Function-Based Modification of Check-In/Check-Out to Influence Escape-Maintained Behavior
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| Title: | Function-Based Modification of Check-In/Check-Out to Influence Escape-Maintained Behavior |
|---|---|
| Language: | English |
| Authors: | Kilgus, Stephen P., Fallon, Lindsay M., Feinberg, Adam B. |
| Source: | Journal of Applied School Psychology. 2016 32(1):24-45. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Behavior Problems, Student Behavior, Elementary School Students, Intervention, Program Effectiveness, Statistical Analysis, Learner Engagement, Functional Behavioral Assessment, Observation, Visual Aids, Check Lists |
| DOI: | 10.1080/15377903.2015.1084965 |
| ISSN: | 1537-7903 |
| Abstract: | Prior research has suggested Check-In/Check-Out (CICO) effectiveness is linked to the function of problem behavior. Though effective for students whose misbehavior occurs to gain attention, findings are equivocal for behavior that occurs to escape academic tasks. The purpose of this study was to therefore evaluate a modification to CICO, wherein students were permitted to escape portions of a supplemental assignment contingent upon appropriate behavior. Participants included two elementary students, both of whom were exposed to three conditions as part of an alternating treatments single-case design, including baseline, traditional CICO, and CICO-escape. Visual and statistical analyses indicated that relative to both baseline and traditional CICO, the modified CICO procedure was moderately to highly effective in promoting academic engagement and decreasing disruptive behavior for both students. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2016 |
| Accession Number: | EJ1091171 |
| Database: | ERIC |
| Abstract: | Prior research has suggested Check-In/Check-Out (CICO) effectiveness is linked to the function of problem behavior. Though effective for students whose misbehavior occurs to gain attention, findings are equivocal for behavior that occurs to escape academic tasks. The purpose of this study was to therefore evaluate a modification to CICO, wherein students were permitted to escape portions of a supplemental assignment contingent upon appropriate behavior. Participants included two elementary students, both of whom were exposed to three conditions as part of an alternating treatments single-case design, including baseline, traditional CICO, and CICO-escape. Visual and statistical analyses indicated that relative to both baseline and traditional CICO, the modified CICO procedure was moderately to highly effective in promoting academic engagement and decreasing disruptive behavior for both students. |
|---|---|
| ISSN: | 1537-7903 |
| DOI: | 10.1080/15377903.2015.1084965 |
