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

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.

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

2019 ◽  
Vol 55 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Kristin Kladis ◽  
Kimberli Breen
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Internalizing Behavior ◽  
Students At Risk ◽  
Academic Difficulties ◽  
Step Process ◽  
Structured Means ◽  
Support Students

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

2021 ◽  
pp. 019874292110106
Author(s):  
Shannon Nemer McCullough ◽  
Kristen L. Granger ◽  
Kevin S. Sutherland ◽  
Maureen A. Conroy ◽  
Toshna Pandey
Keyword(s):  
Problem Behaviors ◽  
Self Efficacy ◽  
Student Behavior ◽  
Tier 2 ◽  
Increased Risk ◽  
Teacher Self Efficacy ◽  
Grade 3 ◽  
Tier 2 Intervention ◽  
The Impact ◽  
Class E

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect ( p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.

A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems

2009 ◽  
Vol 17 (4) ◽  
pp. 226-243 ◽  
Author(s):  
Douglas A. Cheney ◽  
Scott A. Stage ◽  
Leanne S. Hawken ◽  
Lori Lynass ◽  
Christine Mielenz ◽  
...  
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Outcome Study ◽  
Students At Risk

scholarly journals Tier 2 Interventions Within the RtI-model for Developing Students’ Word decoding – a Systematic Review and Meta-analysis - PrePrint version 2

2021 ◽  
Author(s):  
Camilla Nilvius ◽  
Rickard Carlsson ◽  
Linda Fälth ◽  
Thomas Nordström
Keyword(s):  
At Risk ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Risk Of Bias ◽  
Tier 2 ◽  
Word Decoding ◽  
Students At Risk ◽  
Randomized Controlled ◽  
Decoding Ability

AbstractBackgroundObjectives: This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator) on word decoding outcomes (Outcome), based on randomized controlled trials (Study type).MethodsEligibility criteria were adequately sized (n> 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. TAU could not be another intervention. Only decoding tests from WRMT and TOWRE were included. Information sources: Database search was conducted 190520 in ERIC, PsycINFO, LLBA, WOS and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated in 2021-03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. Synthesis of results: A random-effects model was used to analyze the effect sizes (Hedges’ g)ResultsIncluded studies: Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis.Synthesis of results: The weighted mean effect size across the four included studies was Hedges' g = 0.31 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. DiscussionLimitations of evidence: Only four studies met inclusion criteria and all studies had at least some risk of bias.Interpretation: Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors. Other:Funding: Thomas Nordström and Rickard Carlsson was supported by the Swedish Research Council (grant no. 2020-03430). Camilla Nilvius was supported by Swedish National Research School Special Education for Teacher Educators (SET), funded by the Swedish Research Council (grant no. 2017-06039).Registration: Available at the Open Science Framework: https://osf.io/6y4wr

School-Based Family Support: Evidence from an Exploratory Field Study

2003 ◽  
Vol 84 (3) ◽  
pp. 339-347 ◽  
Author(s):  
Robert L. Fischer
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Field Study ◽  
Family Support ◽  
Problem Behaviors ◽  
Empirical Data ◽  
Academic Failure ◽  
Academic Life ◽  
School Based ◽  
Support Evidence

The use of family support interventions to address the needs of at-risk families and children has proliferated over the last 2 decades. In particular, family support has been used to strengthen involvement of parents in their child's academic life as a means of preventing academic failure and other problem behaviors. This article presents empirical data from a field-based study of one leading family support model, Families and Schools Together (FAST), based on over 400 families served over a 4-year period. Child participants showed statistically significant declines in behavior problems, and their families showed improved adaptability and cohesion. Observations about program operations and the differential results for subgroups of children are also presented, along with the study limitations.

Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 20 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Howard Wills ◽  
Debra Kamps ◽  
...  
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Social Skills ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Rating Scales ◽  
Emotional And Behavioral Disorders ◽  
Academic Competence ◽  
Teacher Ratings ◽  
Students At Risk

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.

scholarly journals Tier 2 interventions within the RtI-model for developing students’ word decoding – a systematic review and meta-analysis

2020 ◽  
Author(s):  
Camilla Nilvius ◽  
Rickard Carlsson ◽  
Linda Fälth ◽  
Thomas Nordström
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Intervention Group ◽  
Risk Of Bias ◽  
Tier 2 ◽  
Word Decoding ◽  
Students At Risk ◽  
Rti Model

AbstractObjectives: This PRISMA pre-registered systematic review and meta-analysis aimed to determine if K–2 students at-risk for reading impairment benefited from tier 2 reading intervention compared to teaching as usual (TAU) on word decoding outcomes.Eligibility criteria: Adequately sized randomized controlled trials of tier 2 reading interventions within the Response to Intervention (RtI) model were included. Trials targeted K–2 at-risk students compared with TAU controls, for at least 20 sessions of intervention in school with more than 30 students per group. Information sources: A database search of ERIC, PsycINFO, LLBA, Web of Science and Google Scholar took place, followed by hand searches of reviews and meta-analyses. Risk of bias: Studies were assessed with Cochrane’s risk of bias tool (Rob 2), R-index and funnel plots. Included studies: Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis.Synthesis of results: The weighted mean effect size across the four included studies was Hedges’ g = 0.31 95% CI [0.12, 0.50] which means that the intervention group improved their decoding more than students receiving TAU. Leave-one-out analysis showed that the weighted effect was not dependent on a single study. Description of the effect: Students at-risk of reading difficulties benefit from tier 2 reading interventions as evidenced by a small effect on decoding ability. Strengths and limitations of evidence: This systematic review used the PRISMA gold standard but only four studies met inclusion criteria.Interpretation: Tier 2 reading interventions, conducted in small groups within RtI, can support decoding development.

Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 207-223 ◽  
Author(s):  
Kathleen N. Zimmerman ◽  
Jennifer R. Ledford ◽  
Kari L. Gagnon ◽  
Jessica L. Martin
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Empirical Support ◽  
Social Stories ◽  
Teaching Staff ◽  
Visual Supports ◽  
Students At Risk ◽  
Antecedent Interventions

Antecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students’ levels of engagement during targeted activities; visual supports resulted in increases in students’ engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff.

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