Event Title

Evaluation of a Targeted Group Self-monitoring Intervention on Classroom Disruptive Behaviors in Elementary School Students

Location

Hager-Lubbers Exhibition Hall

Start Date

15-4-2019 3:30 PM

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.).

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Apr 15th, 3:30 PM

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.).