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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
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  Data: Function-Based Modification of Check-In/Check-Out to Influence Escape-Maintained Behavior
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  Data: <searchLink fieldCode="AR" term="%22Kilgus%2C+Stephen+P%2E%22">Kilgus, Stephen P.</searchLink><br /><searchLink fieldCode="AR" term="%22Fallon%2C+Lindsay+M%2E%22">Fallon, Lindsay M.</searchLink><br /><searchLink fieldCode="AR" term="%22Feinberg%2C+Adam+B%2E%22">Feinberg, Adam B.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+School+Psychology%22"><i>Journal of Applied School Psychology</i></searchLink>. 2016 32(1):24-45.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Behavioral+Assessment%22">Functional Behavioral Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink>
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  Data: 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.
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        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: Elementary School Students
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      – TitleFull: Function-Based Modification of Check-In/Check-Out to Influence Escape-Maintained Behavior
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