Secondary Prevention Efforts at a Residential Facility for Students with Emotional and Behavioral Disorders: Function-Based Check-in, Check-out

Autor/inn/en	Ennis, Robin Parks; Jolivette, Kristine; Swoszowski, Nicole Cain; Johnson, Monia L.
Titel	Secondary Prevention Efforts at a Residential Facility for Students with Emotional and Behavioral Disorders: Function-Based Check-in, Check-out
Quelle	In: Residential Treatment for Children & Youth, 29 (2012) 2, S.79-102 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0886-571X
DOI	10.1080/0886571X.2012.669250
Schlagwörter	Intervention; Prevention; Behavior Disorders; Residential Programs; Institutionalized Persons; Emotional Disturbances; Student Behavior; Observation; Program Effectiveness; Disabilities; Nontraditional Education; Functional Behavioral Assessment; Behavior Modification; Middle School Students; High School Students; Mentors; Positive Reinforcement; Check Lists + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Sozialer Wohnungsbau; Gefühlsstörung; Student behaviour; Schülerverhalten; Beobachtung; Handicap; Behinderung; Non-traditional education; Alternative Erziehung; Behaviour modification; Verhaltensänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Checkliste
Abstract	Check-in, check-out (CICO) is a secondary-tier intervention with proven utility for reducing problem behaviors and increasing responsiveness to primary-tier expectations of positive behavioral interventions and supports (PBIS). CICO has been investigated at the elementary and middle school levels in traditional school settings with students both with and without disabilities. This study seeks to extend this literature base by (a) investigating the utility of CICO in residential settings for students with emotional and behavior disorders, (b) investigating the role of function in responsiveness to CICO intervention efforts, and (c) using direct observation data and a multiple-baseline design to measure responsiveness across participants. Limitations and future directions also are discussed. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10