|Check-In, Check-Out, and Behavioral Monitoring Programs for Students With or At-Risk for EBD
|Sunday, May 30, 2010
|3:00 PM–4:20 PM
|Texas Ballroom Salon D (Grand Hyatt)
|Area: EDC; Domain: Applied Behavior Analysis
|Chair: Mack Burke (Texas A&M University)
|Abstract: The purpose of this symposium is to highlight four studies focused on check-in/out and behavioral monitoring programs for students with or at-risk for emotional and behavioral disorders (EBD). Schools face challenges in designing interventions for students at-risk for EBD. Once approach for addressing interventions for students who are at-risk for EBD is School-wide Positive Behavioral Support (SWPBS). Behavioral monitoring combined with check-in/out programs have been conceptualized as a “tier 2” intervention within SWPBS. The three studies highlighted in this symposium provide results of single case studies focused on addressing the problem behaviors displayed by students with EBD in schools implementing SWPBS. The “tier 2” interventions described in these studies all incorporate aspects of frequent behavioral monitoring by teachers. Study 1 focuses on a check-in/out program that incorporates a Daily Behavior Report Card (DBRC) for monitoring school-wide behavior expectations. Study 2 focuses on a teacher mentoring combined with a check-in/out program at the high school level. Last, study 3 focuses on using a check-in/out program with a DBRC focused on individualized behavioral goals. Study 4 focuses on the effects of a multi-component intervention using DBRC, check-in/out and positive reinforcement.
|Effects of a Check-in, Check-Out Program on the Reading Outcomes and Problem Behaviors of Elementary School Students with EBD
|STACY MORGAN (Pflugerville Intermediate School District), Mack Burke (Texas A&M University), Kimberly Vannest (Texas A&M University)
|Abstract: A check-in/out program was implemented with three 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 (SET; Horner et al, 2004). Based on a school-wide behavioral screening, three students were chosen whose problem behaviors put them at-risk for EBD. The check-in/out program combined with frequent behavioral monitoring of SWPBS expectations was implemented. Students were provided a behavior card with the expectations from a “check-in/out” teacher. The students’ classroom teachers then rated students and shared their feedback with them. The intervention was evaluated using a multiple-baseline, changing-criterion design. All three students’ behavioral improvement was measured through daily behavior ratings. Results indicated mixed effects depending on the student and index examined. Limitations and future directions of the intervention approach will be discussed.
|Combining Check-in, Check-Out With Teacher Mentoring in High School to Address Academic and Behavioral Outcomes
|MAE G COFFMAN (Pflugerville Itermediate School District), Mack Burke (Texas A&M University), Kimberly Vannest (Texas A&M University)
|Abstract: As a result of recent social and political pressure and an increase in academic standards, there is a call to address academic and behavioral needs of at-risk students at the secondary level. Currently, many secondary schools are struggling to provide research-based interventions for these students. The purpose of this study was to examine the effects of a school-based mentoring program utilizing existing school staff and functioning within the constraints of a typical high school schedule, on at-risk students. The study aimed to add to the body of research on interventions in secondary settings and extend research on mentoring. Five at-risk high school students participated in the study which took place during the 2008-09 school year. All of the students received basic mentoring procedures, and three were identified for more advanced mentoring procedures half-way through the school year. Data was collected on academic and social outcomes and the viability of the intervention in the secondary setting. Overall, results of the study were mixed but indicated that the intervention was mildly effective for almost all students in at least one of the areas studied.
|Effects of an Individualized Behavior Monitoring Program for High School Students At-Risk for EBD
|JILLIAN WHITE (Texas A&M University), Mack Burke (Texas A&M University), Kimberly Vannest (Texas A&M University)
|Abstract: Schools are facing an increasing pressure to effectively deal with students’ problem behaviors in the school environment. Research suggests that Behavior Monitoring Programs (BMPs) are effective and efficient secondary interventions to use in remedying problem behavior in the classroom and are acceptable to teachers, parents, and students. Most of the research on BMPs has been conducted at the elementary school level. The current study investigated the effectiveness of a BMP within a school-wide system of Positive Behavior Support (PBS) with three suburban high school students.
Problem behaviors for each student were targeted based upon previous office discipline referral data (ODR) and teacher comments, and three behavioral goals were made for student’s based upon these findings, along with teacher input. Effectiveness of the intervention was measured by the increase in teacher’s behavioral ratings on the Daily Behavior Report Card (DBRC). Furthermore, teachers, parents and students rated the intervention’s effectiveness via a five-item intervention acceptability questionnaire. Results of the study suggest that the BMP intervention is both effective and acceptable for use with secondary students. All students experienced an increase in behavioral rating on the DBRC. Across all students and all behaviors, the intervention resulted in an overall improvement of 63% in problem behaviors in the classroom. Furthermore, all teachers, parents, and students rated the intervention as being acceptable. The average rating that all parents gave for all five items (on a 6 point scale with higher numbers indicating greater acceptability) was 5.2, while the average for students was 4.3. The student’s teachers together rated all five items as 4.8.
|Combining FBA with Check-in, Check-Out, DBRCs, and Positive Reinforcement
|ROXANA BOLTON (Texas A&M University), Mack Burke (Texas A&M University)
|Abstract: The purpose of this study was to evaluate the effects of a multi-component intervention consisting of check-in/out, daily behavior report cards, and a positive reinforcement system with 5 elementary school students at-risk for EBD. Students were initially screened based on office discipline referrals and attendance, and the Behavior Assessment System for Children (BASC). Students with 3 or more office discipline referrals and who were below the 25th percentile on the BASC were included in the study. For each student, a functional behavioral assessment interview was conducted with teachers to determine where problem behaviors were most likely and to develop a hypothesis statement regarding function. Based on the teacher FBA interview, specific alternative behaviors were targeted for monitoring using a DBRC. Students placed on the DBRC checked in and out with a classroom teacher before and after each class period. Following each class, the student was rated on his/her behaviors. This information was shared and then sent home at the end of the day for parents to sign. If the student reached his/her goal for the day, the student was given a reinforcer and verbal praise. Results from a visual analysis (supplemented with effect sizes) from a series of AB designs indicated overall positive effects of the intervention, however, effects varied according to behavior monitored. Discussion will occur in regards to implications for current classroom practice as well as future research.