Evaluation of a Targeted Group Self-monitoring Intervention on Classroom Disruptive Behaviors in Elementary School Students
Location
Hager-Lubbers Exhibition Hall
Description
PURPOSE: Check In - Check Out (CICO) has been found to be a viable Tier II, strategic behavior intervention option for schools using a tiered system of support (Hawken & Horner, 2003). Research has demonstrated the efficacy of several modifications to the traditional CICO program (Turtura, Anderson & Boyd, 2013). However, to date, no studies have evaluated the addition of self-monitoring introduced at the beginning of the program rather than as a fading strategy. The purpose of this research study is to investigate the effects of challenging behavior within the classroom when students self-monitor their behavior within a CICO program. PROCEDURES: A non-concurrent multiple baseline design was used to determine if there is a functional relation between a CICO + Self-Monitoring Intervention and reductions in classroom challenging behavior in elementary school-aged students. OUTCOME: Two out of three participants demonstrated accuracy in self-monitoring and decreases in challenging behaviors. IMPACT: Results of the current study suggest that self-monitoring could potentially be a viable addition of the standard CICO intervention to decrease challenging behaviors. Additional research is necessary to determine if these results generalize to other groups of students (i.e. age, demographics, etc.).
Evaluation of a Targeted Group Self-monitoring Intervention on Classroom Disruptive Behaviors in Elementary School Students
Hager-Lubbers Exhibition Hall
PURPOSE: Check In - Check Out (CICO) has been found to be a viable Tier II, strategic behavior intervention option for schools using a tiered system of support (Hawken & Horner, 2003). Research has demonstrated the efficacy of several modifications to the traditional CICO program (Turtura, Anderson & Boyd, 2013). However, to date, no studies have evaluated the addition of self-monitoring introduced at the beginning of the program rather than as a fading strategy. The purpose of this research study is to investigate the effects of challenging behavior within the classroom when students self-monitor their behavior within a CICO program. PROCEDURES: A non-concurrent multiple baseline design was used to determine if there is a functional relation between a CICO + Self-Monitoring Intervention and reductions in classroom challenging behavior in elementary school-aged students. OUTCOME: Two out of three participants demonstrated accuracy in self-monitoring and decreases in challenging behaviors. IMPACT: Results of the current study suggest that self-monitoring could potentially be a viable addition of the standard CICO intervention to decrease challenging behaviors. Additional research is necessary to determine if these results generalize to other groups of students (i.e. age, demographics, etc.).