An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools
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Date
2011-06
Authors
Turtura, Jessica E., 1982-
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Schools today are faced with a growing number of student discipline problems
and increasing rates of academic underachievement. To effectively meet the needs of all
students, schools must utilize strategies and interventions that are both effective and
efficient. Secondary interventions are designed to support students who are at risk for
developing more severe behavior and academic problems. One secondary intervention
that is supported by a growing research base is the Check-in/Check-out (CICO) program.
Research has shown CICO to be most effective for students sensitive to adult attention;
CICO is less effective-without modification, for students whose problem behavior is
maintained by escape or avoidance from academic tasks. The present study addressed this
gap in the literature by evaluating a modified version of CICO, designed as a
comprehensive, targeted intervention for students exhibiting both academic and
behavioral difficulties in school. This modified version of CICO, Academics and
Behavior Check-in/Check-out (ABC), was specifically designed for students with
organizational skill deficits that contribute to their problem behavior in school.
The present study examined (1) if a functional relation exists between ABC and reductions in problem behavior, and (2) the effects of implementation of ABC on class
work and homework completion and accuracy. A reversal design was used to evaluate the
efficacy of ABC.
Results indicated that ABC was functionally related to reductions in classroom
problem behavior in all three participants. In addition, indirect measures suggested that
ABC resulted in increased teacher ratings of student class work and homework completion
and accuracy. Teacher ratings were generally higher for both work completion and
accuracy during ABC phases when compared with baseline ratings. Practical and
conceptual implications, as well as future research, will be discussed.
Description
xiv, 100 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Keywords
Educational psychology, Special education, Behavior disorders in children