Check in–check out intervention for supporting pupils’ behaviour: effectiveness and feasibility in Finnish schools

Abstract

Check In Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem behaviour and appropriate behaviour of three general-education primary-school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts.

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

“…However, internationally there is a debate about what should be included in ITE courses. Research has identified possible topics, including an inclusive pedagogy (e.g., Spratt and Florian, 2015;Maher et al, 2022); equity consciousness and literacy (e.g., Bukko and Liu, 2021); learner diversity (e.g., Forlin and Chambers, 2011;Sharma and Sokal, 2015;Spratt and Florian, 2015;Stunell, 2021); knowledge about disability categories relevant to teaching (e.g., Swain et al, 2012;McKenzie et al, 2020); debates about the medical and social models of disability (e.g., Engelbrecht, 2019); universal design of learning (e.g., Griful-Freixenet et al, 2021;Scott et al, 2022); differentiation through instructional and curricular adaptations and modifications (e.g., D 'Intino and Wang, 2021;Griful-Freixenet et al, 2021); various types of cooperative learning and peer teaching (e.g., Klang et al, 2020;Tullis and Goldstone, 2020); co-teaching (e.g., Pizana, 2022); behavior management (Karhu et al, 2019); learner support (Nel et al, 2022); collaborative models and practices (Bentley-Williams et al, 2017); and relevant ideologies, policy and legal frameworks (Waitoller and Thorius, 2015;Essex et al, 2021;De Beco, 2022;Heng et al, 2022). Walton and Rusznyak (2017) argue that content choice is usually driven by either the needs of in-service practitioners, various policy imperatives, or the authority of the field in which the knowledge is produced (or a combination of these).…”

A multidimensional adapted process model of teaching

“…Classroom interventions promoting dialogic teaching have been shown to foster productive classroom talk (Mercer, 1996) and negotiation of ideas and views (Alexander, 2006), while child-centered teaching practices (i.e., teacher sensitivity to children's interests) positively predict academic outcomes (Lerkkanen et al, 2016;Perry et al, 2007). In addition, instructional approaches that facilitate knowledge to be readily received, organized, stored, and retrieved by learners (Ertmer & Newby, 2013) and that reinforce positive and decrease disruptive behaviors (Karhu et al, 2019) have been found to be effective in responding to students' needs and in advancing their learning.…”

Implementation of the inclusive CICO Plus intervention for pupils at risk of severe behaviour problems in SWPBS schools

“…With CICO support, pupils use DRCs to increase scheduled immediate positive feedback linked to classroom settings and behavioural goals. In previous research (Drevon, Hixson, and Wyse 2018;Hawken et al 2014;Karhu, Närhi, and Savolainen 2019;Maggin et al 2015), CICO support has been considered effective, socially approved and feasible for many schools in different schooling systems to implement with high fidelity. During CICO support, adult attention is increased with daily meetings and positive teacher attention during lessons (Crone, Hawken, and Horner 2010).…”