Check In-Check out Intervention for Supporting Pupils' Behaviour: Effectiveness and Feasibility in Finnish Schools

Autor/inn/en	Karhu, Anne; Närhi, Vesa; Savolainen, Hannu
Titel	Check In-Check out Intervention for Supporting Pupils' Behaviour: Effectiveness and Feasibility in Finnish Schools
Quelle	In: European Journal of Special Needs Education, 34 (2019) 1, S.136-146 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1452144
Schlagwörter	Foreign Countries; Behavior Problems; Behavior Modification; Program Effectiveness; Intervention; Attention Deficit Hyperactivity Disorder; Elementary School Students; Student Attitudes; Elementary School Teachers; Teacher Attitudes; Feedback (Response); Accountability; Finland + Suchen Sie Ihr Suchwort? Ausland; Behaviour modification; Verhaltensänderung; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Verantwortung; Finnland
Abstract	Check In-Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem behaviour and appropriate behaviour of three general education primary school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01