CICO-Secondary: A Single-Case Experimental Study in High School

IF 1.4 3区心理学 Q3 EDUCATION, SPECIAL

Journal of Positive Behavior Interventions Pub Date : 2023-10-26 DOI:10.1177/10983007231200542

Angus Kittelman, Dana Cohen Lissman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, K. Brigid Flannery, Robert H. Horner, Sara Izzard, Stephanie St. Joseph, Aaron Mowery

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引用次数: 0

Abstract

Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be implemented with procedural fidelity and improve outcomes for students with and at risk for disabilities. The study included three ninth-grade students (two with individualized education programs) in one public high school. We used a non-concurrent multiple baseline design conducted over two academic years during the COVID-19 pandemic to experimentally evaluate the effects of CICO-Secondary on student academic engagement. Results demonstrated that students participated with adequate procedural fidelity and that there was a functional relation between implementation of CICO-Secondary and improved student academic engagement. Students and school personnel also perceived CICO-Secondary to be socially valid. Implications for both future research and practice are discussed.

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cco - secondary:高中个案实验研究

Check-in/check-out (CICO)是一种基于证据的多成分干预，在中小学得到广泛实施。本研究的目的是评估一种适应性的CICO干预，其设计的CICO成分更适合青少年的发展，并与高中的环境相关，是否可以在程序上忠实地实施，并改善有残疾和有残疾风险的学生的结果。这项研究包括一所公立高中的三名九年级学生(其中两名接受个性化教育)。我们使用了在COVID-19大流行期间进行的两个学年的非并发多基线设计，以实验评估CICO-Secondary对学生学术参与的影响。结果表明，学生的参与具有足够的程序保真度，并且ccic - secondary的实施与学生学业投入的提高之间存在函数关系。学生和学校工作人员也认为CICO-Secondary具有社会有效性。讨论了对未来研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Positive Behavior Interventions Multiple-

CiteScore

4.90

自引率

14.30%

发文量

期刊介绍： ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.