Effects Of A Modified Daily Progress Report For Check In/check Out at the Elementary Level
Open Access
- Author:
- Dexter, Courtney Anne
- Graduate Program:
- Special Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 02, 2015
- Committee Members:
- Kathy L Ruhl, Dissertation Advisor/Co-Advisor
Kathy L Ruhl, Committee Chair/Co-Chair
Charles A Hughes, Committee Member
David Lee, Committee Member
David Meigs Beyer, Committee Member
Linda H. Mason, Special Member - Keywords:
- check in/check out
positive behavior supports and interventions - Abstract:
- Check in/check out (CICO) is a behavior change intervention commonly used within the tiered framework of school-wide positive behavior support. While CICO effectiveness has been demonstrated in a number of studies, recent literature reviews highlight the possibilities for modifications to the original CICO structure. In order to examine a potentially efficient way to modify CICO, the current study assessed changes to the daily progress report (DPR) component of CICO. The DPR is intended to serve as a prompt for feedback, and typically contains generic, non-specific school-wide rules. A multiple baseline across participants design was used, with three sets of student/teacher pairs in an elementary school, to examine how modifying the DPR to reflect specific, positively-worded, operationalized behaviors impacts the DPR as a visual prompt for student behavior and teacher feedback. Results indicate increased behavior-specific feedback for all teachers, with three teachers demonstrating an improved affirmative to corrective feedback ratio. All students demonstrated reduced problem behaviors and increased prosocial behaviors. Furthermore, students and teachers rated the modified DPR as effective and easy to use. Implications for research and practice are included.