The Behavior Education Program was implemented with four students at a large sub-urban elementary school in central Texas. The elementary school has a diverse population of 750 students and was implementing Tier 1 interventions with 81% fidelity as measured by the School-wide Evaluation Tool. The BEP was implemented in a multiple-baseline design. All students’ behavioral improvement was measured through daily behavior rating scales, office discipline referrals and time sampling data. Academic engagement was measured through direct observation, DIBELS progress-monitoring and nine-week grades. Progress on BEP goals was then compared to direct observation data of on-task behavior and DIBELS data. All three students’ improvement on BEP goals correlated with an improvement in academic engagement and increased scoring on DIBELS progress monitoring indicating that progress in the area of behavior is linked to academic achievement.

Multi-tiered systems of behavioral support are a promising approach for schools looking to maximize their resources while at the same time ensuring that every student's social and behavioral needs are being met. A commonly used Tier II intervention is Check-in/Check-out (CICO), wherein students check in with an adult before and after school and then receive feedback from their teachers throughout the day using a point card. Although CICO has been well supported through previous research, the intervention does require a fair amount of teacher time after each class period, and it also leaves students entirely reliant on the teacher for feedback regarding their behavioral performance throughout the day. The current study therefore examined the effectiveness and feasibility of integrating self-monitoring into CICO, called Student-Guided CICO (SG-CICO). Three elementary students were taught how to self-monitor their behavior after each class and then compare their ratings to those provided by the teacher. Teacher accuracy checks were faded back once students became consistently accurate with their self-ratings. An ABABC single subject design was used to evaluate the effect SG-CICO had on each participant's on-task and disruptive behavior. Each participant displayed (to varying degrees) increased on-task responding and reductions in disruptive behavior following implementation of SG-CICO. Students reported enjoying their participation in SG-CICO, however the acceptability of SG-CICO was met with mixed reactions from staff. Conceptual implications of these results along with a description of study limitations and directions for future research are provided.

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More than 20,000 primary- and secondary-level schools, which represent 20% of all schools in the United States, are implementing school-wide positive behavior supports (SWPBS) to enhance socially desirable behavior and promote a decline of problematic behavior among students. The overall efficacy of the 3-tier SWPBS framework is well documented. However, a paucity of empirical research addresses the use of check in/check out (CICO), a Tier 2 intervention, for youth who present as quiet and withdrawn, and who are at risk of academic and social disengagement. Accordingly, this quasi-experimental, nonequivalent groups study assessed the overall effectiveness of CICO and considered the differential effects of conducting a functional behavior assessment (FBA) at the secondary level of SWPBS. Twelve students from 1 middle school formed the convenience sample. Analysis of covariance repeated across time, with the preintervention scores being the covariate, was used to assess between group differences in the students' internalizing behaviors on the Behavior Assessment System for Children-Second Edition (BASC-2) Self-Report, teachers' BASC-2 ratings of adaptive skills, and office discipline referrals. Paired sample t tests were conducted to assess within-group effects. Findings indicate that CICO was an effective intervention for students presenting with a pattern of internalizing behaviors. For participants in the experimental group, a significant effect was found on the functional communication scale. Social change implications include educators having a better understanding of how Tier 2 interventions can be enhanced to meet diverse needs and that inclusion of youth's self-reports is needed when determining effects of supports.

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El curso esta orientado a que los alumnos adquieran los conocimientos necesarios sobre la estructura y operación del departamento de Ama de llaves, como departamento clave de un establecimiento de hospedaje.

xi, 111 p. ; ill. (some col.) A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / To address the growing academic and social needs of students, schools must utilize efficient and effective methods of behavior support. Targeted interventions support students who are at-risk for developing more severe problem behaviors. These interventions are implemented similarly across a group of students, and thus serve as an efficient and cost effective method of behavior support. Check in Check out (CICO) is a targeted group intervention that has a growing research base supporting its efficacy (Crone & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Although there is a growing research base, no studies have examined maintenance of reductions in problem behavior upon fading. The present study examines (1) if a functional relation exists between CICO and reductions in problem behavior, and (2) which components of CICO can be successfully faded with reductions in problem behavior maintaining. In addition, this study examines if teacher attention varies across phases of the study, and predicts successful fading procedures. A reversal design was used to evaluate the efficacy of CICO and subsequent fading phases in four elementary school aged boys. Results indicated that CICO was functionally related to reductions in classroom problem behavior in all four participants. In addition, a functional relation was established with CICO and increases in academic achievement in three participants. Fading procedures were mildly successful, with only some intervention components being removed with reductions in problem behavior maintaining. The amount of adult attention did not vary across study phases, however adult attention became less dependent on problem behavior during the CICO and first fading phase. Clinical and conceptual implications, as well as future research will be discussed. / Adviser: Cynthia Anderson

Schoolwide Positive Behavior Interventions and Support (SWPBIS) is an approach designed to improve the correct implementation, consistent use, and maintenance of evidence-based practices related to behavior, classroom management and school discipline systems. Check-in/Check-out (CICO) is often recognized as a successful intervention in SWPBIS. However, most of the research on the use of CICO has focused on the school setting. This study provided an extension to the literature by examining the effects of the CICO program with homeless children attending an afterschool program. A non-concurrent multiple baseline across participants design was used to evaluate the CICO program effects. Students were exposed to a CICO intervention in which problem behaviors were targeted for reduction and task engagement was targeted for acquisition. Of the five participants selected for the study four participants were exposed to a CICO intervention. Results demonstrated a decrease in problem behaviors and an increase in task engagement for all four participants.

Although hotels have already started to implement online check-ins and digital keys in their applications, there has not been much research on the design of these prominent features. This thesis focuses on designing a digital key that is both easy to use and perceived as safe. A Research through Design approach was followed consisting of semi-structured interviews, an analysis of textual user reviews, and Lo-Fi and Hi-Fi prototyping in order to understand the needs and problems users face while receiving and using a digital key, as well as to provide further design directions for this feature. The findings showed that using a mobile phone to open a door or gate was already part of some of the participants’daily life. Still, many people do not like to rush into this digitalization. Hotel guests do not seem very worried about safety and using a digital key because the level of trust is high in the hospitality industry. The design presented in this paper serves as a starting point on how to design the receiving and using of a digital key. / Även om hotell redan har börjat implementera online check-in och digitala nycklar i sina applikationer, finns det idag inte mycket forskning kring design och utformning av dessa framträdande funktioner. Denna avhandling fokuserar på att designa en digital nyckel som både är enkel och smidig att använda, samtidigt som den av användaren skall uppfattas som säker. Ett forskning genom design tillvägagångssätt har använts, som består av semistrukturerade intervjuer, en analys av skriftliga användarrecensioner, samt Lo-Fi och Hi-Fi prototyper. Detta för att skapa förståelse kring de behov och problem som användarna upplever vid mottagande och användning av en digital nyckel, samt för att ge ytterligare vägledning kring design av denna funktion. Resultaten visade att användandet av en mobiltelefon för att öppna en dörr eller port redan var en del av vissa av deltagarnas dagliga liv. Samtidigt är det många som inte vill göra denna digitala transformation allt för snabbt. Hotellgäster verkar inte vara oroliga för säkerheten eller att använda en digital nyckel då man upplever ett starkt förtroende inom hotellindustrin. Den design som presenteras i denna avhandling utgör en startpunkt för hur mandesignar mottagandet och användandet av en digital nyckel.

The purpose of the study is to evaluate if the effectiveness of a check-in, check-out (CICO) intervention varies based on the function maintaining students’ target behaviors as determined by functional analyses prior to the implementation of the intervention. Participants in the study consisted of 6 children enrolled in general education Kindergarten classes across 6 teachers in the Southeastern United States. Upon completion of a functional analysis, participants were determined to fit into functional groups (i.e., combined attention and escape, attention, and escape), then a modified between groups design with a component of a multiple-baseline across participants design was completed. Overall, the current study found that the CICO intervention increased desired behavior as measured by points earned on the daily behavior report card ratings across baseline to intervention phases. All functional groups displayed an increase in average points earned from baseline phase across intervention phases. The results of the current study have implications within the educational systems for selecting interventions within the response to intervention framework, utilizing functional analysis for the CICO intervention, and acceptability of evidence based interventions. Limitations and recommendations for future research are presented.