Evaluating the Effectiveness and Feasibility of Integrating Self-Monitoring into an Existing Tier II Intervention for Elementary School Students

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dc.contributor.advisorAnderson, Cynthiaen_US
dc.contributor.authorParry, Michaelen_US
dc.date.accessioned2014-09-29T17:38:20Z
dc.date.available2014-09-29T17:38:20Z
dc.date.issued2014-09-29
dc.description.abstractMulti-tiered systems of behavioral support are a promising approach for schools looking to maximize their resources while at the same time ensuring that every student's social and behavioral needs are being met. A commonly used Tier II intervention is Check-in/Check-out (CICO), wherein students check in with an adult before and after school and then receive feedback from their teachers throughout the day using a point card. Although CICO has been well supported through previous research, the intervention does require a fair amount of teacher time after each class period, and it also leaves students entirely reliant on the teacher for feedback regarding their behavioral performance throughout the day. The current study therefore examined the effectiveness and feasibility of integrating self-monitoring into CICO, called Student-Guided CICO (SG-CICO). Three elementary students were taught how to self-monitor their behavior after each class and then compare their ratings to those provided by the teacher. Teacher accuracy checks were faded back once students became consistently accurate with their self-ratings. An ABABC single subject design was used to evaluate the effect SG-CICO had on each participant's on-task and disruptive behavior. Each participant displayed (to varying degrees) increased on-task responding and reductions in disruptive behavior following implementation of SG-CICO. Students reported enjoying their participation in SG-CICO, however the acceptability of SG-CICO was met with mixed reactions from staff. Conceptual implications of these results along with a description of study limitations and directions for future research are provided.en_US
dc.identifier.urihttps://hdl.handle.net/1794/18307
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectBehavioren_US
dc.subjectCheck-in/Check-outen_US
dc.subjectElementaryen_US
dc.subjectPBISen_US
dc.subjectSelf-monitoringen_US
dc.subjectTier IIen_US
dc.titleEvaluating the Effectiveness and Feasibility of Integrating Self-Monitoring into an Existing Tier II Intervention for Elementary School Studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.disciplineDepartment of Special Education and Clinical Sciencesen_US
thesis.degree.grantorUniversity of Oregonen_US
thesis.degree.leveldoctoralen_US
thesis.degree.namePh.D.en_US

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