The Effects of Check-In, Check-Up, Check-Out for Students with Moderate Intellectual Disability during On- and Off-Site Vocational Training

Autor/inn/en	Boden, Lauren J.; Jolivette, Kristine; Alberto, Paul A.
Titel	The Effects of Check-In, Check-Up, Check-Out for Students with Moderate Intellectual Disability during On- and Off-Site Vocational Training
Quelle	In: Journal of Classroom Interaction, 53 (2018) 1, S.4-21 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Positive Behavior Supports; Moderate Intellectual Disability; Vocational Education; High School Students; Student Behavior; Program Effectiveness; Intervention + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten
Abstract	Check-in/check-out is a secondary-tier intervention within the positive behavior interventions and supports framework. Check-in/check-out pairs the use of an adult mentor with a daily progress report to help students meet individualized behavioral goals. This study adds to the research base by examining the effects of check-in, check-up, check-out for students with moderate intellectual disability. A modified version of the traditional check-in/check-out cycle was implemented with three high school students during vocational training. All three students demonstrated decreases in off-task behavior. Treatment fidelity and social validity were assessed. Limitations, future directions, and implications for practice are discussed. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01