Adapting and monitoring daily CICO implementation in high schools

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-08-03 DOI:10.1080/1045988X.2022.2106933

Mimi McGrath Kato, Angus Kittelman, K. Flannery, Dana Cohen Lissman

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引用次数: 0

Abstract

Abstract Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., The High School Journal, 96(4), 267–282, 2013; Flannery & Kato, Preventing School Failure: Alternative Education for Children and Youth, 61(1), 69–79, 2017). As high schools move beyond the implementation of Tier 1 and begin to implement Tiers 2 and 3, school implementation teams must identify effective interventions that fit the high school context. The current study assessed whether Check-In Check-Out (CICO; Hawken et al., Responding to problem behavior in schools: The check-in, check-out intervention (3rd ed.). The Guilford Press, 2021), with strategic contextual adaptations, could be implemented with fidelity and whether high daily implementation fidelity was related to student behavior performance. Teacher feedback quality was also explored. Results showed high fidelity implementation at the systems and procedural level for all participants and a significant, small correlation between procedural fidelity and daily points earned.

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调整和监测高中日常CICO的实施情况

先前的研究表明，在高中实施行为支持时需要情境契合(Flannery et al.， The high School Journal, 96(4)， 267-282, 2013;Flannery & Kato，预防学业失败:儿童和青少年的替代教育，61(1)，69-79,2017)。随着高中超越第一阶段的实施，开始实施第二和第三阶段，学校实施团队必须确定适合高中背景的有效干预措施。本研究评估了入住-退房(CICO;Hawken et al.，对学校问题行为的回应:签到，签到干预(第3版)。吉尔福德出版社，2021)，具有战略情境适应性，可以保真地实施，以及高日常实施保真度是否与学生行为表现有关。对教师反馈质量进行了探讨。结果显示，所有参与者在系统和程序层面上都实现了高保真度，并且程序保真度与每日获得的积分之间存在显著的小相关性。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.