Self-monitoring as a viable fading option in check-in/check-out.
This study systematically replaced the teacher completed Daily Behavior Report Card (DBRC) and feedback component of check-in/check-out (CICO) with self-monitoring for four elementary students referred for Tier 2 behavioral supports within School-Wide Positive Behavior Interventions and Supports (SWPBIS). An ABAB withdrawal design was used to test the effectiveness of CICO. Then, following the second B phase, teacher completion of the DBRC and corresponding feedback to students was replaced with self-monitoring. For all four participants, CICO was associated with increases in academic engagement and reductions in disruptive behavior. Moreover, students' behavioral gains were maintained when teacher completion of the DBRC was replaced with self-monitoring. Results are discussed in terms of CICO research and practice.
The University of Southern Mississippi, United States.
Leila M
LM
Miller
The University of Southern Mississippi, United States.
Brad A
BA
Dufrene
The University of Southern Mississippi, United States.
D
D
Joe Olmi
The University of Southern Mississippi, United States.
Daniel
D
Tingstrom
The University of Southern Mississippi, United States.
Hollie
H
Filce
D001521:Behavior Therapy; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D002675:Child, Preschool; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D008297:Male; D012574:Schools; D000068356:Self-Control; D013334:Students / Q000523:psychology*
Behavioral intervention; CICO; Check-in/check-out; Elementary school; PBIS; Self-monitoring; Tier 2