Abstract

The purpose of the study is to evaluate if the effectiveness of a check-in, checkout (CICO) intervention varies based on the function maintaining students' target behaviors as determined by functional analyses prior to the implementation of the intervention. Participants in the study consisted of 6 children enrolled in general education Kindergarten classes across 6 teachers in the Southeastern United States. Upon completion of a functional analysis, participants were determined to fit into functional groups (i.e., combined attention and escape, attention, and escape), then a modified between groups design with a component of a multiple-baseline across participants design was completed. Overall, the current study found that the CICO intervention increased desired behavior as measured by points earned on the daily behavior report card ratings across baseline to intervention phases. All functional groups displayed an increase in average points earned from baseline phase across intervention phases. The results of the current study have implications within the educational systems for selecting interventions within the response to intervention framework, utilizing functional analysis for the CICO intervention, and acceptability of evidence based interventions. Limitations and recommendations for future research are presented.

Details

Title
An evaluation of the relationship between function of behavior and a modified check-in, check-out intervention using a daily behavior report card
Author
Klein, Christopher John
Year
2014
Publisher
ProQuest Dissertations & Theses
ISBN
978-1-321-10779-1
Source type
Dissertation or Thesis
Language of publication
English
ProQuest document ID
1566428259
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.