Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.

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How to Work Smarter, Not Harder When Implementing Check-In/Check-Out

Beyond Behavior ◽

10.1177/1074295619864583 ◽

2019 ◽

Vol 28 (3) ◽

pp. 134-141

Author(s):

Meredith A. Weber ◽

Sara E. House Rich ◽

Gary J. Duhon

Keyword(s):

At Risk ◽

Behavior Problems ◽

Problem Behaviors ◽

Student Behavior ◽

Empirical Support ◽

Tier 2 ◽

Students At Risk ◽

Severe Problem ◽

Insufficient Time ◽

Tier 2 Intervention

Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is necessary to promote smarter decision making and efficient service delivery for students at risk of developing more severe problem behaviors. The discussion article outlines one method to identify the exact amount of Tier 2 support needed to improve an individual student’s behavior.

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Precorrection: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

Beyond Behavior ◽

10.1177/1074295618799360 ◽

2018 ◽

Vol 27 (3) ◽

pp. 146-152 ◽

Cited By ~ 2

Author(s):

Robin Parks Ennis ◽

Kathleen Lynne Lane ◽

Holly M. Menzies ◽

Penney Patterson Owens

Keyword(s):

At Risk ◽

Student Success ◽

Problem Behaviors ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Step Process ◽

Low Intensity

Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners who have successfully implemented this easy-to-use strategy with students, including those at risk for emotional and behavioral disorders.

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Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

Intervention in School and Clinic ◽

10.1177/10534512211024931 ◽

2021 ◽

pp. 105345122110249

Author(s):

Todd Whitney ◽

Kera B. Ackerman ◽

Justin T. Cooper ◽

Terrance M. Scott

Keyword(s):

At Risk ◽

Student Engagement ◽

Behavior Problems ◽

Effective Teaching ◽

Behavioral Disorders ◽

Teaching Practice ◽

Emotional And Behavioral Disorders ◽

Inclusive Classrooms ◽

Opportunities To Respond ◽

School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

Advances in Medical Technologies and Clinical Practice - Recent Advances in Assistive Technologies to Support Children with Developmental Disorders ◽

10.4018/978-1-4666-8395-2.ch005 ◽

2015 ◽

pp. 114-127 ◽

Cited By ~ 2

Author(s):

Frank J. Sansosti ◽

Peña L. Bedesem

Keyword(s):

At Risk ◽

Mobile Devices ◽

Behavioral Disorders ◽

Service Providers ◽

Mobile Technologies ◽

Behavioral Difficulties ◽

Students At Risk ◽

School Based ◽

Present Complex ◽

Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

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The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch044 ◽

2016 ◽

pp. 1034-1047

Author(s):

Frank J. Sansosti ◽

Peña L. Bedesem

Keyword(s):

At Risk ◽

Mobile Devices ◽

Behavioral Disorders ◽

Service Providers ◽

Mobile Technologies ◽

Behavioral Difficulties ◽

Students At Risk ◽

School Based ◽

Present Complex ◽

Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

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Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

Behavioral Disorders ◽

10.1177/0198742919865454 ◽

2019 ◽

Vol 45 (1) ◽

pp. 53-62

Author(s):

Mitchell L. Yell

Keyword(s):

School District ◽

Behavior Problems ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Academic Difficulties ◽

Free Appropriate Public Education ◽

Education Act ◽

Definition Of ◽

And Behavior ◽

The Impact

In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

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