Several research studies have been conducted on the effectiveness of check-in/
check-out (CICO) procedures in behavior education programs (BEPs). However,
little research has been conducted on implementing CICO procedures specifically for
special education students. This study examined the effects of CICO procedures on six
junior high students receiving special education services. Baseline data of targeted
behaviors were collected during the first two weeks of the third six weeks grading
period. The participants were receiving special education services due to a previous
Admission, Review, and Dismissal (ARD) committee decision. CICO procedures are
part of a secondary level behavior support system typically found in the BEP. The
CICO procedures include a morning check-in, teacher feedback on a daily behavior
report card (DBRC), an afternoon check-out, and weekly parent notification of student
performance. A token economy system and behavior team meetings are two
components also involved in implementing the CICO procedures. Intervention data
were collected during implementation of the CICO procedures during the remaining
three weeks of the third six weeks grading period. The intervention was not implemented the last week of the grading period due to final exams. The CICO
procedures had high social validity ratings. Reliability, limitations and implications for
future research on the current study are discussed.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-08-1618 |
| Date | 14 January 2010 |
| Creators | Bergman, Kelly D. |
| Contributors | Burke, Mack |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Thesis |
| Format | application/pdf |
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