Enhancing Effects of Check-in/Check-out with Function-Based Support

Abstract

Targeted interventions (also called Tier 2 interventions or secondary interventions) are implemented within a comprehensive three-tiered system of support consisting of universal interventions (for all students), targeted interventions (for students exhibiting mild behavioral difficulties), and intensive interventions (for students requiring individualized support). Check-in/check-out is a targeted intervention designed to reduce incidences of disruptive behavior and increase prosocial behavior. Although check-in/check-out has been shown to be effective in a number of published articles, studies are still needed documenting (a) the utility of this intervention when implemented by educators as part of the larger school system of support and (b) guidelines for increasing the likelihood the intervention is matched to students most likely to benefit. In the current study, the authors address both of these needs by evaluating effects of a school's implementation of check-in/check-out with two typically developing students in the school. When the intervention did not produce significant effects, the authors modified the intervention slightly based on outcomes of functional behavior assessments conducted prior to beginning the intervention; this resulted in positive outcomes for both students. These results demonstrate the utility of considering the function of problem behavior prior to implementing a targeted intervention such as check-in/check-out. Implications for other targeted interventions are discussed.

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

“…Students' progress was graphed in two studies (Lane et al, 2012;Simonsen et al, 2011). In terms of outcomes, a functional relation between CICO (or variations) and dependent variables was reported by authors in 4 of 15 single-subject studies, indicating increases in daily report card ratings (Campbell & Anderson, 2008;Dart et al, 2014;Lane et al, 2012) and academic engagement (Campbell, Rodriguez, Anderson, & Barnes, 2013), and decreases in problem behaviors such as disruption (Campbell & Anderson, 2008;Campbell et al, 2013). In one singlesubject study, a functional relation was discussed by authors who indicated one could not be established due to the limitation of the design (i.e., AB design; Swoszowski, Jolivette, & Fredrick, 2013).…”

Examining the Evidence Base for School-Wide Positive Behavior Support

“…The research support for CICO is strong and comes largely from single-case research documenting functional relations between tbe implementation of CICO and a reduction in problem bebavior (Campbell & Anderson, 2008;Crone et al, 2010;Hawken, 2006;Hawken & Horner, 2003;Hawken, MacLeod, & Rawlings, 2007;March & Horner, 2002;McCurdy, Kunsch, & Reibstein, 2007;Todd, Kaufman, Meyer, & Horner, 2008) …”

Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings

“…For students who fail to respond to Tier 2 supports, implementing additional Tier 3, function-based interventions is effective in decreasing problem behavior (Campbell & Anderson, 2008;Carter & Horner, 2007;Carter & Horner, 2009;Fairbanks et al, 2007;Lane et al, 2007;Lane, Kalberg, & Shepcard, 2009;March & Horner, 2002;Nahgahgwon, Umbreit, Liaupsin, & Turton, 2010;Trussell, Lewis, & Stichter, 2008). Function-based interventions involve conducting a functional behavioral assessment to determine why the student is engaging in problem behavior and using the information to develop a behavior support plan (O'Neill et al, 2014;Umbreit, Ferro, Liaupsin, & Lane, 2007).…”

“…A small number of studies have evaluated the effectiveness of adding function-based tier 3 supports for students non-responsive to CICO (Campbell & Anderson, 2008;Fairbanks et al, 2007;March & Horner, 2002). March and Horner (2002) found that function-based additions to CICO for three sixth and seventh grade students helped reduce their observed rates of problem behavior and improved their academic engagement.…”

“…While the participating students had reductions in rates of problem behaviors, this study was implemented in only two classrooms, as opposed to on a school-wide level. Campbell and Anderson (2008) conducted a similar study in which function-based supports were added to CICO for two 10-year old boys. Each of the participants showed a reduction in problem behaviors following the function-based CICO intervention.…”