg, MS 39406 USA
[2] Cent LA Resource Ctr Dev Disabil Reg IV, Lafayette, LA USA
来源：
JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS | 2015年 / 17卷 / 01期
关键词：
elementary and middle school age group; challenging behavior(s); antecedent and consequence; intervention(s); classroom; MYSTERY MOTIVATOR; INTERVENTION; ATTENTION; ACCURACY; ACCEPTABILITY; PERFORMANCE; PREVENTION; CHILD;
D O I：
10.1177/1098300713517141
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all students as evidenced by direct observation of students' behavior. Following effective implementation of CICO, a fading process was introduced that included use of Mystery Motivator (MM). Results indicate that MM successfully maintained behavioral performance for two of the three students. In addition, for one student, intervention was further faded such that self-monitoring replaced teacher ratings and feedback for behavior. Results are discussed in terms of CICO research and practice.
引用
收藏
页码：28 / 38
页数：11
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