The Daily Report Card and Check-in/Check-out: A Commentary About Two Siloed Interventions

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL

Education and Treatment of Children Pub Date : 2024-07-09 DOI:10.1007/s43494-024-00126-z

Julie Sarno Owens, Samantha Margherio, Cara Dillon, Steven W. Evans, Hannah Grace Rew, Chelsea Hustus, Christie Pickel

引用次数: 0

Abstract

Check-In/Check-Out (CICO) and the Daily Report Card intervention (DRC) are well-researched interventions designed to reduce challenging student behavior and improve academic and behavioral functioning. Yet each intervention has been studied within siloed literatures and their similarities and differences are not well understood by many educators. The goals of this commentary are to (1) highlight the similarities and differences between these interventions; (2) help educators and researchers understand the value of both interventions; and (3) stimulate conversation, innovative thinking, and new research that serves to reduce rather than reinforce the existing silos.

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每日成绩单和签到/签退：关于两种孤立干预措施的评论

签到/签退（CICO）和每日成绩单干预（DRC）都是经过深入研究的干预措施，旨在减少学生的挑战性行为，改善学业和行为功能。然而，每种干预措施都是在各自为政的文献中进行研究的，许多教育工作者并不十分了解它们的异同。本评论的目标是：（1）强调这些干预措施的异同；（2）帮助教育工作者和研究人员了解这两种干预措施的价值；（3）激发对话、创新思维和新的研究，以减少而不是加强现有的孤岛。

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

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.