The Effects of Tier II Check-in/Check-out Including Adaptation for Non-Responders on the Off-Task Behavior of Elementary Students in a Residential Setting

Swoszowski, Nicole Cain; McDaniel, Sara C.; Jolivette, Kristine; Melius, Patience

doi:10.1353/etc.2013.0024

Cited by 51 publications

(50 citation statements)

References 22 publications

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“…The primary investigator experienced difficulty collecting IOA data in the latter part of the pilot due to end of the year meetings and conferences. A rate of 38% IOA; however, is an adequate measure of reliability consistent with current CICO literature in AE settings (Swoszowski et al, 2013). Interval agreement was established using the Kennedy (2005) formula to calculate IOA.…”

Section: Interobserver Agreementmentioning

confidence: 66%

“…Any errors in implementation were noted on the 15-item PL-CICO fidelity checklist (Figure 2) and the daily point card (Figure 1). The fidelity checklist was adapted from those used in similar CICO studies (Filter et al, 2007;Swoszowski et al, 2013); with 11 items associated with the peer mentor portion of the CICO cycle (four items were associated with the housing component). Thus, peer mentor fidelity was calculated by dividing the sum of student fidelity items completed accurately by the sum of the total items required.…”

Section: Fidelitymentioning

confidence: 99%

“…mentor, structured teacher feedback, point card, and home support) in an effort to improve both student behavioral and academic engagement outcomes (Fairbanks, Sugai, Guardino, & Lathrop, 2007;Hawken & Horner, 2003;Hawken, MacLeod, & Rawlings, 2007;McIntosh, Campbell, Carter, & Dickey, 2009;Simonsen, Myers, & Briere, 2011;Todd, Campbell, Meyer, & Horner, 2008). More recently, researchers indicate that CICO also is an effective behavioral support for students served in AE settings (Ennis, Jolivette, Swoszowski, & Johnson, 2012;Swoszowski, Jolivette, Fredrick, & Heflin, 2012;Swoszowski, McDaniel, Jolivette, & Melius, 2013;Swoszowski, Patterson, & Crosby, 2011).…”

mentioning

confidence: 99%

“…This pilot study examined an adaptation to the traditional, adult-directed CICO literature, permitting students in an AE setting to serve as mentors for their peers who needed additional supports during the school day. Several researchers have endorsed the CICO program in its traditional form as a cost and time efficient proactive behavioral approach for schools (Filter et al, 2007;Swoszowski et al, 2013;Todd et al, 2008). The addition of a peer-mentoring component may save schools, specifically AE settings, additional resources.…”

mentioning

confidence: 99%

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Developing Peer Led Check-In/Check-Out: A Peer-Mentoring Program for Children in Residential Care

Melius

Swoszowski

Siders

2015

Residential Treatment for Children & Youth

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Check-in/check-out (CICO) is a practical, resource-efficient mentoring program for students with behavioral challenges that has been implemented with success in both traditional and Alternative Educational (AE) settings. Traditionally, the CICO program has utilized adults exclusively to direct the mentoring process. This pilot study explored an extension to the CICO program, peer led check-in/check-out (PL-CICO), which allowed peers to facilitate the mentoring process. Results of this pilot utilizing a single-subject reversal design (A-B-A-B) indicate that the PL-CICO programimproved mentee behavior. Furthermore, researchers report high rates of fidelity for student mentors' implementation of the PL-CICO protocol. Additionally, both student and staff participants rated PL-CICO favorably, according to social validity measures.

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Section: Interobserver Agreementmentioning

confidence: 66%

Section: Fidelitymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Developing Peer Led Check-In/Check-Out: A Peer-Mentoring Program for Children in Residential Care

Melius

Swoszowski

Siders

2015

Residential Treatment for Children & Youth

Self Cite

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“…Swoszowski et al (2013) designed Check-in/Check-up/Check-out to address the argument that students may demonstrate limited responsiveness to CICO because they require more frequent mentor contact and reinforcement. They added a midday check-up to the typical CICO procedures, which allowed students to receive reinforcement more often and provided students with more frequent contact with their mentors.…”

Section: Check-in/check-outmentioning

confidence: 99%

The Effects of Check-In/Check-Out on Kindergarten Students in an Urban Setting

Sobalvarro

Graves

Hughes

2015

Contemp School Psychol

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The purpose of this project was to investigate the effectiveness of Check-in/Check-out (CICO), a targeted behavioral intervention, on reducing the problem behaviors of kindergarten students in an urban setting. Participants were referred by their teacher for exhibiting disruptive classroom behaviors, which resulted in classroom removal. Results indicate that CICO led to a reduction in off-task behaviors and an increase of on-task behavior for both students. This study provides support for the practicality of school support personnel as the primary interventionist using CICO.

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Early Intervention and Prevention of Aggressive and Violent Behavior through School‐Wide Systems of Positive Behavior Support

Mitchell

Bruhn

McDaniel

et al. 2017

The Wiley Handbook of Violence and Aggression

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The costs of early trajectory patterns of antisocial behavior have been well documented with respect to the at‐risk youth themselves, educators, and society at large. Research examining antisocial behaviors leading to violence and aggression points to key events within at‐risk youths' development that are potentially amenable to early intervention and prevention. Unfortunately, many schools continue to engage in ineffective disciplinary practices that fail to impact and alter early patterns, and actually make them worse. School‐Wide Positive Behavior Support (SW‐PBS) is a comprehensive multitiered system designed to allow educators to (1) build proactive school‐wide preventive supports, (2) identify at‐risk youth early and build in appropriate interventions and supports, and (3) provide a framework to engage community agencies. SW‐PBS research to date has shown a promising impact on associated risks linked to antisocial behavior. Essential features of SW‐PBS and summaries of research to date are discussed.

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The Effects of Tier II Check-in/Check-out Including Adaptation for Non-Responders on the Off-Task Behavior of Elementary Students in a Residential Setting

Cited by 51 publications

References 22 publications

Developing Peer Led Check-In/Check-Out: A Peer-Mentoring Program for Children in Residential Care

Developing Peer Led Check-In/Check-Out: A Peer-Mentoring Program for Children in Residential Care

The Effects of Check-In/Check-Out on Kindergarten Students in an Urban Setting

Early Intervention and Prevention of Aggressive and Violent Behavior through School‐Wide Systems of Positive Behavior Support

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