A Systematic Review of Function-Modified Check-In/Check-Out

Autor/inn/en	Klingbeil, David A.; Dart, Evan H.; Schramm, Amber L.
Titel	A Systematic Review of Function-Modified Check-In/Check-Out
Quelle	In: Journal of Positive Behavior Interventions, 21 (2019) 2, S.77-92 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klingbeil, David A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300718778032
Schlagwörter	Intervention; Student Behavior; Behavior Modification; Positive Behavior Supports; Functional Behavioral Assessment; Behavior Problems; Program Effectiveness; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address behaviors maintained by other consequences. The purpose of this review was to examine the evidence-base for function-modified versions of CICO to identify (a) the procedures used to assess students' behavior function and (b) the types of modifications and additions to CICO that have been empirically evaluated. We systematically reviewed 11 studies that examined the effects of function-based CICO. Researchers determined behavior function using a combination of direct observations and indirect assessments. These methods were more involved than a brief behavior screening. The modifications and additions to traditional CICO included changes that were functionally relevant and functionally independent. Based on the results of this review, more research is needed before function-based CICO can be considered an evidence-based practice. Moreover, the extent to which educators can implement function-based CICO without researcher support is also unknown. The implications of this review are discussed in terms of future research and practice. [For the corresponding grantee submission, see ED588342.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01